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Suffield Public Schools CSCI District and School Findings

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Title: Suffield Public Schools CSCI District and School Findings


1
Suffield Public SchoolsCSCI District and School
Findings
Presented to the Suffield Board of
Education November 6, 2013
2
School Climate
  • School Climate refers to the quality of school
    life as experienced by members of the school
    community Students, School Personnel Parents
  • It includes
  • Norms, goals and values (e.g. mutual respect)
  • Relationships, Teaching Learning and Leadership
    practices
  • Organizational structures and processes
    rules, regulations, and enforcement
  • (National School Climate Council, 2007)

3
School Climate Research Findings
  • I. Individual Experience
  • A positive school climate effect
    students self-esteem and self-concept
  • II. Risk Prevention and Health Promotion
  • Effective risk prevention and health
    promotion efforts are positively correlated with
    safe, caring, participatory and responsive school
    climate settings.
  • III. Academic Achievement
  • Student academic achievement is strongly
    correlated to a safe, caring and responsive
    school climate setting.
  • IV. Teacher Retention
  • Positive school climate is associated
    with greater teacher retention.
  • (For a summary of this research as well as a
    school climate research data base, see
    www.schoolclimate.org/climate/research.php and/or
    Cohen, et. al 2009)

4
The School Climate Improvement Process A five
stage process of school improvement
5
Assessment Improvement Process
  • Planning for Change (Nov. May)
  • Form a representative team/ establishing ground
    rules
  • Leadership Commitment/ Fostering Buy in
  • Establishing a no fault framework/ culture of
    trust
  • Community Engagement/Outreach
  • School Climate Assessment/Evaluation
  • Measurement Process
  • Interpretation of Results
  • Action Planning (May Sept.)
  • Drill down to key priorities
  • Research best practices/ evidence-based programs
  • Define action plans
  • Establish benchmarks and clear timelines
  • Program/Project Implementation
  • Re-assessment/Re-evaluation

6
CSCI Comprehensive School Climate Inventory
  • Safety
  • Rules Norms
  • Physical
  • Social-Emotional
  • Teaching Learning
  • Support for Learning
  • Social Civic Learning
  • Professional Relationships (school personnel
    only)
  • Leadership (school personnel only)
  • Relationships
  • Respect for Diversity
  • Social Support Adults Students
  • Connectedness/ Engagement
  • Environment

7
(No Transcript)
8
Benefits of Assessment
  • Leads to the establishment of a shared definition
    of school climate and a common language for
    discussion
  • Recognize school strengths to celebrate and
    leverage
  • Identify school needs to allocate resources
    effectively
  • Gain insight into perspectives of key
    stakeholders student, staff, and/or parents
  • Establish benchmarks for improvement
  • Deliver the message school climate is important!
  • Begin to engage the community in productive
    change give people a voice

9
District Response Rates
10
Theory of Action Coherence Framework
  • Theory of Action If we use data as a vehicle for
    examining school, classroom and individual
    student progress and create structures for
    teacher collaboration while implementing job
    embedded professional development, then
    interventions will be targeted in focused ways
    and student learning will increase.
  • Core Approaches Strategies Structures
  • SRBI Academic School Climate CCSS
    Implementation SPS Mission/Beliefs
  • Quality Tier I 21st Century Skills
    SPS Goals/Strategic Plan
  • Best Practice Instruction Desired
    Learning Outcomes Administrative Council
  • Workshop Model CT SEED
    Council for TL
  • Differentiation of Instruction
    Professional Learning Plans Literacy
    Council
  • Curriculum Audit
    Instructional Leadership Team
  • Data Teams Analysis to Action
    Partnering with Parents School Leadership
    Structures
  • Technology Integration
    School Improvement Plans
  • Professional Learning Communities Building
    a Collaborative Culture Student Data Management
  • Systemic Improvement Improved Student
    Learning

11
Intervention Tiers Academic Behavioral
Academic School Climate
12
Coherence
1 the quality or state of cohering as
a systematic or logical connection or
consistency b integration of diverse elements,
relationships, or values
13
Coherence
  • Social Emotional Security
  • Support for Learning
  • Aspiring excellence for all through
  • Standards Based Reporting DI FDK
  • Case analysis to improve data collection
    intervention
  • Reading Assessment Intervention K-12

14
District-wide Areas For Improvement
  • Social-Emotional Security - Ranked lowest for all
    3 populations
  • Leadership 2nd lowest dimension for faculty
  • Coherence Framework Theory of Action
  • Social and Civic Learning Support for Learning
    - variability between population groups

15
District-wide Strengths
  • Safety Rules and Norms - consistently rated high
    across all populations
  • Social Support-Adults - rated in the positive
    range for all three populations
  • Social Support-Students consistent in perception
    across all three populations

16
A. Ward Spaulding School
  • The Process
  • September 2013The Climate Committee reviewed the
    data and identified social and civic learning as
    relevant goal work for 2013-2014.
  • September 2013The committee broadened its
    membership for equal representation of school
    community groups (paraprofessionals).
  • September 2013The committee identified its first
    setting for the social and civic learning goal
    work (the cafeteria) and implemented the STAR
    lunch ticket program.
  • October 2013The Climate Committee identified its
    second area in continue goal work (the
    playground) based on referral data.
  • As of October 31, 2014, the committee has
    convened on four occasions.

17
A. Ward Spaulding School
  • Climate Goal
  • In order to improve the social and civic
    learning of all A. Ward Spaulding School
    community members, all adults and students will
    engage in a school-wide program that identifies
    and celebrates the traits of respect,
    responsibility, and kindness.
  • Data Used to Inform Goal Development
  • We looked at the individual questions asked in
    the Social and Civic Learning Dimension. While
    92 of school personnel ranked this dimension as
    positive, 7 remained neutral. Similarly, 82 of
    parents responded positively with 18 neutral or
    negative. A more concrete and systematic positive
    behavior supports program would address that
    neutrality.
  • Office referral data from 2012-2013 revealed that
    the majority of students were unable to identify
    and utilize appropriate listening skills and
    decision-making when involved in situations of
    conflict.

18
A. Ward Spaulding School
  • Parent Action Steps
  • Implementation of monthly Partnering with Parents
    meetings to orient families in Spaulding Stars
    Care program changes
  • Expansion of the monthly Principal Newsletter to
    include a Spaulding Stars Care section
  • Discussion regarding the Spaulding Stars Care
    program at Meet and Greet, Open House, and Show
    and Tell venues

19
A. Ward Spaulding School
  • Staff Action Steps
  • Examination and expansion of the C.A.R.E.S.
    program to identify specific measurable and
    observable tenets of character (change of name to
    Spaulding Stars Care)
  • Identification and creation of a visual that
    grounds the school culture in the program
    (star) without adult prompting
  • Professional development for paraprofessionals
    and duty clerks who supervise less-structured
    areas of our school campus (cafeteria and
    playground)
  • Further identification of what respect,
    responsibility, and kindness look and sound like
    in those less-structured settings
  • Creation and display of posters in those areas
    outlining common expectations in language
  • Creation and implementation of the STAR lunch
    ticket initiative (September 2013)
  • Creation and implementation of the STAR recess
    initiative (November 2013)

20
A. Ward Spaulding School
  • Data to Document Efforts and Assess the Impact
  • Number, Location, and Nature of Office Referrals
  • Spring Climate Survey
  • Anecdotal Notes from Students, Parents and Staff
  • Data log containing the consistency of staff
    participation in the program
  • Efforts and Results Related to Individual
    Teachers Climate Goals

21
McAlister Intermediate School
  • The Process
  • Winter, 2013--Climate Committee met to review
    survey data
  • Spring, 2013--Climate Committee completed a
    Living in the U activity with Climate Survey Data
  • Spring, 2013--Climate Committee led the same,
    Living in the U activity with the entire faculty
  • The activity prompted rich discussion and
    reflection on teachers practices in the
    classroom and in the school in general
  • We had to work deeply within the data in order to
    bring our group into owning the data, not to get
    defensive or to rationalize it
  • Spring, 2013Administrators began to brainstorm
    potential positive behavioral supports and looked
    towards our school-wide discipline data to help
    us connect that data more deeply to specific
    interventions and programs.
  • Fall, 2013The Climate Committee has met twice
    thus far we were able to connect the Climate
    Survey with our discipline data in order to
    devise the school-wide climate goal.

22
McAlister Intermediate School
  • Climate Goal
  • In order to improve the social-emotional
    security of McAlister Intermediate School
    community members, all adults and students will
    preserve the dignity of each other through the
    consistent use of respectful language.
  • Data Used to Inform Goal Development
  • We analyzed the individual questions asked in the
    Social Emotional Security Dimension. We
    ascertained that although most students did not
    go out of their way to treat others badly, many
    students have
  • been teased (44 agreed or strongly agreed)
  • seen someone being teased (46 agreed or strongly
    agreed)
  • been left out and felt like they were not part of
    the group (36 agreed or strongly agreed)
  • We also used our school-wide discipline data from
    2012-2013 school year and from the first several
    weeks of the 2013-2014 school year.

23
McAlister Intermediate School
  • Student Action Steps
  • Expansion of the McAlister Way to include
    expectations on all areas of the school, based on
    Bucketfilling and The McAlister Way
  • The McAlister Way presentation to all students in
    small groups by Mr. Ferraro and Mrs.
    Carpenter-Snow
  • Institution of Recess, The McAlister Way
    recognition program
  • Next for Students--Expansion of Responsive
    Classroom to include discussion, modeling,
    reflection, and emphasis of our school-wide
    efforts with respectful language
  • Parent Action Steps
  • Institution of monthly Partnering with Parents
    meeting that fosters a dialogue between parents
    and administrators on topics such as The
    McAlister Way program
  • Expansion of the monthly Principal Newsletter to
    include The McAlister Way article
  • Discussion regarding The McAlister Way at Open
    House and during Parent Teacher Conferences
  • Teacher Action Steps
  • Professional Development with both certified and
    noncertified staff on positive behavioral
    supports and proactive and active supervision
    strategies
  • Review of roles and responsibilities during
    recess supervision, assignment of all staff
    members on a duty- specific location to learn
    about and monitor
  • Professional development to build capacity of
    certified and noncertified staff members relative
    to student problem solving
  • Next for staffDevelop coherence around our
    Climate Goal efforts, and work to implement the
    goal in the classroom

24
McAlister Intermediate School
  • Initial Data to Document Efforts and Assess the
    Impact
  • Number, Location, and Nature of Office Referrals
  • Spring Climate Survey
  • Anecdotal Notes from Students, Parents and Staff
  • Efforts and Results Related to Individual
    Teachers Climate Goals

25
McAlister Intermediate School
  • Data to Document Efforts and Assess the Impact
  • Number, Location, and Nature of Office Referrals
  • Spring Climate Survey
  • Anecdotal Notes from Students, Parents and Staff
  • Efforts and Results Related to Individual
    Teachers Climate Goals

26
District Wide Next Steps
  • Support school based plan implementation
  • Instructional Leadership Team Sharing
  • National School Climate Survey planned for the
    Spring of 2014
  • Repeat data analysis of local measures and survey
    results
  • Continued emphasis on school climate
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