Climate and Culture. As a district, we have implemented a MTSS model to address the academic and behavioral needs of students. For Saginaw High, the Unpacking Tool Big Idea #2 focuses on the climate and culture of the school. Staff was trained initially in the summer of 2015 in Restorative Practices. Staff turnover and new leadership left some with limited knowledge of practices for the next school year. Additional training during the summer of 2016, as well as, February and March 2017 has brought number of trained staff up to about 85%. The staff includes two Behavior Interventionists and the school social worker, who monitor effects of the Restorative Practices for all grade levels. Teachers also practice RJ for the classroom. The Behavior Intervention Program data collected thus far shows that 32 students are identified as Tier III for behavior, in grades 9-12. Fifty-seven (57) students have participated in Peace Circles to resolve conflict and avoid suspension. Students identified in Tier III also participate in weekly circles to help students navigate situations that impact their ability to willingness to make positive choices. Our students are identified for academic intervention by Xxxxx X, II, and III. For Tier III, our students most in need, we have Strategic Reading and Math as an hour of instruction. Students are identified by grades, summative test scores, and progress monitoring tests. Students are scheduled for the additional support, and are released when academic progress is demonstrated. Ninth and tenth grade students are targeted for the Tier III intervention, as the intervention is addressed early in their high school careers. We also employ two Academic Interventionists, who work with Tier III students in the classroom settings. They perform small group intervention within the classroom. Tier II support takes place daily in Academic Intervention classes (4th period). Students are placed according to tier level and specific academic focus is identified to the meet the needs of each group. Tier II intervention at the 9th and 10th grade level focuses on reading skills and math skills. For the junior level, students are engaged in all four cores, and focus on test preparation for summative Spring assessments. The instruction is administered by core content experts for all students, and is differentiated to meet the needs of Tier II students. The MTSS process also allows for Structured Tutoring after school for additional intervention for students in need. Analy...
Climate and Culture. In my personal experience, this administrator:
1. motivates me.
Climate and Culture. ● Contribute to a school campus that is welcoming, inclusive, and supportive of all students. ● Clearly articulate the school’s mission and vision, as well as expectations of students. ● Manage efforts to develop and reinforce desired culture, including developing and overseeing orientation programs for students and faculty focused on community-building and common expectations. ● Develop and implement the rituals, routines, and celebrations that ensure a culture of belonging. ● Be highly present and visible during school hours, ensuring that the school has an appropriately supportive and structured school culture, which includes proactively circulating throughout the school campus. ● Develop and implement incentive and reward programs for exemplary behavior, attendance, community membership. ● Support crisis management efforts in collaboration with school leaders. ● Develop and manage supervision schedule, including student arrival, transitions, lunch, dismissal, and school events. ● Lead efforts to ensure that all students have excellent attendance and arrive to school on-time.
Climate and Culture a. The ADC shall be tasked with addressing concerns about schools and other worksites with climate issues. The ADC shall take appropriate steps to deescalate situations in schools or other worksites and to collaborate with representatives of the other unions and the appropriate MCPS office to resolve issues quickly, at the lowest level possible. This may require providing resources and supports to schools and worksites to help them address their climate issues. Upon notification by the MCEA president that existing structures intended to resolve climate issues are not successful at resolving a specific situation, MCEA and MCPS shall meet to create a specific plan to address and resolve that situation. This meeting shall take place within ten business days of MCPS’ receipt of the notification.
b. The parties agree to using annual surveys that provide important feedback to offices and schools.
c. The survey will be used jointly by all parties to identify successful practices and areas for improvement. These surveys should be considered important feedback.
d. There is an understanding from all parties that these surveys are important and an expectation that they should be completed by all staff. Time shall be provided during the workday for employees to complete surveys. The questions on these surveys shall be reviewed by all parties on a regular basis to be certain they are updated to reflect changes in MCPS.
e. Unit members will have web-based access to both summary data and specific item analysis for the Staff Survey of the School/Office Environment for their work site, provided there was a sufficient response rate to report out valid data.
