Common use of Climate and Culture Clause in Contracts

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. Goal # 3 - All instructional staff will work towards reduction of tardiness by 20%, referrals to Main Office by 20%, and Suspensions by 20%. Analysis of Relevant Data Analysis of Skyward tardiness rates, number of referrals, and number of suspensions supports the 18-month benchmark 3 and 36-month goal 3. There were 716 first hour tardies during the 1st semester of the 2016-2017. There were 480 referrals in 2015-2016 and 738 referrals from September to March of the 2016-17 school year. There were 236 suspensions during the 2015- 2016 school year and 140 suspensions for first semester of 2016-2017 indicating a need to reduce suspensions to increase instructional time for at-risk students. Strategies to Reach Goals and Benchmarks Instructional Staff will: ● Participate in ongoing Restorative Practices professional development ● Implement Promoting Positive School Climate ● Initiate discipline protocol prior to sending students to the office, and inform and engage the parent/guardian’s within the process of discipline ● Engage students in proactive relationship building through Restorative Circles ● Establish an Attendance Review Committee to work with truancy officers and abatement clerks System for monitoring: All discipline referrals will be entered into Skyward by teachers or building secretary, if referred by support staff. The PBIS Leadership Team will meet monthly to monitor this data. All major infractions will also be entered in SWIS by the Behavior Interventionist. He will run a report and share this data at the monthly PPSC team meeting. Principal will monitor referral and suspension activity by using Skyward Attendance and Behavioral Reports/Safe Schools Healthy Students Reports/Perception Surveys/Truancy Documentation (Truancy Officer & Abatement Clerk)/Behavior Interventionists Caseloads/, Restorative Practices (Conferences and Circles). Information will be shared with the Board in the Progress Monitoring Report for priority schools. 18 Month Benchmark: Reduction of tardiness by 10%, referrals to Main Office by 10%, and Suspensions by 10% 36 Month Goal: Reduction of tardiness by 20%, referrals to Main Office by 20%, and Suspensions by 20% Implementation Timeline: Sept. 2017 – June 2020

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, 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, 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. Goal # #3 - – All instructional staff will work towards reduction of tardiness by 20%, referrals to Main Office by 20%, and Suspensions by 20%. Analysis of Relevant Data Analysis of Skyward tardiness rates, number of referrals, and number of suspensions supports the 18-month benchmark 3 and 36-month goal 3. There were 716 first hour tardies during the 1st semester of the 2016-2017. There were 480 referrals in 2015-2015- 2016 and 738 referrals from September to March of the 2016-17 school year. There were 236 suspensions during the 2015- 2016 school year and 140 suspensions for first semester of 2016-2017 indicating a need to reduce suspensions to increase instructional time for at-risk students. Strategies to Reach Goals and Benchmarks Instructional Staff will: ● Participate in ongoing Restorative Practices professional development ● Implement Promoting Positive School Climate ● Initiate discipline protocol prior to sending students to the office, and inform and engage the parent/guardian’s within the process of discipline ● Engage students in proactive relationship building through Restorative Circles ● Establish an Attendance Review Committee to work with truancy officers and abatement clerks System for monitoring: All discipline referrals will be entered into Skyward by teachers or building secretary, if referred by support staff. The PBIS Leadership Team will meet monthly to monitor this data. All major infractions will also be entered in SWIS by the Behavior Interventionist. He will run a report and share this data at the monthly PPSC team meeting. Principal will monitor referral and suspension activity by using Skyward Attendance and Behavioral Reports/Safe Schools Healthy Students Reports/Perception Surveys/Truancy Documentation (Truancy Officer & Abatement Clerk)/Behavior Interventionists Caseloads/, Restorative Practices (Conferences and Circles). Information will be shared with the Board in the Progress Monitoring Report for priority schools. 18 Month Benchmark: Reduction of tardiness by 10%, referrals to Main Office by 10%, and Suspensions by 10% 36 Month Goal: Reduction of tardiness by 20%, referrals to Main Office by 20%, and Suspensions by 20% Implementation Timeline: Sept. 2017 – June 2020

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 XTiers I, 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. Goal # 3 - All instructional staff will work towards reduction of tardiness by 20%, referrals to Main Office by 20%, and Suspensions by 20%. Analysis of Relevant Data Analysis of Skyward tardiness rates, number of referrals, and number of suspensions supports the 18-month benchmark 3 and 36-month goal 3. There were 716 first hour tardies during the 1st semester of the 2016-2017. There were 480 referrals in 2015-2016 and 738 referrals from September to March of the 2016-17 school year. There were 236 suspensions during the 2015- 2016 school year and 140 suspensions for first semester of 2016-2017 indicating a need to reduce suspensions to increase instructional time for at-risk students. Strategies to Reach Goals and Benchmarks Instructional Staff will: ● Participate in ongoing Restorative Practices professional development ● Implement Promoting Positive School Climate ● Initiate discipline protocol prior to sending students to the office, and inform and engage the parent/guardian’s within the process of discipline ● Engage students in proactive relationship building through Restorative Circles ● Establish an Attendance Review Committee to work with truancy officers and abatement clerks System for monitoring: All discipline referrals will be entered into Skyward by teachers or building secretary, if referred by support staff. The PBIS Leadership Team will meet monthly to monitor this data. All major infractions will also be entered in SWIS by the Behavior Interventionist. He will run a report and share this data at the monthly PPSC team meeting. Principal will monitor referral and suspension activity by using Skyward Attendance and Behavioral Reports/Safe Schools Healthy Students Reports/Perception Surveys/Truancy Documentation (Truancy Officer & Abatement Clerk)/Behavior Interventionists Caseloads/, Restorative Practices (Conferences and Circles). Information will be shared with the Board in the Progress Monitoring Report for priority schools. 18 Month Benchmark: Reduction of tardiness by 10%, referrals to Main Office by 10%, and Suspensions by 10% 36 Month Goal: Reduction of tardiness by 20%, referrals to Main Office by 20%, and Suspensions by 20% Implementation Timeline: Sept. 2017 – June 2020