Positive School Climate Clause Samples

Positive School Climate. 30. The District, with the assistance of the consultant(s), shall review its current PBIS measures and practices, determine necessary revisions, and develop a District-wide program to implement a PBIS and Restorative Practices approach to classroom management and student 1 The United States recognizes that the District provides special education and related services to students with disabilities under the Individuals With Disabilities Education Act (“IDEA”), and Section 504 of the Rehabilitation Act of 1973(“Section 504”). The Department of Education administers the IDEA, 20 U.S.C. §§ 1400 et seq., and Section 504, and promulgates, interprets and enforces the regulations implementing these statutes. 34 C.F.R. Part 300. The Department of Justice makes no findings or inferences in this agreement regarding the District’s compliance with IDEA or Section 504 obligations, nor does this agreement affect the District’s obligations with the IDEA, Section 504 or federal regulations thereunder. This agreement only addresses the District’s obligations under Title II of the ADA. behavior in each school and in each classroom.2 The District shall provide sufficient resources and training to implement the PBIS and Restorative Practices approach at each District school in accordance with this Agreement. 31. The District shall employ a full-time District PBIS Director responsible for the revision of disciplinary practices, and the implementation of PBIS and Restorative Practices. The official employment title of this individual, presently, is the Assistant Superintendent for Student and Family Services. 32. The District PBIS Director shall report to the Superintendent and shall perform the following duties: a. shall serve as the Superintendent’s designee in District-level disciplinary hearings; b. assist all District schools to improve behavior and discipline data reporting mechanisms and self-monitoring practices; c. as described in Section IV.K, below, review and analyze the District’s behavior and discipline data to identify areas of concern, including concerns regarding disparities in the discipline of students by race/ethnicity or disability status; ▇. in consultation and collaboration with the Director of Special Education, review and analyze discipline involving students with disabilities and identify 2 The Department understands that the District has some familiarity with PBIS through its introduction at ▇▇▇▇▇▇▇ Middle School, and its usage of PBIS at other District...

Positive School Climate. SRO’s have the unique opportunity to encourage and model positive behavior, and use good judgement and discretion through the following: a. Upon request, engage in school activities, such as: attending assemblies, sporting events or other school events to ▇▇▇▇▇▇ a positive school climate through relationship- building and crime prevention; b. Work in partnership with Building and District administration to build a culture of open communication and trust among students, staff and school community members by serving as a role model, working with administrators to engage with students who may be facing challenges and identifying mechanisms to connect them with appropriate community resources; c. SROs are not responsible for general student discipline and may not be used to attempt to impose criminal sanctions in matters more appropriately handled within the District’s educational system; and d. Working with Building administration and school staff to create a positive school climate by developing positive relationships with students, parents, and staff, and by helping to promote a safe, inclusive, and positive learning environment.

Positive School Climate. Physical Restraint

Positive School Climate. The emergent theme was Positive School Climate. Most participants feel their school is a place of trust as depicted in Table 11. 1.

Positive School Climate. One of the primary roles ▇▇▇▇ fulfill is fostering a positive school climate through relationship-building and crime prevention. Officers will engage in various activities, in consultation with school administration, teachers, and students, and should strive to build a school culture of open communication and trust between and among students and adults by focusing on officers getting to know students at the school, serving as a role model, and working with teachers and administrators to identify students who may be facing challenges and need additional resources or attention to be successful in school. Education –SROs should participate in the school community by becoming a member of the educational team where appropriate, and by representing the law enforcement community to build positive relationships with youth, their families, and school staff.

Positive School Climate. City Year AmeriCorps members work to create a positive culture at each of our partner schools. We believe that each child deserves to feel seen, connected, and cared for. Initiatives include school-wide academic enrichment events, enthusiastic morning greetings, and culture-building activities during lunch and between classes. Extended Day Programing: AmeriCorps members continue their work in the extended day space, building on students' academic progress with supplementary tutoring time. Additionally, our extended day programming incorporates enrichment and activities developed based on the individual needs of each school and student community. Academics - Tier 2 Support: Working in partnership with teachers and school leaders, City Year uses previous year data, assessments and observation to identify a caseload- or "focus list"- of students that would benefit from targeted academic intervention. These math and literacy/ELA interventions are focused on helping students build the prerequisite skills needed to succeed on grade level and support students in effectively completing grade level assignments.

Positive School Climate. 55 How Can a Positive School Culture be Maintained Over Time by its Leadership?................................................................................................................ 62

Positive School Climate. Effective communication between school leaders and teachers contributes to effective change (▇▇▇▇ & ▇▇▇▇▇▇▇, 2017). Table 9. 1 illustrates that participants believe strong communication is essential to maintaining a positive school climate. Effective communication begins with leaders (▇▇▇▇▇▇▇ et al., 2012). When school leaders can effectively manage the communication process, they significantly contribute to teachers' and students' feelings of support (▇▇▇▇▇, 2021). Participant 7 stated: They need to both know what is going on their campus and know how to communicate their policies and decisions with the staff. Without clear communication, the staff is left having to make decisions on their own or feel like they are not being supported. Effective leader traits include fluid communication, empathy, self-awareness, and vulnerability (Brown, 2015). A leader needs to keep fluid communication, listen to the needs of others, and provide support and guidance (McChrystal, 2011; ▇▇▇ 2011). Participant 4 stated: A leader should listen to staff, teachers, and students to recognize their needs and wants. The tricky part is the activeness... There is a diverse group of people with many needs and wants. The leader must constantly weigh the priorities of each and how best to listen actively. A leader must have the self-awareness to reflect on the challenges and successes of the organization (Goleman, 2011).