Positive School Climate. 1. School Climate reflects how members of the school community experience the school, including interpersonal relationships, teacher and other staff practices and organization arrangement. School climate includes factors that serve as conditions for learning and that support physical and emotional safety, connection and support and engagement. A positive school climate reflects attention to fostering social and physical safety, providing support that enables students and staff to realize high behavioral and academic standards as well as encouraging and maintaining respectful, trusting, and caring relationships throughout the school community.
Positive School Climate. One of the primary roles SROs 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. Whether talking to students in the hallway or delivering a presentation in the classroom, SROs are embedded in the education fabric within the school. SROs are expected to be proactive in creating and taking advantage of educational situations, and school administrators are encouraged to leverage this resource.
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.
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. Tiered Approach Prevention Through City Year Los Angeles' Whole School Whole Child program, we deploy AmeriCorps members (ACMs) to serve as tutors, mentors, and role models to support LAUSD students. We use a Response to Intervention (RTI) model and provide two tiers of support in each of our three areas of focused intervention: academics, behavior, and attendance. City Year does not offer Tier 3 support as it requires additional specialized training that our AmeriCorps members do not receive. 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. Focus lists are finalized in October with six students selected to receive literacy tutoring and five selected for math tutoring. Throughout the course of the school year, each focus list student receives a minimum of 15 hours of targeted intervention one-on-one or in small groups. Tutoring sessions typically occur during class time with students working with the AmeriCorps member in another room (i.e. library or City Year room) or in a station or back of the classroom. Literacy tutoring typically includes differentiated session plans developed by City Year built on classroom content using the teacher's objective. Math tutoring typically includes math fluency activities (i.e. computational fluency, operations), numbers, operations and algebraic thinking skills identified by a students' results on the HMH Math Inventory, and classroom content using the teacher's objecti...
Positive School Climate. Physical Restraint “Physical Restraint” refers to a personal restriction that immobilizes or reduces the ability of a student to move the student's arms, legs, or head freely. The term includes holding a student to compel or coerce the student to move to another location within the school. It does not include a temporary touching or holding of the hand, wrist, arm, shoulder, or back without applying pressure or force to prompt a student to walk to a safe location. An action need not be a trained technique to meet the definition of “Physical Restraint” for purposes of this policy. Physical Restraint is prohibited unless the student's behavior poses an imminent danger of serious physical injury to the student or others and less restrictive interventions would be ineffective at stopping the imminent danger. Physical Restraint may be used only as a last resort after all appropriate de-escalation techniques have been implemented without success and staff reasonably believes less restrictive interventions would be ineffective at stopping the imminent danger of serious physical injury. Physical Restraint of a student must end when the student’s behavior no longer poses an imminent danger of serious injury to the student or others or when a less restrictive intervention would be effective to stop the danger. (cf. 4158 - Employee Security) (cf. 5131.41 - Violent and Aggressive Conduct) (cf. 5131.7 - Weapons and Dangerous Instruments) Physical Restraint may not be used as a form of discipline or punishment, to force compliance with staff directions to a student, as a convenience for staff, or as a substitute for appropriate educational support. The use of emergency Physical Restraint under this policy does not constitute corporal punishment.
Positive School Climate. 55 How Can a Positive School Culture be Maintained Over Time by its Leadership?................................................................................................................ 62
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. Effective communication between school leaders and teachers contributes to effective change (Xxxx & Xxxxxxx, 2017). Table 9. 1 illustrates that participants believe strong communication is essential to maintaining a positive school climate. Effective communication begins with leaders (Xxxxxxx et al., 2012). When school leaders can effectively manage the communication process, they significantly contribute to teachers' and students' feelings of support (Xxxxx, 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; XXX 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).
Positive School Climate. 39. The District shall ensure that its discipline practices support and reinforce positive behavior and character development; incorporate culturally responsive techniques; employ constructive interventions to keep students in the classroom; and resort to exclusionary discipline only in limited circumstances. The Parties acknowledge that the unnecessary use of exclusionary discipline can have serious, long-term, detrimental effects on students’ academic, social, and economic engagement and success.
