Climate Plan 2015 – 2016 Climate Standard Status (informed by data) To What Extent is This Evident? Areas Identified as Needing Improvement Identified Strategies to Realize Improvement Measurement and Documentation Options for Determining Improvement Time Line for Reaching Improvement Goals Standard 1: Shared Is it evident that all members of the school community are committed to physical, emotional and intellectual safety of the learners? Emergent: * Continued focus on programs, policies, and practices to enhance/sustain positive school climate *All will be trained in fire drill and lockdown procedures *All staff will be trained in policies for understanding bullying policy and how to report mean spirited behavior/bullying to administration *All staff will consistently continue to implement PBIS/SRBI as part of prevention and intervention strategies to improve universal understanding and practical application of PBIS/SRBI to enhance capacity in Tiers I, II, III *Staff will receive continued training on procedural expectations as they pertain to following the guidelines for maintaining a safe building: *To improve staff understanding of: The link between the state law of bullying and how it is linked to district/school policies and practices through professional development and review of procedures and responsibilities associated with being a school employee *Continued school wide focus on PBIS strategies *Establish a School Climate Team to look at school wide initiatives on developing/maintaining a safe school climate Develop and implement a safe school climate plan Provide continued in-service for all staff *Identified a safe school climate specialist to: Develop and oversee the elements of reported acts of bullying Maintain records of reports and verified acts of bullying Coordinate practices *Through training, will understand the revised definition of bullying and reporting procedures for occurrences on and off school grounds *Implement the school climate plan for the 2015-2016 year to be monitored by the School Climate Team with and accountability points to: Monitor and review building safety procedures Monitor the progress and development of PBIS/SRBI Provide staff with school climate PD Implement anti-bullying curriculum Refine the reporting and verification process of bullying Analyze discipline and staff survey data to make systemic 2015-2016 School Year
*School-wide bullying education and prevention curricula will be taught and reviewed *Administration will assess program, policies, and practices through data collection: Discipline Management System (DMS) Student, parent surveys *Administration will periodically report out to school community about goals, benchmarks, and progress in Tier I and further program development in Tiers II/III *School wide bullying education and prevention curricula will be delivered formally to students *Continued refinement of date collection practices and dissemination to staff to improve core practices *Disaggregate and disseminate discipline data to staff in order to address identified behavioral needs through specifically designed school wide core practices *Identify needs/concerns of students, staff, and parents and respond appropriately through program development and continued focus in Tiers I, II, III as elements of our PBIS/SRBI programs changes that positively impact school climate Standard 1: Shared Do participants share a vision of what a positive school climate looks feels and sounds like? Emergent: *Silver Lane has established a high functioning PBIS program—as evidenced through the completion of the School Wide Evaluation Tool (SET) facilitated by Anthony Menard during June 2012. The assessment determined that at 90% of staff and students are in compliance as a school community in understanding the key elements associated with a positive school climate *Staff will receive professional development to further clarify the PBIS system to gain continued understanding of universal design and application of core practices, programs, and terms in Tiers I, II, III *The PBIS Leadership Team will operate under the auspices of the School Climate Team to collaborate with staff, students, and parents. PBIS will continue to serve as the conduit to create further understanding, development, and enhancement of a positive school climate in the following manner: Continue to articulate, model and reinforce school wide expectations Focused effort on developing core classroom * District, and school surveys will be used to assess current practices and to identify of growth 2015-2016 School Year
to meet student needs Continued development of Tier II/III and interventions, feedback loop, and exit criteria Improve participation and awareness of incentive program to staff and students to support displays of positive behaviors and choices Continued partnership with MegaEducation to recognize reinforce the school wide Expectations Standard 1: Shared Values What are the shared values? Maintenance: *Our Core Values are: - Respect -Responsibility -Self-Control *Core values will continue to be addressed and implemented systemically. *School Staff will continue to teach/ emphasize our school wide expectations through modeling, professional development, and reinforcement of the Core Values *Administration/PBIS leadership team will provide staff with annual PD, faculty updates, and on-going PBIS program initiatives to further develop consistency and understanding of our Core Values *Administration will provide updated discipline data annually to support/and work with teachers to develop universal practices in the areas of: *The Discipline Management System (DMS) has been developed to reinforce PBIS expectations through data collection, progressive discipline and support, parental involvement, and continued education and commitment to the Core Values.. Progress will be determined through reduction of student support center referrals 2015-2016 School Year
Core values will continue to be defined and reinforced with students through universal team practices and continued classroom Staff will be apprised of student progress via discipline data as a means to identify and address behavioral trends *Administration will continue to refine supervision practices in the common to reinforce and teach the appropriate behaviors of our students Establishing consistent classroom routines *Administration will continue to examine supervisory protocols to reinforce the Core Values and to adjust practices as determined through trends gleaned from data collection Status (informed by data) To What Extent is This Evident? Areas Identified as Needing Improvement Identified Strategies to Realize Improvement Measurement and Documentation Options for Determining Improvement Time Line for Reaching Improvement Goals Standard 1: Shared Goals What are the shared priorities? Emergent: *Continued commitment to the development of a Safe School Climate Plan through concrete actionable steps that reflects district and school priorities *The Climate Plan will continue to maintain, develop, and assess programs and procedures that impact its three domains: School Safety PBIS *The Climate Plan will be deliberate, comprehensive and clear for the school community to understand in their application of practices and procedures that will contribute to maintaining *The Climate Plan will include a coherent infrastructure with goals and accountability points to be monitored by the School Climate Team 2015-2016 School Year
Bullying Prevention Program a safe and positive school environment * State, district, and school surveys will be used to assess current practices and to identify areas of growth Standard 2: Shared School Policies Are there policies that promote the development of skills, knowledge and engagement? Maintenance: *The East Hartford Board of Education (EHBOE) in accordance with state law has implemented a Safe School Climate Plan for each school *The has adopted a wide range of policies that are focused on the continued development of social, emotional, ethical, civic, and intellectual skills * Will identify a Safe School Climate Team which will govern the School Climate Plan: Identified a Safe School Climate Specialist Provided training of the bullying policy for all including the identification, reporting, and verification process Refined the documentation and maintenance log Continue to implement prevention and intervention strategies Complete school climate assessments as determined by the EHBOE *Building administration will implement the Safe School Climate Plan in accordance with EHBOE policy that will be reflected, shared and monitored in the following manner: Building administration will conduct a yearly review of student handbook, administrative guidelines, and discipline data Building administration will conduct yearly professional development *Curriculum and Instructional focus Building administration will coordinate an anti-bullying program and curriculum to be addressed school wide, and in the classroom Building administration * District, and school surveys will be used to assess current practices and to identify of growth *Materials collected from instructional rounds *Teacher feedback of internal/external professional development and instructional coaching *Informal observations and post-conference feedback 2015-2016 School Year
will continue to provide a curriculum and instructional focus through the Instructional Rounds Process, informal observations, on-going instructional coaching from external experts and internal professional development provided by administrators and teachers Continued focus on instructional and school wide data teams Development and implementation of Silver Lane Instructional Standard 2: Shared School Policies Are policies in place to address barriers to learning? Awareness: *Building administration, special education teachers, and classroom teachers will meet weekly during team meetings to review PBIS/SRBI interventions and to create intervention and support plans to effectively meet student’s *Continued development of Tier I,II,III academic and social interventions -Building administrators will provide support/direction to build capacity in Tier I and to assist in the development of academic and behavioral interventions *Building administration/PBIS Leadership Team and support staff will provide professional development to promote the social and academic development of the student * District, and school surveys will be used to assess current practices and to identify of growth 2015-2016 School Year
academic and social needs -Social, Organizational, Academic Programs (SOAP) –Tier II -Early Intervention Plans (EIP) for regular education students –Tier III National School Climate Standard Current School Status (informed by data) To What Extent is This Evident? Areas Identified as Needing Improvement Identified Strategies to Realize Improvement Measurement and Documentation Options for Determining Improvement Time Line for Reaching Improvement Goals Policies on Dealing with P.A. 11-232 Bullying Allegations: Does the Plan include the specific requirements in An Act Concerning The Strengthening of School Bullying Laws? (This is generally the component of the plan provided to the district by the Law Firm advising the district.) Emergent: Silver Lane has identified a *Bullying Prevention Program has and will continue to address the following: A bullying curriculum to disseminated to all students through the Administration School Wide awareness programs *Silver Lane is in the process of meeting all of the required steps as indicated by P.A. 11-232 Safe School Climate Coordinator has been appointed Safe School Climate Team will be established for the 2015-2016 School Year Safe School Climate Plan will be completed for the 2015-2016 School Year Bullying report and investigative forms have been implemented for students, parents, and school employees to be facilitated by administration *Feedback from students, parents, staff and Administration 2015-2016 on-going
National School Climate Standard Current School Status (informed by data) To What Extent is This Evident? Identified as Needing Improvement Identified Strategies to Realize Improvement Measurement and Documentation Options for Determining Improvement Time Line for Reaching Improvement Goals Standard 3: School Practices Are there practices in place to promote positive youth development? Emergent: Within classrooms and through existing in school/after school programs, Silver Lane has been able to identify, promote, and respond to student needs through positive programs. Silver Lane offers a myriad of programs including: Team building and cooperative learning activities that foster collaboration Instrumental music and choral groups After school activities and clubs *Support Staff, Family Resource Center and School Based Health Center will continue to implement a curriculum that is developmentally appropriate and supports students’ emotional needs *Administration will continue to work with support staff, family resource center and school based health center to develop and implement classroom instruction that addresses students emotional and social development Student and feedback Consult with support staff, family resource center and school based health center 2015- 2016 school year Standard 3: School Practices Are there practices in place that enhance teaching and learning? Maintenance: Curriculum and Instruction: *Maintain and improve a system of instructional coaching, classroom walk through, informal and formal observations, and continued communication *Continue to review and revise curriculum/instruction standards and assessments as needed through data analysis, reflective practices and collaboration *SWDT will collect data from IDT reporting guides regarding SIP goals of instructional focus areas *Narrative data compiled from classroom walkthroughs, formal and informal observations will be used to review *Data analysis will provide tangible results to continue the revision and implementation process to revise/ improve curriculum, pace, and inform instructional techniques *Continued feedback loop from administrator to staff regarding 2015– 2016 school year
ensure the conversion of data analysis to instructional planning (IDT) *Enhance the lateral accountability through bi-annually reports progress of IDT’s. SWDT’s and SIP to DDT *Monitor the fidelity of the data team process and substantive feedback at the building level Standard 3: School Practices Are there practices in place to address barriers to learning? Maintenance: *Continue to implement a structured PBIS/SRBI program that is systemically embedded in classroom strategies/interventions (Tier I), support services (Tier II/III), and supported by an administrative Discipline Management System (DMS) and student incentive based program *Administration will continue to provide internal high quality professional development to advance universal understanding of PBIS/SRBI to further develop core practices, strengthen interventions and support services *Continue to review internal CFA’s, universal *Continued focus on PBIS/SRBI programs and Data Teams to document academic and behavioral data to effectively measure student improvement through the application of research based adult practices *Continued to provide professional development outlining procedures and practices regarding the Safe School Climate Plan which encompasses School Safety, PBIS, and the Bullying Prevention Program *Continued focus on Tier I instructional and behavioral strategies through the implementation of Silver Lane Instructional and PBIS core values to be concurrently supported by Incentive Programs *Continue to provide appropriate math and reading interventions based on data points to ensure appropriate entry and exit in the following Tier II/III support programs: *PBIS SET concluded that Silver Lane demonstrated a minimum level of 80% in consistent application of PBIS *Review ISS/OSS data to measure goal of 10% reduction *Review CFA data and IDT process to effectively use student assessment data to focus on teachers (adult actions) to meet the needs of students as defined by assessment data *Continue to use academic and behavioral data through the EIP/IAP process as a means to improve Tier I practices and to provide appropriate Tier II/III interventions School Year 2015– 2016
screens, and CMT data to accurately inform instruction, improve Tier I core practices , and provide appropriate Tier II/III interventions for students *Continued implementation of Tier II/ III interventions for 15% of the student population who require additional academic and behavioral support beyond the core practices that they receive Fundations *Review and revise Early Intervention Plans (EIP) National School Climate Standard Current School Status (informed by data) To What Extent is This Evident? Areas Identified as Needing Improvement Identified Strategies to Realize Improvement Measurement and Documentation Options for Determining Improvement Time Line for Reaching Improvement Goals Standard 3: School Practices Are there practices in place that develop and sustain infrastructure and capacity building? Emergent: *Implementation of SIP in three areas: Curriculum and Instruction Data School Climate *Continued to monitor progress of the SIP through data collection, collaboration, and professional development *Continue to implement curriculum with fidelity *Continue to refine, revise, and improve internal assessments/CFA’s to accurately reflect focused standards of student leaning and to provide data that improves instruction *Developed and implement department pacing guides for all curricular that include focused instruction areas as well as interim assessment points *EHMS classroom walkthroughs will provide classroom data times per year *SWDT will collect data from IDT reporting guides regarding SIP of revising curriculum and creating pacing guides *SWDT will collect data from IDT reporting guides regarding instructional strategy implementation *Annual review of CMT/DRA 2 data School Year 2015 – 2016
*Developed reporting mechanism from Instructional Data to School Data Teams regarding instructional *Implemented and disseminated Silver Lane Instructional to all as a daily expectation *Implemented Instructional Coaching for all via David Cormier *Implemented executive coaching by Jan Tirinzonie Standard 4: Safe Environment Is the school providing for a physically, emotionally, intellectually safe healthy and welcoming environment? Emergent: *Implementation of School Climate Plan with three focus areas: School Safety PBIS Bullying Prevention Program *To successfully PBIS committee into the Safe School Climate Team based on SIP goals that are aligned with DIP *Create a Silver Lane School Climate Team with annual plans, goals and accountability points *Continue to review and revise school safety protocols which include arrival and dismissal procedures, hallway safety, lockdown procedures, fire drills, evacuation procedures, and the tragedy response team protocols *Continue to enhance PBIS program through the evolvement of school climate practices, building capacity in Tiers I,II, and III, and further development of Incentive based programs *Review and revise bullying report, *Use discipline data to measure progress and implement school, team, and classroom expectations to enhance school climate and the development of strategies based on adult actions to reduce problematic behaviors and improve student decision making *Continue to review/practice all safety protocols and procedures 2015-2016 School Year
investigative, and verification forms *Monitor processes as well as the bullying curriculum and educational/informative school wide programs National School Climate Standard Current School Status (informed by data) To What Extent is This Evident? Areas Identified as Needing Improvement Identified Strategies to Realize Improvement Measurement and Documentation Options for Determining Improvement Time Line for Reaching Improvement Goals Standard 5: Social Justice Is the school engaging in practices that promote the social and civic responsibilities and a sense of social justice within school community? Emergent: *Silver Lane staff organizes various civic and social initiatives each school year including but not limited to: Food *The school community will continue to focus on engaging in teacher practices that promote social justice and civic responsibility—to engage students and the community at large in meaningful ways *Continue to take an active role in the community by being involved in social and civic functions *Continued analysis of student, staff, and parent surveys School Year 2015-2016 Continuous Improvement: Is there a clear understanding that school climate improvement is an ongoing organic process integral to wider school improvement? The School Climate Team will continue to play a proactive role in planning, guiding and collaborating with staff to devise and implement a school climate plan that is based on the academic and social needs of the school *The School Climate Committee will focus on improving program development in the three areas: School Safety PBIS Bullying Prevention Program *The process of moving the School Climate Team forward will be based on data collection, staff input, and program development *Continue to analyze discipline data to measure progress and implement school, team, and classroom expectations *Identify strategies based on adult actions to reduce problematic behaviors and improve student decision making *Continue to review/practice all safety protocols and procedures School Year 2015-2016 National School Climate Standard Current School Status (informed by data) To Areas Identified as Needing Improvement Identified Strategies to Realize Improvement Measurement and Documentation Options Time Line for Reaching Improvement Goals
What Extent is This Evident? for Determining Improvement Family/Community Partnerships: Are all stakeholders’ interests represented and reflected in the school climate improvement efforts? *Establish school to home parent contact (Communication Folders) *Developed and implemented School Governance Council *Revised Award Ceremony Presentation to improve engagement/participation *Increased parent incentives to encourage participation in school events *Continue to identify ways to connect with and involve parents into the school community *Continue to present a safe and welcoming environment all members feel valued *Identify professional development opportunities to assist staff with school to home communication strategies *Administer and analyze School Climate Survey and Student Climate Survey *Administer and analyze School Wide Expectations Survey for students, staff, and administrators *Engage and connect families to school *Identify strategies as identified by analysis of District Wide Climate Survey and Student Climate Survey School Year 2015 – 2016 Impact on Results: Is progress monitoring inherent in the school climate improvement process? *Silver Lane continues to monitor the progress of the School Climate Plan in the areas of school safety, PBIS, and bullying prevention through student, staff, and parent surveys that are administered throughout the school year *School climate data will be analyzed and communicated staff to build capacity in the domains of school safety, PBIS, and Bullying Prevention *Upon completion of surveys, data will be assessed and further goals will be established and monitored *Administer and analyze School Climate Survey and Student Climate Survey *Administer and analyze School Wide Expectations Survey for students, staff, and administrators *Engage and connect families to school *Identify strategies as identified by analysis of District Wide Climate Survey and Student Climate Survey *Continued analysis student, staff, and parent surveys