CLIMATE AND CULTURE | February 5, 2018 Debra Bennett – Special services Director Sandra Dukhie – Student Services Director Conway Thompson – Chief of Security CLIMATE AND CULTURE | February 5, 2018

Culture and Climate School culture and climate refers to a school’s social, physical and academic environment. How does it make kids feel? Safe? Welcomed? Connected? It is important that students feel comfortable and able to learn. Educators must feel respected and able to do their jobs effectively. When students feel that their teacher cares – not only about their academic success, but about their personal well-being, the students gain a higher sense of self-worth and self- esteem. When educators feel as if they are valuable contributors to the team, they are more eager to put forth their best efforts. In essence, a school’s culture and climate shapes and informs the daily experiences for students, educators, staff, administrators and visitors.

What are our Challenges? School perceptions among students, parents and community Poor relationships between those same groups. High absenteeism and suspensions among students and staff (Improving). District turnover rates for staff District turnover rates for students (mostly due to moves) Students experiencing homelessness or frequent mobility Language barriers: Bilingual ESL

Goals To develop a strong community of high expectations by building positive relationships that create a culture and climate in which students want to learn, adults want to work and parents feel/experience the district’s commitment to student achievement. Implement Restorative Practices across District Climate and Culture Workshops –Oakland Schools Trainer Provide Walt Disney Customer Service Training Model for all administrators, staff McKinney-Vento Training to better identify homeless students for administrators, staff Revisit Uniform Policy & Review District Dress Code Allows staff less time to police clothing choice and more time educating students. Increases enrollment opportunities – more aligned to neighboring public school districts. Better prepares students for real world experiences.

Goals Build system-wide commitment to students with embedded programs, interventions and accountability practices that place student success at the forefront of the district. Workshops – Parent University – Literacy Explosion Self-Empowerment Reading Series Multi-Tiered System of Support (MTSS) Training and Support Partnership Pantry/Laundry Center Serves homeless/in-need students who may be responsible for younger siblings. Serves students who are responsible for themselves. Decreases bullying as it provides parents opportunity to send students in clean/fresh clothing. Provides parents opportunities to improve self, employment opportunities. Parent Resource Room in each school Increased Home Visits by District administrators, staff Alternative Learning Program replaces/decreases long-term suspension practices Offers access to virtual learning platforms. Students would have semester to earn placement back with home school.

PHS Phoenix Intervention Center (PIC) Purpose: to assist in the daily student interventions at Pontiac High School. All interventions fit into one of the following BEAM categories:  B - Behavior E - Emotional A - Academic M – Mentoring Outcome: PHS has seen a major decrease in behavior incidents in classrooms, hallways, and throughout the building. The students have responded in a positive manner to each intervention by not repeating the same behaviors.

Suspended Students Demographics

Policies Garnering Most Suspensions

Number of High School (9-12) Suspensions

Number of Middle School (7-8) Suspensions

Number of Elementary (K-6) Suspensions

Conclusion The ultimate goal is to build a culture of continuous improvement that inspires a climate where everyone examines their work and continuously seek opportunities to improve individually as well as the district as a whole.