Manchester School Climate Presentation
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Transcript of Manchester School Climate Presentation
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DISTRICT IMPROVEMENT PLAN
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MISSION OF THE MANCHESTER PUBLIC SCHOOLS
Manchester Public Schools will engage all students in thehighest quality 21st century education preschool throughgraduation. Through an active partnership with students,school personnel, families and community, the ManchesterPublic Schools will create safe, inclusive schools whereequity is the norm and excellence is the goal. All studentswill be prepared to be lifelong learners and contributingmembers of society.
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VISION OF THE MANCHESTER BOARD OF EDUCATION
Our vision is that all students in the Manchester Public Schools will:
Demonstrate positive values and beliefs as evidenced by respect for peers and adults; a strong work ethic; a growth mindset; and kindness and caring for themselves and others.
Make decisions that have positive results for themselves and others; manage their time effectively; advocate for themselves; embrace and value differences in all people; and assume responsibility for their own actions.
Exemplify the determination, perseverance, grit, and teamwork necessary to succeed in the challenges they will face in all areas of school life and beyond graduation.
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VISION OF THE MANCHESTER BOARD OF EDUCATION
Our vision is that the Manchester Public Schools will be characterized by the following:
Safe, secure and well maintained schools.
A strong belief that all children can learn.
Adults who are committed to ensuring success for all students by providing equal access and opportunities.
A climate that fosters learning and high achievement and is characterized by mutual respect, care, and concern for all students, staff and families.
Co-curricular programs for gifted, service-minded, creative, artistic and athletic students appropriate to satisfy the myriad needs and interests of all students in support of their college and career readiness.
A student population in all schools that represents the diversity in the District as a whole.
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QUALITY of
RELATIONSHIPS
Values
Expectations
Assumptions
Boundaries
Beliefs
Standards
Norms
Rules
Ideas
Non-Negotiables
Staff Staff Staff Student
Student Student
Staff Parent
Administrator Staff
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RELATIONAL PRACTICESRelational practices aim to understand how individuals in the classroom or school community, relate to one another. The practices help to strengthen relationships in the school and classroom, build social/emotional intelligence, and identify social and human capital to create a safe healthy learning environment.
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2 WAYS TO THINK ABOUT NON NEGOTIABLES
No running No iPods No cell phones No water / drinks in classrooms No chewing gum No violations of dress code No profanity Tardiness is not allowed Homework must be turned in No food in classrooms
Welcome all school community members / visitors
Use a calm tone of voice
Treat others with kindness
Acknowledge people / address them by name
Treat others fairly
Keep each other safe physically and emotionally
Be courteous and polite at all times
Celebrate differences and diversity
Include, dont exclude
Every student has a caring adult they are connected with
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2 WAYS TO THINK ABOUT NON NEGOTIABLES
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Youth as Objects
Im the adult and I know whats best so do it
Youth as Recipients
I want you at the table because of what you will take away from the experience
(i.e. a skill you will learn that will help you in the future)
Youth as Resources
I want you at the table because of what you bring to the table(i.e. a unique perspective or skill set)
Bill Loftquist, Youth as Resources Model
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EXAMPLES
It is most appropriate that adults determine what the programs for young people will be (student as object)
Asking young people to review adult-determined program plans will communicate to the young people that the adults respect them (student as recipient)
If young people are active participants in the planning process of an organization, they can help make the programs more relevant to their needs and desires (student as resource)
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EXAMPLES
As an adult leader, I seldom ask for the opinions of the youth participants when I make program decisions (student as object)
I believe that allowing young people to participate in organizational roles can open valuable learning opportunities for them (student as recipient)
I believe that experiences of young people give them a valuable perspective that can become useful in efforts to plan, operate, and evaluate the way the organization functions (student as resource)
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EXAMPLES
Fewer mistakes are made in carrying out a program for young people if adults perform the leadership roles themselves (student as object)
Allowing young people to assume some leadership roles can help them develop skills for the future (student as recipient)
Young people are encouraged to assume leadership responsibility within a youth / adult partnership in carrying out youth programs (student as resource)
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CULTURE AND CLIMATE
Is our district's culture and climate the best it can be?
Is it positive, forward-looking, and guided first and foremost by what's best for our students?
Does our climate data indicate we are committed to ensuring success for all students by providing equal access and opportunities.
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DISCIPLINE DATA
Year
In School
Suspension
Out of School
Suspension
2011-12 1211 555
2012-13 1105 480
2013-14 1017 465
2014-15* 353 155
* As of January 30, 2015
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DISCIPLINE DATA
2013-14In School
Suspension
Out of School
Suspension
District
Population
# % # % # %
American Indian or Alaskan Native 6 0.56 4 0.85 26 .41
Asian 16 1.48 7 1.48 517 8.25
Black or African American 395 36.61 199 42.07 1354 21.61
Latino 337 31.23 142 30.02 1671 26.66
Native Hawaiian or Other Pacific Islander 0 0.00 1 0.21 7 .11
Multiple Race 25 2.32 16 3.38 238 3.8
White 300 27.80 104 21.99 2454 39.16
Free or Reduced Lunch 931 86.28 408 86.26 3433 54.78
Full Price Lunch 148 13.72 65 13.74 2834 45.22
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DISCIPLINE DATA
36.61
31.23
27.6
1.48 3.08
In School Suspensions
Black Latino White Asian Other
21.61
26.6639.16
8.254.32
District Population
Black Latino White Asian Other
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DISCIPLINE DATA
36.61
31.23
27.8
42.07
30.02
21.9921.61
26.66
39.16
0
5
10
15
20
25
30
35
40
45
Black Latino White
Percent Suspensions Compared to Percent of Population
% ISS %OSS %Population
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Addressing Disproportionate Disciplinary Issues
Relational Practices
PBIS (Positive Behavioral Interventions and Supports)
Social Thinking and Superflex
Restorative Discipline
Family Resource Centers
School Climate Survey
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OTHER DISTRICT CLIMATE DATA
ENRICHMENT PARTICIPATION
ADVANCED PLACEMENT PARTICIPATION
GRADUATION RATE
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ENRICHMENT PARTICIPATION DATA
2013-14
District
Population
Group # % # %
American Indian or Alaskan Native 0 0 26 .41
Asian 60 11.4% 517 8.25
Black or African American 52 9.8% 1354 21.61
Latino 68 12.9% 1671 26.66
Native Hawaiian or Other Pacific Islander 0 0 7 .11
Multiple Race 30 5.8% 238 3.8
White 318 60.1% 2454 39.16
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ENRICHMENT PARTICIPATION DATA
9.8
12.9
60.1
11.4
5.8
Gifted and Talented Data
Black Latino White Asian Other
21.61
26.6639.16
8.254.32
District Population
Black Latino White Asian Other
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IMPROVING ACCESS TO ENRICHMENT
Project Spark Partnership with University of Connecticut
Genius Hour at Keeney Elementary School
ECHOs at Martin Elementary School (HOT School)
Strengthening 21st Century Programming in Title 1 Schools to include Enrichment Experiences
Addition of Robotics to elementary schools through partnership with MHS Robotics
Review of 6 8 Scheduling
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OTHER DISTRICT CLIMATE DATA
ENRICHMENT PARTICIPATION
ADVANCED PLACEMENT PARTICIPATION
GRADUATION RATE
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AP ENROLLMENT DATA
2014
District
Population
Group # % # %
American Indian or Alaskan Native 0 0 26 .41
Asian 51 17.77 517 8.25
Black or African American 33 11.50 1354 21.61
Latino 9 3.14 1671 26.66
Native Hawaiian or Other Pacific Islander 0 0 7 .11
Multiple Race 5 1.74 238 3.8
White 189 65.85 2454 39.16
Free or Reduced Lunch 103 35.88 3433 55.78
Full Price Lunch 184 64.11 2834 45.22
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AP ENROLLMENT DATA
11.53.14
65.85
17.77
1.74
AP Enrollment
Black Latino White Asian Other
21.61
26.6639.16
8.254.32
District Population
Black Latino White Asian Other
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IMPROVING ACCESS TO ADVANCED PLACEMENT
Emphasis on student-centered learning
Math Springboard at MHS
IMAGINE College Programming at Manchester High School
Expand Springboard to other subject areas
Future Problem Solvers (Grade 6 and Expanded to Illing and MHS)
5th Grade Leadership Conference
Expanded opportunities for access to accelerated Math in grades six eight
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ADVANCED MATH GRADE 6 DATA
2014-15 2013-2014
Ethnicity Total Percent Total Percent
Asian 4 8.33 8 25.00
Black or African American 5 10.42 1 3.13
Hispanic or Latino 3 6.25 2 6.25
Two or More Races 2 4.17 0 0.00
White 34 70.83 21 65.63
Grand Total 48 100 32 100
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OTHER DISTRICT CLIMATE DATA
ENRICHMENT PARTICIPATION
ADVANCED PLACEMENT PARTICIPATION
GRADUATION RATE
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GRADUATION DATACategory 2012 2013 2014
All Students 76.9 78.7 87.2
Hispanic 69.3 63.7 79.7
Non-Hispanic 79.3 83.1 88.8
Asian 84.6 90.5 92.9
Black 70.5 75.2 80.6
White 82.6 86.8 91.2
Male 71.9 76.1 86.3
Female 81.7 81.5 88.1
ELL 75.0 73.9 69.2
Non-ELL 77.0 78.9 87.8
Eligible For Free Lunch 64.9 65.7 76.6
Eligible For Reduced Lunch 78.3 72.2 94.2
Not Eligible For Lunch 87.0 90.7 95.2
Special Education 63.6 60.8 72.9
Non-Special Education 79.0 81.0 89.1
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ENHANCING STUDENT ENGAGEMENT
Work with visiting authors across the district
TV Production Programming at Illing
K'Nex Bridges Project
Legos to Support Art Instruction
Computer Programming with Bee-bot and Dot and Dash
Enhancing Music through Garage Band with Ipads
Expanded ELL Staffing
Full Day Pre K Programming at Head Start
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https://drive.google.com/drive/#folders/0B92HHHgL1GMUZ3J4eXVnN1dMVTA
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CULTURE AND CLIMATE
Is our district's culture and climate the best it can be?
Is it positive, forward-looking, and guided first and foremost by what's best for our students?
Does our climate data indicate we are committed to ensuring success for all students by providing equal access and opportunities.