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Baltimore City Public Schools Creating a Positive School Climate: Making Your School a Place Where Everyone Wants to Be! Karen Webber-Ndour Office of Student.

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Presentation on theme: "Baltimore City Public Schools Creating a Positive School Climate: Making Your School a Place Where Everyone Wants to Be! Karen Webber-Ndour Office of Student."— Presentation transcript:

1 Baltimore City Public Schools Creating a Positive School Climate: Making Your School a Place Where Everyone Wants to Be! Karen Webber-Ndour Office of Student Support and Safety

2 Baltimore City Public Schools WELCOME! 2 Second Annual Climate Training

3 Baltimore City Public Schools Historical Out-of-School Suspensions * NOTE: Counts show total # of out-of-school suspensions in the District. SOURCE: Official MSDE files except 2013; NOTE: *2013 data are preliminary, unofficial, and subject to change SUSPENSIONS DECLINED BY 24% IN 2013, AN ALL- TIME LOW 3

4 Baltimore City Public Schools Greater % reduction in total # of suspensions happened at the schools that received Climate Training NOTE: Rates show % change in suspension counts from SY1112 to SY1213* SOURCE: Official MSDE files except SY1213; NOTE: *SY1213 data are preliminary, unofficial, and subject to change 4

5 Baltimore City Public Schools MATH READING Students Who Have Been Suspended Scored Lower on Tests 2013 MSA NOTE: Beginning in 2009, Mod-MSA was reported with MSA totals NOTE: Ns refer to the total number of students who took the MSA 31,4712, ,5162, N= No Suspensions 1 Suspension 2+ Suspensions No Suspensions 1 Suspension 2+ Suspensions NOTE: *SY1213 suspension data are preliminary, unofficial, and subject to change 5

6 Baltimore City Public Schools 6 Key Components of School Climate

7 Baltimore City Public Schools Relationships Positive relationships are critical to creating a positive school climate: Adult to Adult Adult to Student Student to Student 7

8 Baltimore City Public Schools The Principal Sets the Tone The Principal sets the tone for the quality of relationships in the entire school. Continuous, transparent communication among adults establishes trust and safety. Once the adults are clear on the expectations, they can convey uniform expectations to their students. 8

9 Baltimore City Public Schools Adult to Adult 9

10 Baltimore City Public Schools Adult to Adult 10

11 Baltimore City Public Schools Adult to Student 11

12 Baltimore City Public Schools “Attacks on Staff” suspensions decreased in all grades, except PK &K 1-year YTD change #% % 1-year YTD change #% % 1-year YTD change #% % 1-year YTD change #% % NOTE: Counts show total # of out-of-school suspensions by grade band for “Attacks on Staff” in the District; “Attacks on Staff” are identified as Offense Code 401 SOURCE: Official MSDE files except SY1213; NOTE: *SY1213 data are preliminary, unofficial, and subject to change 1-year YTD change #% % 12

13 Baltimore City Public Schools Almost 70% of the SY1213 Suspensions Occurred in Classrooms, Hallways, and Stairwells NOTE: *SY1213 data are preliminary, unofficial, and subject to change SOURCE: Unofficial SMS 13

14 Baltimore City Public Schools Adult to Student 14

15 Baltimore City Public Schools Adult to Student Research indicates students who experience positive teacher-student relationships: Receive higher grades and show higher levels of classroom participation Demonstrate higher levels of social competence and appropriate behavior in the classroom Display higher levels of participation, comfort, enjoyment, and acceptance by their peers Have higher school attendance 15

16 Baltimore City Public Schools Student to Student 16

17 Baltimore City Public Schools Student to Student 17

18 Baltimore City Public Schools We have to have an expectation that students will be respectful to one another: Student to Student 18 (Astor, Guerra, & Van Acker, 2010) “In schools without supportive norms, structures, and relationships, students are more likely to experience violence, peer victimization, and punitive disciplinary actions, often accompanied by high levels of absenteeism and reduced academic achievement.”

19 Baltimore City Public Schools Teaching and Learning 19

20 Baltimore City Public Schools Teaching and Learning 20

21 Baltimore City Public Schools Teaching and Learning Teaching and learning represents one of the most important dimensions of school climate. MSDE recognizes the connection between climate and teaching and learning in the following statement.  “No student comes to school “perfect,” academically or behaviorally. We do not throw away the imperfect or difficult student…Every student who stays in school and graduates, college and career ready, adds to the health and wealth of the State of Maryland and improves the global competitiveness of this country. It is that simple. It is that important. It is all connected.” Source: “School Discipline and Academic Success: Related Parts of Maryland’s Education Reform,” Report of the Maryland State Board of Education. July

22 Baltimore City Public Schools Safety 22

23 Baltimore City Public Schools Suspensions for “soft” offenses declined by over 32% NOTE: Counts show total # of out-of-school suspensions in the District for each severity level. “Soft” offenses = disrespect, insubordination, classroom disruption and refusal to obey school policies. SOURCE: Official MSDE files except 2013; NOTE: *2013 data are preliminary, unofficial, and subject to change 1-year YTD change #% % 1-year YTD change #% -1, % 23

24 Baltimore City Public Schools Greater % reduction in “soft offense” suspensions happened at the schools that received Climate Training 1-year YTD change #% % 1-year YTD change #% % NOTE: Counts show total # of out-of-school suspensions for “soft” offenses in the District. “Soft” offenses = disrespect, insubordination, classroom disruption and refusal to obey school policies. SOURCE: Official MSDE files except SY1213; NOTE: *SY1213 data are preliminary, unofficial, and subject to change 24

25 Baltimore City Public Schools Safety 25

26 Baltimore City Public Schools Over 57% of the SY1213 Suspensions were for Violent Offenses NOTE: Offenses shown are the 6 most frequent offenses plus “other”; *SY1213 data are preliminary, unofficial, and subject to change SOURCE: Unofficial SMS 26

27 Baltimore City Public Schools Environment 27

28 Baltimore City Public Schools Positive School Environment “There is sufficient research to state without equivocation that the building in which students spends a good deal of their time learning does in fact influence how well they learn” (Earthman, G 2004:18). Building is clean and well-maintained, regardless of physical condition Common areas and classrooms are welcoming, well-lit and clutter free Student Achievement is prominently displayed (see 90/90/ 90 article for more information) 28

29 Baltimore City Public Schools Environment 29

30 Baltimore City Public Schools School Climate and Attendance 30

31 Baltimore City Public Schools What is Chronic Absence? 31 WHEN A STUDENT IS ABSENT FOR MORE THAN 20 DAYS OF SCHOOL, REGARDLESS OF THE REASON.

32 Baltimore City Public Schools Chronic Absence Rates Across Grade Bands NOTE: Data includes AOP Schools but NOT AOP Programs DATA SOURCE: MSDE Official files 32

33 Baltimore City Public Schools MATH READING Chronically Absent Students Scored Lower on Tests 2013 MSA NOTE: Beginning in 2009, Mod-MSA was reported with MSA totals NOTE: Ns refer to the total number of students who took the MSA 28,9944,81129,0134,856 N= Not Chronically AbsentChronically AbsentNot Chronically AbsentChronically Absent NOTE: *SY1213 attendance data are preliminary, unofficial, and subject to change 33

34 Baltimore City Public Schools Why Are Students Absent? Motivatio n Family responsibility (elementary grades) Students vote with their feet (secondary grades) School climate issues Aversion Child is struggling academically Child is afraid before, during and/or after school Barriers Lack of access to adequate health care Economic hardship, family disruption, mental health problems Poor transportation/ distance to school Suspension Dr. Robert Balfanz of Johns Hopkins University, provided the framework which has been altered by City Schools. 34

35 Baltimore City Public Schools School Leader Strategies for Improving Attendance Build a strong school climate Designate a staff member to track data and lead the attendance improvement plan Support teachers and staff in implementing attendance strategies Make sure families and community members feel welcome Use the student support team to address attendance issues 35

36 Baltimore City Public Schools Teacher Strategies for Improving Attendance Warmly welcome students back to class after absences – and make a special inquiry about their well being Call, , and/or write students’ parents after every absence where practicable Please connect students who are absent due to personal difficulties with the appropriate resource. Accurately enter attendance into SMS on a daily basis Refer students with high levels of absences to SST 36

37 Baltimore City Public Schools 37 Questions? 37


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