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February 16, 2012 James Sachs, Principal Lynn Lynch, Assistant Principal CLARK LANE MIDDLE SCHOOL PARENT SERIES No. 2.

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Presentation on theme: "February 16, 2012 James Sachs, Principal Lynn Lynch, Assistant Principal CLARK LANE MIDDLE SCHOOL PARENT SERIES No. 2."— Presentation transcript:

1 February 16, 2012 James Sachs, Principal Lynn Lynch, Assistant Principal CLARK LANE MIDDLE SCHOOL PARENT SERIES No. 2

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3 “I start with a simple premise that no school can be a great school until it is a safe school.” “When we tolerate a culture that allows children to bully and harass each other because of race, color, national origin, gender stereotyping, or disability, we are failing to live up to principles of fairness and equity that are deeply rooted in our Constitution. Students should not be threatened physically, isolated socially, or hurt emotionally based on their skin color, their ethnicity, any physical or mental disabilities, their sex, their sexual orientation, their gender identity, religion or any other reason. Through our collective efforts, we're going to be able to reduce this harassment and make schools a better place for students to learn.”  -U.S. Secretary of Education Arne Duncan, March 11, 2011 White House Conference on Bullying.

4  In a 2009 Survey, 20 % of public school students reported being bullied in the past twelve months.  During the school year, 25% of public school students reported that bullying occurred among students on a daily or weekly basis. The highest frequency was reported by middle school students.  In 2007, 4% of year-old students reported having been cyberbullied during the school year. * 2011 CDC National Center for Injury Prevention Bullying Fact Sheet.

5 “The repeated use by one or more students of a written, verbal or electronic communication (such as cyber-bullying), or a physical act or gesture......directed at another student attending school in that same school district that: causes physical or emotional harm to such student or damage to such student’s property; places such student in reasonable fear of harm to himself or herself or of damage to his property; creates a hostile environment (a situation in which bullying among students is sufficiently severe or pervasive to alter the condition of the school climate) at school for such student; infringes on the rights of such student at school; substantially disrupts the education process or orderly operation of a school.”

6  race,  color,  religion,  ancestry,  national origin,  gender,  sexual orientation,  gender identity and expression,  socioeconomic status,  academic statues,  physical appearance,  mental, physical or developmental or sensory disability,  or by association with an individual or group who has or is perceived to have one or more of such characteristics.” or by association with an individual or group who has or is perceived to have one or more of such characteristics.”

7  On school grounds  At a school-sponsored or school-related activity, function or program whether on of off school grounds,  At a bus stop, on a school bus/transportation vehicle, or  Through the use of an electronic device or electronic mobile device owned, leased or used by the local/regional BOE  Outside of the school setting if such bullying:  Creates a hostile environment at school for the student against whom such bullying was directed  Infringes on the rights of the student against who such bullying was directed at school, or  Substantially disrupts the education process or the orderly operation of a school

8  The district and all schools have a Safe School Climate Plan that outlines:  Safe School Climate Specialists at all levels  Safe School Climate Committee Structures  Procedures for reporting bullying  Actions to address reported bullying  Student Safety Report Plan  Written Safety Report Plan  Proactive Measures taken and planned to address mean-spiritedness and bullying in our schools

9  Student Code of Conduct revised to reflect new motto (Reflect…Respect…Respond!) and re-state expectations in a positive fashion (August)  Re-designed “Help Form” in student handbook (August)  Conducted interactive student assemblies, led by administration, to discuss and define new school motto and expectations (September)  Established a Safe School Climate Committee to respond to Public Act No (September)  Strong, on-going initiatives to respond to school climate and impact all aspects of daily life at CLMS so that a positive, safe, productive learning environment exists  Established a Mentoring Committee to design new Mentoring Program (September)  All students and all teachers participate; altered daily schedule twice per month to permit 25 minute mentoring period, teacher to student ratio is 1:10-12  Some activities focus on safe school climate

10  CALI Basic Training for 6 staff members: Improving School Climate to Support Student Achievement (October)  Reviewed suggested implementation time-line provided by the State and developed time-line for CLMS (October)  Completed Safe School Climate Rubric - assessed school’s climate according to The National School Climate Standards (November)  Surveyed student population: “Being Connected and Feeling Safe” Mentoring Activity #4 to collect data for Fall 2011 (November)  New SAFE (Student Alliance for Everybody) Student Mentor-Leader program (January) Eighth graders helping in 6 th and 7 th grade groups!!!  Professional conferences supportive of middle school adolescents, culture, teaching and learning (throughout the year)  5 STAT team members attended “Motivating the Unmotivated: Practical Strategies” Conference (January)

11  Team field trips to provide team-building experiences  Student supports and interventions are solid via SRBI/STAT, 504, PPT  Secure building – security cameras within the school and outside of school  Emergency information clearly defined; reviewed throughout the year  Development and use of new student “Recognition Referral” for acknowledgement of students who “go above and beyond” (January)  Curriculum addresses acceptance, tolerance, personal differences, and peace  Evacuation drills and “secure the building” drills practiced regularly  Communication with parents/guardians – , CLMS website, PowerSchool parent portal

12  In-School Suspension and office detention classroom offers reflection assignment and both academic and social/emotional support  Classroom often serves dual purpose - provides support to students in need with or without an assigned suspension  Team assemblies and recognition events to promote positive school culture  School Resource Officer collaborates with staff, students and parents  After-school activities on-going throughout the year – ACES, Connections, Justice League, Clubs, Athletics  Collaboration with WYSB – new public service announcement contest  PTO Parent Series – topics relevant to various aspects of adolescent life

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14  Defining what is means to be an UPSTANDER  SCENARIO brainstorming sessions  Looking at why we fear to be the UPSTANDER  Looking at peaceful resolution  Looking at causes of conflict / meanness  Becoming part of the PEACE DELCARATION  Viewing a PSA (to support contest)  Challenging the students to be UPSTANDERS!!

15  David and a classmate are warming up and talking in the Field House. A pretty mean kid named Frank comes up to David and his friend and points to another kid Jim and tells David and his friend to spread a horrible and untrue rumor about the student. David says he knows it’s not true, but Frank says that he better tell people or he’ll beat him up. David’s a pretty tough person and he knows the rumor isn’t true but he’s a little afraid of what Frank might do. What shall David do?

16  easuring_bullying.html easuring_bullying.html   ng/ ng/    alnation/relationships/predators-bullies/ alnation/relationships/predators-bullies/  psa+contest&qpvt=bullying+psa+contest&FORM= VDRE# psa+contest&qpvt=bullying+psa+contest&FORM= VDRE#


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