manchester school climate presentation

DISTRICT IMPROVEMENT PLAN

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.

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.

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.

8

QUALITY of

RELATIONSHIPS

Values

Expectations

Assumptions

Boundaries

Beliefs

Standards

Norms

Rules

Ideas

Non-Negotiables

Staff Staff Staff Student

Student Student

Staff Parent

Administrator Staff

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.

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

2 WAYS TO THINK ABOUT NON NEGOTIABLES

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

12

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)

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)

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)

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.

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

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

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


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

Addressing Disproportionate Disciplinary Issues

Relational Practices

PBIS (Positive Behavioral Interventions and Supports)

Social Thinking and Superflex

Restorative Discipline

Family Resource Centers

School Climate Survey

OTHER DISTRICT CLIMATE DATA

ENRICHMENT PARTICIPATION

ADVANCED PLACEMENT PARTICIPATION

GRADUATION RATE

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

ENRICHMENT PARTICIPATION DATA

9.8

12.9

60.1

11.4

5.8

Gifted and Talented Data


21.61

26.6639.16

8.254.32

District Population


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




GRADUATION RATE

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

AP ENROLLMENT DATA

11.53.14

65.85

17.77

1.74

AP Enrollment


21.61

26.6639.16

8.254.32

District Population


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

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




GRADUATION RATE

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

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

https://drive.google.com/drive/#folders/0B92HHHgL1GMUZ3J4eXVnN1dMVTA

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.

manchester school climate presentation

Documents