Standard III: SCHOOL CLIMATE The school climate is the environment created by the school that reflects the school’s philosophy/mission statement, policies, and practices. This climate supports the continual growth and development of individual students, faculty, and staff. It also fosters a pattern of positive interpersonal relationships among the administration, faculty, staff, students, and other school publics.
3.01 The school seeks to help the individual student to:
Develop and sustain self-esteem and to understand his/her personal uniqueness and the uniqueness of others;
Level of implementation: 1 (very high)
Clarify: Through discussions in religion and other classes and in the K/1/2 series on "Getting Along" students learn their of own specialness and the uniqueness of others. Our classrooms incorporate students with various learning styles teaching patience and tolerance toward others. Students in 5/6 take turns being the special person of the day. Each of their classmates writes them an affirming note which is read aloud. Students can bring in show and tell items to share their uniqueness with others. Special programs such as Family Life and Protecting God's Children empower the students to recognize their uniqueness and instruct them with age appropriate strategies. During the daily All School Morning Prayer, students are given a chance to respond to the Gospel reading of the day.
Students in 7/8 are given several opportunities throughout the year to choose their own method of assessment project. Students are encouraged to express themselves in every assignments throughout the year. Each student has one-on-one time with the teacher in which she guides them in the right direction to bring the project/assignment to a successful completion. Every project, as well as many assignments, are put on display for all to see. Teachers and students alike continuously give the students positive feedback on their work. Many of the projects/assignments are sent into contests in which the students receive positive feedback. Letters are sent to senators and representatives throughout the year as well and each student receives a positive letter back, confirming the importance of their input in government affairs. Weekly current event discussions and Religion class discussions often lead to the acknowledgement of the need for a celebration of diversity and what St. Patrick students can do to influence others to celebrate diversity.
Grow in self-management and a sense of personal responsibility;
Level of implementation: 1 (very high)
Clarify: Students have weekly jobs to assist in the classroom. Students are also responsible for Morning Prayer, weekly all-school Masses, Angelus, and community assistance projects, such as Blankets for Babies.( also Stations of the Cross and Recitation of the Rosary) The 20 rules of courtesy that are displayed and practiced throughout the school. Students are held responsible for following the dress code.
Students in 7/8 are encouraged to continuously reflect and look at what they themselves could have done differently in a situation in order to improve the outcome of the situation. When there are repetitive problems of irresponsibility, the student is asked to write up a plan stating how they plan to change their behavior to ensure a more positive outcome in the future.
Gain skill in decision-making, problem solving, and conflict resolution;
Level of implementation: 2 (high)
Clarify: Students are encouraged to use their own conflict resolution skills to solve conflict. Students utilize compromise. They also say they are sorry if appropriate and forgive the offender. Students are encouraged to work out their problems using a Win Win mentality. Students are given daily assignment books and the upper grade classroom use a companion poster to list the assignments for the day. Students are encouraged to take responsibility for their assignments and communicating with their parents and teacher regarding their completion.
Recognize and develop his/her academic competencies, social skills, and physical abilities;
Level of implementation: 2 (high)
Clarify: Teachers use their understanding of ongoing formative assessment and differentiated instruction to appeal to each of their students’ abilities and interests within the classroom. Students are given multiple opportunities to recognize and develop their competencies as they participate in collaborative team work groups with their peers in the classroom and one-on-one conferencing with their teacher. Additional opportunities for the development of academic, social and physical competencies exist outside the classroom. Some opportunities for developing academic competencies include participation in: Odyssey of the Mind (K – 5th grade), Science Olympiad (7th & 8th grade), Honor roll criteria is set for grades 5-8 report cards. We have a Student Council with elections held every fall for officers; room representatives are elected for each semester. Students meet weekly to conduct business and room representatives provide feedback back to their classmates. Students are encouraged to enter national and local writing contests.
Students in 7/8 are required to go on the classroom website and check their assignment grades once per week as part of their responsibility grade. They are to turn in a write up stating their strengths and weaknesses for each subject as well as a plan of what to do to improve any grades below 75%. These papers are sent home in their Tuesday folders for the parents to see.
Some opportunities for developing social competencies include participation in: Student council participation that allows students the opportuny to campaign, speak publicly and lead activities. Taking part in parades, school functions such as carnival, winter Olympics, reading buddies, and community service that includes meeting the public.
Younger grades participate in show and tell, lead calendar activities, the Christmas program, spooky stories,
Students in 5-8 participate in Middle School Socials as well as plan a social trip to celebrate their Halloween, Christmas, and Valentine's Day festivities.
Some opportunities for developing physical competencies include:
Students in grades 5-8 are eligible to play team sports through the GRACEAC league. Students participate weekly in a Mileage Club.
Develop a desire for learning.
Level of implementation: 1 (very high)
Clarify: The students are encouraged to be self directed learners. They are given opportunities to learn in a variety of settings; whole group, small group, partners, or individually. Teachers model to the students and encourage the students to take responsibility. In 5/6, the teacher reads about the saint for the day and has the students take a five point quiz. As the school year progresses the students take on the responsibility of leading their peers by making up the five point quiz and reading the selection to the students. Some grades hold Student Led Conferences where the student had prepared to demonstrate their accomplishments and make goals for themselves. Students have bellwork in the morning, using a variety of thinking skills in various subjects.
Students in 7/8 take part in "celebration of knowledge". In this case, the students prepare a lesson of a subject and present it to the teacher during lunch. Upon successful presentation to the teacher, the students will present the lesson to the class along with the teacher. Students also participate in peer tutoring, peer conferencing, and peer edits/revisions. These activities are not mandatory, but rather requested by the student.
3.02 The school works to create an atmosphere of caring and mutual respect.
Level of implementation: 1 (very high)
Give examples. School policies dealing with the creation of a caring and mutual respectful atmosphere abound. The Parent and Student Handbook expounds upon a number of such policies. The Education Commission, faculty members, and pastor recently developed a St. Patrick School courtesy and respect curriculum, entitled “St. Patrick School 20 Rules of Courtesy and Respect.” These 20 Rules of Courtesy and Respect are included in the Student Handbook, as well as on posters in each classroom and the hallway. The entire faculty and staff reinforce these rules which outline what caring and mutual respect look like at St. Patrick School. Morning Prayer is often a time when the discussion of caring, inclusion, and mutual respect is talked about in light of those values expressed in the daily Gospel reading. Classroom teachers also discuss with their students the practical implications of what good caring and respect looks like among their students – whether they are interacting within the classrooms, the hallways, the lunch room, the gym or the playground.
Outside visitors frequently comment positively about the atmosphere of student care and concern they discover within the school. The family-like atmosphere is readily discernible to these visitors in the way that students respectfully treat each other and the adults within the school building.
The staff values and supports their colleagues, modeling positive relationships, cooperation, and problem solving skills.
3.03 The school has written policies and procedures for discipline, and it is consistent in the enforcement.
Level of implementation: 2 (high)
Clarify: The school maintains various written discipline policies within the St. Patrick School Parent and Student Handbook, the St. Patrick Parish Preschool Parent Handbook, and the St. Patrick Middle School Handbook. Classroom teachers also maintain their own classroom sets of rules for student discipline that are consistent with the school discipline code. Student discipline is imposed and implemented consistently and fairly. However, the determination of punishments and consequences are made on a case by case basis. The determination of consequences takes into account the nature of the offense, the age and maturity of the offender, and the offender’s history of other offenses. As a case in point, each of the classroom teachers developed her own consequences for infractions and offenses to the 20 Rules of Courtesy and Respect after the rules were developed. Young fives and kindergarten are given a courtesy card each day which shows not only if they did well but if they broke and rule and what that was.
3.04 Procedures are in place to handle conflict with due concern for all persons involved.
Level of implementation: 2 (high)
Clarify: The Education Commission has passed several formal grievance procedures for dealing with conflict resolution among adults. These formal grievance procedures outline how to address and resolve conflicts, when the conflict is: 1) for teachers with grievance with the principal, 2) for teachers with a grievance with parent, 3) for parents with grievance with principal, 4) for parents with a conflict with an Education Commission member, and 5) for parents with a conflict with a teacher. In addition to these formal conflict resolution procedures for adults, there are other policies dealing with conflict resolution needs, somewhat more informally, among the students. These policies are contained within the Parent and Student Handbook. They include procedures outlined under specific sub-sections entitled: Student Responsibilities, Discipline, Code of Conduct, 20 Rules of Courtesy and Respect (especially rules 2, 9, 10, 11, 12, 15, 17, 20), Harassment and Violence, Anti-Bullying Policy, and Conflict Management. Classroom teachers address the conflict areas within their classrooms. When a teacher runs into the need for support in resolving conflicts, the teacher asks for assistance from the principal or secretary.
3.05 The school gives focus to determining the individual needs of students.
Level of implementation: 2 (high) 3 (moderate/somewhat)
Clarify: Small classroom size allows teachers to focus on individual needs of students. Teachers employ methods of differentiated instruction in the classroom to meet individual students learning needs at the student's ability level, learning styles, and interest level. Teachers have also provided opportunities for individual student tutoring during lunch recess (5th - 8th grade) and group tutoring once or twice a week after school (K - 4th grade; 5th - 8th grade, and remedial reading). For students who encounter learning challenges in the classroom, the local LAS public school district provides opportunities for monthly Response to Intervention team meetings. These meetings assist the teacher in discovering instructional strategies that work better for thier specific students needs.
3.06 The admission procedures ensure students at all grade levels are ready/able to learn.
Level of implementation: 3 (moderate/somewhat)
Clarify: All potential kindergarteners are evaluated for readiness through direct observation and testing in the classroom by the kindergarten teacher during Kindergarten Round-up. Young five developmental kindergarteners are not assessed for readiness. Potential kindergarteners who have attended St. Patrick Parish Preschool also receive readiness reports from the preschool teacher, who forwards her assessments to the kindergarten teacher. Transcript records are reviewed by teachers for all transfer students of school age students. In the case of transfer students from a homeschooling environment, we normally request that parents put together a student portfolio of their child’s core subject areas, so that the potential classroom teacher may assess the student’s readiness for the intended grade level. We have also utilized one in-house teacher, who has been trained in diagnostic student testing, to assist in determining student grade placement for such former homeschooling students.
Summary for Standard III:
A. Identify your school’s strengths in regard to this standard.
20 Rules of Courtesy and Respect
Differentiation training of staff
B. Identify your school’s concerns in regard to this standard.
lack of student conflict resolution program
C. State your recommendations for improvement or growth.
It would be nice to have several students in grades 5-8 trained in conflict resolution as to have a student conflict resolution team for younger students to approach.
If being re-accredited: How is the content of this self-study standard different from the last one?
During the last self-study the two weaknesses involving school climate centered upon the issues of “all-around student respect” and the need for a conflict resolution program. With the recent codification and practice of the 20 Rules of Courtesy and Respect, students now have a better understanding of the expectations of what constitutes respectful behavior. Consequently, student respect has improved. Outsiders who visit the school, strangers who give feedback during field trips, and non-school parishioners who observe students in church, all comment on how well behaved and respectful our students are. As far as conflict resolution programs go, the Education Commission has passed several formal grievance procedures for dealing with conflict resolution among adults. These formal grievance procedures outline various situational contexts for addressing conflict resolution. (See section 3.04 above.) In addition to these formal conflict resolution procedures for adults, there are other policies dealing more informally with conflict resolution needs among students. These policies are contained within the Parent and Student Handbook. (See section 3.04 above.)
Required Exhibit for Standard III: ¨ Enrollment policy ¨ Conflict management policy ¨ List any awards that the school, students, and staff received recently and why they are noteworthy.
The school climate is the environment created by the school that reflects the school’s philosophy/mission statement, policies, and practices. This climate supports the continual growth and development of individual students, faculty, and staff. It also fosters a pattern of positive interpersonal relationships among the administration, faculty, staff, students, and other school publics.
3.01 The school seeks to help the individual student to:
Develop and sustain self-esteem and to understand his/her personal uniqueness and the uniqueness of others;
Level of implementation: 1 (very high)
Clarify: Through discussions in religion and other classes and in the K/1/2 series on "Getting Along" students learn their of own specialness and the uniqueness of others. Our classrooms incorporate students with various learning styles teaching patience and tolerance toward others. Students in 5/6 take turns being the special person of the day. Each of their classmates writes them an affirming note which is read aloud. Students can bring in show and tell items to share their uniqueness with others. Special programs such as Family Life and Protecting God's Children empower the students to recognize their uniqueness and instruct them with age appropriate strategies. During the daily All School Morning Prayer, students are given a chance to respond to the Gospel reading of the day.
Students in 7/8 are given several opportunities throughout the year to choose their own method of assessment project. Students are encouraged to express themselves in every assignments throughout the year. Each student has one-on-one time with the teacher in which she guides them in the right direction to bring the project/assignment to a successful completion. Every project, as well as many assignments, are put on display for all to see. Teachers and students alike continuously give the students positive feedback on their work. Many of the projects/assignments are sent into contests in which the students receive positive feedback. Letters are sent to senators and representatives throughout the year as well and each student receives a positive letter back, confirming the importance of their input in government affairs. Weekly current event discussions and Religion class discussions often lead to the acknowledgement of the need for a celebration of diversity and what St. Patrick students can do to influence others to celebrate diversity.
Grow in self-management and a sense of personal responsibility;
Level of implementation: 1 (very high)
Clarify: Students have weekly jobs to assist in the classroom. Students are also responsible for Morning Prayer, weekly all-school Masses, Angelus, and community assistance projects, such as Blankets for Babies.( also Stations of the Cross and Recitation of the Rosary) The 20 rules of courtesy that are displayed and practiced throughout the school. Students are held responsible for following the dress code.
Students in 7/8 are encouraged to continuously reflect and look at what they themselves could have done differently in a situation in order to improve the outcome of the situation. When there are repetitive problems of irresponsibility, the student is asked to write up a plan stating how they plan to change their behavior to ensure a more positive outcome in the future.
Gain skill in decision-making, problem solving, and conflict resolution;
Level of implementation: 2 (high)
Clarify: Students are encouraged to use their own conflict resolution skills to solve conflict. Students utilize compromise. They also say they are sorry if appropriate and forgive the offender. Students are encouraged to work out their problems using a Win Win mentality. Students are given daily assignment books and the upper grade classroom use a companion poster to list the assignments for the day. Students are encouraged to take responsibility for their assignments and communicating with their parents and teacher regarding their completion.
Recognize and develop his/her academic competencies, social skills, and physical abilities;
Level of implementation: 2 (high)
Clarify: Teachers use their understanding of ongoing formative assessment and differentiated instruction to appeal to each of their students’ abilities and interests within the classroom. Students are given multiple opportunities to recognize and develop their competencies as they participate in collaborative team work groups with their peers in the classroom and one-on-one conferencing with their teacher. Additional opportunities for the development of academic, social and physical competencies exist outside the classroom. Some opportunities for developing academic competencies include participation in: Odyssey of the Mind (K – 5th grade), Science Olympiad (7th & 8th grade), Honor roll criteria is set for grades 5-8 report cards. We have a Student Council with elections held every fall for officers; room representatives are elected for each semester. Students meet weekly to conduct business and room representatives provide feedback back to their classmates. Students are encouraged to enter national and local writing contests.
Students in 7/8 are required to go on the classroom website and check their assignment grades once per week as part of their responsibility grade. They are to turn in a write up stating their strengths and weaknesses for each subject as well as a plan of what to do to improve any grades below 75%. These papers are sent home in their Tuesday folders for the parents to see.
Some opportunities for developing social competencies include participation in: Student council participation that allows students the opportuny to campaign, speak publicly and lead activities. Taking part in parades, school functions such as carnival, winter Olympics, reading buddies, and community service that includes meeting the public.
Younger grades participate in show and tell, lead calendar activities, the Christmas program, spooky stories,
Students in 5-8 participate in Middle School Socials as well as plan a social trip to celebrate their Halloween, Christmas, and Valentine's Day festivities.
Some opportunities for developing physical competencies include:
Students in grades 5-8 are eligible to play team sports through the GRACEAC league. Students participate weekly in a Mileage Club.
Develop a desire for learning.
Level of implementation: 1 (very high)
Clarify: The students are encouraged to be self directed learners. They are given opportunities to learn in a variety of settings; whole group, small group, partners, or individually. Teachers model to the students and encourage the students to take responsibility. In 5/6, the teacher reads about the saint for the day and has the students take a five point quiz. As the school year progresses the students take on the responsibility of leading their peers by making up the five point quiz and reading the selection to the students. Some grades hold Student Led Conferences where the student had prepared to demonstrate their accomplishments and make goals for themselves. Students have bellwork in the morning, using a variety of thinking skills in various subjects.
Students in 7/8 take part in "celebration of knowledge". In this case, the students prepare a lesson of a subject and present it to the teacher during lunch. Upon successful presentation to the teacher, the students will present the lesson to the class along with the teacher. Students also participate in peer tutoring, peer conferencing, and peer edits/revisions. These activities are not mandatory, but rather requested by the student.
3.02 The school works to create an atmosphere of caring and mutual respect.
Level of implementation: 1 (very high)
Give examples. School policies dealing with the creation of a caring and mutual respectful atmosphere abound. The Parent and Student Handbook expounds upon a number of such policies. The Education Commission, faculty members, and pastor recently developed a St. Patrick School courtesy and respect curriculum, entitled “St. Patrick School 20 Rules of Courtesy and Respect.” These 20 Rules of Courtesy and Respect are included in the Student Handbook, as well as on posters in each classroom and the hallway. The entire faculty and staff reinforce these rules which outline what caring and mutual respect look like at St. Patrick School. Morning Prayer is often a time when the discussion of caring, inclusion, and mutual respect is talked about in light of those values expressed in the daily Gospel reading. Classroom teachers also discuss with their students the practical implications of what good caring and respect looks like among their students – whether they are interacting within the classrooms, the hallways, the lunch room, the gym or the playground.
Outside visitors frequently comment positively about the atmosphere of student care and concern they discover within the school. The family-like atmosphere is readily discernible to these visitors in the way that students respectfully treat each other and the adults within the school building.
The staff values and supports their colleagues, modeling positive relationships, cooperation, and problem solving skills.
3.03 The school has written policies and procedures for discipline, and it is consistent in the enforcement.
Level of implementation: 2 (high)
Clarify: The school maintains various written discipline policies within the St. Patrick School Parent and Student Handbook, the St. Patrick Parish Preschool Parent Handbook, and the St. Patrick Middle School Handbook. Classroom teachers also maintain their own classroom sets of rules for student discipline that are consistent with the school discipline code. Student discipline is imposed and implemented consistently and fairly. However, the determination of punishments and consequences are made on a case by case basis. The determination of consequences takes into account the nature of the offense, the age and maturity of the offender, and the offender’s history of other offenses. As a case in point, each of the classroom teachers developed her own consequences for infractions and offenses to the 20 Rules of Courtesy and Respect after the rules were developed. Young fives and kindergarten are given a courtesy card each day which shows not only if they did well but if they broke and rule and what that was.
3.04 Procedures are in place to handle conflict with due concern for all persons involved.
Level of implementation: 2 (high)
Clarify: The Education Commission has passed several formal grievance procedures for dealing with conflict resolution among adults. These formal grievance procedures outline how to address and resolve conflicts, when the conflict is: 1) for teachers with grievance with the principal, 2) for teachers with a grievance with parent, 3) for parents with grievance with principal, 4) for parents with a conflict with an Education Commission member, and 5) for parents with a conflict with a teacher. In addition to these formal conflict resolution procedures for adults, there are other policies dealing with conflict resolution needs, somewhat more informally, among the students. These policies are contained within the Parent and Student Handbook. They include procedures outlined under specific sub-sections entitled: Student Responsibilities, Discipline, Code of Conduct, 20 Rules of Courtesy and Respect (especially rules 2, 9, 10, 11, 12, 15, 17, 20), Harassment and Violence, Anti-Bullying Policy, and Conflict Management. Classroom teachers address the conflict areas within their classrooms. When a teacher runs into the need for support in resolving conflicts, the teacher asks for assistance from the principal or secretary.
3.05 The school gives focus to determining the individual needs of students.
Level of implementation: 2 (high) 3 (moderate/somewhat)
Clarify: Small classroom size allows teachers to focus on individual needs of students. Teachers employ methods of differentiated instruction in the classroom to meet individual students learning needs at the student's ability level, learning styles, and interest level. Teachers have also provided opportunities for individual student tutoring during lunch recess (5th - 8th grade) and group tutoring once or twice a week after school (K - 4th grade; 5th - 8th grade, and remedial reading). For students who encounter learning challenges in the classroom, the local LAS public school district provides opportunities for monthly Response to Intervention team meetings. These meetings assist the teacher in discovering instructional strategies that work better for thier specific students needs.
3.06 The admission procedures ensure students at all grade levels are ready/able to learn.
Level of implementation: 3 (moderate/somewhat)
Clarify: All potential kindergarteners are evaluated for readiness through direct observation and testing in the classroom by the kindergarten teacher during Kindergarten Round-up. Young five developmental kindergarteners are not assessed for readiness. Potential kindergarteners who have attended St. Patrick Parish Preschool also receive readiness reports from the preschool teacher, who forwards her assessments to the kindergarten teacher. Transcript records are reviewed by teachers for all transfer students of school age students. In the case of transfer students from a homeschooling environment, we normally request that parents put together a student portfolio of their child’s core subject areas, so that the potential classroom teacher may assess the student’s readiness for the intended grade level. We have also utilized one in-house teacher, who has been trained in diagnostic student testing, to assist in determining student grade placement for such former homeschooling students.
Summary for Standard III:
A. Identify your school’s strengths in regard to this standard.
20 Rules of Courtesy and Respect
Differentiation training of staff
B. Identify your school’s concerns in regard to this standard.
lack of student conflict resolution program
C. State your recommendations for improvement or growth.
It would be nice to have several students in grades 5-8 trained in conflict resolution as to have a student conflict resolution team for younger students to approach.
If being re-accredited: How is the content of this self-study standard different from the last one?
During the last self-study the two weaknesses involving school climate centered upon the issues of “all-around student respect” and the need for a conflict resolution program. With the recent codification and practice of the 20 Rules of Courtesy and Respect, students now have a better understanding of the expectations of what constitutes respectful behavior. Consequently, student respect has improved. Outsiders who visit the school, strangers who give feedback during field trips, and non-school parishioners who observe students in church, all comment on how well behaved and respectful our students are. As far as conflict resolution programs go, the Education Commission has passed several formal grievance procedures for dealing with conflict resolution among adults. These formal grievance procedures outline various situational contexts for addressing conflict resolution. (See section 3.04 above.) In addition to these formal conflict resolution procedures for adults, there are other policies dealing more informally with conflict resolution needs among students. These policies are contained within the Parent and Student Handbook. (See section 3.04 above.)
Required Exhibit for Standard III:
¨ Enrollment policy
¨ Conflict management policy
¨ List any awards that the school, students, and staff received recently and why they are noteworthy.