Focus Area 1: Improving School Culture
School culture is the “story” of the school—the beliefs, norms, attitudes, and behaviors that play a key role in how the school operates on a daily basis. Research says that school culture is a driving force behind student achievement. School culture can be described on a continuum from positive to toxic. The interconnectedness of adults—and the relationships that are fostered from these dynamics—contribute to a positive or toxic school culture.
JCPS staff training and learning opportunities around Social-Emotional Learning and Trauma-Informed Care assist in establishing a healthy and positive school culture. We are committed to providing a safe, stable, and understanding environment that builds on the strengths of students and families who have been impacted by trauma. Additionally, children and families are provided information about treatment resources across various child-serving systems.
The SSBIH moves away from using solely punitive practices and toward using restorative approaches that build healthy communities, increase social capital, decrease antisocial behavior, repair harm, and restore relationships. The handbook moves from the singular focus on student safety to an integrated focus promoting school community and family partnerships and creating racially equitable outcomes through anti-racist practices.
Positive School Culture | Toxic School Culture |
|---|---|
• Relationship Building | • Withdrawal/Isolation |
• Behavioral Recognitions and Rewards | • Focus on Inappropriate Behavior |
• Social-Emotional Skill Building | • Hostile Relationships |
• Restorative Practices | • Punitive Policies and Practices |
• Compassion for Students | • Indifference to Needs of Students |
• Building Community | • Individualistic Perspective |
Focus Area 2: Increasing Engagement
Increasing student engagement means personalizing learning (Deeper Learning, Vision 2020 strategy 1.1.2). To personalize learning, teachers use many research-based practices that increase engagement. These strategies include frequent opportunities to respond, modeling, guided and authentic practice, consistent routines, teacher-facilitated instruction, and positive feedback. Teachers also use culturally responsive teaching and differentiated instruction to increase student engagement. Teachers work in Professional Learning Communities (PLCs) to analyze data, which aids them in designing their instruction. Research shows that students who are more engaged in their learning are more likely to demonstrate appropriate behavior. Knowing that behavior and academics go hand in hand, JCPS provides teachers with opportunities throughout the year to improve their understanding of these practices.
Focus Area 3: Fostering Relationships
Research shows that positive relationships help students learn. Students are more likely to succeed when they feel connected to others in their school and classroom community and are less likely to behave in ways that disrupt the school environment.
As a result of JCPS’s commitment to building and sustaining relationships, there is a renewed focus on celebrating and recognizing appropriate student behaviors through cultural competence, age-/developmentally appropriate supports, and communication.
