James C. Wright Middle School

Goal:

By the end of the 1999-2000 school year, all students will demonstrate increased respect for themselves, others, and property, and will take personal responsibility for their actions.

Action Steps:

1. Create a Climate Action Team to facilitate the above goal and objectives. (10/99) (Principal, Student Services, Staff)

A Climate Action Team was created. It was composed of student services staff and teachers. The team met monthly to create new programs and monitor the effectiveness of ongoing climate initiatives.

2. Discuss and identify specific strategies for teaching personal responsibility and respect. (11/99) (Climate Action Team)

Encouraging the use of assignment notebooks by all Wright students
The Life Skills Curriculum: Staff were trained in Fall and will be implementing this program in the 6th grade Science class this Spring. We will need to have new staff trained next year, and a commitment from the 7th grade staff and 8th grade staff to continue the teaching.
Harassment Presentations occurred at each grade level.
A Conflict Resolution Unit was taught for two weeks in the 7th grade.
Acts of Kindness and Justice Challenge
Panther Pride Parent Postcards
Panther Pride 3rd Quarter Party/Earn-Back Certificates
"Show Respect" Detentions for students with multiple harassment referrals
Panther Pride Awards at all school assemblies

3. Share ideas from meeting with all staff to gain consensus on an effective and unified approach to teaching skills in the classroom. (12/99) (Climate Action Team, All Staff)

The Life Skills Curriculum requires a three year commitment, and can ensure that all Wright students receive similar exposure to the areas of decision making, AODA, etc.
Informal discussions with staff reveal that most staff appreciate teaching skills to students within the context of their curriculum. Free standing units taught by guest speakers are less desirable.

4. Monitor the effective use of the homeroom period for teaching organizational skills, respectful behavior and personal responsibility. (Ongoing) (Principal)

Many teachers utilized homeroom time to work with students on organizational skills.
The use of video has become an important part of homeroom time. Acts of Kindness and Justice were promoted, and Mr. Holmes provided public service announcements that benefited all of the student population.

5. Facilitate staff discussions and training in the area of teaching social skills to students in the classroom. (Ongoing)
(Climate Action Team, All Staff, Principal)

A staff presentation was given at the January Inservice Day to highlight the climate efforts at our school. This created a staff-wide effort that ultimately made many of the climate initiatives a success.
A staff training was provided by Lynnette Fossbender called the Circle of Courage. More training on behavioral issues could be useful.

6. Utilize student leadership groups to create and implement student strategies for school improvement. (1/00) (B. Billingham, M. Wightman)

Teachers have utilized lunch bunch groups and after school clubs to support climate efforts. (ie Leadership, MYCAP,etc.)

7. Identify students who would benefit from support groups in the school that are focused on teaching skills for success. (11/99) (Grade Level Teams, Student Services Staff)Students in need of additional support are monitored at grade level team meetings and at the Building Consultation Team on a regular basis.

8. Implement student support groups. (11/99) (Student Services Staff)

A sixth grade Anger Management Group was implemented for selected male students.
A seventh grade Relationships Group was implemented for selected female students.
A sixth grade Relationships Group is being developed currently.

9. Develop school-wide expectations for behavior and post them in visible areas in the school. (11/99) (Principal or assigned, B. Drews, D. Anderson, B. Peterson)

Signs were created emphasizing personal responsibility and respect. Most classrooms have expectations posted. Video was used in homeroom to communicate school-wide expectations. Panther Pride Assemblies were used for the purpose also.

10. Develop and implement a school- wide incentive program that rewards personal responsibility, respect, and kindness. (1/00) (Wuellner, Climate Action Team, Student Services Staff, Principal, All Staff for implementation)

The Panther Pride Quarterly Party with earn back certificates had significant student participation.
The Acts of Kindness and Justice Program and Penny War were also very successful.
Teachers and staff sent Panther Pride Parent Postcards to emphasize positive acts of students.

11. Discuss with staff the ongoing needs of students in the area of classroom training on harassment, conflict resolution, anger management and other relevant topics. (Ongoing) (Student Services Staff, All Staff)

Student needs are examined on an ongoing basis. BCT has successfully offered content related presentations that enrich the curriculum.
Student Services Staff will team with 6th Grade Science to teach the Life Skills Curriculum.
The Harassment Inservice appears to be a valuable annual activity, and will occur in the Fall.

12. Implement classroom training focused on giving student skills that will enhance personal responsibility and respect. (Ongoing) (Student Services Staff, All Staff) 13. Develop, with student input, a document that addresses Students' Rights at School. (1/99) (Pingle)