School Climate Team

Jessica Andresini, Karissa Handler,

Nicole Sandas, and Jordan Sicknick
 ❖1,943 students (grades 9-12)
❖46% Male, 54% Female
❖60.9% Hispanic, 24.4% White,
13.6% African American, .8% Asian,
.1% American Indian, .1% Native
About East Side Hawaiian

High School ❖75% Economically disadvantaged

❖26% English learners
Newark, New Jersey
❖Home language: English-76.6%,
Spanish- 16.8%, Portuguese- 6.3%
❖600 students:1 counselor
 ❖Number of Schools: 64
❖Total enrollment: 35,835
About Newark ❖Demographics:
➢44.3% Black
School District ➢46.4% Hispanic
➢74.6% Very Low Income
➢16.2% Special Education
Newark, New Jersey
➢11.8% Limited English
Proficiency
 East Side High School Mission Statement
We, the teachers, staff and administrators of East Side High School, strive to provide, regardless of socioeconomic status,
race, ethnic background or ability, an accepting and nurturing environment that fosters the educational opportunities that
enable our students to develop into self-reliant leaders and to be successful, contributing members of our diverse society
in the 21st century.

By mastering a learner-centered curricula, our students will acquire the knowledge and skills necessary for future success
by pursuing areas of interest, adopting habits promoting good health and physical well-being, utilizing cutting-edge
technologies, participating in co-curricular activities, and by extending educational experiences through partnerships with
colleges, universities, businesses and the community.

In cooperation with parents and the community, we lead to develop a lifelong love of learning and to acquire the body of
knowledge necessary to meet and exceed the requirements of The Newark Public Schools and
the State of New Jersey.
 ❖ Graduation rates are in the 70-
80% range (state average mid-
90%)
❖ Percent of students taking PSAT
East Side High and SAT test is below state

School Data average. Section results are

about 100 points below the
state average.
❖ 41% of students are chronically
absent.
 Discipline and Violence

❖ 51 counts of Violence
❖ 6 counts of Vandalism How much is underreported?
❖ 7 counts of Weapons
❖ 7 counts of Substance
❖ 3 counts of HIB
 Attendance
47% of all students have over 15 absences

❖ 53.40% African American

❖ 49.10% Students with disabilities
❖ 39.90% Economically disadvantaged
❖ 36.30% White
❖ 35.40% English learners
 Attendance averages: School average vs. State average

❖ % of students in the school and across the state who were chronically absent for each grade level
❖ Chronic absenteeism = absent for 10% or more of the days enrolled during the school year
 East Side High School Climate Team
What is it? Why do we need it?
The school climate team will include the school counselors,
three teachers from different departments, and one ❖ Not every student is interested in the (23) sports offered
administrator. ➢ Only 6 clubs for 1,943 students
❖ High counts of violence & HIB
Goal: Make East Side HS a welcoming and enjoyable safe
❖ Chronically low attendance rates
space for every student
❖ 0 counts of suspension/expulsion
1. Maintaining high attendance rates
2. Low rates of school violence, bullying, vandalism ➢ At the very least, there aren’t any disciplinary
3. Keeping the school atmosphere clean and visually actions. What is being done?
appealing
“Positive school climate is associated with reduced violence
& aggression, reduced bullying behaviors, better attendance
(both students & staff), and improved academic outcomes”
- The role of the school climate team PPT
Anti-bullying Bill of Rights discusses that school climate
team should “develop, foster, and maintain a positive
school climate by focusing on the ongoing, systemic
process and practices in the school and to address school
climate issues such as harassment, intimidation, and
bullying.”
 Stakeholders

Administration School Climate Teachers Students

Team
 The team will meet four times per year (once per marking
period) in order to monitor progress of keeping the school
warm, inviting, safe, and comfortable for students and staff.

The team will introduce the Bullying Prevention Guide and

lesson plans (6) to administration to have implemented into

Implementation
the general curriculum.

Lessons will be integrated into all English courses in addition

of the Program
to the already integrated Character education for the 2018-
2019 school year

Lessons being taught by classroom teachers brings bullying

prevention to regular conversations daily as opposed to
counselor teaching the lessons.

Curriculum will be adjusted each year so that students do not

always receive the same lesson year after year.
Lesson 3: Recognizing the Roles People Play
Program Evaluation
❖ Formative
➢ Exit slips
■ At the end of each lesson students will write one thing
they learned, enjoyed, or wish the teacher did differently
❖ Summative
➢ Google form Survey (at the end of 6 lessons)
■ Example questions:
● “In comparison to the beginning of the school year,
do you feel more or less safe coming to school
everyday?”
● “Are students/teachers more open to discussing
bullying and/or school violence?”
Questions?
 References

Lee, E., & Zylbershlag, E. (2017). Building a Positive School Climate [Powerpoint slides].
Retrieved from New Jersey State Bar Foundation The Role of the School Climate Team.

Lee, E., & Zylbershlag, E. (2018). Bullying Prevention Guide. New Brunswick, NJ: New Jersey
State Bar Foundation

New Jersey Department of Education (2016). East Side High School 2016-2017 School
Performance Report. Retrieved on February 27, 2018 from
https://rc.doe.state.nj.us/report.aspx?type=school&lang=english&county=13&district=3570&sc
hool=040&SY=1617&schoolyear=2016-2017