other indices measured school climate and student achievement. This survey was rooted in Search Institute’s Developmental Assets framework, which identifies 41 assets as building blocks for youth development. While 86 percent of our students re-
ported feeling bonded to school and 80 per- cent reported being aware of school bound- aries (both strong predictors of academic achievement), only 47 percent reported being in a caring school climate. These re- sults inform our work with students at dif- ferent levels ranging from classroom prac- tices to school-wide programs, including transition to middle school. We have identified three focus areas criti-
cal to fostering student connectedness to school: transitions to middle school, student support systems, and program elements that include an effective anti-bullying effort. There is a cultural mind set shared by all adults on campus of genuinely caring about individual student needs, whether they are academic, social or emotional.
Teachers as leaders There is a district-wide commitment to
collaboration and encouragement of teacher leadership and professional development. Teacher leaders in the core subject areas at each secondary site observe and coach their subject-area peers around classroom management and instruction. They col- laborate monthly across schools and are members of their own school site leadership teams, where they play an important role in maintaining high professional standards and moving their school forward in efforts around continuous improvement. At the school site, collaboration time is
built into the master schedule and school calendar so that daily, weekly and monthly collaboration can take place among teacher teams, within departments, across grade levels, and across curricular subjects. Students are assigned to core subject
teacher teams, and these teachers meet weekly in a common collaboration period, along with the grade-level counselor and special education resource teacher. These meetings are student centered and focused on both academic and socio-emotional con- cerns around any student. Teachers share
upcoming assignments and test schedules to avoid overloading students with long-term assignments and tests. These team meetings are facilitated by a team leader, and agendas with student names and follow-up plans and dates are used to prevent any student con- cerns from falling off the radar.
Student leadership roles Students serve in developmentally ap-
propriate leadership roles at the school. Stu- dent council representatives are elected at all three grade levels, with officers elected from
the eighth-grade level. They meet weekly at lunchtime, and with teacher support, plan and carry out spirit activities such as dances and lunchtime games. Students in the eighth-grade Leadership
class (a semester elective) take an active role as leaders and role models for the entire school. Eighth graders can also volunteer to become TASK students (Tigers Achieving Social Kindness), leaders in our campus- wide Social Kindness Program. Two stu- dents serve on the School Site Council (a sev- enth grader and eighth grader), where they
Program elements that support student connectedness At the heart of our school is our mission
statement, which formally affirms our commit- ment to high academic and social standards, and our core values around inclusiveness and respect for diversity. This mission statement is the driving force behind discussions, collaborations, deci- sions and programs. Any proposed changes, ques- tions, or issues around programs in place are first viewed through the lens of our mission statement.
Grade-level counselors provide the criti-
cal connection to school for our students. Middle school is a stage marked by physical, social and emotional changes for students. At Terman, grade-
level counselors not only support and advocate for students as they navigate the unique demands of middle school, they also work with the teachers to support student success. In addition, they design and implement the Social Kindness Program at Terman that aims to foster an inclusive school climate. A unique highlight of the counseling support is that the students have the same counselor through all grade levels at Terman. This helps strengthen the relationship with students and families, and provides a single point of contact for them as they journey through middle school.
School climate is at the core of creating a positive bond between a student and school. Counselors
and teachers develop lesson plans taught during advisory periods. Themes include: creating a harmoni- ous school community; anti-bullying, name-calling and stereotyping; cyber-safety; and strengthening the staff-student bond. Activities are interspersed throughout the school year and include TASK students hosting a lunch
for students new to the school district, anti-bullying and cyber-safety lessons, promoting across-grade interactions through playing non-competitive board games, and the very popular staff-student games (football, basketball, volleyball) that help students view staff members in a fun and friendly light. Lunchtime connection and engagement opportunities for students include clubs that are student
initiated and staff sponsored. The clubs provide a great avenue for students to connect around common interest areas. With an asset-based focus on empowering students and creating a strong student-school bond, these programs have resulted in considerable improvement in school climate. — Katherine Baker and Bhavna Narula
May/June 2012 17
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