Safe

Each student learns in an environment that is physically and emotionally safe for students and adults.

Feeling safe at school translates into higher academic achievement, increased student well-being, and greater engagement. Students who feel safe are better able to concentrate on their studies and connect with their classmates, and are more likely to go to school. Schools and communities committed to educating the whole child work together to ensure the physical, social, emotional, and academic safety and security of students and adults.

MCSD Indicators

Secure: Our school buildings, grounds, playground equipment, and vehicles are secure and meet all established safety and environmental standards.
Accessible: Our school's physical plant is attractive; is structurally sound; has good internal (hallways) and external (pedestrian, bicycle, and motor vehicle) traffic flow, including those with special needs; and is free from defects.
School Climate: Our school's physical, emotional, academic, and social school climate is safe, friendly, and student-centered.
Student Connectedness: Our schools' students feel valued, respected, and cared for and are motivated to learn.
Positive Behavior Interventions & Supports: Our school staff, students, and family members use the Positive Behavioral Interventions & Supports (PBIS) framework to establish and maintain school and classroom behavioral expectations, create rules and routines that teach students how to manage their behavior, and help students improve problem behavior.
Ongoing Skill Development: Our school provides our students, staff, and family members with regular opportunities for learning and support in teaching students how to manage their own behavior and reinforcing expectations, rules, and routines.
Social-Emotional Learning: Our school teaches, models, and provides opportunities to practice social-emotional skills, including effective listening, conflict resolution, problem-solving, personal reflection and responsibility, and ethical decision-making.
Restorative Practices, Social Justice and Equity: Our school upholds restorative practices, social justice, and equity concepts and practices mutual respect for individual differences at all levels of school interactions - student to student; adult to student; and adult to adult.
Supporting High Expectations: Our school climate, curriculum, and instruction reflect high expectations and an understanding of child and adolescent growth and development.
Developmentally Appropriate Interventions: Our schools' teachers and staff develop and implement academic and behavioral interventions based on an understanding of child and adolescent development and learning theories.

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