Culture & Climate
Danny Rolleri - Director of Professional Learning, Culture/Climate
Danny Rolleri - Director of Professional Learning, Culture/Climate
916-281-1493
Nicki Harrelson Candace Evans
Melissa Ferrante Shonna Burske
Danny Rolleri Charles Deangelus
Julie DelAgua Manisha Sims
We can support is a variety of ways:
Sitewide Professional Learning - Grade Level Collaboration and Support - Small Group Collaboration and Support - 1:1 Support - Empathy Interviews - Lesson Modeling / Co-Teaching - Being a thought partner to Site Admin - Implementation Planning - and more.
Please complete this Google Form to share interest and needs for Professional Learning from the Culture & Climate team.
Transformative SEL is disrupting systems of inequities by attending to issues of identity, agency, belonging and related issues such as power, privilege, prejudice, discrimination, social justice,empowerment, and self-determination. It’s the lens from which we are addressing SEL. Core competencies: self awareness, self management, growth mindset, social awareness/relationship skills, responsible decision making.
Mindfulness is being acutely aware and intentionally paying attention in a particular way to thoughts, feelings, and environment. It is paying attention to your life, here and now, to your internal and external worlds and the interactions between the two. It is promoting engaged curiosity and non judgemental attention. Core Competencies: self awareness, self management, social awareness, and a growth mindset.
Anti blackness refers to actions or behaviors that minimize, marginalize, or devalue the full participation of Black people in life. The spectrum of anti-black actions and behaviors spans from unconscious bias to motivated acts of prejudice.
Anti-Racism: Anti-Racism is the “practice of identifying, challenging, and changing the values, structures and behaviors that perpetuate systemic racism.” (Ontario Anti-Racism Secretariat). Anti-Racist is “[a]n active and consistent process of change to eliminate individual, institutional, and systemic racism”Core competencies: self awareness, self management, growth mindset, social awareness/relationship skills, responsible decision making.
Anti-Racism: Anti-Racism is the “practice of identifying, challenging, and changing the values, structures and behaviors that perpetuate systemic racism.” (Ontario Anti-Racism Secretariat). Anti-Racist is “[a]n active and consistent process of change to eliminate individual, institutional, and systemic racism”Core competencies: self awareness, self management, growth mindset, social awareness/relationship skills, responsible decision making.
Trauma informed care seeks to understand individual trauma results from an Event, series of events, or set of circumstances that is Experienced by an individual as physically and/or emotionally harmful and/or threatening and that has lasting adverse effects on the individual's functioning and physical, social, emotional, or spiritual well-being. It also looks at paths for recovery. (click here to receive the implementation of addressing trauma). Growth mindset, responsible decision making, self management, self awareness Core competencies: self awareness, self management, growth mindset, responsible decision making, social awareness, relationship skills
Restorative Justice in education is the science of relationships and community to support us to connect to one another as human beings so that we may better understand each other and work together to resolve problems/conflicts. It brings together those affected by harm so that each person’s perspective is heard about what happened, how people have been affected, and to involve all voices in outlining how harms can be repaired so that relationships are restored. It emphasizes accountability, making amends, and facilitating dialogue between affected parties, which can include staff, students, and family members. The intention is to shift the focus of student discipline from punishment to reflective learning. Relationship skills, social awareness, growth mindset, and self awareness. Core Competencies: self awareness, self-management, growth mindset, responsible decision making, social awareness, relationship skills.
PBIS is a data-driven, decision-making framework used to establish a multi-tiered system of support for positive climate + culture. Involved in this work is creating an environment that provides social, emotional, behavioral, and mental health interventions and supports to make it more likely for our youth to succeed and thrive.Core competencies: self awareness, self management, growth mindset, responsible decision making, social awareness, relationship skills
Social and emotional learning (SEL) is an educational concept that helps kids gain skills in important areas beyond math, reading, and other core school subjects. SEL helps kids identify their feelings, understand and communicate with others, build strong relationships, and make good, empathetic decisions. Core competencies: self awareness, self management, growth mindset, responsible decision making, social awareness, relationship skills
The intention of community circles is to foster a sense of community among students and provide a forum to share experiences, emotions, and problem-solve including harm caused by institutional structures and related inequitable practices. Community circles develop a sense of agency and affirm the identity of all participants which can promote healing and empathy.Core competencies: self awareness, self management, growth mindset, responsible decision making, social awareness, relationship skills
Recognize Students in Need
Recognize Students in Need
Notice any student who may need more support. Notice changes in behavior, academics, social interactions, and attendance and get help if concerned.
Refer to your school’s Student Support Center
Schools without Student Support Centers may refer to the school counselor and/or to the Connect Center to help link students/families with available community resources
Identify systems that serve as a barrier to student wellness.
Create action plan with student to challenge barriers
Encourage student to use mental health counseling supports
" True change requires a focus on creating school culture that supports academic, social, emotional, and character development of children."
" True change requires a focus on creating school culture that supports academic, social, emotional, and character development of children."
Maurice Elias, Ph.D.
Maurice Elias, Ph.D.
What is School Culture & Climate?
What is School Culture & Climate?
