Education Week - February 6, 2013 - Special Report - S21

She is wary of boxed school climate programs.
“Kids need to be connected to adults and
other students in the schools,” she says. “If
you have a program that says, ‘When this
person says this, you do that’—that scripting can mean you won’t take the responsibility to form relationships with the kids;
… you’re going to hide behind it and so are
they.”
She also believes that the increased focus
on bullying nationally has prevented some
adults from seeing the difference between
“normal conflict between young adults” and
pathological behavior.
Instead, she encouraged school leaders
to set targeted, manageable goals—for instance, increasing the percentage of students who report feeling that there is an
adult at school they can talk to, or increasing the number of positive responses on the
school climate survey.
“A lot has to do with adult behavior, so the
responsibility is on us,” says Nivea Torres,
the system’s interim superintendent. “It’s
about developing positive relationships,
adult to adult and adult to student.”

Christopher Capozziello for Education Week

Preparing Citizens

A

s an administrator at Manchester
Community College, in Manchester,
Conn., Patricia A. Ciccone wondered why
so many of her students were not finishing
their degrees. “What was the goal?” she remembers asking. “How do we help students
make those decisions?”
Seeking the answer to that question
led Ciccone, to consider the transitions
students make between primary and secondary school, from secondary school to
college, and from college to career. Her
search eventually drew her to the Connecticut Technical High School System,
a state-run district where students from
across the state can get a grounding in
real-world work skills while acquiring
the academic credits they need to graduate from high school.
“I believe this [vocational education] is
the answer,” says Ciccone, 60, who served
as the superintendent of the 11,000-student technical high school system from
2003 until retiring in December 2012.
“Even if they choose not to work in their
chosen field, they have such significant
exposure” that they can make informed
choices, she says. Students leave the district with a high school diploma and a certificate in a chosen trade.
But even in the technical schools, Ciccone found herself frustrated by how much

of her time and her students’ time was lost
to discipline issues. She perceived that students were getting lost along the way—the
same problem she had seen in community
colleges.
So, in 2006, she worked with the schools’
principals and Jo Ann Freiberg, a school climate consultant for the state’s department
of education, to create a survey of students
and staff members at all 16 schools in the
system. The aim was to gauge if students
felt safe in school, and if they and the staff
felt the school was a good place to learn—in
short, to measure the schools’ climate.
The survey revealed that many students
felt connected to an adult in the school—but
not all did. Some didn’t even feel safe from
physical harm.
Analyzing the survey results helped
schools in the system set tangible goals for
improving their school climates, the former
superintendent says.
The next step was to address the concerns
the survey revealed. Teachers and administrators in the district receive state-run
training on school climate, Ciccone says, and
she was present at each session. It can be
hard to get busy administrators to feel comfortable leaving their buildings for training,
Ciccone says, but she made sure that the financial and staff support was available for
that to happen.

In the drive to improve school climate,
Ciccone supported an approach to discipline
based on restorative justice that encouraged
students to find their way back to school
even after offenses. And each school in
the district has three data-driven goals to
strive for each year: one each in reading,
math, and school climate. Whether because of the emphasis on school climate or
not, students in the technical-high-school
system are sticking around: Its graduation rate in 2010-11, at 91.6 percent, was
10 points higher than the state’s average
of 81.8 percent.

Leading the Way
Last year, the state of Connecticut followed suit, mandating that all 180 of its districts use a survey modeled on the one the
technical district pioneered.
The survey has helped administrators target issues and students in need.
“We more actively address concerns that
we may not have had before because of the
work on climate and recognition of a specific
need,” says Robert Sartoris, in his fourth
year as the principal at Howell Cheney
Technical High School, a school in Hartford
and part of the system Ciccone led. But solutions need to be tailored to the school community, Ciccone says.

Schools in the technical district also have
the task—unique in Connecticut, where
every other school district is formed around
a town or a city—of building tolerance and
a sense of community among students
from many different locations. The school
at which Sartoris is principal, for instance,
draws from 27 towns and close to 50 middle
schools, some in affluent suburbs and others
in less-well-off city centers.
To help prepare students for their trade
schools and build connections in such
diverse settings, N.F. Kaynor Technical
High School, in Waterbury, has a leadership
course for freshmen that was recently
extended to sophomores, says Kathryn
Patrick, who teaches leadership at the
school. Students learn to greet each other
and teachers with a handshake, and focus
on skills like anger management and
empathy in monthly lessons from a Peaceful
School Climate Committee made up of
students and teachers. The course also has
a community-service component.
Both Ciccone and Sartoris say the schools’
task, besides imparting academic and vocational skills, is to help prepare students to
become citizens.
“Absolutely, we want children to leave
us with demonstrated growth in academic
areas and their trade areas,” Sartoris says,
“but we’re also preparing students to be
members of their communities. It goes hand
in hand.”
The technical schools’ program—students
spend half their time on trade instruction
and half the time on more standard academic fare—can foster engagement, but it
also means behavior problems could have
bigger consequences.
“You’re standing right next to boiling
water, hot grease, and flame,” notes Ciccone,
who is currently the interim schools superintendent in Westbrook, Conn.
But the schools’ focus on helping students be prepared for and make informed
choices about college and career encourages
students to invest in school, says Ivette Melendez, 18, a senior at Kaynor Tech who is
studying hairdressing and plans to use her
trade to support herself while studying marine biology in college. “At Kaynor, we have
more responsibility because we have to
focus not only on our trades but on our academics. ... It’s challenging, but it prepares us
really well,” she says. “I’m really glad I got
the experience to come here.” n

LEADERS TO LEARN FROM

> www.edweek.org/go/leaders-report
EDUCATION WEEK

•

February 6, 2013

| S21


http://www.edweek.org/go/leaders-report

Education Week - February 6, 2013 - Special Report

Table of Contents for the Digital Edition of Education Week - February 6, 2013 - Special Report

Education Week - February 6, 2013 - Special Report
Contents
Dropout Reduction
English-Learner Education
School Turnarounds
Transportation
Rural Enrollment
Special Education
District-Union Partnership
Parent Engagement
School Climate
College Readiness
Digital Access
Social Networking
Student Discipline
Smart Growth
Stem Education
Education Week - February 6, 2013 - Special Report - Education Week - February 6, 2013 - Special Report
Education Week - February 6, 2013 - Special Report - S2
Education Week - February 6, 2013 - Special Report - Contents
Education Week - February 6, 2013 - Special Report - Dropout Reduction
Education Week - February 6, 2013 - Special Report - S5
Education Week - February 6, 2013 - Special Report - S6
Education Week - February 6, 2013 - Special Report - English-Learner Education
Education Week - February 6, 2013 - Special Report - School Turnarounds
Education Week - February 6, 2013 - Special Report - S9
Education Week - February 6, 2013 - Special Report - Transportation
Education Week - February 6, 2013 - Special Report - S11
Education Week - February 6, 2013 - Special Report - Rural Enrollment
Education Week - February 6, 2013 - Special Report - S13
Education Week - February 6, 2013 - Special Report - S14
Education Week - February 6, 2013 - Special Report - Special Education
Education Week - February 6, 2013 - Special Report - District-Union Partnership
Education Week - February 6, 2013 - Special Report - S17
Education Week - February 6, 2013 - Special Report - S18
Education Week - February 6, 2013 - Special Report - Parent Engagement
Education Week - February 6, 2013 - Special Report - School Climate
Education Week - February 6, 2013 - Special Report - S21
Education Week - February 6, 2013 - Special Report - S22
Education Week - February 6, 2013 - Special Report - College Readiness
Education Week - February 6, 2013 - Special Report - S24
Education Week - February 6, 2013 - Special Report - Digital Access
Education Week - February 6, 2013 - Special Report - Social Networking
Education Week - February 6, 2013 - Special Report - S27
Education Week - February 6, 2013 - Special Report - Student Discipline
Education Week - February 6, 2013 - Special Report - S29
Education Week - February 6, 2013 - Special Report - Smart Growth
Education Week - February 6, 2013 - Special Report - S31
Education Week - February 6, 2013 - Special Report - S32
Education Week - February 6, 2013 - Special Report - Stem Education
Education Week - February 6, 2013 - Special Report - S34
Education Week - February 6, 2013 - Special Report - S35
Education Week - February 6, 2013 - Special Report - S36
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http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
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http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com