L. Organizational Culture

The primary objective of Miami-Dade County Public Schools (M-DCPS) is to enhance each student's potential for learning and to foster positive interpersonal relationships. M-DCPS supports the concept that students who possess personal, academic, civic and occupational adequacies will become effective and productive citizens. Students must develop and accept the responsibilities and obligations of citizenship. The Code of Student Conduct (COSC) helps students take control of their learning and their ability to positively alter outcomes by employing appropriate personal choices and skills.

In 2008, there was a shift in paradigm and change in the culture regarding the COSC is the District’s policy that created a safe and supportive learning environment that ensured academic success. The shift incorporated vital changes to the Code of Student Conduct such as:

• Emphasizing model student behavior;
• Aligning District Core Values to examples of model behavior;
• Introducing parental tips and inspirational quotes;
• Consolidating corrective strategies;
• Providing extended supports for teachers to utilize for student lessons.

The “reculturing” of the school to a positive school climate not only supports academic achievement and promotes fairness, civility, acceptance of diversity, and mutual respect. To reaffirm positive behaviors the District encourages school site measures such as: Certificates of Achievement; positive letters to parents and other rewards that show support for the student’s behaviors.

To enhance the effectiveness, this document addresses not only the role of the parents, the students, and school, but also core values and model student behaviors, rights and responsibilities of students, procedures for using corrective strategies, including suspension and expulsion. The District promotes the following beliefs:

• All students are valuable and can make worthy contributions to society;
• All students are responsible and accountable for their choices and decisions;
• In order to grow and thrive, individuals need caring relationships and a nurturing environment;
• Supportive family relationships are the foundation of the community;
• High expectations lead to higher performance that empower individuals and strengthen society;
• Continuous learning is a lifelong process that is essential to a productive and enriched life.

Students, parents, and school employees are encouraged to read the Code of Student Conduct and become familiar with its content. The links related to the Code of Student Conduct and the School Board Policy may accessed via the Miami-Dade Public Schools’ Websites:

https://ehandbooks.dadeschools.net/policies/90, and
https://www.neola.com/miamidade-fl/search/policies/po5500.htm

The conduct of adult employees is governed by School Board Policies adopted by the School Board of Miami-Dade County. Miami-Dade County Public School (M-DCPS) Board Policies clearly articulate overall expectations regarding employee conduct which support the effective operation of the school system. They govern the behavior of administrators, instructional and non-instructional personnel and are written in broad, general terms with sufficient clarity to provide appropriate guidance. M-DCPS Board Policies are available on-line and are easily accessible to board members, administrators, staff members, and members of the community.

On July 1, 2011, the School Board completed a revision of all School Board Rules. School Board Policies now govern the actions and behavior of district employees. These policies may be accessed by clicking here. However, during the 2007-2008 through 2010-2011 time period currently under review by the Broad Foundation, School Board Rules served as the District’s guiding document. A full set of School Board Rules may be accessed here.

M-DCPS is proactive in assuring that all employees are aware of requirements associated with Florida’s Code of Ethics, Sunshine Law, and ethical standards in the school district. The following Board Rules highlight these measures:

• Code of Ethics: https://www.dadeschools.net/schoolboard/rules/Chapt4/4a-1.213.pdf
• Responsibilities and Duties: https://www.dadeschools.net/schoolboard/rules/Chapt4/4a-1.21.pdf
• Conflict of Interest: https://www.dadeschools.net/schoolboard/rules/Chapt4/4a-1.212.pdf
• Gifts to School Personnel: https://www.dadeschools.net/schoolboard/rules/Chapt1/1c-1.08.pdf
• Assignment of Family Members: https://www.dadeschools.net/schoolboard/rules/Chapt4/4A-1.18.pdf

In addition, at the beginning of each school year employees are advised to review relevant School Board Rules and acknowledge their understanding and acceptance. Included in this section is a selection of such Board Rules. The detail of each rule may be accessed via the hyperlinks provided.

To appropriately monitor student referrals the District maintains a student case management system. The system provides information relative to student absences, percentages of attendance, student mobility rates and disciplinary referrals.

Through the Student Case Management System, data on disciplinary referrals district-wide is collected. The system provides information that is relevant to each school regarding indoor and outdoor suspensions. District School Operations works closely with schools to ensure that additional support is provided to those exhibiting high levels of suspensions.

With respect to expulsions, District/School Operations monitors data through the Office of Alternative Education to ensure that all students receive due process, prior to School Board action. School Operations/Alternative Education oversees non-traditional programs that serve at-risk youth. As a result of these measures, there has been a significant decline in the number of expulsions as of 2007-2008 school year to present. For your review, a chart has been prepared that shows the District’s expulsion trends.

The Office of Assessment, Research, and Data Analysis generates detailed reports that provide attendance percentages by schools; mobility of students across the District and the number of indoor and outdoor suspensions for the respective years. The links that follow provide access to these reports for the designated years - 2007-2008, 2008-2009, 2009-2010, and 2010-2011.

Additionally, the Student Case Management System collects data elements of code of conduct violations. Each year staff analysis data related to violation of the Code of Student Conduct. This information is provided by the Office of Assessment, Research and Data Analysis every July 1 for the previous school year. The data is reviewed and monitored by the District for the development of strategies that lead to alternatives to student disciplinary action.

The Code of Student Conduct (COSC) helps students take control of their learning and their ability to positively alter outcomes by employing appropriate personal choices and skills. Data on the COSC is monitored by the District using summary reports. The attached reports provide an overview, by year, of all the indoor and outdoor suspension disaggregated by the violation level and code in the COSC. This report specifically ties the indoor and/or outdoor suspension to the infraction on the COSC.

The data reports are available for 2008-09, 2009-10 and 2010-11, These reports are generated from live databases that include the School Police Activity Reporting(SPAR) database, the Student Case Management System(SCMS) data base, and the Disciplinary (DISC) database. Data for 2007-08 were not retrievable because the 2007-08 SPAR, SCMS and DISC databases have been archived and retrieval of these archived data was not readily available.

These summary reports are generated at the end of each school year and produced at the district level. Schools have access to their data on the SCMS and SPAR system and on summary reports that may be requested by individual school at any time during the year.

Attached are the following reports:

COSC0809:

Code of Student Conduct Report: Student Case Management System
Reporting Dates September 01, 2008 through June 31, 2009

COSC0910:

Code of Student Conduct Report: Student Case Management System
Reporting Dates September 01, 2009 through June 31, 2010

COSC1011:

Code of Student Conduct Report: Student Case Management System
Reporting Dates September 01, 2010 through June 31, 2011

The M-DCPS school counseling program includes academic, socio-emotional and behavioral counseling services delivered by an integrated team of over 1,000 licensed or certificated mental health and counseling professionals that include guidance counselors, school social workers, school psychologists, college assistance program advisors and TRUST specialists. In the area of academic development, the student is taught to understand the value of developing positive habits and attitudes which will enable him/her to accept academic challenges and benefit from school and the life-long learning process. In the area of personal/social development, the student is encouraged to identify personal strengths and challenges through self-assessment, accept personal attributes, and develop a desire to improve in chosen areas. The student will also be assisted in developing skills associated with positive peer and adult relationships leading to a positive self-concept and self-confidence. In the area of career/community awareness, the student is assisted in understanding the world of work and his/her responsibility to society and the broader community. Students explore career options and learn to use personal skills, interests, and abilities in planning for future education, and searching for a job. Students explore the needs of their school and local community and learn the importance of volunteerism. In the area of health and wellness, the student is taught to understand the value of developing habits and behaviors that promote healthy lifestyles. Students increase their awareness of preventive care, the importance of maintaining healthy lifestyles, and the benefits of making daily decisions that lead to personal safety and good health. Specific counseling curricula cover transitions across grade and school levels, substance abuse, bullying, sexting and teen dating violence.

The program modes of delivery include direct services to students, parents, teachers, and administrators through curriculum, planning, and responsive services, as well as indirect services of system support. A variety of counseling services are provided to all students that include individual, family and group counseling. Specific information regarding resources on counseling programs can be found at: https://studentservices.dadeschools.net/ and https://mhcms.dadeschools.net/safe_schools.asp .

M-DCPS has a comprehensive anti-bullying program that incorporates policy, K-12 curriculum, multi-media anonymous reporting and counseling services for both the victim and the bully. The anti-bullying program is part of an overarching violence prevention initiative. Secondary schools select and implement specific violence prevention programs such as peer mediation, Heritage panel and Anti-defamation League No Place for Hate Program to meet the needs of their specific student population. In 2010 MDCPS launched district-wide Youth Empowerment Summits that have since become annual events in Senior High Schools. Every Florida school district is statutorily required (Jeffrey Johnston Stand Up for All Students Act) to have a District Policy Against Bullying and Harassment, based on a model policy put forth by the Florida Department of Education. M-DCPS has incorporated this policy as a School Board Rule and it includes: definitions of bullying and harassment; reporting, investigating and documenting procedures; the provision for intervention and counseling services; and the requirement to publicize the policy for all stakeholders. The Policy applies to the following stakeholders: students, M-DCPS employees, parents, and school visitors/volunteers. The emphasis of the policy is that both the victim of bullying, as well as the alleged bully are provided intervention services that promote the safety and well-being of the victim, while also seeking to assist the bully in changing their behaviors.

The Policy is enforced beyond school hours in that the school district upholds that bullying or harassment of any student or school employee is prohibited: a. During any education program or activity conducted by M-DCPS; b. During any school-related or school-sponsored program or activity; or c. On a M-DCPS school bus; d. Through the use of any electronic device or data while on school grounds or on a M-DCPS school bus, computer software that is accessed through a computer, computer network of M-DCPS e. Through threats using the above to be carried out on school grounds. This includes threats made outside of school hours, which are intended to be carried out during any school-related or school-sponsored program or activity, or on a M-DCPS school bus.

Cyberbullying is also addressed in the policy and is defined as the willful and repeated harassment and intimidation of an individual through the use of electronic mail or electronic communication with the intent to coerce, intimidate, harass, or cause substantial emotional distress to a person.

M-DCPS implements the policy through the classroom delivery of Bullying and Violence Prevention curriculum for Pre-K – 12th grades. Lessons focus on bullying prevention, building social skills, cyber safety, conflict resolution and personal responsibility. Daily morning announcements with messages about shared responsibility for school safety and bullying prevention / reporting are delivered in all schools. Web-based resources for both violence prevention and anti-bullying are accessible at https://mhcms.dadeschools.net/mh_violence.asp and https://mhcms.dadeschools.net/bullying.asp .

All employees receive training on the Policy through face-to-face and online presentations. The https://mhcms.dadeschools.net/bullying.asp website provides easily accessible resources to parents, students and staff on bullying prevention/intervention, and reporting requirements. Students also receive information about what to do if they are being bullied or know someone who is being bullied, including how to report it; as well as other resources including web episodes for their viewing. Parents receive information about reporting procedures; what to do if their child is a victim of bullying or is a bully; and other resources. Staff resources include the curriculum and lessons by grade level, helpful investigative and reporting forms, and readily accessible presentations. .

A positive school climate is the foundation on which a school district can build the structure of high academic achievement for all students. The District annually conducts Climate Surveys in order to ensure that a climate conducive to teaching and learning exists within our schools and other work locations. Feedback is sought from employees, parents, and students. Additional information relating to school climate, including the results of surveys and district-wide summary reports may be found at https://drs.dadeschools.net/SchoolClimateSurvey/SCS.asp.

At the start of every school year, School Operations develops a comprehensive Opening of Schools Handbook which delineates and defines an appropriate learning environment. School site administrators review these guidelines to ensure that the school environment is conducive to learning and welcoming for students throughout the school year. This School Preparedness Plan can be found at: https://schooloperations.dadeschools.net/OS_toolkit_11-12/OS_toolkit_11-12.asp

Positive Behavior Support (PBS) Since 2003, Miami-Dade County Public Schools district has implemented School-Wide Positive Behavior Support (SWPBS). SWPBS, a program model, is currently being implemented in 43 schools throughout the district. The program includes a strong training and technical support component from Florida’s Positive Behavior Support/RtI for Behavior Project. PBS School Teams have been trained on creating effective discipline procedures, data entry and analysis, developing expectation rules and consequences for behavior, teaching behavioral skills, and rewarding/recognizing appropriate behaviors. Behavior is analyzed with the use of data analysis. Interventions are strategically implemented in order to improve school climate, overall student behavior, increase test scores, and reduce referrals and suspension rates.

During In 2010-11 43 schools were designated as PBS schools and of those 43 schools 4 were selected as MODEL PBS schools. All PBS schools implementing school wide PBS may submit an application annually to be reviewed for selection as a PBS Model school.

The following schools are the 2010-2011 Miami-Dade PBS Model Schools for the state:

*Coconut Palm K-8 Academy
*Bowman Foster Ashe/Howard A. Doolin K-8 Center
*Robert Renick Educational Center
*Palm Springs Middle

A PBS Model School is one that has met specific criteria and has reported innovative, creative, and functional ways of supporting PBS in their respective school. Specific characteristics of PBS Model Schools are their consistent methods of: (1) utilizing their data to better serve the students and staff, (2) teaching PBS to new students throughout the school year, (3) creative and engaging reward systems, (4) extending PBS throughout the campus and partnering with the community and parents, and (5) including PBS into daily activities across all available teaching opportunities.

A resource website accessible at https://pbs.dadeschools.net/default.asp has been established for PBS schools that includes lesson plans, news, resources and a list of designated model schools.

Description of district approaches to promoting social emotional learning- MDCPS promotes social emotional learning through an overarching wellness initiative - Health Connect in Our Schools (HCiOS) and additional targeted programs that include TRUST and Sexual Minority Support Network. Health Connect in Our Schools (HCiOS ) is part of a comprehensive program aimed at improving child and adolescent physical and mental health in Miami-Dade County. The TRUST (To Reach Ultimate Success Together) Program is a comprehensive student assistance program designed to support services to students and their families who may be experiencing problems in the area of substance abuse and other self-defeating behaviors. The Sexual Minority Network was created to provide services for lesbian, gay, bi-sexual and/or transgender students and their families.

Each of these programs include school site delivered services provided by trained mental health professionals such as School Social Workers and or Licensed Social Workers. The programs include individual and group counseling and support.

Miami-Dade County Public Schools has long recognized in Board policy and in program delivery what research has shown to be true: parents are a key element in student achievement. Years of steadily accumulating evidence show that families who are engaged in their child’s learning earn higher grades, have higher graduation rates, and are more likely to enroll in college or other postsecondary programs.

The district offers a wide variety of programs which encourage and support the involvement of families throughout this diverse and complex community. Each of the identified programs addresses at least one aspect of engagement as outlined by the National PTA’s six standards for family engagement. Taken as a whole they represent a framework for the entire District so that individual school administrators and classroom teachers will be better able to build the necessary partnerships with the families of their students in order to achieve academic success for all.

Standard 1 – Welcoming All Families into the School Community

BACK TO SCHOOL RALLY – FAMILY INVOLVEMENT DAY – “BE THERE” The opening of schools is a unique moment in the year when parents are most open to the opportunities for engagement. This annual rally features more than fifty internal and external partners who provided resources and information for participants.

“Be There” is a simple yet profound message for parental involvement: In every day there are moments that can be opportunities to build relationships with your children and share values. Use those moments to be there! Posters were provided to every school to be used at their Open House nights and the district provided online video vignettes and web access to a variety of printed materials.

THE PARENT PATHWAY For many families the invitation to become involved is an intimidating and misunderstood concept. The Parent Pathway video was developed to explain to parents, in English, Spanish, and Haitian Creole, the steps they can take to be informed and involved. Copies of the video were distributed to all schools to be used at school orientations or PTA meetings. The videos are also posted online.

Standard 2 – Communicating Effectively

PARENT PORTAL The Parent Portal, part of the M-DCPS Technology Delivery system, provides parents with 24/7 access to their children’s school performance, attendance, and test scores. Access to the Portal is secure and can only be provided to the parent or legal guardian of each student. The Parent Academy provides workshops to assist parents in navigating the Portal.

PARENT RESOURCE GUIDE As parents attempt to navigate the educational system, one tool that assists them to find answers to their questions is the Parent Resource Guide available in English, Spanish and Creole. Originally distributed to schools as a hard-copy document, the Guide has been redesigned to an online searchable format. Parents can find information about what their child will be expected to learn, how to understand standardized tests, and how parents can help their child succeed.

WEB SITE TRANSLATOR While written communications to parents are routinely translated into the most commonly spoken home languages, Spanish and Haitian Creole, parents who are not yet fluent in English have found the dadeschools.net website difficult to use. To assist those families, Google translator is utilized.

Standard 3 – Supporting Student Success

THE PARENT ACADEMY M-DCPS’ signature initiative, The Parent Academy (TPA) continues to provide a wide range of educational opportunities that help parents develop the knowledge, skills and attitudes needed to become effective partners in their children’s school success. Its five curricular strands include: Arts and Culture, Health and Wellness, Help Your Child Learn, Parenting Skills, and Personal Growth. Several online videos and webinars have been added to TPA’s school and community-based delivery model. Additional information on TPA may be found at: https://theparentacademy.dadeschools.net/index.htm.

GREAT SCHOOLS COLLEGE BOUND A significant online learning opportunity is being provided through collaboration with the San Francisco-based non-profit, Great Schools to offer a research-based series of online parent workshops called “College Bound”. The Parent Academy was able to pilot the first set of workshops, in English and Spanish, to selected Kindergarten parents and has now expanded these workshops through first grade.

PARENT PLAN FOR SUCCESS This monthly series of workshops is designed to help parents in the schools identified under the state’s Differentiated Accountability with support to improve student achievement. Topics covered include M-DCPS 101, Technology, Learning Begins at Home, Test Preparation, Positive Family Relationships, and Celebrating Success.

Standard 4 – Speaking Up for Every Child

MIAMI-DADE COUNTY COUNCIL OF PTAS/PTSAS – RALLY IN TALLY Miami’s success is due in large part to the strong partnership between the District and PTA/PTSA County Council to organize effective advocacy campaigns on behalf of our schools and our students. Parents from all communities have found an outlet for their voices through membership and participation.

PARENT LEADERSHIP COUNCIL The parents of English Language Learners, who are often themselves recent immigrants with limited English ability, have a key advocacy role to play in ensuring that the educational needs of their children are met. These parents have provided input to the District’s plan for English Language Learner instruction, advocated on behalf of their children’s educational needs to the Florida Department of Education and collaborated with the PTA.

CONCERNED PARENT ADVOCATES Some parents have expressed the desire to know more in-depth about the District’s funding issues and budget process so that they can be more effective partners with the District in advocating for adequate funding and high quality education. A half-day workshop is taught by District experts to address this need. The workshop is offered several times throughout the year, and those who attend earn the title “Concerned Parent Advocate.”

VERY INVOLVED FAMILIES/FAMILIES OF THE YEAR The definition of an involved parent means one who supports their child’s learning at home, sets high expectations and encourages the child to achieve, ensures that the child attends school regularly, and communicates with the child’s teacher. The Very Involved Family award recognizes those parents who meet this definition. Schools which have participated in the Very Involved Parent program can recognize the special contribution of one Family of the Year.

Standard 5 – Sharing Power

FAMILY AND COMMUNITY INVOLVEMENT ADVISORY COMMITTEE On a monthly basis, this committee of parents and community leaders provide feedback and recommendations to improve District and school efforts to involve families as charged in School Board Rule 6Gx13-1B-1.012, Parental Involvement: A Home-School-District Partnership.

SCHOOL AND DISTRICT BUDGET PRIORITIES SUBCOMMITTEE Parents have the unique opportunity to provide their recommendations to the development of the annual operating budget and School Allocation Plan. Membership is open first to interested members of the FCIAC, then to other concerned parents, so that they form a balanced group representing every part of the community. QUARTERLY MEETINGS WITH SUPERINTENDENT The Superintendent meets on a quarterly basis with key parent leaders for open discussion their concerns and enlists their support for his initiatives. Each meeting results in an action plan to which all are committed.

Standard 6 – Collaborating with the Community

MUNICIPAL COMPACT PROGRAMS Part of each municipal compact includes a component addressing family engagement. Specific needs vary from increasing parent enrollment on the Parent Portal to expanding The Parent Academy’s programs within that community. Two municipalities in particular have collaborated with the District to produce significant community-wide events. The municipal compacts currently in existence can be viewed at: https://intergovaffairs.dadeschools.net/localeducationcompacts.asp.

CITY OF MIAMI DROPOUT PREVENTION SUMMIT Under a grant from America’s Challenge, the City of Miami hosted a one-day summit in November 2009, to examine the high incidence of students dropping out of school. The event included a frank discussion about the role of parents in early and ongoing intervention. As a result, State Farm provided additional funding for Parent Academy workshops specifically for parents of middle-school students.

CITY OF MIAMI BEACH EXPO The City of Miami Beach hosts an annual expo to illustrate to families in their community the exemplary programs being offered at schools in the feeder pattern. While enjoying student art work and performances, parents also had the opportunity register for the Portal or to enhance their own advocacy skills.

NATIONAL PTA FAMILY-SCHOOL PARTNERSHIP PILOT PROGRAM AND URBAN ENGAGEMENT INITIATIVE As National PTA seeks to develop models for PTA leaders to implement in their own big cities, the first-hand experience of what works in Miami is a key component. The District piloted two new initiatives: The Family-School Partnership program and the Urban Engagement Initiative. In the first, selected schools were assisted to systematically implement the National Standards for Family-School Partnerships through needs assessments and action plan development to more effectively engage their communities. The second initiative provided community leaders outside the school community, with the support and training provided by National PTA, to become advocates for parental involvement in our schools.

Instead of “random acts of family involvement” Miami-Dade County Public Schools is building a coherent, comprehensive, and equitable approach to parental involvement. Citizen and parent participation is critical in the decision-making process evident by the myriad of advisory committees the district has in place. A comprehensive list was provided in I-54, Citizens Participation Guide.

Additional information on resources available to parents may be found at: https://www.dadeschools.net/parents.asp.

Miami-Dade County Public Schools (M-DCPS) has created organizational structures in alignment with a district-wide culture that promotes, maintains and enforces Safe Learning Environments in all schools. These activities are all undertaken in support of the District’s Strategic Goal of Improving Student Achievement. This all encompassing approach is best illustrated by M-DCPS policies and programs relating to bullying and harassment which incorporate a comprehensive school board policy bolstered through the implementation of a K-12 curriculum that promotes respect of self and peers. An anonymous reporting system enables students and staff to report incidents of bullying while a comprehensive Code of Student Conduct enforces the policy and puts into effect a de-facto zero tolerance for bullying. The Code of Student Conduct is further discussed in section L-68./.

Intervention services are also provided to bullying victims and perpetrators. School community wellness is also fostered through prevention focused programs such as Health Connect in our Schools which provides students with comprehensive health suites and services on school campuses, as well as a violence prevention initiative that empowers student leaders to speak up against violence and assume leadership roles at their schools. It should also be noted that M-DCPS is one of the few school districts in the state of Florida that has a separate law enforcement agency dedicated to keeping students safe. Information and relevant data regarding these programs and services are provided in this section.

Additional information about these programs may be found at https://mhcms.dadeschools.net/safe_schools.asp.