stability that would spread throughout the district ’ s weakened vascular system to nourish students , employees , families and community members .
Working closely with the superintendent to plan the meetings , Assistant Superintendent Brentlinger noted , “ We intentionally planned sessions that followed along with Lencioni ’ s book . Trust , conflict , commitment , accountability and results , with absolute clarity , were key .”
Table talks and group activities soon revealed recurring , detrimental themes from the past : a lack of trust and communication , a fear of speaking out or making mistakes , and an attitude of “ we ’ ve heard this before .” It grew from a complicated mixture of turnover , differing leadership styles , and a lack of intention and clear , sustainable goals . The book ’ s first chapter , which tackles building trust among leaders through honesty , vulnerability and accountability , felt apropos .
Rebuilding trust through action
In order to stop the bleeding , our Executive Cabinet made quick , visible decisions and ensured that several key objectives were completed on schedule . Like a shot of adrenaline , Hope View Elementary School in Huntington Beach , the first of three schools closed for asbestos abatement , opened its freshly painted doors on Sept . 2 , 2015 . A festive celebration attended by our Board of Trustees , state and city officials , families , children and the local Girl Scout troop marked a new way of doing business in Ocean View .
That fall , the fiscal insolvency once predicted for Ocean View was replaced with positive news . By October of 2016 , Dr . Conroy and his financial team reported that our financials were now stable and that remaining construction projects , stalled after the discovery of asbestos , were back on track . By maximizing our capital and financial resources , Ocean View was now in a position to plan for the future .
Asbestos had knocked the wind out of us at the end of 2014 . Yet , by early 2016 , asbestos inspections at all school sites were complete ; two of three schools closed for abatement and reconstruction had reopened , and number three was nearing completion . An environmental consultant was hired , and our Asbestos
Hazard Emergency Response Act ( AHERA ) Management Plan was updated . Today , we are in full compliance with AHERA and the Environmental Protection Agency .
Simultaneously , Ocean View needed efficiency in facility improvements and capital investments ; thus began the move toward a districtwide Facilities Master Plan ( FMP ). As with a sick patient , a doctor creates a health plan to detail remedies , therapies and ongoing maintenance once health is achieved . Conroy worked closely with the district ’ s Facilities , Maintenance and Operations team to establish a core planning committee and to hire an award-winning architectural firm to assist in the creation of a long-range FMP .
“ We wanted to maintain a commitment and focus on public engagement in the facilities planning process ,” said Conroy . “ We reached out to all stakeholders at every school site and leaders in the community .” Four public forums , structured by the architectural firm DLR Group were held in the spring of 2016 . The goal was to create a priority list for each school , a “ wish list ” of modernization projects .
We called on parents , students , staff and community members , and our school principals helped spread the word . Middle school forums sought attendance from incoming elementary families . Following the month-long forum process and an online survey to several hundred Ocean View families and community members , the DLR Group launched a revolutionary Ocean View FMP website , a first-of-its-kind online facilities planning tool , in June of 2016 . Our FMP reflected common priority needs across the district ’ s schools , including safety structures , learning spaces , heating and air conditioning , parking and playgrounds .
“ Our approach to developing the Facilities Master Plan was to be as transparent and inclusive as possible to build consensus and understanding ,” said Kevin Fleming , senior associate and architect with DLR Group . “ We decided to create a web-based planning process , allowing people to participate either in-person or online . Ocean View felt it was imperative that we use 21st century tools to share the plan .”
Throughout these multi-layered , com-
Quick Guide on support side
A U . S . Department of Education “ Quick Guide on Making School Climate Improvements ” says school climate reflects how members of the school community experience the school , including interpersonal relationships , teacher and other staff practices , and organizational arrangements . School climate includes factors that serve as conditions for learning , supporting physical and emotional safety , connection and support , and engagement .
The Quick Guide provides strategies on how to effectively implement five sets of activities for improving school climate :
• Planning for school climate improvements .
• Engaging stakeholders in the improvements .
• Collecting and reporting data .
• Choosing and implementing school climate interventions .
• Monitoring and evaluating the improvements .
The ways in which students and teachers experience the climate of the school impact their learning , behavior , stress and burnout . The federal Every Student Succeeds Act ( ESSA ) and California School Dashboard also reference school climate as an additional indicator of a school ’ s success for accountability purposes .
School climate improvements are doable and inexpensive , according to the Quick Guide , which includes access to additional resources . Any school or district can partake in efforts to improve conditions for learning for students and staff . In fact , you may already be conducting activities aimed at improving school climate . For example , many schools are implementing Positive Behavioral Interventions and Supports to improve school climate and reduce suspensions .
Find the guide at http :// safesupportivelearning . ed . gov / SCIRP / Quick-Guide .
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