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Student Culture - - This program relates to building a stronger, student- centered learning environment within Craig County Middle Schools. Until this year, students had very few opportunities to experience collaboratively planned social activities. The establishment of clubs directed to learning expansion has begun a repair initiative of a broken school culture (Bambrick-Santoyo, 2012) in which it was often difficult to facilitate student engagement. Lack of school pride and mass student apathy has been a much overlooked problem until the change of administration at the beginning of this school year. Students need to know that their educators and administration are willing to develop multi-faceted learning experiences for their growth.

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Methods Used to Quantify Influence on School Climate -
Presently - Impact has been measured informally through conversations with students during club and class time to qualify their interest in clubs and areas of growth. Students relay they enjoy the new learning experiences as well as spending social time together in a less structured environment. Teachers have related in conferences and staff meetings that they were at first apprehensive in thinking they were going to have another subject preparation. Once it was understood that clubs were to be less structured and of high interest, teachers were more apt to improve methodology to encourage student participation.
Future - Small group discussions and individual interviews are deemed to be more effective measuring tools to assess impact on school climate than large group surveys (Zakrzewski, 2013). These small sessions could encompass dialogue for both assessment and future planning.

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Positive Impacts on School Climate -

Students are excited each week to participate in clubs. They look forward to days we are on the club schedule.

Students have been allowed to change their club choice (during the 9 weeks of school) if the selection or the instructor were not a "fit" to the interest of the student.

Teachers have asked that clubs be repeated again next year and that teachers receive a small amount of budget monies to allow more hands-on activities.

Negative Impacts on School Climate -

Due to winter weather conditions, clubs had to be eliminated from the schedule for two weeks which caused a small amount of unrest from the students.

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Impact on School Climate - Institutional Environment

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Impact on School Climate - Institutional Environment

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School Connectedness - Engagement - This new aspect of the school week allows the students to participate in activities outside the academic agenda while still supporting student growth. Staff are able to showcase a personal hobby or interest in the school setting.

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Impact on School Climate - Interpersonal Relationships

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Impact on School Climate - Interpersonal Relationships

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Respect for Diversity - Students are introduced to new areas of learning such as meditation and yoga. This encourages new opportunities for understanding diverse cultures.
Social Support (Adults) -
Teachers are able to relax and have conversational time without the rigors of core standards of instruction. More time for listening experiences increases a positive school climate (Hierck, T., & Peterson, K., 2018).
Social Support (Students) - Students have more opportunities for for friendship and socializing in a less structured setting.

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Bambrick-Santoyo, P. (2012) Leverage leadership: a practical guide to building exceptional schools. San Francisco, California: John Wiley & Sons, Inc.

Hierk, T., & Peterson, K. (2018). Focusing on the 19 behaviors more essential to a positive school culture. Leading the energized school. 13(14). [E-journal] ASCD. Retrieved from http://www.ascd.org/ascd-express/vol13/1314-hierck.aspx

Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J.C. (2004). Supporting autonomy in the classroom: ways teachers encourage student decision making and ownership. Educational psychologist, 39(2). 97-110. Retrieved from https://www.researchgate.net/profile/Julianne_Turner/publication/247522695_Supporting_Autonomy_in_the_Classroom_Ways_Teachers_Encourage_Student_Decision_Making_and_Ownership/links/0f3175388b1403925f000000.pdf

Zakrewski, V. (2013, August, 21). How to create a positive school climate.  Greater good magazine: science-based insights for a meaningful life [On-line publication}. Retrieved from https://greatergood.berkeley.edu/article/item/how_to_create_a_positive_school_climate

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Craig County Middle School Clubs Program Definition

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Craig County Middle School Clubs Program Definition

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For the first time in the history of Craig County Middle School (CCMS), students were allowed at the beginning of the school year to choose a weekly club in which to participate. All students were required to sign up and attempts were made to meet their first requests. All teachers were allowed to create a club of that would interest students while being fun for the teacher as well. An interesting range of clubs were created including the Science Club, Brain Games Club, Yoga Club and CCMS Walkers (walking club). Students attend their club at least once during the week during scheduled times on Fridays and after school at the instructor's discretion.

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Impact on School Climate- Teaching and Learning

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Impact on School Climate- Teaching and Learning

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Support for Learning - Many different academic and physical areas are addressed by clubs. Students choose their area of interest which facilitates a positive learning experience (Stefanou, Perencivich, DiCinto, & Turner, 2004).
Social and Civic Learning - Students develop skills in peer relations, social skills, and cooperation through the various clubs. Students also work with individuals and teachers from grade levels other than their own.