Background

LaSalle-Peru High was a troubled school four years ago when the board of education hired a new superintendent of schools. The board was focused on school improvement and was particularly concerned about declining test scores, below average attendance rates, a high truancy rate, and an increasing dropout rate. The board's hope was that the new superintendent would implement a school-wide improvement program. At that time there was no organized or systematic school improvement activity whatsoever at LaSalle-Peru High School. Furthermore, the curriculum committee, through which new courses and curriculum improvements were typically proposed, had disbanded a couple of years earlier. In addition, by the time the new superintendent arrived, the board and the teachers' union had reached impasse in negotiations and were working with a federal mediator. In the second full week of school the district and its residents endured a seven-day teacher strike. It was into the teeth of this "storm" that the LaSalle-Peru High School Board and its administrators would launch a concerted effort to impact the teaching and learning climate and engage in school improvement.

Seven months after the strike, the board approved the creation of a school improvement committee that we called the Internal Review Team (IRT). The IRT would be comprised of faculty, staff, administrators, and, eventually, a member of the board of education. The IRT's mission was simple: Use all available sources of information to examine needs and generate recommendations intended to make LaSalle-Peru High School the best possible place to learn, teach, and work. The IRT, which functioned like a site council, represented a dramatic departure from past practice. The high school had previously been a very traditional school district with a "top-down" style of management and decision-making. Rarely had faculty or staff been empowered to share in making decisions that would have district-wide impact. In essence, the board of education demonstrated its confidence in the staff when the IRT was created.

The Internal Review Team Gets to Work

The IRT hit the ground running, meeting frequently during the spring and summer of 1999. One of the first things the team did was to conduct a district-wide needs assessment or environmental scan. Accordingly, the IRT interviewed and surveyed parents, senior citizens, local employers, faculty members, and students. IRT members also analyzed data related to attendance rates, test scores, discipline referrals, truancy rates, and dropout rates. The data analysis and surveys identified three predominant school improvement needs: (1) reading, (2) student attendance, and (3) respectful interaction on a school-wide basis. Subsequent to these findings, the IRT established a number of committees and subcommittees, one of which was named simply the "Respect Committee." This article focuses on the work of the respect committee and its effectiveness in building a positive school climate. The Respect Committee researched and brainstormed ideas and initiatives that would create a building-wide climate of mutual respect between and among teachers, administrators, staff, and students.

A Review of the Literature

The committee learned early in the research process that respect has many aspects and definitions. The bulk of the research they found contained references to intangibles such as caring, positive interactions between teacher and students, and students having positive regard for their fellow students. The committee also found case studies regarding the importance of respect to school culture. Aspects of respect that they researched are listed at the end of this article.

The Respect Committee's Recommendations

Given the various definitions of respect that the research had revealed, the Respect Committee decided to go back to the stakeholders to identify which aspects of respect they wanted to address. Members of the IRT and the committee interviewed and surveyed teachers, students, and support staff. Committee members also investigated respect initiatives at other schools and talked to colleagues about the best ways to encourage respect in a high school setting. Ultimately, the committee focused on two aspects of respect and engaged in numerous activities to bring about the desired improvement in school climate. The committee decided to focus on (1) demonstrating that we care personally for one another and (2) helping students develop positive regard for one another.

Committee members wanted to ensure that encouraging respectful interaction at LaSalle-Peru (L-P) would be a high profile, well-communicated campaign. Huge colorful banners that proclaimed the high school as a "Respect Zone" were hung in hallways throughout the school. Posters were hung in each classroom that read, "LaSalle-Peru promotes the use of respectful communication." The IRT recognized that simply hanging posters would not immediately impact the climate of the school, but they wanted to make a strong statement that the activities they were about to undertake had a purpose.

Demonstrate That We Care Personally for One Another

The committee discussed how to demonstrate caring for one another in ways that high school students would appreciate. Student committee members recommended that every employee and student receive a special birthday card on his or her birthday and that birthdays be announced during morning announcements. In a school of 1,300 students and 175 employees, organizing this would be no small task. However, the committee members felt it was very important to demonstrate that each stakeholder was a valued member of the L-P learning community. Each month a birthday party was held during lunch hour for those who had celebrated their birthday that month. In addition, students in an alternative education program designed the special birthday cards. These students were thrilled to be able to contribute to the respect campaign.

Another valuable but unanticipated respect intervention was actually a by-product of the interviews the committee members conducted with support staff employees. Committee members were surprised and concerned when they learned that a significant division existed between certified and support staff. This led the committee to recommend an on-going team-building effort. In the spring of 2001, all employees participated in a team-building staff development workshop led by an outside facilitator. Employee evaluations at the conclusion of this activity were overwhelmingly positive. Staff development is part of the on-going school improvement process, and each institute day focuses on some aspect of school improvement.

One of the early signs that the school climate was getting healthier was when students approached the administration and asked for a formal way to give their input to adults in the school. The students proposed creating a communication committee whereby student representatives would have an opportunity to meet monthly with the building principal. The agenda, set by the representatives, would consist of issues of interest to the students. Knowing that listening and responding to other's concerns is a sign of respect (Scherer, 1998, p. 10), the IRT was eager to help form the committee.

The Communication Committee was formed with representatives from all four grades, representatives from all extra-curricular groups, and representatives of students who are not involved in extra-curricular activities. The committee members have done an exceptional job of maintaining the respect theme throughout all of their interactions with school personnel. Initially, some of their concerns were typical "kid concerns," but as little issues were resolved and trust grew between students and adults, their suggestions became more substantial. Recently, the Communication Committee requested that the school help develop a way for students to be involved in some kind of voluntary service program. Some truly great ideas have been implemented as a direct result of Communication Committee discussions with the principal. As a consequence, even the students feel empowered to initiate school improvement measures.

Finally, the committee also recommended that students who were assigned to in-school suspension be provided positive life skills instruction with an emphasis on respect. Prior to this suggestion, students simply worked on homework assignments when they were suspended from class. The members of the committee felt it was important that these students have an opportunity to learn to interact more successfully and to feel more empowered. The student assistance director, social workers, and the counselors used teaching materials that taught students about dealing with aggression, peer mediation, problem solving, and learning strategies. The Internal Review Team is currently working on instructional components of teaching aspects of respect.

Increase Positive Recognition for Personal Achievement of Students

One of the more powerful respect initiatives is the "L-P's Most Wanted" program, which is a takeoff on the old "Catch 'em Bein' Good" program with an interesting technology component. Essentially, teachers are encouraged to spot students doing something especially nice or helpful for another member of the L-P learning community. Then the teacher issues that student a special ticket indicating that the student has been caught being good. Later the student's picture, name and good deed are posted on the school's website, www.lphs.net. The "L-P's Most Wanted" portion of the website is updated each month. Finally, the name of every student who'd been issued a ticket that month is entered into a drawing for various prizes. One of the most popular prizes a student can win is one month's use of a prime parking space. The "L-P's Most Wanted" initiative proved highly motivational for students.

Last but certainly not least, the committee recommended that students be recognized for a broader variety of activities and accomplishments and be recognized more frequently. As an example, students with excellent attendance were recognized. In fact, for the first time ever, an L-P student was recognized for four years of perfect attendance. Previously, student recognition was based solely on academic factors such as grade point average. Students greatly appreciated being recognized for accomplishments other than grades. The staff was only too happy to increase student recognition for good attendance and positive interaction with others because these behaviors have a direct impact on teaching and learning.

As can be seen, the Respect Committee's recommendations were comprehensive and wide-ranging, impacting virtually every member of the L-P learning community.

Summary

The two areas of respect that the Respect Committee identified, demonstrating caring on a personal level and increasing positive recognition for students, have made a powerful impact on the school climate at LaSalle-Peru High School. In addition, the process of school improvement itself created a sense of power for students and staff alike. The aspects of the school improvement process that were most transforming included: