Liberty Drive

The School Culture Walk-Through is designed to provide a comprehensive observation that assesses the overall climate and culture of the school. The walk-through focuses on key areas that contribute to creating a positive, supportive, and inclusive learning environment for all students. Through this process, we aim to gather feedback that promotes continuous improvement and ensures that the school culture aligns with our core values and educational goals.

The following feedback was collected during a school visit to Liberty Drive Elementary School on Wednesday, February 5, 2025, from 8:30 am to 9:30 am.

Area 1: Environment

Is the school environment warm, inviting, and conducive to learning? Are students and visitors greeted in a positive and inclusive manner? Does the physical space reflect a sense of belonging?

Indicators:

*School entrance is clean and well-maintained.

*Clear signage that guides visitors and provides information.

*Greeters or staff are friendly and helpful

*Positive student and adult interactions are evident.

Feedback

The feedback highlights a well-organized and welcoming learning environment for parents, with clear and informative signage, updated bilingual posters, clean hallways, quiet atmosphere, displayed student work, and friendly greetings upon arrival.

Area 2: Student Engagement

Are students actively participating in their learning? Are the lessons interactive, engaging, and tailored to students’ needs? Is there a sense of enthusiasm and curiosity in the classroom?

Indicators:

*Students are attentive, asking questions, and participating in class discussions.

*Students demonstrate enthusiasm about their learning.

*Diverse student interests are represented (arts, sports, academics, etc.).

Feedback

Overall, the feedback notes that students were mostly on task and engaged during the reading activity. Teachers were seen asking deeper questions to prompt critical thinking, and students actively participated and shared their ideas. There was a respectful interaction between teachers and students. However, it was observed that some students were not engaged, particularly non-English speaking students, emphasizing the need for the district to improve resources and tools for these students.

Area 3: Positive Relationships

Do teachers, staff, and students demonstrate mutual respect and understanding? Are there visible, positive interactions between adults and students? Do students feel supported and valued by their peers and educators?

Indicators:

*Teachers and students address each other respectfully.

*Students collaborate with each other in a positive way.

*Staff demonstrate care and concern for students’ well-being.

Feedback

The feedback indicates that there is a positive and respectful atmosphere in the classroom, with good communication and interactions between students and teachers. Students are aware of the transition process and address each other and teachers respectfully. There is a calm and friendly climate with supportive relationships between students and teachers, as evidenced by a teacher helping a student navigate a conflict and find a resolution.

Area 4: School Safety

Does the school provide a safe environment for students and staff? Are there visible measures in place to ensure the physical, emotional, and psychological safety of everyone in the school community?

Indicators:

*Visible security measures (e.g., staff monitoring hallways, secure entry points).

*Students are seen using appropriate conflict resolution strategies.

*School policies regarding bullying are actively communicated.

Feedback

The feedback points out a lack of district anti-bullying posters being visible, while PAWs posters are easily seen in the hallways. The suggestion is made to post anti-bullying materials on walls, website, and social media. Additionally, it notes that exterior doors are locked, teachers walk with students, leaders roam the hallways, and there are cameras in specific areas.

Area 5: Inclusivity & Diversity

Are students from diverse backgrounds included and respected? Are diverse perspectives represented in classroom materials and activities? Is there evidence of programs that promote inclusivity and respect for all cultures?

Indicators:

*Evidence of diversity in materials

*All students, regardless of background, are seen participating equally.

*Inclusive language and actions are observed throughout the school.

Feedback

The feedback highlights a focus on black history, bilingual signage, diverse classroom content, and students treating each other with respect. However, there was little acknowledgment of Black History Month throughout the school, with displays for other events like Love day but not for BHM.

Area 6: Student Well-being

The school supports students’ social-emotional needs.

Indicators:

*School staff are visibly attentive to student emotional needs.

*There are signs of mental health resources.

*Students demonstrate positive emotional regulation and coping skills.

Feedback

The feedback highlights that the school has positive messages and expectations posted in the hallways, along with displays in the counselor’s office and a relaxation room setup. Teachers are empathetic towards students’ needs and address their emotions and issues. However, there is a call for more support for social-emotional learning (SEL) and mental health (MH) within the district.

Area 7: Communication

Is there clear and open communication between the school and families? Are students encouraged to express themselves? How effectively is information shared between teachers, students, staff, and the community?

Indicators:

*Regular announcements and updates are shared with students and staff.

*There are visible bulletin boards or digital platforms for school news.

*Students and staff communicate openly and respectfully.

Feedback

The feedback highlights the presence of informative bulletin boards in the hallways, open communication between the school and families through various channels like newsletters and announcements, and the suggestion for a school-wide parent contact log to enhance communication further. Additionally, it notes a resource area for parents and mentions that students communicate respectfully at the school.

Area 8: Leadership & Support

Does the school leadership provide visible support and guidance? Are staff members empowered and supported in their roles? How does leadership foster a collaborative and growth-focused environment?

Indicators:

*School leadership is visible and engaged with students and staff.

*Leaders encourage staff and recognize student achievements.

*Evidence of transparent and supportive decision-making.

Feedback

The feedback indicates that the assistant principal and other school leadership members are visible and available throughout the building.

Area 9: Equity and Access

Are all students provided equitable opportunities to succeed? Are there systems in place to identify and address disparities in achievement, resources, and opportunities?

Indicators:

*Classroom resources are well-maintained and accessible to all students.

*Students have equal access to extracurricular activities and enrichment programs.

*Students with special needs or challenges receive appropriate support.

Feedback

All students have access to resources and extracurricular activities such as field trips and book fairs.

Area 10: School Pride

Do students, staff, and the broader school community take pride in the school? Is there evidence of school spirit, involvement in school activities, and a sense of collective achievement?

Indicators:

*Displays of school spirit (e.g., banners, student artwork, spirit days).

*Students speak positively about their school.

*Faculty and staff express pride in their school.

Feedback

The feedback highlights a strong focus on the “paws” theme, with student work displayed in the hallways. It also praises the evident pride and love for the school from both the administration and students.

Summary

What are the school’s strengths?

Feedback

The feedback highlights the welcoming and organized environment of the school, along with positive relationships between teachers, administrators, and students. Visible leadership and dedication of those involved in the school community are noted, along with the importance placed on cleanliness and effective instruction.

What are some areas in which the school could improve?

Feedback

The feedback suggests adding visible cultural displays, increasing signage related to safety, posting anti-bullying posters, and being more intentional about fostering inclusion.

General Feedback

The feedback highlights a positive learning environment at the school, with students engaged and on task. The school is described as clean and welcoming, with displays showcasing pride. The overall school climate is conducive to learning and the individual expresses love for being there.

Ratings