Ledyard Public Schools
District Safe School Climate Plan

[ printable version of this document ]

Reference:   Board of Education Policy 5131.92

Forms: Bullying Complainant Reporting Form ~ Bullying Report

District Safe School Climate and Title IX Coordinator:  Assistant Superintendent
4 Blonder Boulevard, Ledyard, CT 06339, 860-464-9255

Ledyard Public Schools Safe School Climate Plan Background Information:
As part of Policy 5131,92, the Assistant Superintendent is designated as the Safe School Climate Coordinator.  In August 2011 each school principal is designated the Safe School Climate Specialist of their respective school.  The responsibility of the Safe School Climate Specialist includes:

Safe School Climate Committees

Elementary School Action Plans

Gallup Hill School                                                     School Climate Specialist:  Principal
Respect for others and respect for self is a daily lesson for our students. Teachers implement Responsive Classroom techniques and build a classroom community through daily morning meetings. A whole-school community is promoted through the establishment of common expectations for student conduct and instruction provided during whole-school morning meetings. Buddy classrooms pair older students with younger students to develop connections, reinforce conduct expectations, and improve students’ social interactions.

The Gallup Hill School expectations for student conduct are based on the acronym C.A.R.E.S. which stands for:

Students in Gallup Hill School are overtly taught and expected to follow C.A.R.E.S. expectations every day. This helps all our students have success in their social relationships with peers and adults and their academics.

Students, teachers, and parents are asked to sign a pledge showing their commitment to C.A.R.E.S. at the beginning of the school year. Students and teachers sign this pledge during the first days of school as C.A.R.E.S. is reviewed and reintroduced to students, and parents are invited to sign the pledge during Parent Information Night. The monthly whole-school morning meetings emphasize one aspect of C.A.R.E.S. as the focal point for the month, and students are recognized for demonstrating that focus character trait of C.A.R.E.S. This recognition occurs through individual commendation at the monthly whole-school meeting, citation in the school newsletter, and receipt of a “brick” with the student’s name, which is posted in the main hallway of the school.

Curriculum materials and resources are available to classroom teachers to help with direct instruction in the components of C.A.R.E.S. in the classroom through morning meetings and shared reading activities. Some of the texts used include: Brand New Kid, Enemy Pie, Yoko, Recess Queen, and Tattle Tongue. The School Climate Committee is the Faculty Council; this group meets monthly to discuss student conduct concerns and plan how to address these concerns through classroom and whole-school morning meetings. A parent joins the Faculty Council when reviewing school climate data, discipline data, and bullying incidents. If patterns are evident; the Faculty Council develops an action plan to address the identified area of concern. The Parent Teacher Organization (PTO) is a partner with the Faculty Council and supports yearly special programs or assemblies that reinforce C.A.R.E.S., such as The N.E.D. Show.

Within each grade level, students are taught positive social behaviors through text and unit studies named annually. Some examples are:
Kindergarten – Chester and the Big Bad Bully and Hooway for Wodney Wat
Grade 1 – Stand Tall MollyLou Melon, Chrysanthemum, and How Full is Your Bucket?
Grade 2 – Billy Bully and How to Handle a Bully
Grade 3 – Weekly Reader and Time for Kids special editions of bullying in school
Grade 4 –Manny McMoose and his Cubby Caboose and Stop Bullying Now Video Toolkit
Grade 5 – D.A.R.E. Program focus on student advocacy and resisting peer pressure
Grade 6 – Healthful Relationships Unit including Bullying in Schools & How Full is Your Bucket?
Special Education Resources – How to Stop Bullying and Social Aggression, Cultivating Kindness in School, Lively Lessons for Classroom Sessions, All About Boundaries, I Didn’t Know I Was a Bully, Asperger’s Syndrome and Bullying, and No More Meltdowns.

When students struggle socially and emotionally, several programs are in place to provide support. A Facilitated Recess Program provides an opportunity for students who may be having a difficult time meeting the expectations of daily grade level recess. It is also designed to offer students an opportunity to participate in activities that would not be available during a grade level recess. The efforts of the program are targeted at improving the overall social and physical wellbeing of the students and school staff in this portion of the school environment. The program is designed and implemented by the physical education teacher and includes a variety of activities such as tournaments, skill challenges, demonstration team practice, and teambuilding experiences. A Safe Haven staff member is trained to help students handle difficult situations as they arise and provides: 1) another adult with whom students can connect with in the building; 2) breaks for both behavior and academic support; and 3) lunch and playground support. Ledyard Youth Services supports our students through Lunch Bunch Groups focusing on making friends and developing appropriate social interactions; they also provide individual support as needed. Therapy Dogs and their handlers work with individual students, visit classrooms, and can be used as a reward for students working toward specific goals.

Gallup Hill School supports several events and activities designed to improve the overall climate of the school. These include a School Food Locker and Weekend Backpack Program. Food donations are collected throughout the year during whole-school meetings, PTO family nights, and from community organizations. This food is used to fill weekend backpacks; these packs go home with students on Friday afternoon and are returned on Monday morning. PTO events such as the Pumpkin Run and Trunk or Treat, Winter Wonderland, and Family Bowling Nights promote positive student-parent-school community. Other events, such as our annual field day and the students vs. faculty basketball game are used to teach students about teamwork and positive competition.

Gales Ferry/ Juliet W. Long                                     School Climate Specialist:  Principal
Classroom teachers use Responsive Classroom techniques to build a sense of community and help each student develop a strong sense of self.  Daily morning meetings serve as a time to model and discuss appropriate behavior as well as problem solve issues that arise.  Students play an active role in developing classroom rules. Each month, a specific character trait from the Six Pillars of Character is highlighted.  Our students are TRRFCC “terrific” (trustworthy, respectful, responsible, fair, caring, and good citizens).  Lessons and activities are designed to help students learn and apply the traits in everyday situations.  Mentor texts are used to spark rich discussions about decisions and choices we face on a regular basis.  The School Climate Committee, in partnership with the media specialist, is in the process of expanding the mentor text collection.  Some texts will be designated for classrooms or specific grade levels, while others will be housed in a special section of the school’s library.  At the monthly All School Meeting, students write and perform skits that showcase the character traits in action. The music, art, and P.E. teachers also weave in the character traits with song, special visual arts, and unique games.  Each week, students write and announce character tips during the morning announcements.  Every Monday or the first day of each new week, students and staff say the school pledge in order to prepare for a successful week. 

Our goal is to help students make good choices and take ownership of their actions. We want all students to do the right thing because it is the right thing to do.  Primary teachers use Kelso’s Choices, a curriculum for teaching conflict management skills.  Posters are displayed in classrooms.  Staff use common language and will ask students what two things they have tried before approaching a staff member for help.  Large, dangerous, or scary problems are immediately reported to an adult.  Intermediate students use levels of behavior to “label” their actions and articulate their thinking.   They are taught how to use “I’ messages to share feelings and handle situations on their own.  In some cases, an apology of action is necessary.  Students state what they did, why they did it, acknowledge how their actions affected others, and state what they will do differently in the future.  Materials from the Second Step program, which teaches children empathy skills, impulse control, and anger management skills, are often used by the school psychologist in small group settings.  The school psychologist also visits classrooms to conduct group character education lessons. Ideas from Michelle Garcia Winner’s Social Thinking that help students improve their perspective taking and social interactions serve as a wonderful springboard for class discussions. The school psychologist also facilitates lunch bunch groups that address specific issues and challenges that students face.  
To build upon what is done in the classrooms to promote a positive school climate, we involve parents as much as possible. Parent volunteers are welcome and encouraged to give of their time and talents.  We encourage students and their families to participate in community service projects and school sponsored activities. The school is fortunate to house the Jaret Kulmann Food Locker, which allows students and their families to collect food items and toiletries to give back to the community.  School-wide events are designed to bring the school community together to both celebrate and educate. This year, we have booked the NED Show to visit and promote three important concepts: Never give up. Encourage others. Do your best. Several classes participate in a grant that allows them the opportunity to pair with students from other schools with a different socio-economic population. Many classrooms participate in a buddy program.  One third grade class has middle school students who visit once a week to mentor the students.  Most classes have paired with another grade level class in order to help students make connections and build friendships.  Our latest endeavor is to adopt a book to promote the One Book, One School concept.  The book that is chosen will be read to all students and will serve as the common thread that weaves the entire learning community together.  The theme of the book will also shape the reward/recognition that students will receive on an ongoing basis.  

When students struggle socially and emotionally, we have several programs that provide support.  Our Safe Haven staff is trained to help students handle difficult situations that sometimes arise.  The staff serves as a listening ear, provides students with breaks when necessary, and works with students on the playground to ensure that everyone is included in games.  We also have the opportunity to offer therapy dogs.  The dogs and their handlers work with individual students, visit classrooms, and often serve as a reward for students working toward a specific goal.  The DARE program offers fifth grade students the chance to work closely with a youth officer to learn about the dangers of drug use and the challenges they will face with peer pressure.  Ledyard Youth Services also works with students on site as needed.

The School Climate Committee meets monthly to review discipline and/or bullying incidents.  If patterns are in evidence, the committee develops an action plan to address the identified area of concern.

Ledyard Center School                                              School Climate Specialist: Principal
Ledyard Center School addresses positive school climate through its educational program. For instance, topics of personal and social development, educational development, and career vocational development are embedded within curriculum throughout a child’s educational program. 

• The Foundation – The Responsive Classroom at Ledyard Center School
• The Responsive Classroom (RC) is an approach to teaching and learning that fosters safe, rigorous, and positive experiences in the classrooms.  To accomplish this, Ledyard Center School holds daily Morning Meetings, delivers school-wide morning announcements, uses buddy classrooms, and demonstrates levels of classroom democracy and student choice whenever possible.

• School-Wide Positive Behavioral Interventions 
• School–wide positive behavioral interventions are evidence-based frameworks for developing positive behavior which creates a positive climate for learning. Continual teaching, modeling, and reinforcing of positive behavior are implemented to reduce discipline problems and promote a climate of greater productivity, safety, and learning.
• To achieve this school wide, Ledyard Center School has developed a school-wide theme publically identified as Race to 110%.

• RACE to 110% School-Wide Theme
• RACE = Respect, Acceptance, Cooperation, 110% Effort
• Our school theme was created and selected by our Ledyard Center School community.  It promotes character trait expectations that are celebrated at our monthly Final Friday Rallies (Assemblies) and in the classrooms during Morning Meetings. 
• The Race to 110% theme utilizes guest speakers, student performances, character education in the classroom, incentive bracelets, school-wide behavioral expectations and positive behavioral response practices. 
• The RACE traits are recognized and awarded through acknowledgements at our rallies, incentive RACE themed bracelets, a future token school-wide economy, Student Drivers of the Month, and on our RACE to 110% race track in our front hall.
• Spirit days, literature, and other special events will be integrated into the RACE to 110% program. 

• CAB 110 Committee
• The committee is comprised of the School Climate Coordinator (the principal of the designee), school staff and a parent representative.
• Ledyard Center School’s Climate and Anti-Bullying Committee is identified as CAB 110. 110 Is for the 110% effort theme that the staff and students alike share.
• The committee meets one time per month and will meet Connecticut bullying legislation requirements. 
• The committee will develop a character education curriculum calendar and provide a literature resource list to the different grade levels for age appropriate lessons and morning meeting topics.
• The committee will continue to improve and implement school behavior and climate opportunities.  Some of these include: Our race to 110% theme, the RACE Cars the students can earn for exhibiting appropriate behavior, the bracelets the students can earn for displaying long-term expected behaviors, and monthly spirit themes that tie in with school expectations.     
• The committee will remain current with legislation and share it with the students, families, and staff. 
• The committee will collect, analyze and maintain school behavioral and bullying data.
• The CAB 110 Committee and Faculty Council will meet together periodically to strengthen students’ and teachers’ joy for learning and teaching. 
• The committees will provide student, faculty, and family surveys to gain knowledge about perceptions of school values and climate. 

• Communication and Community Involvement
• Behavioral expectations will be clearly presented and visible in the school building. 
• Modeled expected behaviors will be recognized through positive behavioral intervention strategies.
• Students, families and staff will each play an active role in developing school-wide and classroom expectations and behavioral themes.
• Character education will be embedded into the school-wide rallies and morning meeting themes.
• Students, families and staff will be informed in regard to current bullying legislation through newsletters, assemblies, training, information nights, and our website.  
• Students demonstrating non-compliant behaviors will be expected to follow reflective restitution consequences for their actions. 
• Clear understanding of office referral and Safe Haven utilization will be communicated.
• Community service projects are integral parts of positive behavioral interventions.  Examples include: Hosting our Elder Friends, donating to food banks for holidays, PTO sponsored events, and much more.
• Communication through the LCS Wall website, newsletters, parent information nights, surveys, PTO presentations, bullying legislation presentations for staff, information to the CAB 110 liaisons and our student delivered morning announcements are some of the ways we will keep as many stakeholders involved as possible.
• Within our own professional community, teachers and staff also have the opportunity to grow professionally through our Professional Learning Network blog. 
• Health and wellness is integrated into our day with Weekly Wednesday Workouts included as part of our morning announcement program.  This, along with inspirational quotes, birthday wishes, and messages involving our school, helps to foster a strong community.  
• The Parent Teacher Organization provides additional school community- based events throughout the year communicated with their own newsletter and web-based messages.  Their daily involvement in the lives of our students is demonstrated by their commitment to volunteering in many settings throughout the school year.     

Ledyard Middle School

Ledyard Middle School Action Plan
School Climate Specialist - Principal

The following is a list of strategies/activities we implement here at LMS to help educate against bullying and to cultivate a positive and supportive school climate.  Some of the strategies apply to both anti-bullying and positive school climate and will therefore show up on both lists; however, most are specific to one category.

Anti-bullying Strategies/Activities:

Positive School Climate Strategies/Activities:

Ledyard High School

Ledyard High School Action Plan
School Climate Specialist - Principal

Ledyard High School makes every effort to maintain a positive and safe school climate and to instill in our students the qualities of our Civic and Social Expectations.  They read as follows:

Students and graduates of Ledyard High School will:
1.  Demonstrate responsible behavior and citizenship
2.  Work effectively in independent and collaborative settings
3.  Respect human and cultural diversity
4.  Take responsibility for their own lifelong learning and personal health and well being

Accordingly, Ledyard High School adheres strictly to all laws and responsibilities related to stopping bullying at Connecticut schools. In accordance with and in addition to that law:

Other actions by school personnel which contribute to a positive school climate include:

LHS also sponsors and provides advisors for many student organizations and activities which contribute to creating a positive school climate.  These include:

DISTRICT PROCEDURES

District Investigation Process

District Response To Verified Acts of Bullying

District Documentation and Record Keeping

District Periodic Assessment of School Climate

District Notification Requirements

Definitions of Bullying
“Bullying” means (1) the repeated use by one or more students of a written, oral or electronic communication, such as cyberbullying, directed at or referring to another student attending Ledyard Public Schools, or (2) a physical act or gesture by one or more students repeatedly directed at or referring to another student attending Ledyard Public Schools, that:

Bullying shall include, but not be limited to, a written, oral or electronic communication or physical act or gesture based on any actual or perceived differentiating characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity or expression, socioeconomic status, academic status, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of these characteristics.

“Cyberbullying” means any act of bullying through use of the Internet, interactive and digital technologies, cellular mobile telephone or other mobile electronic devices or any electronic communications.

“Mobile electronic device” means any hand-held or other portable electronic equipment capable to providing data communication between two or more individuals, including, but not limit to, a text messaging device, a paging device, a personal digital assistant, a laptop computer, equipment that is capable of playing a video game or a digital video disk, or equipment on which digital images are taken or transmitted.

“Electronic communication” means any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo-electronic or photo-optical system.

“Hostile environment” means a situation in which bullying among students is sufficiently severe or pervasive to alter the conditions of the school climate.

“School climate” means the quality and character of school life with a particular focus on the quality of the relationships within the school community between and among students and adults.

“Outside of the school setting” means at a location, activity or program that is not school-related, or through the use of an electronic device or a mobile electronic device that is not owned, leased or used by Ledyard Public Schools.

“School employee” means: (1) a teacher, substitute teacher, school administrator, the Superintendent, guidance counselor, psychologist, social worker, nurse, physician, school paraprofessional or coach employed by or working in Ledyard Public Schools; or (2) any other individual who, in the performance of his or her duties, has regular contact with students and who provides services to or on behalf of students in Ledyard Public Schools pursuant to a contract with the Board.

Administrative Council approval date:               November 28, 2011                  

Board of Education Policy Committee Review: November 29, 2011

Board of Education approval date:                     December 7, 2011