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Ledyard Public Schools - District Safe School Climate Plan
Reference:
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. Each school principal is designated the Safe School Climate Specialist of their respective school. The responsibility of the Safe School Climate Specialist includes:
- Notifying students and the parents or guardians of students at the beginning of each school year of the process by which students may anonymously report acts of bullying to school employees;
- Investigating acts of bullying and teen dating violence promptly as established in the School Climate Plan;
- Collect and maintain records of reports and investigations;
- Act as the school official responsible for preventing bullying in the school;
- Complete the biennial Safe School Climate assessment.
The Ledyard Board of Education promotes a secure and happy school climate that is conducive to teaching and learning and is free from threat, harassment and any type of bullying behavior.
Safe School Climate Plan
The Board believes that a comprehensive program involving both staff and students of Ledyard Public Schools is essential to reducing incidents of bullying. To this end, the Board directs the Superintendent to promulgate such administrative rules and procedures as is necessary to implement the following Safe School Climate Plan elements in each school:
- Enable students to anonymously report acts of bullying to school employees and require that students and their parents/guardians be notified at the beginning of each school year of the process by which students may make such reports.
- Enable the parents/guardians of students to file written reports of suspected bullying.
- Require school employees who witness acts of bullying or receive reports of bullying to orally notify the Safe School Climate Specialist, or another school administrator, not later than one school day after such school employee witnesses or receives a report of bullying and to file a written report not later than two school days after making the oral report.
- Require the Safe School Climate Specialist to investigate or supervise the investigation of all reports of bullying and ensure that such investigation is completed promptly after receipt of any written reports made regarding bullying. Require that the Safe School Climate Specialist give prompt notice that the investigation has commenced to the parents or guardians of the student alleged to have committed an act or acts of bullying and to the parents or guardians of the student against whom such alleged act or acts were directed.
- Require the Safe School Climate Specialist to review any anonymous reports of bullying, except that no disciplinary action shall be taken solely on the basis of an anonymous report.
- Include a prevention and intervention strategy, as outlined later in this policy, for school employees to deal with bullying.
- Require each school to include language in student codes of conduct concerning bullying.
- Require each school to notify the parents/guardians of students who commit any verified acts of bullying and the parents/guardians of students against whom such acts were directed not later than forty-eight hours after the completion of the investigation described in step 4, above. These notifications shall include a description of the response of school employees to such acts and any consequences that may result from the commission of further acts of bullying.
- Require each school to invite the parents or guardians of the student against whom such act was directed to a meeting to communicate to such parents or guardians the measures being taken by the school to ensure the safety of the student against whom such act was directed and the policies and procedures in place to prevent further acts of bullying. These invitations shall include a description of the response of school employees to such acts and any consequences that may result from the commission of further acts of bullying.
- Require each school to invite the parents or guardians of a student who commits any verified act of bullying to a meeting, separated and distinct from the meeting described in step 9, above, to discuss specific interventions undertaken by the school to prevent further acts of bullying.
- Require each school to document and maintain records relating to reports and investigations of bullying in the school, maintain a list of the number of verified acts of bullying in the school, make such list available for public inspection, and annually report that number to the Department of Education in such manner as is prescribed by the Commissioner of Education.
- Direct the development of case-by-case interventions for addressing repeated incidents of bullying against a single individual or recurrently perpetuated bullying incidents by the same individual. Such interventions may include both counseling and discipline.
- Prohibit discrimination and retaliation against an individual who reports or assists in the investigation of an act of bullying.
- Direct the development of student safety support plans for students against whom an act of bullying was directed that address safety measures the school will take to protect such students against further acts of bullying.
- Require the school Principal, or his/her designee, to notify Ledyard Police when the Principal, or his/her designee, believes that any acts of bullying constitute criminal conduct.
- Require that, at the beginning of each school year, each school to provide all school employees with a written or electronic copy of the District’s Safe School Climate Plan.
- Require that all school employees annually complete training on (1) the prevention of and response to youth suicide, and (2) the identification and prevention of and response to bullying. This training should specifically cover District-wide and school-specific procedures regarding these topics. Additionally, all school employees shall complete the annual training provided by the Department of Education on these topics.
Prevention and Intervention Strategy
Each school shall implement a prevention and intervention strategy for school employees to deal with bullying and teen dating violence that may include, but is not limited to:
- Implementation of a positive behavioral intervention and supports process or another evidence-based model approach for safe school climate or for the prevention of bullying and teen dating violence identified by the Department of Education.
- School rules prohibiting bullying, teen dating violence, harassment and intimidation and establishing appropriate consequences for those who engage in such acts.
- Adequate adult supervision of outdoor areas, hallways, the lunchroom and other specific areas where bullying or teen dating violence is likely to occur.
- Inclusion of grade-appropriate bullying and teen dating violence education and prevention curricula in kindergarten through high school.
- Individual interventions with the bully, his/her parents/guardians and school employees, and interventions with the bullied child, his/her parents/guardians and school staff.
- School-wide training related to safe school climate.
- Student peer training, education and support.
- Promotion of parent/guardian involvement in bullying prevention through individual or team participation in meetings, trainings and individual interventions.
- Culturally competent school-based curriculum focusing on social-emotional learning, self-awareness and self-regulation. Funding for the school-based bullying intervention and school climate improvement strategy may originate from public, private, federal, or philanthropic sources. For the purposes of this policy, “interventions with the bullied child,” includes referrals to a school counselor, psychologist, or other appropriate social or mental health service, and periodic follow-up by the safe school climate specialist with the bullied child.
District Safe School Climate Coordinator
The Board appoints the Assistant Superintendent as the District Safe School Climate Coordinator who shall:
- Be responsible for implementing the District’s Safe School Climate Plan;
- Collaborate with the Safe School Climate Specialists from each school, the Board and the Superintendent to prevent, identify and respond to bullying and teen dating violence in Ledyard Public Schools;
- Provide data and information, in collaboration with the Superintendent, to the Department of Education regarding bullying and teen dating violence; and
- Meet with the Safe School Climate Specialists at least twice during the school year to discuss issues relating to bullying and teen dating violence in the District and to make recommendations concerning amendments to the District’s Safe School Climate Plan.
Safe School Climate Specialists
The Principal of each school, or his/her designee as approved by the Superintendent, shall serve as the Safe School Climate Specialist and shall:
- Investigate or supervise the investigation of reported acts of bullying in the school in accordance with the District’s Safe School Climate Plan;
- Collect and maintain records of reports and investigations of bullying in the school; and
- Act as the primary school official responsible for preventing, identifying and responding to reports of bullying in the school.
Safe School Climate Committees
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Ledyard High School
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Leadership Team
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Ledyard Middle School
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Faculty Council
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GFS/JWL School
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School Climate Team
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Gallup Hill School
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Faculty Council
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Ledyard Center School
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Climate & Anti-Bullying Committee
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Elementary School Action Plans
Elementary Process to Report Acts of Bullying
Students – Depending on their age, students may report bullying by making:
- An oral report to the principal or a school employee;
- An email to the principal or a school employee; or
- A written report to the principal or a school employee. The written report may be made anonymously; students may leave a note in the principal’s or a school employee’s mailbox.
Parents – Parents may report bullying by making:
- An oral report in person or via a phone call to the principal or a school employee;
- An email to the principal or a school employee; or
- A written report to the principal or a school employee. The written report may be made anonymously; parents may leave a note in the principal’s or a school employee’s mailbox.
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Gallup Hill School School
Climate Specialist: Principal
Respect for others and respect for
self is a daily lesson for our students. Focused instruction on positive
behavior traits is the cornerstone of building and maintaining a positive
school climate.
Gallup Hill School teachers implement Responsive Classroom
techniques and build a classroom community through daily morning meetings via
our Gallup Hill School news program. A whole-school community is promoted
through the establishment of common expectations for student conduct and
instruction provided during our morning newscasts and our monthly whole-school
meetings.
The Gallup Hill School expectations for student conduct are based
on the acronym C.A.R.E.S. which stands for:
- COOPERATION – Cooperation is working
together to accomplish our goals.
- ADVOCACY – Advocacy is supporting myself and
others through my words and actions.
- RESPECT – Respect is treating others with
understanding, kindness, and tolerance.
- EFFORT – Effort is doing my best each and
every day.
- SELF-CONTROL – Self-control is choosing to
control my actions.
Students at Gallup Hill School are 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, as well as 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 each school year. Our morning
newscasts and our monthly whole-school morning meetings emphasize on an aspect
of C.A.R.E.S., along with other positive character traits, each month.
The Gallup Hill School color-coded leveled behavior system exists
to remind students to always work to exhibit positive behavior. This system
also helps us to point out inappropriate behavior, when it occurs, and have
reflective discussions with our students as to where their behavior falls on
the continuum of the leveled model. Discussions regarding inappropriate
behavior follow a common framework: students identify the inappropriate
behavior, attempt to determine its cause, and reflect on what they could do to
avoid this reaction in the future. As a staff, we are always teaching and
modeling “Blue” behavior as the goal for all. “Blue” behavior is making good
choices and acting appropriately with confidence that it is the right way to
act, regardless of whether there is an adult present. This model aligns with
our character education model based on the Gallup Hill School C.A.R.E.S Pledge.
Curriculum materials and resources are available to classroom
teachers to help with direct instruction of the components of C.A.R.E.S.
· The Connected and Respected
curriculum is used (K-6) to implement social resilience lessons on a weekly
basis. The program combines direct instruction of proactive strategies,
role-play and corresponding mentor text, to help inform students about negative
character traits and teach them how to “stand up” to negative impulses by
relying on their positive character traits.
·
Within each grade level, students are
taught positive social behaviors through the use of various mentor text.
Examples are: Chester and the Big Bad Bully, Hooway for Wodney
Wat, One, Stand Tall Molly Lou Melon, Chrysanthemum, How Full is Your Bucket?,
Billy Bully and How to Handle a Bully, The Recess Queen, What are you
so Grumpy About?, When Sophie Gets Angry-Really, Really Angry.
·
Grade 5 is instructed in the D.A.R.E.
Program which focuses on student advocacy and resisting peer pressure regarding
substance abuse.
·
Grade 6 teaches a Healthful
Relationships Unit which includes lessons on cyberbullying and how students
can protect themselves from the dangers of social media.
·
The following Special Education
Resources are available for staff and parents: 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.
Gallup Hill School adheres strictly
to all laws and responsibilities related to stopping bullying at Connecticut
schools. In accordance with and in addition to that law:
· Gallup Hill School maintains a School
Climate Team in unison with our Faculty Council. The committee members consist
of: the principal, teachers, and a parent representative. During monthly
meetings, the team reviews our school climate and related data that include
discipline and bullying referrals. If patterns are evident; the Faculty Council
develops an action plan to address the identified area of concern.
·
Class lessons are provided at the
beginning of each school year defining the conditions which lead to bullying,
how to recognize bullying, and how each student has a responsibility to
eradicate and report bullying as an active bystander.
·
All students and parents are informed
of the school procedures and consequences associated with bullying.
·
All staff members are informed of the
law and its implementation in accordance with Ledyard Board of Education
policy.
When students struggle socially and
emotionally, several programs are in place to provide support.
·
The physical education (PE) teacher
includes team building exercises and skills practice during weekly PE
instruction. The PE teacher facilitates grades 1-6 recess 4 days a week to
monitor application of strategies taught and provides additional social and
emotional coaching to students who require 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.
·
A school Mentor Program consisting of
certified staff members provides identified students an additional positive
adult relationship within the school. Mentors meet with student mentees at a
regularly scheduled time throughout the school year. Typically, this meeting
takes place during lunchtime. Often mentors/mentees relationships remain
consistent as students progress through grade levels. Parent permission is
required for participation.
Gallup Hill School supports several events and activities designed
to improve the overall climate of the school. These include an active Student
Council comprised of elected 5th and 6th grade students, parent volunteers, and a teacher facilitator. The
Student Council helps to organize events that support our 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. The Student Council helps maintain our
school gardens and uses the harvest from our vegetable garden to supplement our
annual Summer Reading Picnic. PTO sponsored events such as the Pumpkin Ball,
Winter Wonderland, Game Nights, and our annual Celebration of Art and Science
Days promote positive student-parent-school community. Other events, such as
our annual Field Day and the Grade 6 Students vs. Faculty Basketball Game, are
used to practice and model teamwork and positive competition.
Gales Ferry/Juliet W.
Long Schools
School Climate Specialist: Principal
Our main focus is
helping students build a strong character. We use the Connected and Respected
program to help students learn and apply important skills. Monthly All School
Meetings serve as a time to gather to share new learning and focus on specific
character traits. All members of the learning community strive to be
empathetic and inclusive.
Classroom teachers use
Responsive Classroom techniques to build a sense of community and help each
student develop a strong sense of self. From day one, students play an
active role in developing classroom rules and establishing appropriate consequences.
Class meetings serve as a time for teachers and students to model and discuss
appropriate behaviors as well as problem solve issues that arise. Classroom
teachers use mentor texts to spark rich discussions about decisions we all face
on a regular basis.
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. Every staff
member uses a levels of behavior chart to ensure constant language throughout the
learning community. Students use the 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. Large, dangerous, or scary problems
are immediately reported to an adult.
Students are recognized
for making good choices. They can earn a Colonel Compliment when they are
“caught” doing the right thing. These compliments are stored in a special jar
in the office. One student is selected from the compliment jar each day and
receives a small prize and has his/her name read over the morning
announcements.
The Second Step and
Zones of Regulation programs, used by the school psychologist, teach children
empathy skills, impulse control, and anger management skills. 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 to address specific issues and challenges students face.
To build upon what is
done in the classrooms to promote a positive school climate, we involve parents
and the community 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
events. 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. A weekly backpack program has served many needy
families. Students with special needs use the food locker as a pre-vocational
opportunity in collaboration with their classroom peers. Several classrooms
participate in grants which provide them the opportunity to pair with students
from a different socio-economic population. Many classes pair up with another
grade level class in order to help students make connections and build
friendships.
When students struggle
socially and emotionally, we have several programs that provide support. Staff
members who supervise the playground are trained to help students handle
difficult situations that sometimes arise. These staff members monitor student
behavior, provide students with breaks when necessary, and work with students
on the playground to ensure that everyone is included in games. Our buddy
benches also help students spot a peer who needs a friend. We have several
therapy dogs who visit the schools on a weekly basis. These dogs and their
handlers work with individual students, visit classrooms, and often serve as a
reward for students working toward a specific goal. The D.A.R.E. 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/Safety Committee meets monthly to review discipline data. If patterns
are evident, the committee develops an action plan to address the identified
area of concern. We often host parent-child activity nights to help strengthen
relationships between parent and child, as well as build connections to other
families in the community.
Ledyard
Center School
School Climate Specialist: Principal
Ledyard Center School addresses positive school climate through its educational program. The Responsive Classroom is an approach to teaching and learning that fosters safe, rigorous, and positive experiences in the classrooms. Many classrooms adhere to the fundamentals of this approach. 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 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 publicly identified as LCS has H.E.A.R.T.
H.E.A.R.T= Helpful, Effort, Acceptance, Respect, Thoughtful
Our school theme was created and selected by our Ledyard Center School community. It promotes character trait expectations that are celebrated at our All School Meetings and in the classrooms during Morning Meetings. The H.E.A.R.T. theme utilizes guest speakers, student performances, character education in the classroom, school-wide behavioral expectations and positive behavioral response practices.
The H.E.A.R.T. traits are recognized and awarded through acknowledgements at our all-school meetings, and in the hallways as students work towards filling the large hearts with individual paper hearts. When students demonstrate one of the characteristics of H.E.A.R.T, they can receive a paper heart their name to add to the wall.
Creating a culture of kindness has significantly decreased the number of behavior referrals to the office this
year. However, there are times where students do visit the office for disciplinary matters. The Board of Education approved elementary discipline policy, found in the Student handbook, outlines logical consequences for discipline issues. Consistency in both expectations and consequences around discipline maintains a safe and orderly environment.
Lastly, Ledyard Center School designates a Safe Haven room where students who need to de-escalate from a
situation can go to do so. Staffed by a trained Safe Haven paraprofessional, this space is quiet and calm, allowing students to simply take a break and regroup. Our school psychologist serves students who are in need of a more significant intervention.
Climate and Anti-Bullying Committee
The committee is comprised of the School Climate Coordinator (the principal or the designee), school staff and a parent representative. The committee meets periodically throughout the year and will meet Connecticut bullying legislation requirements. The committee analyzes student, faculty, staff and parent surveys to make informed decisions regarding the climate of the school. Additionally, the committee reviews bullying data keeping a close eye one merging patterns or concerns.
Ledyard High School School
Climate Specialist: Principal
High School Process to Report Acts of Bullying
Anyone (students, parents, staff, other concerned parties) should report bullying directly to the principal
or an assistant principal, but there are a number of options when choosing how to report. Reports may be oral, in the form of email, or through a formal, written report. Reporting anonymously is possible by
mailing or placing a written report directly in the mailbox of the principal. It should be noted that anonymous reporting, while perfectly acceptable, may make the subsequent investigation a bit more difficult. Nonetheless, any form of reporting bullying is far better than choosing not to do so.
Complainants will be assisted, as necessary, in submitting the district bullying reporting form.
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 citizenship, integrity, and
respect for self and others.
2. Contribute to a safe and supportive learning
environment.
3. Demonstrate independence and self-reliance.
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:
- Ledyard High School maintains a
Climate Team consisting of all building administrators, our director of
guidance, the special education coordinator, all Interdisciplinary Leaders
(department heads), our director of agricultural sciences and technology,
and our school librarian. During meetings, the team discusses our
perceptions of school climate and related data, such as survey results,
school discipline and bullying numbers.
- Ledyard High School
administration conduct monthly Parent Advisory Council meetings, at which
we engage parents in discussions on all aspects of school climate and
other issues.
- At introductory student
assemblies, held each year, the Principal reviews the laws and
consequences associated with bullying, the definition of bullying, the
conditions which can lead to bullying, ways to recognize bullying, the
means to report bullying, and how every person can meet his or her
responsibility for stopping bullying.
- During sophomore CAPT testing,
an extended advisory lesson is presented to all freshmen, allowing them to
work in small groups to explore their own opinions and experiences around
bullying and then to write a “kindness manifesto” as a group.
- Teacher Professional
Development time is used to ensure complete understanding by staff of the
law and its proper implementation in accordance with Ledyard Board of
Education policy. Teachers are reminded of proper reporting
protocols and timelines.
- The LHS Health class is a
requirement of all students. Its curriculum deals extensively with
issues related to self-image, healthy choices, and developing respect
through understanding psychological and physiological differences inherent
in the make-up of peers and other human beings.
- The comprehensive guidance
curriculum includes a “Peer Relations” lesson for freshmen.
- The English 9 curriculum uses a
series of articles about bullying to teach the various structures of
informational text and then links those articles to William
Golding’s Lord of the Flies in the following unit.
Other actions and
events which contribute to a positive school climate include:
- Blue and White Day (fall and
spring) – an all-school assembly in the gymnasium designed to establish
community, emphasize unity, and herald the accomplishments of students
- Spirit Week – a friendly,
creative competition among graduating classes culminating in a school
spirit pep rally and our Homecoming Dance
- Front showcase displays of
student work, including artwork, student writing and photography,
pre-engineering and calculus projects, and handcrafted creations from our metals
and woods students
- Hallway showcase and bulletin
board displays of student work, particularly of visual art work in the
200s and 600s hallways, both of which have been converted in “galleries,”
through which student work is rotated.
- Maintenance of main hallway
bulletin boards that recognize:
- Quarterly posting of honor roll
lists
- Daily announcements of birthday
wishes and noteworthy student achievements whenever appropriate
- Ongoing slideshow display on
the three large TVs (in the foyer and cafeteria), showcasing student
accomplishments and upcoming student events
- Administration, guidance, and
agri-science led spring and summer orientations for all incoming students
- Administrative practice of
greeting arriving students every morning, both outside and in our front
lobby
- An annual College Fair which
brings representatives from over one hundred colleges to our school and
leads hundreds of our students and their parents to visit and gather
information on a variety of schools and other career options
- An annual Career Day which
brings representatives from nearly one hundred professions so that
students can have a series of twenty-minute meetings which explore in
detail careers which may be of interest to them
LHS sponsors student
organizations which contribute to creating a positive school climate. These
include:
- Gay/Straight Alliance: this
group meets regularly during Activity Period and promotes tolerance and
support for and among all students. The members of this organization and
their faculty advisor also attend the annual True Colors Conference.
- More than Words: this group is
a collaboration of students and faculty from the Mashantucket Pequot
Tribal Nation, Ledyard High School, New London High School, and Robert E.
Fitch High School. Nearly 40 students and 10 adults, including
administrators, participate in each meeting. Meetings function as
discussion seminars, and group members focus on diversity. Most
recently, More Than Words members have delivered two very successful
outreach lessons at the elementary and middle school levels.
- Peer Mediation: over 20
students, selected through an interview process, receive training for the
purpose of providing student-led opportunities to resolve many issues
which lead to negativity. These interventions have proven to be highly
effective at resolving differences and teaching students how to manage
differences before they become heated issues.
- National Honor Society: this
group conducts “coffeehouses” for student performances, holiday food and
toy drives, and academic tutoring for all student peers who request it.
- Student Congress: this group
holds student recreational activities such as dances, coordinates Spirit
Week and the Homecoming Dance, and collaborates with the American Red
Cross to organize two blood drives a year.
LHS provides the forum
for student events or student-centered displays, which contribute to creating a
positive school climate. These include:
- Regular fundraising activities,
such as dodgeball, three-on-three basketball, a 5k road race, and pickle
ball and badminton tournaments to raise money for scholarships.
- In-house leadership training
for athletes. These training sessions emphasize qualities necessary to
bring about positive change in both athletic teams and beyond.
- Maintenance of bulletin boards
around the building, heralding the music student of the month, the efforts
of the Ocean Bowl team, the topics of Agri-Science senior projects, etc.
- Honors assemblies, which
recognize student achievement in academics and many other areas in which
our students are involved.
- Assemblies which bring in
military veterans, Holocaust survivors, poets, drug and alcohol awareness
professionals, filmmakers, financial advisors, and others, which engage
students by appealing to their interests and level of physical and mental
development.
- Assemblies which feature
performances by our highly enrolled choral and instrumental groups,
affording students within those groups the opportunity to demonstrate
their talents before an audience of their peers.
- Floral, landscape, and fish
tank displays set up and maintained by our agricultural sciences and
technology students, affording students within agriscience the opportunity
to demonstrate their talents in a broader school context.
- The opportunity for art
students to make a lasting impression by creating decorative murals around
the school on unifying themes.
Ledyard Middle School School
Climate Specialist: Principal
Middle School Process to Report Acts of Bullying
Anyone (students, parents, staff, other concerned parties)
should report bullying directly to the principal or an assistant principal,
but there are a number of options when choosing how to report. Reports may be
oral, in the form of email, or through a formal, written report. Reporting
anonymously is possible by mailing or placing a written report directly in
the mailbox of the principal. It should be noted that anonymous reporting,
while perfectly acceptable, may make the subsequent investigation a bit more
difficult. Nonetheless, any form of reporting bullying is far better than
choosing not to do so. Complainants will be assisted, as necessary, in
submitting the district bullying reporting form.
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At Ledyard Middle
School we are committed to creating and maintaining an educational environment
that is physically, emotionally and intellectually safe and thus free from
bullying, harassment and discrimination. This learning community is obligated
to cultivate this positive and supportive school climate through: a common
vision by all stakeholders, open lines of communication, positive youth
development, effective teaching and learning practices, and a growth mind set
for programmatic school climate improvement practices.
Anti-bullying
Strategies/Activities:
- Transitioning to Middle School
– At the beginning of the school year, our school counselors meet with all
students on various topics on bullying, cyber-bullying, and sexual
harassment and our school rules and expectations. Our counselors will
visit the classrooms to explain what depicts bullying, cyber-bullying, and
sexual harassment and how students can safely seek out support for
themselves or their peers.
- Bullying Prevention – Students
will participate in an evidence-based approach, program or process that is
designed to ensure a positive school climate and prevent bullying. All
Students will be made aware of school rules prohibiting bullying,
cyber-bullying, and harassment. LMS will adhere to our bullying and
disciplinary policies when determining appropriate consequences.
Proper documentation and records keeping of verified acts of
bullying will be maintained.
- How to Report Bullying –
Students and/or parents may make verbal or written reports of suspected
bullying behavior, and students are permitted to anonymously report acts
of bullying to school employees. Reporting forms are available online and
in the main office and school counselor’s office and in the nurse’s room
of the school. Any report of suspected bullying behavior will be promptly
reviewed by the Safe School Climate Specialist. If acts of bullying are
verified, the school will take prompt, corrective action that is
reasonably calculated to stop the bullying and prevent any recurrence of
such behavior. School Counselors and administration process with the
bully and bullied. In responding to cases of bullying we are sure to
process with all parties involved. During this time we work to help
students learn from the situation and equip the students with the
strategies to appropriately react to a similar situation in the future.
- Staff Training and A Common
Vision – Yearly, provide all certified school employees training on the
prevention, identification and response to bullying and the prevention of
and response to youth suicide via in-service training. Agree on common
vision with our anti-bullying practices, school behavioral priorities and
on what a positive school climate looks and feels like.
- The monthly classroom school
counselor lessons on tolerance and anti-bullying strategies – Our guidance
counselors coordinate with the classroom teachers to spend the day in
their classes and facilitate guidance lessons to the students. The Second
Step curriculum is the curriculum used to plan their monthly lessons.
This curriculum covers topics such as:
- School counselor conferences –
School counselors meet with students individually to process situations as
needed. These meetings are carried out separately with the bullied
and the bully. Parents are often included in these meetings or are
contacted and kept informed through the process. This is where
important learning takes place and provides the students with better tools
to react or make better choices in these types of situations in the
future.
- Student Support Data Team –
Generates strategies for at risk academic and behavioral students.
Our SSDT team meets weekly to discuss, plan for and implement
strategies to support at risk students. Strategies include in class
differentiation (Tier I) along with Tier II and Tier III recommendations.
- Parent Education – Open House,
our LMS CHARGE Website, and Parent Information Meetings – Parent education
about bullying and promotion of parent and stakeholder involvement,
participation, and feedback with regard to bullying prevention will be
made available throughout the school year during designated meetings and
through postings on the school website/newsletter.
Positive School
Climate Strategies/Activities:
- Positive Behavioral
Interventions and Support (PBIS) – LMS will integrate PBIS strategies
into school-wide climate plan. PBIS is a proactive strategy for
defining, teaching and supporting student behavior resulting in academic
and social gains and a positive school environment. These will
include, but are not limited to: School-wide monthly recognitions,
classroom PBIS incentives, and creating individual systems of support
through targeted behavior plans, as needed. PowerSchool is utilized
as our school’s discipline management and behavioral data collecting and
reporting tool.
- Student Leadership Group –
Student leaders are coached on supporting their peers in academic and
social settings to further promote a positive school environment for all
members of the LMS community. These students work in a mentoring
role and with their peers as a whole to promote tolerance for all
students.
- Special Olympics Project Unify
– In 2012 LMS initiated its Unified Sports program, Project Unify. Special
Olympics Project UNIFY acts as an education and sports based strategy
powered by our own Ledyard Middle School Leadership Group and our special
education population. Both youth groups volunteer to participate in
this statewide interscholastic athletic community that increases teamwork
and leadership opportunities, while promoting social and civic
responsibilities, for students with and without intellectual disabilities, while creating communities of acceptance for all.
- Assessment of School
Climate/School Climate Surveys – Each Spring, a safe school climate survey
is offered to the students, teachers and families. Based on the
information and data that is collected, building improvement plans and
individual professional growth goals are set by school administration and
certified staff.
- Safe School Climate Committee –
This committee is comprised of staff, administration, and a parent. The
mission of this committee is to be proactive in building on a positive
school climate for all members of the LMS community.
- CHARGE Honor Assemblies – At
the conclusion of each quarter we hold an awards ceremony to celebrate our
students’ successes from the quarter. We hand out certificates for
the different levels of honors and we also distribute the Positive CHARGE
awards. Awards are given to the students teachers feel best demonstrated
these characteristics.
- School Safe School Climate
Theme – We Take CHARGE of Our Learning, Actions, and Success is our Safe
School Climate Theme at LMS. We refer to taking CHARGE continuously
throughout the year in addition to giving Positive CHARGE Awards at our
quarterly CHARGE Honor Assemblies.
- School rule: Be
Respectful; Be Safe –This is our consistent rule from the day students
walk into LMS. We are proactive with this rule and incorporate it
into our monthly school counselor lessons and CHARGE Block Lessons. Also while processing issues with
students we always refer back to our school rule, and any staff member is
able to acknowledge random acts of kindness by issuing a “CHARGE” card.
The student turns this into the office and the student is presented with a
certificate during homeroom.
- Advisory Program – The CHARGE
Block is our bi-weekly student advisory program. The program is designed
to foster relationships between the students and a supportive adult within
the school community. Lessons are created and provided to the teachers by
the Safe School Climate Committee. The lessons are designed in
conjunction with our monthly school themes:
The Ledyard Middle
School Monthly CHARGE Climate Themes:
Months
|
CHARGE THEMES
|
August/September
|
Community
|
October
|
Respect
|
November
|
Responsibility
|
December
|
"Pay It Forward"
|
January
|
Courage
|
February
|
Diversity
|
March
|
School-Spirit
|
April
|
Integrity
|
May
|
Leadership - "Take CHARGE"
|
June
|
Reflect and Celebrate
|
- Faculty Council – A
representation of LMS faculty that plans, practices, and support students,
teachers and families learn about and plan for barriers in student
learning. This group ensures that our infrastructure, building
schedule, building capacity, and students are prepared to meet the
challenges of the initiatives in public secondary education.
- School to Home Communication –
The LMS website, School Messenger phone calls, the student and parent
PowerSchool portals and Twitter posts act as an effective communication
tool for our students and families.
- School counselors and school
psychologist run student lunch groups – Based on student surveys, our
guidance assesses the need among their students and then creates groups to
help support these needs.
- School dances – All students
that are in good standing with behavior are able to attend our dances.
We have a dance every couple of months and our students really enjoy
them.
- Student Council – Our student
council meets twice a month and they are very active in supporting or
creating fundraisers or activities that support our Ledyard community
along with our LMS community.
- Ledyard Youth Services –
Counselors from LYS come to LMS and work individually with our more
emotional at-risk students.
- Spirit Week – School spirit
activities throughout the week. Each day represents a different
activity; however, each activity is planned around a cooperative, team
building approach.
- Adventure Days – Our PE
teachers incorporate collaborative, team building activities in their
classes to stress teamwork and cooperation.
- Department and grade level
meetings – To discuss strategies and or improve academic and social
concerns/successes. These meeting times are provided as a time to
collaborate around strategies to help all students succeed.
- Student Study Center – A safe
place for students to take a time out to regroup. We have a Safe
Haven aide that works to process the situation as well as complete the
work the student is missing while in the SSC. We also use this
program to help students with organization, work completion as well as our
after school homework help program.
- School counselor conferences –
School counselors meet with students individually to process situations as
needed. These meetings carried out separately with the bullied and
the bully. Parents are many times included in these meetings or are
contacted and kept informed through the process. This is where important
learning takes place to help students better react or make better choices
in these types of situations in the future.
- Naviance – A program that helps
students stay focused on their self-generated academic, social and career
goals. These Student Success Plans will guide student all the way
through graduation. Our school counselors work with students monthly
as they navigate their way through the year in conjunction with their SSP.
Parents are provided access to students’ SSP’s as well.
- Incoming 7th grade visit – Our incoming
seventh grade comes and visits to participate in group activities to help
ease the transition into middle school and let them know we’re a safe and
comfortable school. This helps lessen anxiety come the end of summer
as they enter LMS.
- Health curriculum –
Self-concept and peer interaction. Our health teacher teaches
strategies to improve one’s outlook on themselves as well as their social
interactions with peers.
- Student Support Data Team –
Generates strategies for at risk academic and behavioral students.
Our SSDT team meets weekly to discuss, plan for and implement
strategies to support at risk students. Strategies include in class
differentiation (Tier I) along with Tier II and Tier III recommendations.
- Enrichment and 21st Century
Classes – New programs that provide students with choice of pursuing their
interests and/or applying new learning and innovation skills to prepare
them for a more complex life and work environments in the 21st Century.
A focus on the “whole-child” through choice, creativity, critical
thinking, communication and collaboration and information access and
technology skills is essential to prepare students for the future.
- Monthly classroom school
counselor lessons on tolerance and anti-bullying strategies – Our school
counselor department schedules time in the classrooms with all of the
students to facilitate these lessons. The Second Step curriculum is
the curriculum used to plan their monthly lessons. This curriculum
covers topic such as:
District Procedures
Each school has a process whereby students report acts of bullying to any school employee. That process is announced and posted throughout the year. See Plans above.
School employees who witness acts of bullying or receive reports of bullying are required to orally notify the principal or their designee no later than one school day after the school employee witnesses or receives a report of bullying, and to file a written report no later than two school days after making the oral report.
District Investigation Process
- The principal or designee will investigate all reports of bullying and ensure that the investigation is completed promptly after receipt of any written reports. The student who has made a report of bullying and his/her parent or guardian will be provided with the Ledyard Public Schools Board of Education Policy on Bullying and the Ledyard District Safe School Climate Plan.
- The principal/designee will review anonymous reports, except no consequences will be taken based solely on an anonymous report.
- The principal/designee will assess whether there is a need to take interim steps to prevent further allegations of bullying or retaliation during the investigation.
- The principal/designee will remind all parties that retaliation and discrimination against an individual who reports or assists in an investigation of an act of bullying is prohibited.
- At all times the principal/designee will be mindful of the requirement of confidentiality of education records.
- If the allegations of bullying involve acts that may also constitute unlawful harassment based upon a student’s race, color, national origin, sex, disability, religion, sexual orientation, or gender identity or expression, the investigator will immediately notify the District’s Civil Rights Coordinator, the Assistant Superintendent of Schools.
- After a prompt investigation, the principal or designee should ascertain whether the alleged conduct occurred and whether such conduct constitutes bullying as defined by Board of Education policy.
District Response To Verified Acts of Bullying
- The principal/ designee will take prompt corrective action that is reasonably calculated to stop the bullying and prevent further recurrence of such behavior.
- Parents or guardians of students who commit any verified acts of bullying will be notified by the principal or their designee.
- Parents or guardians of students against whom bullying acts were directed will be notified not later than 48 hours after the completion of the investigation.
- Each principal/designee is required to invite the parents or guardians of the student who commits any verified act of bullying to a meeting with the principal.
- Each principal/designee is required to invite the parents or guardians of the student against whom such act was directed and to communicate to the parents/guardians the measures being taken by the school to ensure the safety of the student and to further discuss how the school will reasonably attempt to prevent further acts of bullying.
- Case by case interventions shall be developed to address repeated incidents of bullying against individual or recurrently perpetrated bullying incidents by the same individual that may include counseling and discipline.
- As part of the disciplinary and remedial action, the offender may be subject to appropriate disciplinary action which may include, but is not limited to one or a combination of the following: counseling, awareness training, warning, reprimand, reassignment, transfer, suspension, termination, or expulsion.
- The principal or his/her designee shall notify the appropriate local law enforcement agency when such principal or designee believes that any acts of bullying constitute criminal conduct.
District Documentation and Record Keeping
- Principals will maintain records and data related to reports of bullying and investigations of bullying in their schools.
- The principal will report data to the Assistant Superintendent of Schools in December and at the end of June.
District Periodic Assessment of School Climate
- The Assistant Superintendent will oversee a school-by-school climate survey. The data will be reviewed by each School Climate Team in order to make revisions to the District School Climate Action Plan.
- Each year the School Climate Team will review the District School Climate Plan with the faculty.
- Professional development, which may include webinars, books, and case studies will be made available to faculty members.
District Notification Requirements
- At the beginning of each school year, each principal/ designee will provide all school employees a written or electronic copy of the school district’s Safe School Climate Plan.
- Students and parents/guardians will be notified at the beginning of the year at each fall at Open House, in the School Handbook, on the School and District Websites, and in a school newsletter of the ways by which students can report incidents of bullying.
- Principals and/or their designee with provide students with the definition of bullying, cyberbullying and the potential consequences of engaging in such acts in the School Handbook.
- The district School Climate Plan will be available on the District and School websites and in all school handbooks.