CONNECTICUT SCHOOL CLIMATE POLICY( continued) 5131.911
Definitions( continued)
B. Utilizing psychometrically sound quantitative( e. g., school climate survey, discipline data) and qualitative( e. g., interviews, focus groups) data to drive action planning, preventive and intervention practices and implementation strategies that continuously improve all dimensions of school climate, including regularly collecting data to evaluate progress and inform the improvement process;
C. Tailoring improvement goals to the unique needs of the students, educators, and broader school community. These goals shall be integrated into overall school improvement efforts thereby leveraging school strengths to address evidence-based areas of need, while sustaining the improvement process over time;
D. Building among school personnel and develop common staff skills to educate the whole child;
E. Basing curriculum, instruction, student supports, and interventions on scientific research and grounding in cognitive, social-emotional, and psychological theories of youth development. Interventions include strength-based programs and practices that together represent a comprehensive continuum of approaches to promote healthy student development and positive learning environments as well as address individual student barriers to learning and adult barriers to teaching; and
F. Strengthening policies and procedures related to:
a. climate and restorative informed teaching and learning environments; b. infrastructure to facilitate data collection, analysis, and effective planning; c. implementation of school climate improvement plans with the goal of becoming restorative; d. evaluation of the school climate improvement process; and e. sustainability of school climate and restorative improvement efforts.
G. Fostering adult learning in teams and / or professional learning communities to build capacity.
School Climate Coordinator Roles and Responsibilities For the school year commencing July 1, 2025, and each school year thereafter, the superintendent of schools for each school district, or an administrator appointed by the superintendent, shall serve as the school climate coordinator for the school district.
The school climate coordinator shall be responsible for:
1. providing district-level leadership and support for the implementation of the school climate improvement plan for each school;
2. collaborating with the school climate specialist, for each school to( A) develop a continuum of strategies to prevent, identify and respond to challenging behavior, including, but not limited to, alleged bullying and harassment in the school environment, and( B) communicate such strategies to the school community, including, but not limited to, through publication in the district student handbook;
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