School Climate
Ledyard Public Schools - School Climate Improvement Plans
In response to mandated legislation, the district has updated Policy 5131.911 Connecticut School Climate Policy and Regulation 5131.911 Connecticut School Climate, as well as created a Challenging Behavior Form for parents and students to report challenging behaviors and/or suspected bullying. The district has also updated Policy 5144.12 Challenging Behavior Prevention: Restorative Practices Response and Regulation 5144.12 Challenging Behavior Prevention: Restorative Practices Response.
Introduction
The mission of Ledyard Public Schools is to provide every child with the experiences, supports, and opportunities necessary for life and success in our diverse and evolving world.
To achieve this mission, we are committed to fostering a safe, caring, and respectful school climates where all members of our community feel acknowledged, encouraged, celebrated and experience a true sense of belonging. Our District and School Climate Improvement Plans serve as a framework for creating and sustaining such an environment through an ongoing cycle of planning, evaluation, action, and implementation. Grounded in the Connecticut School Climate Standards, the Connecticut School Climate Policy (5131.911) and the Connecticut legislative expectations, these plans reflect our dedication to building strong relationships, fostering social and emotional learning, and using restorative practices to strengthen community connections and support students who may experience challenging behaviors.
The successful implementation of this plan relies on the leadership of the School Climate Coordinator at the district level and the School Climate Specialist at the school level. Their responsibilities include:
School Climate Coordinator (district-level) - Anne Hogsten, Assistant Superintendent
Provides leadership and support to each school in implementing the School Climate Improvement Plan
Collaborates with each School Climate Specialist to develop strategies for preventing, identifying, and responding to challenging behavior, including bullying and harassment
Ensures that strategies and expectations are communicated to the broader school community, including inclusion in student handbooks
Collects and maintains climate-related data, including climate survey results, discipline records, attendance, and the use of restorative practices
Meets at least twice per year with each School Climate Specialist to review progress, recommend revisions to the plan, and assist in completing climate surveys
School Climate Specialist (school-level) - School Principal
Leads efforts to prevent, identify, and respond to challenging behavior, including handling reports of bullying and harassment
Implements evidence-based interventions, including restorative practices, to support a positive climate
Coordinates and leads the School Climate Committee, ensuring diverse representation from staff, students, families, and the broader school community
Oversees the day-to-day implementation of the School Climate Improvement Plan at the building level
Works closely with the School Climate Coordinator to analyze data and recommend updates to the plan
Through this collaborative structure, our District and School Climate Improvement Plans not only meet state policy requirements but reflect our commitment to creating a culturally responsive, equitable, and restorative learning environment where all students feel safe, respected, and able to reach their full potential.
District School Climate/PBIS Leadership Team
The District School Climate/PBIS Leadership Team plays a critical role in supporting the development, implementation, and continuous improvement of district goals related to school climate and culture outlined in the district’s strategic plan. The team is led by the School Climate Coordinator and the Director of Student Services. The team uses data specific to attendance, suspensions/expulsions, behavior, achievement, climate, and other relevant information, to identify strengths and areas for improvement and identify strategies that foster a safe, caring, respectful learning environment for all students, families, and staff.
The District School Climate/PBIS Leadership Team’s responsibilities include:
Setting a shared vision and direction for PBIS and climate initiatives
Providing support, training, and resources to School Climate Specialists and PBIS Coaches
Using data to monitor fidelity, outcomes, and equity across schools
Promoting communication, collaboration, and the sharing of effective practices
Identifying and addressing barriers to successful PBIS implementation
The composition of the District School Climate/PBIS Leadership Team ensures that diverse perspectives are represented. Membership includes:
The School Climate Coordinator and Director of Student Services (team leads)
A School Climate Specialist or designee from each school
PBIS Coaches from each school
Staff members representing classroom teachers, district coordinators, special educators, and social workers
Additional members of the school community, selected by the School Climate Specialist (this could include parents/guardians, community partners, or local stakeholders)
School Climate Committee
At each school, the School Climate Committee plays a critical role in supporting the development, implementation, and continuous improvement of the School Climate Improvement Plan. The committee is led by the School Climate Specialist and is responsible for ensuring that school climate efforts are informed by input from all members of the school community. The committee uses data from the school climate survey, along with other relevant information, to identify strengths and areas for improvement and to recommend strategies that foster a safe, inclusive, and supportive environment for all students, families, and staff.
The School Climate Committee’s responsibilities include:
Assisting in the development, scheduling, and administration of the school climate survey
Analyzing survey results and other data to assess school climate strengths and challenges
Collaborating with the School Climate Specialist to draft, propose, and revise the School Climate Improvement Plan
Advising on and supporting the implementation of evidence-based strategies and restorative practices to improve school climate
Ensuring that the school community receives regular updates about the school’s climate efforts
The composition of the School Climate Committee ensures that diverse perspectives are represented. Membership includes:
The School Climate Specialist (committee lead).
A teacher, selected by the exclusive bargaining representative for certified employees.
A representative group of students, chosen to reflect the school’s demographics (as developmentally appropriate).
Families of students enrolled at the school.
At least two additional members of the school community, selected by the School Climate Specialist (this could include other staff, community partners, or local stakeholders).
This broad representation ensures that the committee’s work reflects the voices, needs, and experiences of the entire school community. Together, the School Climate Specialist and School Climate Committee work to promote equity, foster positive relationships, and ensure that the school climate is continually improving to support academic, social, and emotional success for all students.
Data for and Evaluation of School Climate
The District School Climate Improvement Plan will be informed by the holistic review of data specific to attendance, suspensions/expulsions, behavior, achievement, climate, and other relevant information, to identify strengths and areas for improvement and identify strategies that foster a safe, caring, respectful learning environment for all students, families, and staff. The District Systems Fidelity Inventory (DSFI) will aid in the assessment, development, and execution of action plans that promote the capacity for sustainable, cultural and contextually relevant, high-fidelity implementation of multi-tiered social, emotional, and behavioral systems of support and practices.
Individual School Climate Improvement Plans will be informed by a holistic review of data that reflects both the overall climate of the school and individual student behavior. Key data sources include the school climate survey, which gathers input from students, families, and staff about safety, relationships, and the learning environment. Schools should also regularly review discipline data (including reports of bullying, harassment, and other challenging behaviors), attendance trends, and academic performance data to identify patterns that may indicate climate concerns. In addition, restorative practices data—such as the use and outcomes of restorative responses—provides insight into how effectively the school is building a culture of community, accountability, and repair.
This data will be shared transparently with the school community to ensure that students, families, and staff have opportunities to review, understand, and respond. The District team and School Climate Committees will lead this process, sharing key data points and plan updates through regular communications, family forums, school websites, and climate committee meetings. Opportunities for families and students to offer feedback—through focus groups, listening sessions, or surveys—ensure that the improvement plans reflect the authentic experiences and needs of the entire school community. By making data review and climate improvement a shared responsibility, we will foster stronger relationships and build trusting, inclusive partnerships that strengthen overall culture.
LPS District School Climate Improvement Plan
Gales Ferry/Juliet W. Long School - School Climate Improvement Plan
Gallup Hill School - School Climate Improvement Plan
Ledyard Middle School - School Climate Improvement Plan
Ledyard High School - School Climate Improvement Plan
Form:
Challenging Behavior Reporting Form
District School Climate Coordinator and Title IX Coordinator:
Assistant Superintendent
4 Blonder Boulevard
Ledyard, CT 06339, 860-464-9255