Bristol Federation of Teachers

Contact us at bft1464@gmail.com

Pre-Retirement Seminar for Teachers — September 21, 2018

Pre-Retirement Seminar for Teachers

Below is the link to a teacher pre-retirement seminar being held in Meriden on Saturday, October 20, 2018.

PreRetireFlyer 102018

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Debt Clinic at the BFT Office Today — September 20, 2018
AFT CT Breakfast with Legislators — September 13, 2018

AFT CT Breakfast with Legislators

We are kicking-off our Labor 2018’s General Election efforts to ensure that your freedoms are protected this year at the ballot box. After two years of defending union members’ pay, benefits and negotiating rights from attacks at the State Capitol, we’re seizing the opportunity to turn the corner.
In three weeks we’ll sit down for breakfast with labor-endorsed candidates seeking to
represent you in the General Assembly. Then we’ll help “get out the vote” for them by
talking with fellow union members in your community — plan to join us:
WHEN: Saturday, September 22 from 9:00AM to 11:00AM.
WHERE: The Manor Inn Restaurant, located at 1636 Meriden-Waterbury Turnpike in
the Milldale section of Southington.
There is no cost for members to attend, and breakfast will be served.
Breakfast will be followed at 10:30AM by training in how to talk to union members about
voting our values. Then at 11:00AM, volunteers will go out in pairs delivering information about our endorsed candidates to labor households in the area.
These regional breakfasts and Labor 2018 activities are an important way to exercise the
power of the “U & I in Union” to protect our collective voice in Hartford. We hope you can
join us in three weeks in Southington.
Elementary Prep and Collaboration — September 12, 2018

Elementary Prep and Collaboration

With the recent attempt to add a technology special to the elementary grades, and the administrative desire to expand collaboration time, many elementary teachers are left wondering what time is explicitly theirs for planning and what time is at the direction of administration.

Sections 21:1.1 – 21:1.3 of the contract explain this is detail.

Per section 21:1.1, Elementary classroom teachers get 145 minutes per week of prep time.

Per section 21:1.1, they also get 45 minutes per month of grade level planning time, that is not at the direction of admin or intended for LA or Math coach use.

Time that exceeds the 145 weekly and extra 45 minutes per month is at the direction of administration.

Student Debt Clinic — September 2, 2018

Student Debt Clinic

Due to overwhelming number of members wanting to participate, the location of the Student Debt Clinic will need to be moved from the BFT office to a larger venue nearby.

The BFT will conduct a “Student Debt Clinic” on Thursday, September 20 starting at 4:00 PM at [a location in Bristol to be determined]. Those members that have Federal Student Loans can consolidate them and may also be eligible for loan forgiveness. All those with Federal loans are highly encouraged to attend, as it has the potential to save you thousands of dollars. A light supper will be provided. Those with private loans, including parent loans, are not eligible for the program. Please RSVP by emailing: bft1464@gmail.com

Summer Reading – Bosses Who Waste Your Time; Start Being Assertive — August 17, 2018

Summer Reading – Bosses Who Waste Your Time; Start Being Assertive

Here are a couple of articles that should be read by all teachers and, perhaps,  administrators too.

How to Stand Up for Yourself from the NYT, will help you become more assertive without being aggressive or rude.

Telling the subtle differences between different levels of incompetence you may encounter in the workplace.

Various articles by Stanford Professor Robert Sutton, who has written extensively about incompetence and bullying in the workplace.

 

Fund for Teachers — August 14, 2018

Fund for Teachers

Fund for Teachers is an organization that provides generous funding (up to $5000 for individuals/$10,000 for teams) so teachers can acquire unique life experience and professional development skills that they can then use in the classroom.

Examples are science teachers traveling to the Great Barrier Reef to go diving, social studies teachers traveling to the middle east to follow the migrant path taken by Syrian refugees, and teacher leaders going to Finland to explore their educational system. Visiting the web site, you will find a searchable database of previously accepted and completed experiences.

Most experiences/PD must be done in the summer, and teachers must be returning to the classroom the next school year, but with about a 50% acceptance rate for proposals, this is an excellent opportunity for Bristol teachers.

If you have questions, please contact Dr. Dale Bernardoni, the Managing Director of FFT Connecticut at 203 671 3052 or dale@fundforteachers.org

PrimaryVoting — August 12, 2018

PrimaryVoting

Tuesday is primary day here in Connecticut. For a complete list of AFT CT endorsed candidates, click here.

For those who live in the 5th district, BFT President David Hayes wholeheartedly encourages Democratic voters to support Waterbury teacher Jahana Hayes (no relation). David first met Jahana 3 years ago at a Teacher Leadership Summit in Washington, DC. At the time, Jahana had just been awarded Waterbury and Connecticut Teacher of the Year, and would receive the National Teacher of the Year award a few months later. “Jahana is that rare individual whose sincerity and positivity bring out the best in those around her. She is very smart, honest, and hard working. We have enough lawyers and business people in congress.  With Jahana, a teacher’s voice would be injected to the national discourse.”

BPS News Stories for July — July 29, 2018

BPS News Stories for July

Summer is typically a quiet time for news developments for the Bristol Public Schools, but this month saw several important developments.

  1. At the July BOE meeting, a lengthy discussion of the feasibility study occurred. The BOE voted for Option 1, the “do nothing” choice of continuing to keep the current school configuration but also open an Arts Magnet School at MBMS. In the revealing discussion, reported in the Bristol Press here, the BOE members admit that the opening of a new magnet school will likely lead to the closing of one or more other schools (such as Edgewood or Stafford) to offset costs, entertain the idea of consolidating high schools, and raise the proposition of also opening a STEM school. Several teachers spoke and echoed concerns of staff (see Bristol Press article here). A video of the full meeting can be viewed on Nutmeg TV here.
  2. The BOE also voted to adopt a new School Climate Policy, which can be read in full here.
  3. A clerical error has cost the district, which is already operating in the red, almost $500,000. Here is the Bristol Press article, and here is the Bristol Observer article.
BOE Adopts New School Climate Policy — July 23, 2018

BOE Adopts New School Climate Policy

5131.914(a)

Students

School Climate

Policy Statement

All schools support and promote teaching and learning environments where each and every student achieves academically and socially, has a strong and meaningful voice and is prepared for democratic life and successful transition into the 21st century workplace. A positive school climate is an essential element of achieving these goals. Rigorous implementation of the following set of guiding principles and systemic strategies will promote these desired outcomes.

The Bristol Board of Education (the “Board”) adopts this Policy that is guided by the fundamental belief that each and every school community member should be treated with dignity, should have the opportunity to learn, work, interact and socialize in physically, emotionally and intellectually safe, respectful and positive school environments, as well as the opportunity to experience high quality relationships. Schools, therefore, have the responsibility to promote conditions designed to create, maintain and nurture positive school climate.

This Policy sets forth the framework for an effective and democratically informed school climate improvement process, which includes a continuous cycle of (i) planning and preparation, (ii) evaluation, (iii) action planning, and (iv) implementation, and serves to actualize the expectations of the five National School Climate Standards,[1] as detailed herein.[2]

The Board recognizes that there is not one best way to improve school climate. Each school needs to consider its history, strengths, needs, and goals. This Policy will support and promote the development of research-supported action plans that will create and/or sustain physically, emotionally, and intellectually safe learning environments that foster social, emotional, ethical and academic education.

Definitions

An “Effective School Climate Improvement Process” is one that engages all stakeholders in the following six essential practices:

(1) Promoting decision-making that is collaborative, democratic, and actively involves all stakeholders (e.g., school personnel, students, families, community members) with varied and meaningful roles and perspectives where all voices are heard;

(2) Utilizing psychometrically sound quantitative (e.g. survey) and qualitative (e.g. interviews, focus groups) data to drive action planning, preventive/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;

(3) Tailoring improvement goals to the unique needs of the students 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;

Policy

5131.914(b)

(4) Fostering adult learning in teams and/or professional learning communities to build capacity building among school personnel and develop common staff skills to educate the whole child;

(5) 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

(6) Strengthening policies and procedures related to:

a. climate informed teaching and learning environments;

b. infrastructure to facilitate data collection, analysis, and effective planning;

c. implementation of school climate improvement plans;

d. evaluation of the school climate improvement process; and

e. sustainability of school climate improvement efforts.

 

Positive Sustained School Climate” is the foundation for learning and positive youth development and includes:

1. Norms, values and expectations that support people feeling socially, emotionally, intellectually and physically safe;

2. People who treat one another with dignity, and are engaged and respected;

3. A school community that works collaboratively together to develop, live and contribute to a shared school vision;

4. Adults who model and nurture attitudes that emphasize the benefits and satisfaction gained from learning; and

5. A school community that contributes to the operations of the school and the care of the physical environment.

Safe School Committee” (the ”Committee”) means the committee appointed at a specific school building by the Specialist to perform the duties described herein.

Safe School Climate Coordinator” (the “Coordinator”) means the Superintendent or the certified administrator appointed by the Superintendent to oversee the implementation of the district’s Safe School Climate Plan and perform the duties described herein.

Safe School Climate Plan” means the district plan developed and implemented pursuant to Conn. Gen. Stat. Section 10-222(d), containing provisions pertaining to bullying, filing complaints and conducting investigations, and posted on the district website.[3]

Safe School Climate Specialist” (the “Specialist”) means the certified administrator and other school personnel appointed by the Coordinator at a specific school building to oversee the implementation of the

Policy

5131.914(c )


district’s Safe School Climate Plan within the building, oversee the implementation of the School Climate Improvement Plan within the building, and perform the duties described herein.

School Climate” means the quality and character of the school life with a particular focus on the quality of the relationships within the school community between and among students and adults. School climate is also based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching, learning, leadership practices and organizational structures.[4]

School Climate Improvement Plan” (the “Improvement Plan”) means the building-specific plan developed by the Committee using the Survey data and developed in accordance with the process described herein. An Improvement Plan must include the requirements of the Safe School Climate Plan, but has the larger purpose of improving school climate on a more global level, and actualizing and “The National School Climate Standards.” (Appendix A)

School Climate Survey” (the “Survey”) shall mean a well-established reliable and valid survey, approved by the Connecticut State Department of Education, with additional external confirmation of its strength through third party evaluators and research studies, that is vigorously field tested, measures the core district populations (including students, parents/guardians, all school personnel – administrators, educators, certified and noncertified staff) and, when available, the wider community, and is easy and quick to administer. It shall also be administered in the predominant languages used by the population being surveyed.[5]

School employee” means (1) a teacher, substitute teacher, school administrator, school Superintendent, guidance counselor, psychologist, social worker, nurse, physician, school paraprofessional or coach employed by the Board; 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 enrolled in a public elementary, middle or high school, pursuant to a contract with the Board.

Social Justice” means a community that enables its members to be fulfilled as fully engaged contributors to their community.  It provides the foundation for a healthy and thriving school community that takes care of all of its members.  A socially just community insures that there is complete and genuine fairness and equality. To that end, each and every school community member (students, faculty/staff, parents/guardians, family members, community members, etc.) no matter his or her age, role, power base, privilege, advantage, etc.:

1.      Has value, worth and is treated with dignity;

2.      Is assured protection of his/her liberties, rights and opportunities;

3.      Is honored and celebrated for his/her unique background, culture, language, gifts and/or challenges;

4.      Has fair and equal access to all curricular, extra-curricular educational and social programs;

5.      Is provided the opportunity to have a meaningful voice in decision making and policy creation; and

6.      Feels physically, emotionally and intellectually safe to exercise his/her voice, participate freely and contribute to the wellbeing and benefit of the entire school community.[6]

Declarations

I. Applicable Standards:

Policy      

5131.914(d)

A.  For School Employees:

1.      All certified educators in the State of Connecticut are accountable for compliance with the regulations enacted by the Connecticut State Department of Education and the Bureau of Education Standards and Certification, including, but not limited to the Connecticut Code of Professional Responsibility For Teachers, Regulations of Connecticut State Agencies, (Section 10-145d0400a) and the Connecticut Code of Professional Responsibility For Administrators, Regulations of Connecticut State Agencies (Section 10-145d0400b) (collectively “Codes”), as they may be amended from time to time.

2.      All school employees are accountable for compliance with the policies and procedures of the Board applicable to personnel, including, but not limited to non-discrimination, conduct and professional rights and responsibilities.

     

B.  For Students:

1.      All students are accountable for compliance with applicable codes of student conduct, policies and procedures for student participation and behavior.

      C.  For Board Members:

1.      Board Members are accountable for compliance with the Board’s Code of Ethics and applicable Board By-laws governing Board member conduct.

      D.  For Persons Contracted to Provide Services to the Board:

1.      Persons contracted to provide services to the Board (such as bus drivers, consultants, evaluators or the like) are accountable for compliance with such codes of ethics as may apply professionally, the terms of any such contract, as well as the policies and procedures of the Board generally applicable to persons on school property.

      E.  For Other Participants in the School Community:

1.      Parents/guardians, family members, visitors and other persons on school property or otherwise participating in programs or services of the Bristol Public Schools are accountable for conducting themselves in accordance with applicable policies and procedures pertaining to such participation.

II.  Alignment with Conn. Gen. Statutes Section 10-222(d):

A.  This Policy is aligned with C.G.S. 10-222(d), “An Act Concerning the Strengthening of School Bullying Laws.”

B.  In order to be in compliance with applicable law, all individual schools in the District must adhere to the following requirements:

1.      In order to develop and maintain an “Effective School Climate Improvement Process,Schools must develop and implement “Improvement Plans,” administer and utilize the findings of “School Climate Surveys,” and engage in a continuing systemic process of learning and evaluating identified goals and objectives.

2.      In order to implement an Effective School Climate Improvement Process, qualified and effective leadership is required. Such leadership shall be developed through (a) the implementation and satisfaction of appropriate professional development, (b) the Superintendent or the appointment of a Coordinator by the Superintendent, (c) the appointment of Specialists at each school building by the Coordinator, and (d) the establishment of a Committee at each school building.

III..  Professional Development

a.       Mandated school climate trainings shall be provided by individuals and/or organizations deemed qualified service providers by the Superintendent and/or the Coordinator.

b.      All school employees, as defined in this policy, shall participate in any mandated school climate trainings and update sessions.

Policy

5131.914(e )

c.       The District shall provide necessary on-site coaching and/or technical assistance in the implementation phase of school climate improvement.

IV..   Funding

The District shall budget sufficient funding to satisfy the requirements of this Policy. Such funding shall be distributed accordingly, with Superintendent approval, for assessments and professional development, as well as for community outreach, training, coaching, and technical assistance.

V.  Accountability

  1. The Board shall establish, foster, support and promote a culture of trust. Such a framework and culture is evident by a shared intent to:

1.     Take collective responsibility for what has been accomplished and/or not accomplished;

2.     Learn from what has been done well and not so well;

3.     Work together to improve the quality and character of school life;

4.     Create a highly effective professional environment whose responsibility it is to:

  1. Establish norms, values and goals that encourage and support collaborative and courageous leadership;
  2. Model and provide high quality academic, social, emotional and ethical learning; and
  3. Engage in ongoing reflection and evaluation.

B.  The Board shall hold itself, its individual members, and the Superintendent to  the standards of

     this Policy and promote its intent and goals.

   C.  The Superintendent shall hold himself/herself, the staff, the students and other  members of the

           school community to the standards of this Policy.

VI.  Compliance with Other Applicable Laws: This Policy does not modify or eliminate  a school’s obligation to comply with state and federal constitutional protections and  civil rights laws applicable to schools rather, it supports the schools ability to do so.

Policy Adopted: July 11, 2018

Regulation 5131.914(a)

I. Safe School Climate Coordinator Roles and Responsibilities:

A.  The Superintendent shall assume the role of, or appoint from among existing school district administrators, a district Coordinator.

B.  The duties of the Coordinator shall include those enumerated under C.G.S. Section 10-222(d) and the Bristol  District Board of Education’s Regulation Section 5131.911. at a minimum, and shall also include the following:

i.   Overseeing the implementation of the district’s Safe School Climate Goal(s);

ii.  Preventing, identifying and responding to any kind of mean-spirited behavior

    including, but not limited to reports of alleged bullying and harassment in the schools

of the district, in collaboration with the Specialists, as well as the Board and the

    Superintendent as appropriate;

iii. Providing data and information regarding school climate improvement to the

    Connecticut State Department of Education, in collaboration with the Superintendent

    as may be required by law;

iv. Meeting with the Specialists at least twice during the school year to: (i) identify

    strategies to improve school climate that promotes high quality relationships among

    all school community members, and, as a result, is designed to eliminate intentional

    and unintentional mean-spirited behaviors including, but not limited to bullying and

    harassment, (ii) make recommendations concerning amendments to the district’s Safe

    School Climate Goals, and (iii) oversee completion of each individual school’s “School Climate    

   Survey;” and

v.  Providing leadership for the following activities:

1.      Advancement of evidence-based policy and best practices to improve school

  climate, foster high quality relationships, and promote physical, emotional, and

  intellectual school safety; and

2.      Development and dissemination of resources and training materials for Specialists, Committees, school staff and community members about issues of school climate and school climate improvement efforts and activities.

II.  Safe School Climate Specialist Roles and Responsibilities:

A.  At the beginning of each school year, the Principal of each school, or the Principal’s

     designee as approved by the Coordinator, shall serve as the Specialist for the

     individual school to which he or she is assigned.

B.  The Specialist’s duties shall include those enumerated under C.G.S. Section 10-222(d)

     and the Bristol District Board of Education’s Regulation Section 5131.911. In addition to

     these duties, the Specialist shall:

       a. Investigate, or supervise the investigation of, reported acts of mean-spirited

behaviors including, but not limited to reports of alleged bullying and harassment

Regulation

5131.914(b)

in the school in accordance with this Policy;

       b. Collect and maintain records of such reports in the school;

       c. Act as the primary school official responsible for preventing, identifying and

         responding to such reports in the school and leading efforts to improve school

         climate;

       d. Chair or co-chair the Committee and establish the meeting calendar  for the

         Committee meetings; and

       e. Serve as the primary supervisor of the school’s School Climate Improvement Goals

         for the implementation and the monitoring of the School Climate Improvement

            Goals.

III.  Safe School Climate Committee Roles and Responsibilities:

  1. In collaboration with the Coordinator, the Specialist at each school building

shall form a representative Committee consisting of a demographically representative group of students enrolled in the school (if developmentally appropriate); parents of students enrolled in the school; school personnel, including, but not limited to teachers, administrators, student support personnel; other medical and mental health experts where available; and community members.

B. Such Committee shall be formed no later than 30 days from the effective date of this Policy.

C.     Committee composition/membership shall be reviewed annually by the Coordinator and the Specialist.

D.     The duties of the Committee shall include those enumerated under C.G.S. Section 10-222(d) and the Bristol District Board of Education’s Regulation Section 5131.911. In addition to these duties, the Committee shall, at a minimum, perform the following duties:

i. Supervising the scheduling and administration of “School Climate

  Surveys” to students, staff, parents, and community members;

ii.   Setting goals and tracking survey completion;

iii.  Reaching out to staff and parents before administering the Survey;

iv. Providing Survey data to the Coordinator;

v. Reviewing and analyzing the school-based school climate assessment

    data;

vi.   Using the data and other appropriate data and information to identify

    strengths and challenges with respect to improving school climate;

vii.   Using the data to create and/or update the school-based School

    Climate Improvement Plan;

viii.  Overseeing the implementation of the school-based School Climate

   Improvement Plan;

       ix. Implementing the School Climate Improvement Plan and monitoring

               the progress of school climate improvement, in collaboration with the

               Coordinator;

x. Overseeing the implementation of annual school climate assessments at the school;

xi.         Reviewing and making recommendations to the Coordinator regarding the safe school climate

            plan based on issues and experiences specific to the school;

xii.  Overseeing the education of students, school employees and

       parents/guardians of students on issues relating to improving school

Regulation

5131.914(c )    

climate;

xiii.  Holding meetings at least four times each year, at which minutes

    shall be kept.

xiv.  Performing any other duties as determined by the Specialist and/or

    the Coordinator that are related to improving school climate in the

    school, or required by law.

VI.  School Climate Surveys:

A.  Each school, supported with oversight by the Coordinator and under the guidance of the Committee, shall administer, on an annual basis, at the same time of year each year, the School Climate Survey in order to assess a school’s strengths and challenges.

B.  Preparation for Survey Administration: All survey participants should be made

aware of the purpose and value of the survey as determined by the Committee

  prior to administration, so that the school will receive authentic data to help

  drive decisions that will benefit the entire school community.[10]

VII.  School Climate Improvement Plans:

A.     In collaboration with the Coordinator, each Specialist shall develop and/or

update an Improvement Plan based on the findings of the School Climate Survey.[11]

1.      The Specialist and the Committee shall develop and/or update the Improvement Plan, taking into consideration the needs of all key stakeholders, with sensitivity to equity and diversity.

2.      The Climate Improvement goals and strategies shall support the actualization of the following five Standards.

Standard 1: Develop a shared vision and plan for promoting, enhancing and sustaining a positive school climate.

Standard 2: Develop policies that promote social, emotional, ethical, civic and intellectual learning as well as systems that address barriers to learning.

Standard 3: Implement practices that promote the learning and positive social, emotional, ethical and civic development of students and student engagement as well as addressing barriers to learning.

Standard 4: Create an environment where all members are welcomed, supported, and feel safe in school: socially, emotionally, intellectually and physically.

Standard 5: Develop meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to social justice.

3.      Each School Climate Goal from within the School Improvement Plan shall be submitted to the District Climate Committee for approval with recommendations provided to the School Climate Specialist.  The approved goal will be filed with the School Climate Coordinator.

4.   The Safe School Climate Plan shall be made available on:

I.  The Bristol Board of Education’s website;

Regulation 5131.914(d)

 

II. at each individual school in the school district and on each school’s web site;

III.  ensure that the Safe School Climate Plan is included in the school district’s publication of the rules, procedures and standards of conduct for schools; and

IV. in all student handbooks.

VIII.  Codes of conduct for both students and adults shall be amended to reinforce positive school climates by detailing, and consistently recognizing and supporting positive behavior, applying appropriate graduated and corrective responses for inappropriate conduct, in order to address the root causes of the individual’s specific conduct, while promoting physically, emotionally, and intellectually safe and supportive teaching and learning environments for all students and adults in the school community. Practices that focus on building community, celebrating accomplishments, transforming conflict, rebuilding and strengthening relationships are consistent with positive school climates. Such responses shall be chosen in response to the context of each situation to support relationship-building and improvement, and with particular attention to issues of equity. These responses may include, but are not limited to one or more of the following:

a.       Reflective activities;

b.      School counseling support;

c.       Anger management;

d.      Health counseling or intervention;

e.       Mental health counseling;

f.        Skill building such as social and emotional, cognitive, and intellectual skills;

g.       Resolution circles and conferencing;

h.       Community service;

i.        Conflict resolution or mediation; and

j.        Other actions detailed in accordance with Board policies and procedures such as those regarding:

i.        Participation in extracurricular activities;

ii.       Student discipline (including detention, in or out of school suspension, and expulsion); and

iii.      Adult/employee professional responsibility, conduct, separation/disciplinary actions.

Regulation adopted: July 11, 2018                        Bristol  Public Schools

                                                                         Bristol, Connecticut

Appendix

[1] Appendix A. National School Climate Standards https://www.schoolclimate.org/themes/schoolclimate/assets/pdf/policy/school-climate-standards.pdf

[2] School Climate Improvement is more encompassing than any individual program that might be implemented as a strategy for improving one or more dimensions of school climate.

[3] Appendix B. http://www.bristol.k12.ct.us

[4] National School Climate Council (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. On: http://www.schoolclimate.org/publications/policy-briefs.php.

[5] Faster, D. \& Lopez, D. (2013). School climate and assessment. In Dary, T. \& Pickeral, T. (ed) (2013). School Climate Practices for Implementation and Sustainability. A School Climate Practice Brief, Number 1, New York, NY: National School Climate Center.

[6] This definition is a compilation of dozens of definitions of Social Justice provided by philosophers, religious leaders, social, civic and community organizers, lawyers, ethicists, journalists, authors and educators.

[7] http://www.schoolclimate.org/climate/process.php.

[8] In the National dialogue, this Safe School Climate Committee is often referred to as a Safe School Climate Team, see http://schoolclimate.org/climate/stages\_tasks\_challenges.php.

[9] As of July 1, 2012, pursuant to C.G.S. Section 10-222(d), every school should have identified a “Safe School Climate Committee.” Satisfaction of this Policy’s requirement of establishing a Safe School Climate Committee may have been satisfied previously by complying with these C.G.S. Section 10-222(d) requirements.

[10] When using school climate data as a “flashlight” and not a “hammer,” stakeholders will be more fully engaged, and the findings will be more useful for long-term improvement. To promote such a spirit of trust, school leaders should also consider key preparation and planning issues before administration, such as: how representative their Committee is, and to what extent stakeholders work and learn in a culture of blame or distrust as opposed to a more collaborative problem solving culture. For instance, are parents/guardians, students and personnel present to lend their unique perspectives? Differing viewpoints can create powerful discussions and build a transparent culture where members feel valued, trusted, included and actively engaged in the school community.

[11] Pursuant to C.G.S. Section 10-222(d), all districts are required to have submitted and posted on their District website a Safe School Climate Plan, which contains provisions pertaining to bullying, filing complaints and conducting investigations.

[12] The District Safe School Climate Plan is placed within the School Climate Improvement Plan.

[13] See Appendix A for exact wording of the Standards.

[14] Alameda County School Health Services (California) The seven principles of restorative practice are: (1) voluntary participation, (2) respect for everyone involved, (3) inclusion of all the people impacted, (4) a focus on the harms, needs, and causes that have arisen, (5) consensus-based decision-making focused on how to repair the harm and prevent future harm, (6) opportunity for dialogue that aligns with the above principles, and (7) expanding the capacity of the community to create a just and fair response.

[15] Because the school improvement process is considered a continuing systemic process of learning and evaluating goals and objectives as they impact a diverse group of learners, the School Climate Survey shall be administered, at minimum, annually, at the same time of year each year.