School

CHIPPENS HILL MIDDLE SCHOOL

Safe School Climate Plan 


School Climate Standard #1: 

The school community has a shared vision and plan for promoting, enhancing and sustaining a positive school climate. 


INDICATOR 1.1: School policies and practices support school, family, youth and community members working together to establish a learning community. 


STRATEGIES: 


  • Review and amend existing school policies and climate guidelines as needed. 
  • Strategies will be identified based upon data collection and aligned with the Bristol Public Schools District Priorities.

  • Align behavioral, academic and social emotional strategies to the Vision of a Bristol Graduate considering middle school students’ developmental levels. 

  • Chippens Hill Middle School’s Core Attributes will be displayed and reviewed at all faculty, schoolwide student and parent meetings to promote a positive and safe climate. 
  • No claim for damages shall be made against a school employee who reports, investigates and responds to bullying, in accordance with the provisions of the safe school climate plan, if such employee was acting in good faith in the discharge of his or her duties or within the scope of his or her employment. The immunity provided in this subsection does not apply to acts or omissions constituting gross, reckless, willful or wanton misconduct. 
  • No claim for damages shall be made against a student, parent or guardian of a student or any other individual who reports an act of bullying to a school employee, in accordance with the provisions of the safe school climate plan, if such individual was acting in good faith. The immunity provided in this subsection does not apply to acts or omissions constituting gross, reckless, willful or wanton misconduct. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Conduct a K-12 Safe School Climate Survey annually.
  • Analyze existing data at school level quarterly.

  • Assess level on Safe School Climate Rubric annually.


INDICATOR 1.2: Schools gather accurate and reliable data about school climate from students, school personnel and parents/guardians for continuous improvement and share it with the school community.


STRATEGIES:

  • Consider, collect, analyze and communicate relevant school data. 


MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:

  • Establish baseline data on school climate and behavioral indicators. 
  • Assess school results gathered from the Safe School Climate Survey annually.

INDICATOR 1.3: Capacity building is developed over time to enable all staff to meet school climate standards.


STRATEGIES:

  • Create professional learning series related to developing a nurturing and inclusive school climate based upon current research and school/district data.

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Review and analyze school wide discipline data annually (CT Performance and Profile Reports)
  • Review and analyze school wide discipline data (SWIS) at monthly staff meetings. 
  • Review and analyze triennial staff surveys regarding the implementation of PBIS and restorative, instructional, and reflective alternatives to discipline. 
  • Analyze results from the K-12 Safe School Climate Survey.

School Climate Standard #2:

The school community sets policies specifically promoting (a) the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge and dispositions and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged.


INDICATOR 2.1: Policies and mission and vision statements that promote social, emotional, ethical and civic, as well as intellectual skills and dispositions are developed and institutionalized.


STRATEGIES:

  • Infuse Chippens Hill Middle Schools Vision/Mission as well as Core Values “Chippens Hill Middle School C.A.R.E.S. for each other in their thoughts, words and actions. We show we care by cooperating, accepting differences, responding peacefully, engaging in our learning and supporting success for all”, as well as Bristol’s Vision of the Graduate attributes, into the safe school climate plans.

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Use school level implementation rubric aligned to core components of a Positive School Climate to determine yearly goals and initiatives.
  • School Climate Team will review school level implementation aligned to core components of a Positive School Climate.

INDICATOR 2.2: Policies and mission and vision statements are developed and institutionalized that promote a comprehensive system to address barriers to learning and teaching and re-engage students who have become disengaged.


STRATEGIES:

  • On an ongoing basis, the administrative and school climate team will revisit the Vision and Mission of the school aligned to the BPS Mission and core values. 

  • Chippens Hill Middle School will post the mission/vision throughout the school, on the school website, and in any paper or electronic correspondence between home and school. Quarterly school newsletters will be sent home and posted to the school’s website showcasing students and teachers demonstrating skills linked to the vision/mission. 

  • Analyze and review attendance, behavior and academic data at monthly meetings to determine tiered interventions and  supports for all students. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Analyze academic achievement and discipline data monthly and team meetings. 

  • Students along with Parents/Guardians will be provided a PowerSchool username and password at the beginning of the school year allowing them to monitor academic grades, and attendance. 

  • Parents will be notified by an administrator or member of the Student Success Team regarding any ongoing behavioral difficulties and any plan identified for staff to implement behavioral interventions. 

  • Parents/Guardians will be provided copies of Office Referral Form for any Major Behavioral Incidents.

INDICATOR 2.3: Policies promote use and monitoring of natural and informal opportunities (e.g. recreational and extracurricular aspects of classroom and school life, formulation of codes of conduct and fair enforcement of rules, mentoring and informal interactions among and with students) to ensure the helpful norms of learning and teaching that foster mutual respect and caring, safety and well-being, civil, pro-social, responsible behavior and a psychological sense of community.


STRATEGIES:

  • Promote positive and personal interactions between staff and students (i.e. learn as many student names as possible; greet students when they enter classes; acknowledge students as they pass in the hallways and/or demonstrate CARES expectations).  “Homeroom Hive” Check-In Circle. 
  • Promote positive and personal interactions between school and home through our...Parents as Partners, Title 1 After school clubs and activities,  and Parent Advisory Council/ Booster Club meetings or activities. 

  • Informal and/or formal mentoring (adult to student) relationships are developed in school/community.

  • Implement school, classroom and team opportunities for students to serve as leaders through programs such as: Peer Mediation, Student Ambassadors, Helping Hands, and Student Advisory Council and Kids In the Middle (KIM) 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Analyze parent survey feedback.

  • Administer and analyze Student Interest Inventory (5-12).

  • Analyze implementation of the CARES ticket student acknowledgment system. 

School Climate Standard #3:

The school community's practices are identified, prioritized and supported to:(a)enhance engagement in teaching, learning and school-wide activities; (b) address barriers to learning and teaching and reengage those who have become disengaged; and (c) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard.


INDICATOR 3.1: Specific practices are designed to enhance engagement of every student through classroom-based social, emotional, ethical and civic learning activities.


STRATEGIES:

  • Provide professional development on PBIS, Multi-Tiered Systems of Supports, alternatives to discipline using restorative, instructional and reflective practices, trauma informed practices, effective research based instructional strategies,  and up-to-date information on child and adolescent development.

  • Provide regular opportunities for all students to engage in service to their class and school community. (KIM, after school clubs, Helping Hands, Chip In Activities)

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:

  • Analyze Professional Development Feedback forms.

INDICATOR 3.2: Teachers and school administrators design specific classroom and school-wide practices to address barriers to learning and teaching and reengage those who have become disengaged.


STRATEGIES:

  • Apply a variety of classroom management strategies and teaching methods that are conducive to the diverse needs and learning styles of students. Provide teachers a discipline intervention toolkit with tiered interventions that can be used with any student to provide restorative, reflective and instructional alternatives to discipline.

  • Provide all students with the opportunity to self-refer to guidance staff, case manager, school psychologist, administrator or any other trusted adult in the building if needed. 

  • Support teachers to implement varied teaching methods to promote engagement; such as: Homeroom Hive Check-In Circles, Effective Research based instructional strategies, small group differentiated instruction, math workshop, reader’s workshop, and co teaching models of instruction. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Analyze Teacher Growth Plans and T.E.A.M. Module Reflection Papers.

  • Track student membership and involvement in school clubs, projects and extracurricular activities.

  • Track and monitor the number and patterns of student attendance and chronic absenteeism annually in each school.

INDICATOR 3.3: School leaders develop and sustain a comprehensive system of learning supports by ensuring an appropriate operational infrastructure and capacity building mechanisms.


STRATEGIES:

  • Identify and evaluate behavioral/academic interventions.
  • Develop partnerships between parents and school officials through Parents as Partners initiative in an effort to address the interests and needs of each child’s development (discuss child’s behavior, grades, and accomplishments).

  • Provide parent/guardian workshops at least 3 times per year about how to better support their child’s learning and development (including issues about behavior) while collaborating with the school.

  • Faculty regularly reviews “disengaged” students’ records and progress collaboratively through team meetings, SRBI and specially designed instructional team meetings. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Analyze SRBI data for assessing success of interventions.

School Climate Standard #4:

The school community creates an environment where all members are welcomed, supported and feel safe in school: socially, emotionally and physically.


INDICATOR 4.1: School leaders promote comprehensive and evidence-based instructional and school-wide improvement efforts designed to support students, school personnel and community members feeling welcomed, supported and safe in school: socially, emotionally and physically.


STRATEGIES:

  • Generate and implement simple ways to promote feelings of “connectedness” in the school environment; when students are close to individuals at school, happy to be at school, feel a part of the school, feel they are treated fairly and feel safe -- physically, emotionally and intellectually --they are more likely to be successful academically and be healthier individuals. 

  • Build upon our family welcome and orientation program appropriate to each level by offering multiple opportunities for parents to be involved in meaningful school and classroom activities that can fit diverse schedules, skills and abilities.

  • Disciplinary consequences are restorative, instructional and reflective rather than punitive.

  • At Chippens Hill Middle School, we consistently teach and model Chippens Hill Community C.A.R.E.S. for each other in their thoughts, words and actions, promoting concepts of Cooperation, Accepting Differences, Responding Peacefully, Engaging in Learning, and Supporting Success for All.

  • Students may report anonymously alleged incident of mean behavior(s) by submitting a “C.A.R.E.S. Report”. Statement forms will be available in the office.. Students can also report to any adult in the building.  There are also forms provided in each classroom for students to identify the need to speak to a guidance counselor either through an appointment or as an emergency. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Develop suggestion box for visitors
  • Analyze the See Something, Say Something  student referrals. 

INDICATOR 4.2: Students, their families, school staff and community stakeholders are regularly surveyed about and asked to indicate what the school should do to further enhance a welcoming, supportive and safe environment.


STRATEGIES:


  • Analyze school climate survey results.

  • Create a parent feedback system to enhance a welcoming, supportive and safe environment

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Use multiple data sources (suggestion box, climate survey, google form parent feedback to be completed at parent conferences, and informal parent interviews or emails to determine areas of strength and areas for growth to increase student connectedness and parent participation in school related events.

INDICATOR 4.3: School leaders monitor and evaluate the interventions designed to support people feeling welcomed, supported and safe and use that data to improve relevant policies, practices, facilities, staff competencies and accountability.


STRATEGIES:


  • Regularly revisit and monitor school-wide climate improvement goals.

  • Develop calendar of dates for school level professional learning activities related to improving climate. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Assess level on Safe School Climate Rubric annually.

School Climate Standard # 5:

The school community develops meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to social justice.


INDICATOR 5.1: Students and staff model culturally responsive behavior. This reflects continuous learning that builds knowledge, awareness, skills and the capacity to identify, understand and respect the unique beliefs, values, customs, languages and traditions of all members of the school community.



STRATEGIES:

  • Infuse Chippens C.A.R.E.S Mission, goals and core values, the BPS Mission, goals, and core values related to Culture and Climate, into Safe School Climate Plans.

  • Model and support civic responsibilities (e.g. K.I.M., Gay /Straight Alliance, Student Advisory Council, Peer Juries) 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Schedule professional development for all staff in creating a safe school climate.

  • Assess level on Safe School Climate Rubric annually.

INDICATOR 5.2: Relationships among and between staff and students are mutually respectful, supportive and civil.


STRATEGIES:

  • Implement the following process to identify students who feel disconnected.  Student who feel disconnected may self-refer to guidance, school psychologist, case manager, administrator or another trusted adult to meet and plan for becoming more engaged. (Forms should be available in all classrooms, offices, or resource rooms).

             For students who are identified by staff or parents, students will be connected with student success coordinator or social emotional learning coordinator to learn social emotional skills to increase engagement. 


  • Enlist student input to discuss ongoing issues within the school community (e.g. Homeroom HIVE check in  circle, Student Advisory Council, See Something Say Something, Peer Mediation, team meetings) and share findings with appropriate school staff and Safe School Climate Specialist.

  • Use of Bristol’s All Heart Attributes, the BPS Mission, goals, and core value is role modeled at all times and in all settings by all school community members (i.e. students, employees, family member(s)).

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Perform building “walk-throughs” to collect and analyze data in evaluating a safe school climate.
  • Analyze student self-referrals
  • Analyze and track students working with student success coordinator or behavior interventionist. 


INDICATOR 5.3: Students and staff are actively engaged in and celebrate milestones and accomplishments as they work to achieve meaningful school and community life and improvement efforts.


STRATEGIES:

  • Highlight special accomplishments by publicly displaying information and pictures of classroom activities.

  • Students and staff are regularly recognized for small and larger contributions to the school/local community through weekly, monthly CARES acknowledgments and C.A.R.E.S. Celebrations.  Trimester “SWARM” assemblies are conducted every 60 days where students are acknowledged individually for the following: BUG Awards (Bring Up Grade), NBA Award (Nothing But A’s), Perfect Attendance, Honor Roll, Citizens of the Month, C.A.R.E.S. champions etc. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES:


  • Analyze school climate data to inform practice.

  • Assess level on Safe School Climate Rubric annually.

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES: 


  • Conduct a K-12 Safe School Climate Survey annually. 

INDICATOR 6.2: Schools gather accurate and reliable data about school climate from students, school personnel and parents/guardians for continuous improvement and share it with the school community. 


STRATEGIES

  • Consider, collect, analyze and communicate relevant school data through SWIS, attendance data, and student and staff climate survey. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES: 


  • Establish baseline data on school climate and behavioral indicators. 

INDICATOR 6.3: Capacity building is developed over time to enable all staff to meet school climate standards.

 

STRATEGIES:  

  • Implement professional development related to school climate based upon current research and school/district data. 

MEASUREMENT AND DOCUMENTATION OPTIONS FOR DETERMINING OUTCOMES: 


  • Review and analyze Professional Development Feedback forms. 

  • Analyze a K-12 Safe School Climate Survey data. 
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