In response to the passage of Connecticut Public Act 23-167, the district has taken significant steps to implement the updated school climate requirements. While districts were permitted to begin implementing the revised provisions during the 2024-2025 school year, full implementation became mandatory beginning in the 2025-2026 school year. The legislation mandated districts to adopt the Connecticut School Climate Policy, clarify expectations for responding to challenging behavior, redefine the roles and responsibilities of school support staff, and establish new staff training requirements.

Across the district, schools have made meaningful progress in aligning their practices with the new legislative expectations while strengthening systems that support positive school climate, student engagement, and proactive behavioral supports.

At the Coventry Grammar School (CGS), staff made strong progress implementing the new school climate legislation and developing a comprehensive School Climate Improvement Plan. The school partnered closely with the Safety, Security, and Climate Committee to design a Positive School Climate Improvement Plan that guides student facing, staff facing, and family facing initiatives. As part of this work, the school created Positive Behavioral Interventions and Supports (PBIS) Open House materials to clearly communicate behavioral expectations to families and reinforce a shared understanding of schoolwide expectations. The school also refined its Student and Staff Support Team protocols and introduced them at a September faculty meeting to establish a proactive, student-centered approach to addressing concerns early. Staff developed common definitions of interfering behaviors and created a response flowchart to ensure consistent, instructional responses to student behavior. Additionally, CGS implemented several positive reinforcement initiatives, including the “Flip, Flip Hooray” recognition system with weekly raffles, monthly pep rallies to reinforce expectations, and the High Tide Heroes positive office referral program to celebrate student success. These initiatives have allowed staff to collect and analyze behavioral data more systematically, strengthening the ability to intervene proactively at the school, classroom, and individual student levels.

At the G.H. Robertson School (GHR), the climate legislation was fully implemented during the school year, including the development of a comprehensive School Climate Plan. The School Climate Committee met several times to develop and monitor the plan’s implementation. As part of this effort, the school introduced new schoolwide behavioral expectations aligned with the GHR Cooperation, Assertion, Responsibility, Empathy, Self-control (C.A.R.E.S.) framework. Three school-wide assemblies were held to reinforce expectations and build community: the fall assembly focused on being an Empowered Citizen, the winter assembly highlighted the importance of being an Effective Communicator, and the spring assembly will focus on being an Engaged Collaborator. The school also emphasized restorative practices as part of its professional learning. Staff completed the professional text Hacking School Discipline Together and engaged in training on building relationships, repairing harm, restorative circles and conferences, and the use of affective statements. In January, staff conducted a “connections” activity to identify students who may not feel strongly connected to a trusted adult in the building. The School Climate Committee then developed strategies to strengthen student connections, including the implementation of a “Soft Start” morning routine. When challenging behavior occurs, staff utilize district approved documentation procedures for investigations and communication with families.

At the Capt. Nathan Hale School (CNH), the school is currently in its second year of implementing restorative practices on a school-wide basis. Classroom circles are used consistently to build community, facilitate communication, and support academic discussions. Faculty and administration utilize a continuum of responses to student behavior that includes restorative conversations, peer mediation, and traditional disciplinary measures when necessary. The School Climate Committee, facilitated by the assistant principal, continues to serve as an important venue for gathering stakeholder input and reviewing the school’s Climate Improvement Plan to ensure it reflects current school needs. In addition, the Student Council has played an active role in strengthening school culture by organizing pep rallies and community building activities that promote an inclusive and engaging school environment.

At Coventry High School, the School Climate Team met several times during the year to review restorative practices and discuss the use of restorative meetings and mediations as part of the school’s approach to discipline and relationship building. The team also reviewed the district’s “challenging behavior” reporting forms to ensure staff has a clear understanding of when and how they should be used. In addition, the team receives periodic safety updates from district leadership to maintain alignment with broader school safety initiatives. The climate team also focused on building a positive and supportive environment for students and staff through several morale building activities, including “Candy Coffee Mugging,” Valentine’s “Pick-Me-Up” treats, spirit weeks and spirit days, “Spring Showers of Praise,” and staff potluck events.

Collectively, these efforts demonstrate strong district-wide progress toward implementing the requirements of the new legislation while simultaneously strengthening systems that promote positive behavior, restorative practices, and strong relationships among students, staff, and families. The district will continue refining these initiatives, using behavioral data and stakeholder feedback to ensure that each school maintains a safe, supportive, and engaging learning environment for all students.