James Buonocore

This plan establishes a framework for cultivating and sustaining a positive school climate, emphasizing strong relationships, social-emotional learning, and restorative practices. Grounded in Connecticut legislation and school climate standards, the plan aims to create a culturally responsive, equitable, and restorative learning environment. Key initiatives include establishing a District School Climate/PBIS Leadership Team and collecting baseline data using the District Systems Fidelity Inventory (DSFI) to inform and implement strategic actions, ensuring all students feel safe, respected, and supported to reach their full potential.

The Ledyard Middle School School Climate Improvement Plan outlines a strategic approach to enhance the school environment and student outcomes. Mandated by Connecticut General Statutes, the plan is built upon five core goals: strengthening a positive, inclusive, and safe school climate; improving academic achievement in ELA and Math; fostering equitable access to social, emotional, academic, and extracurricular supports; increasing student, family, and community engagement; and providing consistent, research-based social-emotional and behavioral supports through Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL) practices. These objectives are designed to align with the broader Ledyard Public Schools Strategic Plan 2024-2029, which focuses on Partnerships, Belonging, Achievement, Learning, and Critical Thinking, ultimately aiming to provide students with the experiences, supports, and opportunities necessary for life and success in a diverse and evolving world.

This document outlines the Safe School Climate Plan for Ledyard High School, detailing five school climate improvement goals. These goals focus on sustaining a positive school climate for all students and staff, building and supporting meaningful school-wide relationships to foster strong attendance and engagement, promoting measurable learning with an emphasis on academic, social-emotional, and civic achievement, empowering staff, students, and parents as valued stakeholders through predictable communication practices, and leveraging research-based systems to promote social and civic responsibility. The plan aims to ensure a supportive and inclusive environment, aligning with Connecticut School Climate Standards and the Ledyard Public Schools Strategic Plan beliefs.

This document outlines the School Climate Improvement Plan for Gallup Hill School, serving as a framework for creating and sustaining a positive, inclusive, and supportive school climate. The plan focuses on three primary goals: fostering a shared vision, goals, and values among students, staff, and families to promote consistency, trust, and belonging; integrating evidence-based social-emotional learning practices into daily classroom instruction to support student well-being and academic growth; and engaging in meaningful family and community partnerships to promote trust, open communication, and a strong sense of belonging. These efforts are grounded in Connecticut legislative requirements and aim to empower, inspire, and engage all members of the learning community for academic and personal potential.

The meeting included BOE updates, such as the upcoming general election and board meetings. Principal updates covered Spirit Week, acknowledgments to room parents, and details about picture retakes and the Veterans Day Concert. General updates included the Coin Wars results, non-profit status, and recognition of volunteers of the month. The treasurer's report reviewed expenditures, account balances, and fundraising progress, including upcoming fundraisers like the Holiday Photo Mini Session and My Holiday Fair. Upcoming events such as the Fall Family Meet Up, Pie and Cookie Dough Distribution, and Gift Making Night were discussed. Volunteer opportunities and questions/comments from attendees were also addressed, covering topics like staff well-being, the My Holiday Fair setup, book fair dates, parent-teacher conferences, and after-school clubs. Ideas for the Special Someone Dance were also discussed.