Waterford Elementary School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Waterford Elementary Schools are dedicated to fostering a safe, inclusive, and respectful learning environment for every student. In alignment with Connecticut General Statute §10-222d and Waterford Public Schools’ Board policies, we promote a culture of belonging, respect, and accountability Through consistent prevention measures, education, and restorative practices, our schools work proactively to build strong relationships and address concerns before they escalate
This plan reflects our shared commitment to nurturing strong relationships, fostering accountability, and building a school community where everyone feels like they belong at each individual Waterford Elementary School.
Vision
Waterford Elementary Schools strive to cultivate a learning community where every student is engaged, supported, and empowered. We are committed to promoting active participation in teaching, learning, and school life; removing barriers to learning through collaboration and care; and sustaining a restorative, relationship-centered approach that fosters responsibility, empathy, and meaningful repair when harm occurs
Priority Goals
● Amplify student voice to strengthen belonging, engagement, and shared ownership in the school community.
● Foster a culture of kindness and inclusion by reducing hurtful language and promoting respectful communication and problem resolution skills.
● Embed emotional wellness and mindfulness practices into daily routines to support students’ overall well-being.
● Expand recognition systems that celebrate positive behavior, effort, and leadership.
● Cultivate a restorative school community where conflicts are resolved through empathy, reflection, and growth.
School Climate Improvement Plan -
School Climate Improvement Plan 2025-2026 (To be revised each year by the School Climate Committee)
School Climate Committee
Each Elementary School School Climate Committee serves as the leadership team guiding, monitoring, and supporting all school-wide climate initiatives.
Waterford Elementary School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Committee Purpose:
The School Climate Committee at each elementary school works to ensure that all school practices align with the WPS Vision of the Graduate and support a positive, inclusive learning environment. The committee guides the implementation of the School Climate Improvement Plan in accordance with Connecticut law, reviews and interprets climate data from district surveys, discusses and crafts solutions and action steps to foster improvement in areas of concern and monitors progress toward action steps designed to strengthen belonging, inclusion, and safety. When needed, the committee recommends adjustments to enhance the effectiveness of school climate initiatives.
Membership
The committee includes a cross-section of the school community that is racially, culturally, and linguistically diverse:
Billie Shea
Joe Macrino Chris Discordia
Julie Dignazio Kerri Edwards Michele Hynes
Amy Keating
Isabella Podeszwa Sue Green
Brittany Valentine Aja Filardi Lindsey Grgurich
Jessica Shoff
Mallory Hannaford Kristina Kenyon
Susan Tonucci Mattie Tamosaitis Rachael Genung
Christine Donovan Whitney Logan
The Committee will meet twice yearly, with additional meetings scheduled following the release of survey data or when new improvement steps are needed.
Our Approach to Behavior and Belonging
At WPS elementary schools, our student behavior approach is accountability-focused and relationship-driven, grounded in restorative strategies and practices.
1 Relationships first
Members Great Neck Oswegatchie Quaker Hill
Waterford Elementary School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
2. Repairing harm rather than assigning blame.
3. Re-entry and reintegration after conflict.
4. Consistency, fairness, and transparency.
5. Collaborative problem-solving with students and families.
Restorative strategies are used in all behavior situations, including restorative circles, reflection tools, and facilitated conversations.
School Climate Survey & Data Cycle
In compliance with Public Act 23-167, WPS will administer a School Climate Survey annually to:
● Students
● Staff
● Families
Survey data will guide improvement efforts and help the committee identify strengths and needs Each year’s survey window will be shared with the community, and summaries of findings will be posted publicly in aggregate ensuring no identifiable information about one particular school or situation once reviewed by the committee.
Reporting and Response Procedures
If you experience or witness challenging behavior, harassment, or unsafe behavior, please report it to:
● Any school administrator or trusted staff member
● The Safe School Climate Specialist (GN- Billie Shea/OSW- Joe Macrino/ QH- Chris Discordia)
● School tip line - Speak up for Safety. speakup@my.waterfordschools.org Call or Text: 860 909-4004
Reports are investigated promptly and confidentially. Support is provided for those impacted, and interventions focus on both safety and accountability
Responding to Challenging Behavior
In alignment with CT Regulation 5025, any student, parent, or staff member may report challenging behavior using the Reg 5025 Challenging Behavior Reporting Form pdf
Reports may be submitted anonymously or directly to the School Climate Specialists
Waterford Elementary School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Reports are acknowledged within three (3) school days and investigated. Following review, the school provides a response outlining actions taken to address the concern.
Reg. 5025 Investigation Form.pdf
Reg. 5025 Response Process.pdf
Possible responses include restorative conversations, increased supervision, counseling, mediation, threat assessment, or safety planning. All investigations are handled confidentially and in accordance with FERPA guidelines
Our Annual Improvement Cycle
Waterford Public Schools will use a continuous improvement model to sustain progress:
Plan
Identify action steps and focus areas and align with district goals Committee reviews survey data
Survey Implementation Gather feedback from students, staff, families Annual climate survey window
Analyze Data Review and interpret results
Adjust and Make Changes Implement new strategies and trainings / Adjustments to the next year’s Action steps and focus area
Communicate Share findings and next steps
Celebrate Success
Communicate successes and celebrate what is going well in order to maintain/gain momentum
Data reflection protocols
See School Climate Improvement Plan action step document
Website update, school messenger emails from the Principal
Waterford Elementary School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Formal Compliance
Waterford Elementary Schools fulfill the requirements of Connecticut Public Act 23-167 and align with:
● Connecticut School Climate Standards
● WPS Policy 5025 – Connecticut School Climate Policy
● WPS Regulation 5025 – Connecticut School Climate Implementation
● C G S 10-222d (Safe School Climate Mandates)
Key Legal Components
● Annual administration of school climate surveys to students, staff, and families
● Formation of a School Climate Committee representing multiple stakeholder groups
● Development and implementation of a School Climate Improvement Plan
● Monitoring of restorative and preventive practices
● Established process for reporting, investigating, and responding to challenging behavior
School Climate Specialists
Bille Shea, Great Neck Principal, bshea@waterfordschools org
Joe Macrino, Oswegatchie Principal, jmacrino@waterfordschools org
Chris Discordia, Quaker Hill Principal, cdiscordia@waterfordschools.org
Contact
Great Neck Elementary School
165 Great Neck Rd | Waterford, CT 06385 (860) 442-2593
www waterfordschools org/gn
Oswegatchie Elementary School 470 Boston Post Rd | Waterford, CT 06385 (860) 442-4331
www waterfordschools org/osw
Waterford Elementary School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Quaker Hill Elementary School
285 Bloomingdale Rd | Quaker Hill, CT 06375 (860) 442-1095
www.waterfordschools.org/qh
GN - Action Steps - 2025-2026 (To be revised each year by the School Climate Committee)
● Amplify student voice to strengthen belonging, engagement, and shared ownership in the school community.
● Foster a culture of kindness and inclusion by reducing hurtful language and promoting respectful communication.
● Embed emotional wellness and mindfulness practices into daily routines to support students’ overall well-being.
● Expand recognition systems that celebrate positive behavior, effort, and leadership.
● Cultivate a restorative school community where conflicts are resolved through empathy, reflection, and growth.
#1: Relationships, Belonging and Student Voice
● CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will Identified Strategies to Realize Improvement Teachers Will Identified Strategies to Realize Improvement Students Will Measurement and Documentation Options for Determining Improvement
Student Mentoring
-Continue to support the practice of student mentoring to build relationships and connections for all students
-Funding for whole school events and initiatives (i.e., PJ Day, Laps of Love)
ML Focus Groups
-Facilitate and schedule monthly ML Focus Team Meetings
-Transfer ownership of ML Focus Team Leadership to building
-Incorporate daily SEL lessons using circles for a myriad of purposes — academic, celebrations, restorative, connection
-Participate, learn and lead SEL activities
-Communicate key SEL messages via the morning news
- Surveys will show favorable faculty, staff and student engagement and satisfaction
-High engagement in school wide activities
Timeline Evidence of Progress
-Participate
-Use student ILPs to develop personalized plans for students that focus on oral language development
- Work with ML teacher and consultants
-Adhere to and support a push-in model for delivery of instruction
-Implementation of language plans to highlight student progress throughout the course of the school year
-Greater sense of belonging from ML students and
-2025-26 school year
-Continued positive feedback from participants.
-2025-26 school year
-Student ILPs
-Focus Team Meetings
-Improved performance and
administrator and TESOL teacher.
-Collect student work and collaborate with colleagues to determine best supports for students
Use communication tools such as Talking Points and Language Line to effectively communicate with families
integration into the school community participants
-Sharing of outcomes with all faculty with a focus on building capacity of all teachers of ML learners
sense of belonging for all ML students
-Academic Growth on the LAS Links
Creation of School Climate Committee
-Meets twice yearly to review data and plan proactive supports.
- Support and lead this committee
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
-Creation of committee, plan and cycle of review
-December 2025
-Completion and publication of plan
#2: Equity, Inclusion and Cultural Competence
CT Climate Standards 2 and 4
Standard 2: Shared School Policies /Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement Leaders Will Identified Strategies to Realize Improvement Teachers Will Identified Strategies to Realize Improvement Students Will Measurement and Documentation Options for Determining Improvement
School Climate Leadership Team and Equity Committee
Focus on belonging & school engagement for all students.
The committee meets 3 times per year and reports out to district committee.
Timeline
Evidence of Progress
25-26 School Year
Restorative Practice Training
-Participate in training and support the trainer’s model for related service staff, focusing on the 5 core restorative strategies
-Participate in restorative Practices training at faculty meetings, department and extend PLCs
-November 4th Training on the use of Academic and Appreciation Circles
-Participate in restorative opportunities with staff and students
-Culture of restoration and repair instead of punishment and consequences.
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
-2025-26 school year
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
Shift staff meeting dynamic by using circles as a model
Kindness & Belonging Displays
-Create a schedule to update displays and assign to different team members
-January 15th - Check in on how Academic and Appreciation Circles were used and provide training on whole group restorative/problem solving circles
-integrate restorative practices into classroom
-Continue to use space outside of the front office, next to the OT/PT room and the back wall of the cafeteria
Participate in SEL lessons focused on kindness and the importance of belonging
-Bi-monthly displays -2025-26 school year Monthly displays created by staff and students
Translation & Family Outreach
-Use of Talking points and Language line with parents/ guardians
-Use of Talking Points and Language line with parents/ guardians -Increase parental involvement in school: PTA, Book Fairs, Holiday Shop, Craft Days, Guest Parent readers in classrooms
-Collaboration with youth and family to deliver additional after school activities and increase community involvement
-Increased parent communication and involvement in school functions and communication with teachers 2025-26 school year -Revamped programing
OSW - Action Steps - 2025-2026 (To be revised each year by the School Climate Committee)
● Increase students’ sense of belonging and engagement through expanded student voice initiatives.
● Reduce hurtful language and promote kindness and inclusion.
● Strengthen emotional health supports and mindfulness in daily routines.
● Enhance recognition systems for positive behavior and leadership.
● Create a community rooted in restorative practices and strategies when resolving conflicts.
#1: Name of the strategy/focus area
Relationships, Belonging and Student Voice
CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will
ML Focus Groups
-Facilitate and schedule the ML focus group meetings 7x during the school year
-Coordinate the cotaught schedule
-Coordinate the work with ML consultants
Identified Strategies to Realize Improvement Teachers Will
-Participate in ML focus groups
-Use student ILPs to develop personalized lessons for students
-Collect student work and collaborate with colleagues to determine best supports for students
Identified Strategies to Realize Improvement Students Will
- Work with ML teacher and consultants
-Participate in co-taught and all classes S
Measurement and Documentation Options for Determining Improvement
-More personalized learning plans for identified ML students
-Greater sense of belonging from ML students and integration into the school community participants
-Sharing of outcomes with all faculty with a focus on building capacity of all teachers of ML learners
-2025-26 school year
-Student ILPs
-Focus Group Meetings
-Improved performance and sense of belonging for all ML students
Creation of School Climate Committee
-Meets twice yearly to review data and plan proactive supports.
- Support and lead this committee
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
-Creation of committee, plan and cycle of review
-December 2025
-Completion and publication of plan
#2: Name of the strategy/focus area
Equity, Inclusion, and Cultural Competence
CT Climate Standards 2 and 4
Standard 2: Shared School Policies /Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement Leaders Will
OSW Equity Committee
Focus on belonging & school engagement for all student.
Identified Strategies to Realize Improvement Teachers Will
Committee meets 4 times per year and reports out to district committee.
Identified Strategies to Realize Improvement Students Will
Measurement and Documentation Options for Determining Improvement
25-26 School Year
Restorative Practice Training
-Participate in training and support the train the trainers model for related service staff, focusing on the 5 core restorative strategies
-Participate in restorative Practices training at faculty meetings, department and extend PLCS
-integrate restorative practices into classroom
-Participate in restorative opportunities with staff and students
-Culture of restoration and repair instead of punishment and consequences.
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
-2025-26 school year
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
Cultural Celebrations calendar of in-school celebrations and presentations
TAP connects with local organizations, community members, OSO and families to schedule celebratory education presentations outside of the classroom.
Translation & Family Outreach
-Use of Talking points and Language line with parents/ guardians
-Reformatting of traditional Back to School night to a Community Event
-Use of Talking points and Language line with parents/ guardians
Students engage in afterschool activities and attend school hours with greater frequency.
Calendar to be established, and presenters booked.
Several per trimester
Establish calendar of in-school celebrations and presentations
-Help increase parental involvement in school -Student tour guides, presentations, community involvement
-Increased parent communication and involvement in school functions and communication with teachers 2025-26 school year
-Revamped programing
#3: Name of the strategy/focus area
Mental Health, SEL, and Wellness Supports
CT Climate Standards 2 and 4-
Standard 2: Shared School Policies /Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement Leaders Will
Staff Wellness Initiatives
-Create appreciation days, positive activities, staff challenges, games and prizes and faculty meetings and PD
-PD around belonging and what that means as a staff member
Identified Strategies to Realize Improvement Teachers Will
Identified Strategies to Realize Improvement Students Will
-Participate in activities -N/A
Measurement and Documentation Options for Determining Improvement Timeline Evidence
-Increased staff morale and attendance at faculty meetings, PD and PLC -2025-26 school year engagement increases
#4: Name of the strategy/focus area
Positive Behavior and Recognition Systems
CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will
Continue tiered intervention approach to support improved behavior.
Identified Strategies to Realize Improvement Teachers Will
Monitor student behavior and communicate with families when behavior does not meet expectations.
Identified Strategies to Realize Improvement Students Will
Students will receive individualized interventions and progress will be monitored over 6-8 weeks until review.
Measurement and Documentation Options for Determining Improvement
Progress will be monitored via SRBI approach and SWIS data.
Success determined by reduction in major incident behavior reports.
Timeline Evidence of Progress
Behavior Team Meetings to include specific goals and follow up meetings to review progress towards goals.
Determine and implement expectations, incentives, and communication routines for students and families.
Students will receive individualized interventions and progress will be monitored over 6-8 weeks until review.
Progress will be monitored via SRBI approach and progress monitoring data.
Success determined by reduction in identified negative behaviors.
Wednesdays at 8am as requested by staff and to follow up 6-8 weeks after initial presentation.
Wednesdays at 8am as requested by staff and to follow up 6-8 weeks after initial presentation.
Establish communication protocols with families for
Carry out communication protocols and collaborate
Students will receive individualized
Routine supportive communication with families
Trimesterly with report
positive and disciplinary reports with building admin for supporting progress interventions and progress will be monitored over 6-8 weeks until review. will maintain positive relationships and increase positive behaviors for previously struggling students. cards and as needed.
QH - Action Steps - 2025-2026 (To be revised each year by the School Climate Committee)
● Increase students’ sense of belonging and engagement
● Reduce hurtful language and promote kindness and inclusion.
● Strengthen emotional health supports
● Enhance recognition systems for positive behavior and leadership.
● Create a community rooted in restorative practices and strategies when resolving conflicts.
#1: Name of the strategy/focus area
Relationships, Belonging and Student Voice
CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will Identified Strategies to Realize Improvement Teachers Will Identified Strategies to Realize Improvement Students Will Measurement and Documentation Options for Determining Improvement
-Funding for whole school events and competitions -Conduct weekly structured sessions focused on connection, SEL, digital citizenship, and reflection.
-Participate in all advisory activities
- Surveys will show favorable faculty, staff and student engagement and satisfaction
-2025-26 school year
-Continued positive feedback from participants.
-High engagement in school wide activities
ML Focus Groups
-Facilitate and schedule the ML focus group meetings 7x during the school year
-Coordinate the cotaught schedule
-Coordinate the work with ML consultants
-Participate in ML focus groups -Use student ILPs to develop personalized lessons for students
-Collect student work and collaborate with
- Work with ML teacher and consultants
-Participate in cotaught and all classes S
-More personalized learning plans for identified ML students
-Greater sense of belonging from ML students and integration into the school community participants
-2025-26 school year
-Student ILPs -Focus Group Meetings
-Improved performance and sense of belonging for all ML students
colleagues to determine best supports for students
-Sharing of outcomes with all faculty with a focus on building capacity of all teachers of ML learners
Creation of School Climate Committee
-Meets twice yearly to review data and plan proactive supports.
- Support and lead this committee
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
Name of the strategy/focus area
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
-Creation of committee, plan and cycle of review -December 2025 -Completion and publication of plan
Focus on belonging & school engagement for all student.
Restorative Practice Training
-Participate in training and support the trainers model for related service staff, focusing on the 5 core restorative strategies
-Participate in restorative Practices training at faculty meetings, department and extend PLCS
-integrate restorative practices into classroom
-Participate in restorative opportunities with staff and students
-Culture of restoration and repair instead of punishment and consequences.
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
- -Monthly displays
-2025-26 school year
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
Diversity & Belonging Displays
-Continue to use space outside of Library Media Center
-2025-26 school year Monthly displays created by students
Translation & Family Outreach
-Use of Talking points and Language line with parents/ guardians
-Reformatting of traditional Back to School night to a Community Event
-Use of Talking points and Language line with parents/ guardians
-Participate in Community Night
-Help increase parental involvement in school -Student tour guides, presentations, community involvement
-Increased parent communication and involvement in school functions and communication with teachers 2025-26 school year -Revamped programing
#3: Name of the strategy/focus area
Mental Health, SEL, and Wellness Supports
CT Climate Standards 2 and 4-
Standard 2: Shared School Policies /Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement Leaders Will Identified Strategies to Realize Improvement Teachers Will
Staff Wellness Initiatives
-Create appreciation days, positive activities, staff challenges, games and prizes and faculty meetings and PD -PD around belonging and what that means as a staff member
Para appreciation lunch ⅗
Identified Strategies to Realize Improvement Students Will Measurement and Documentation Options for Determining Improvement
-Participate in activities -N/A
-Increased staff morale and attendance at faculty meetings, PD and PLC -2025-26 school year engagement increases
Cool Beans Coffee, PTA
Coffee Truck, Secret
Raffle, Wellness Cart,
Wellness Fair, Ed Camp
#4: Name of the strategy/focus area
Positive Behavior and Recognition Systems
CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will Identified Strategies to Realize Improvement Teachers Will
Plan and chair: Character Ed Committee
Character Ed Committee (Safe School Climate Committee/ Safety)
QH Equity Committee
Require teachers to collaborate with a buddy classroom once per month to provide older students with mentor opportunities, and younger students an opportunity to learn from older students.
Review behavioral data & make recommendations Plan Town Meetings (1 per trimester)
Implement - QH Connects program in conjunction with new SEL screener.
Identified Strategies to Realize Improvement Students Will
Measurement and Documentation Options for Determining Improvement
Previous 5th grade leadership opportunities have been voluntary. Students will now be required to participate in a leadership activity offered during the school year.
QH Connects data will show a reduction in students being flagged as needing a connection.
Timeline Evidence of Progress
Behavioral referral data (SWIS)- will show improvements from the 2425 school year- continued emphasis on grade 5.
Monthly Character Ed Committee Meetings
One Town Meeting per Trimester Tiny Humans book club meetings
Principal goes into each grade level to review the YES to Respect
Continue QH Connects program to identify students that need additional connections
Implement QH Connects programming
Participate in the screening and programming
Participate rates and # of students flagged Successful completion of the program