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caing a Posiiv laning envionmn 15

Cain a Posiiv lanin envionmn

ma acors coribu o iroi su achi. O ioraacor is h lari iro, or as i is sois call, h schoolclia. A school’s clia rfcs h shar ias—assuios, alus,blis—a racics ha is culur a saars or xc

bhaior.

24

Tr is oui ic ha a osii school clia icrass suachi.25 A school clia ha coribus o lari ocuss o s-sial coos, iclui sa a sro rlaioshis bte ach-i a lari.26

A osii school clia as ha sus, sa, a isiors all elsa. Tras o hir hsical a oioal sa (.., bulli) ca aka ra oll o sus, lai so o b arul o ai school27 aulial iaci su lari.28 Bulli os o ol iac hchilr i schools. growi ic iicas ha a siica ubr o

achrs ar ra isrscull, hra, a hsicall assaul- b sus r ar, urhr riorai h school clia.29

A school clia ha buils a culur o uual rus a rsc, asaricias, a suors a rlaioshi bte achi a larica iro chilhoo halh a acaic rorac.30 Esuri ha aschool’s lari iro is ssii o is culurall a liuisicall irs su bo rsuls i sror cocios bte ach sua achr.

T aio bca ocus o school sa i h wak o xr acs o rao a wll-ubliciz school iolc ha cao a shoul o boro. Such xr acs arac h os aio; howr, h orqu a rasi issus iol hsical a oioal acs owarsus a, icrasil, acs o isrsc a iolc owar achrs.T ks o rrsi his roubli r ar rio a arl ir-io. disrscul acios la o iolc. Lawakrs us sur haa iol bhaior, whhr aais a su, a achr, or ao ls ih school, is swil arss a os o sw ur h ru. Ior-i such bhaior ss h wro sial o sus a sa ha iolcis olra, which i ur uris h orall lari iro ia school. Rsarch shows ha iroi h school clia las o br

acaic rorac.31 Lawakrs us roo sar school cliaolicis a wih h br lari coiios.

enhanc Ani-buyin toos

Tr is o qusio ha bulli is a chall aci all schools. Rsarchiicas ha awhr o 30 rc32 o or 60 rc33 o school-a chilr ror bi subjc o so or o bulli or harassa school. moror, b h i h raua o hih school, arl allsus will ha be xos a so oi o bulli a school,34 s-ciall i il schools a urba aras.35

T ic is clar —bulli ail acs lari a urish abili o sus o rach hir ull oial. 36 vicis o bulliar a rar risk o skii school or si h school a i ar,37 ulial iaci hir abili o lar.38 As h lislaur rcoiz las ar, ors o arss low achi i school us iclu ai-bulliolicis.

I a aioal sur, achrs a school sa rcoiz h icras i-

cic o bulli a school, a or 50 rc ror ha i is a sriousrobl.39 T shoul kow sic a icrasi ubr o sus sekuiac abou bulli o hir achrs.40 y, a sa brs elisa a ill-qui o hl u o iaqua raii. naioall,ol abou hal o achrs a ucaioal suor rsol ha rciraii i bulli rio a irio.41 I aricular, achrs cicbrbulli, sxi, a harass bas o sxual oriaio as hosaras i which h e scializ raii.42

T lislaur rcoiz his wh i ass corhsi bulli acbrbulli lislaio i 2011. T 2011 lislaio also rquir school

isrics o il school clia las. Boh ar coabl builiblocks owar a or corhsi school-wi ai-bulli or haca roo br lari iros.43 Sill, hr is or ha ca bo. Lawakrs shoul work o iro h wa laws ar il or a arss bulli.

CALL TO ACTION

Conductschoolclimatesurveys.Recently,NorthCarolinaimplemented

a statewide teacher survey to identify schools where disrespect, aggres-

sion, and intimidation negatively impact the learning environment. This

survey strategy helps to identify poor learning environments, particularly



16 caing a Posiiv laning envionmn

those with a diminished culture of respect and trust that can, and often

have,ledtobullyingandviolence.Lawmakersshouldbuilduponthe

schoolclimatelegislationenactedin2011(asrecommendedintheprevi-

oussection)toprovideatooltoschoolleaderstoeffectivelyprevent

aggressive or violent school climates.

Monitor implementation of bullying laws. The legislature passed com-

prehensive bullying and cyberbullying legislation in 2011. This serves as

a strong building block toward a more comprehensive school-wide anti-

bullying effort that can promote better learning environments throughout

schools.Lawmakersshouldremainfocusedonwaystoimplementlaws

to prevent and address bullying.

Addss h touin and gowin tnd of Vionc

aains tachs

naioal saisics show ha a roubli ris i h icic o iolcaais achrs has rach urc lls.44 duri h 2007-08school ar, 7 rc o achrs iica ha h ha be hra wih ijur or hsicall aack b a su o hir school. 45 Ohrrors ha ou h rca o b hihr.46 I Cocicu, io-lc aais school sa is occurri wih rar quc. I 2009-10, hr wr 836 ror icis o hsical alrcaios, hi, orbar irc aais cri school sa. I 2010-11, h ubr rw o 1,021.47 I aiio, hr wr 507 rors o hsical arssio aaisohr, o-cri sa, iclui subsiu achrs uri ha saschool ar.48 I is iora o o ha hs aa rfc ol roricis o iolc aais achrs. Uorual, a ucaors oo ror a hsical assaul aais h or ar o rribuio. As a rsul,schools a olic ar l wih urliabl aa, a hus ar uabl o assssa arss h ru sco o h robl i hir coui.

Alhouh Cocicu law rquirs ricials o l a co o a achr’sassaul ror wih h local olic,49 i is coo or ha ror o ob orwar o h local olic auhori, i irc iolaio o sa law.Ta sau os o ha a orc chais, a hus i is oior b aiisraors, lai achrs wihou a ral rcours. mor-or, sa law scicall rohibis school aiisraors o irri wih h rih o a achr or a school loe o l a colai wihh olic i cass o hras o hsical iolc a i cass o hsicalassauls b a su aais such achr or loe. 50 y, si hisrocio, a achrs rai aai o l a ror wih hir rici-

al, l alo ircl wih h local olic. As a rsul, sa laws shoul

b srh o roi a r i cass whr a ricial s hisor hr sauor assaul-rori rsosibili. Tis will la o accrual o or accura aa a h rio o uur assauls sic iiairio ollowi a assaul ca ruc h liklihoo o urhr iolicis.51

Fiall, hr ar lo-r cosqucs o his iolc aais schoolsa or sus who ar ulial ac b a hosil lari iro-

. achrs who el usa i hir schools o ci o la hrossio, a suis show ha achr ariio has a ai c osus’ a a achi.52 A assaul aais a achr carsul i los was or h ici, workrs’ cosaio clais, liia-io coss, a los isrucioal i.53 Lawakrs us ac o arss hrowi r o iolc aais achrs.

CALL TO ACTION

Strengthenpenaltiesforprincipalswho—althoughrequiredbylawto

report assaults on teachers to the police—fail to do so.

Provideteacherswiththesamelegalprotectionsgiventonurses,social

workers, and bus drivers who are assaulted in the line of duty.



caing a Posiiv laning envionmn 17

buid Son raionships wn tachin and lanin

I a i o scal cosrai, i is irai ha Cocicu is i u-caioal iro srais wih a ro rcor o succss. Tos haha ro os succssul ha o coo h: T iol achrsa ohr school rsol i h os criical cisios aci sulari.

For cas, xral ror rous a sl-irs or-ro coaisa iiiuals ha ri o ios cha o ousi. T rsul is alloo ricabl—aish, ou-o-ouch rors ail o ak a ral or lasiirc. As rsarch has show, ci coiual school irois abou ioli hos who ar ask o il h cha—ach-rs, aiisraors, ars, a coui brs who suor ublicschools.54 I shor, h hallark o a succssul ror sra is ha iis o with achrs a aiisraors, o to h.55 Ar all, h arh xrs i achi a lari. Forual, Cocicu has alra bu ili succssul ror srais ha o jus his.

CAlI

I 2007, h gral Assbl sablish h Cocicu Accouabili or Lari Iiiai (CALI) o arss h achi a. CALI is acii 18 urba a urba-ri school isrics, rrsi arl a hir o allCocicu sus.56 CALI is a aa-ri ol o coiuous iro- ha i auiors ha ri o b hihl ci.57

K coos o h issio a isio o CALI iclu sro lar-shi a all lls, wih a ss o urc or cha; ari o huaa scal rsourcs, i h or o ra ui, cosulai suor, araii ooruiis; rossioal lari a lo ooruiis

ira io h classroo; su-cr iro las bas oxral, isric-wi, a school-ll asssss; a iraio o aaas o br ar curriculu a hih-quali isrucio a h isric,school, a isrucioal a lls.

T rsuls o CALI ar clar. A sawi ss o suor has lo,caabl o cil ari rsourcs a il suor whr h are os. A h sa i, h ol has abl school ror airo o b ra o h rou u, a rocss uch orsusaiabl a rlicabl ha ail o-ow rors. mos ioral,oui ic shows ha CALI has icras su a,

iro achi, a hac lari.

CALL TO ACTION

ExpandtheConnecticutAccountabilityforLearningInitiative(CALI)

which has successfully boosted student achievement by strengthening

teachers’ skills in world-class, research-based, data-driven instruction

and quality interventions.

Increase research into culturally and linguistically diverse student popu-

lationsandembedthebestpracticesinprogramssuchasCALI.

CommPACt Schoos

T CopAC Schools ol was sablish lislail i 2007. I isa rs-o-is-ki whol-school ror rora ha is aki a irci a urba schools i Cocicu. T CopAC Schools ol— which bois a shar coi b k school arrs, icluicoui brs, ars, aiisraors, chilr, a achrs—ar-rs wih h UCo na School o Eucaio o lik rsarch-bas solu-ios ircl o schools a classroos. Wh hs arrs ar ai h achi a lari rocss, h rsuli shar uros has beshow o iro su lari.58 All CopAC Schools ha -

osra ais i su achi i a las o ara sic biihir a i h CopAC rocss.59 I also is iora o oh accolishs blow.

• Anupwardtrendinstandardizedtestscoresisidentifedwithraaic rowh i sral schools, aricularl Baru School iBrior a Wssi mil School i Warbur, boh o whichouscor ohr schools i hir isrics.

• ImpressiveimprovementatWestsideMiddleSchoolinWaterburya Bassick Hih School i Brior has la h o “Sa-

Harbor” saus.• Notableincreasesinparentalandcommuniinvolvementinclude

hihr aac a school eis a s, iro raso olueri, or a i school aciiis, a rarariciaio o seri coies.

• ImprovedschoollearningclimatesduetoimplementingPositiveBe-haioral Irios a Suors (pBIS) ha rsul i rucsussios a iro su lari.




CALL TO ACTION

Invest in “innovation school” transformation models, such as the

CommPACTschoolmodel,thatareimplementedwithinthepublic

school system and are scalable in other neighborhood schools, particu-

larly those identified as in need of improvement.

Coaoaion

Our schools us coiuall iro o aa o h r-chai eso oa’s colx coo a worl. T saks ha r be hihr.Ta is wh wh h ucaors a o school a orula or succss, ishoul b shar wih ucaors i ohr schools across h sa. I ac,Cocicu a a charr schools wr iiiall isio o osra shar bs racics o roo ioaio i school ror. Uor-ual, his collaboraio o ias has o achi is ru oial.Cocicu shoul look o is ow collaborai ol il b hSa Eucaio Rsourc Cr as a bluri or loi a clari-hous o bs racics o roo school ror a su rowh alo.

CALL TO ACTION

Establishstrategies,aclearinghouse,oraresourcecentertoshowcase

and disseminate best practices developed by any of Connecticut’s

publicschools,whethertheyarecharter,CommPACT,vocational-

agriculture, vocational-technical, or magnet schools.

HE HALLmARKOF AnySUCCESSFULSCHOOLREFORm IS HA I IS dOnEWIH EdUCAORS,

nO O HEm.


cea 3 creating

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