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Connecticut School Climate Policy
This Connecticut School Climate Policy was developed by the Connecticut
Association of Boards of Education (CABE) with technical and substantive
guidance from the Commission on Women, Children, Seniors, Equity &
Opportunity (CWCSEO) and other members of the statewide Social Emotional
Learning and School Climate Collaborative. 1
The policy was developed to provide districts guidance on recent revisions to
Connecticut’s school climate law, Public Act 23-167. In accordance with Public
Act 23-167, An Act Concerning Transparency in Education, for the school years
commencing July 1, 2023, and July 1, 2024, each local and regional board of
education may adopt and implement the Connecticut School Climate Policy, in
lieu of implementing the provisions of sections 10-222d, 10-222g to 10-222i,
inclusive, 10-222k and 10-222p of the general statutes.
For the school year commencing July 1, 2025, and each school year thereafter,
each local and regional board of education shall adopt and implement the
Connecticut School Climate Policy.
This policy does not modify or eliminate any rights or obligations under state and
federal laws, including any constitutional and civil rights protections or any other
applicable policies and procedures or collective bargaining agreements.
December 2023
1
Chapter 170 – Boards of Education (ct.gov)
P5131.911(a)
A mandated policy.
Students
Connecticut School Climate Policy
Policy Statement
All schools must support and promote teaching and learning environments where all students
thrive academically and socially, have a strong and meaningful voice, and are prepared for
lifelong success.
Implementation of the following set of guiding principles and systemic strategies will promote a
positive school climate, which is essential to achieving these goals.
This policy sets forth the framework for an effective and informed school climate improvement
process, which includes a continuous cycle of (i) planning and preparation, (ii) evaluation, (iii)
action planning, and (iv) implementation, and serves to actualize the Connecticut School Climate
Standards, as detailed herein.
The Board recognizes that improving school climate is contextual. Each school needs to consider
its history, strengths, needs, and goals. Furthermore, this policy will support and promote the
development of restorative action plans that will create and sustain safe and equitable learning
environments.
The ___________________ District Board of Education adopts this policy.
Definitions
1. “School climate” means the quality and character of the school life, with a particular
focus on the quality of the relationships within the school community, and which is based
on patterns of people's experiences of school life and that reflects the norms, goals,
values, interpersonal relationships, teaching, learning, leadership practices and
organizational structures within the school community.
2. “Positive Sustained School Climate” is the foundation for learning and positive youth
development and includes:
a. Norms, values, and expectations that support people feeling socially, emotionally,
culturally, racially, intellectually, and physically safe.
b. People who treat one another with dignity and are engaged, respected and solve
problems restoratively.
c. A school community that works collaboratively together to develop, live, and
contribute to a shared school vision.
d. Adults who model and nurture attitudes that emphasize the benefits and satisfaction
gained from learning; and
e. A school community that contributes to the operations of the school and the care of
the physical environment.
P5131.911(b)
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Connecticut School Climate Policy
Definitions (continued)
3. “Social and emotional learning” means the process through which children and adults
achieve emotional intelligence through the competencies of self-awareness, self-
management, social awareness, relationship skills and responsible decision-making.
4. “Emotional intelligence” means the ability to (A) perceive, recognize, and understand
emotions in oneself or others, (B) use emotions to facilitate cognitive activities,
including, but not limited to, reasoning, problem solving and interpersonal
communication, (C) understand and identify emotions, and (D) manage emotions in
oneself and others.
5. “Bullying” means unwanted and aggressive behavior among children in grades
kindergarten to twelve, inclusive, that involves a real or perceived power imbalance.
6. “School environment” means a school-sponsored or school-related activity, function or
program, whether on or off school grounds, including at a school bus stop or on a school
bus or other vehicle owned, leased or used by a local or regional board of education, and
may include other activities, functions or programs that occur outside of a school-
sponsored or school-related activity, function or program if bullying at or during such
other activities, functions or programs negatively impacts the school environment.
7. “Cyberbullying” means any act of bullying through the use of the Internet, interactive
and digital technologies, cellular mobile telephone or other mobile electronic devices or
any other electronic communication.
8. “Teen dating violence” means any act of physical, emotional or sexual abuse, including
stalking, harassing and threatening, that occurs between two students who are currently in
or who have recently been in a dating relationship.
9. “Mobile electronic device” means any hand-held or other portable electronic equipment
capable of providing data communication between two or more individuals, including,
but not limited to, a text messaging device, a paging device, a personal digital assistant, a
laptop computer, equipment that is capable of playing a video game or a digital video
disk or equipment on which digital images are taken or transmitted.
10. “Electronic communication” means any transfer of signs, signals, writing, images,
sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio,
electromagnetic, photoelectronic or photo-optical system.
P5131.911(c)
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Connecticut School Climate Policy
Definitions (continued)
11. “School climate improvement plan” means a building-specific plan developed by the
school climate committee, in collaboration with the school climate specialist, using
school climate survey data and any other relevant information, through a process that
engages all members of the school community and involves such members in a series of
overlapping systemic improvements, school-wide instructional practices and relational
practices that prevent, identify and respond to challenging behavior, including, but not
limited to alleged bullying and harassment in the school environment.
12. “Restorative practices” means evidence and research-based system-level practices that
focus on (A) building high-quality, constructive relationships among the school
community, (B) holding each student accountable for any challenging behavior, and (C)
ensuring each such student has a role in repairing relationships and reintegrating into the
school community.
13. “School climate survey” means a research-based, validated and developmentally
appropriate survey administered to students, school employees and families of students,
in the predominant languages of the members of the school community, that measures
and identifies school climate needs and tracks progress through a school climate
improvement plan.
14. “Connecticut school climate policy” means the school climate policy developed,
updated and approved by an association in the state that represents boards of education
and adopted by the Social and Emotional Learning and School Climate Advisory
Collaborative, established pursuant to section 10-222q of the general statutes, as amended
by this act, that provides a framework for an effective and democratically informed
school climate improvement process that serves to implement Connecticut school climate
standards, and includes a continuous cycle of (A) planning and preparation, (B)
evaluation, (C) action planning, and (D) implementation.
15. “School employee” means (A) a teacher, substitute teacher, administrator, school
superintendent, school counselor, school psychologist, social worker, school nurse,
physician, paraeducator or coach employed by a local or regional board of education, or
(B) any other individual who, in the performance of his or her duties, has regular contact
with students and who provides services to or on behalf of students enrolled in a public
school, pursuant to a contract with a local or regional board of education.
16. “School community” means any individuals, groups, businesses, public institutions and
nonprofit organizations that are invested in the welfare and vitality of a public school
system and the community in which it is located, including, but not limited to, students
and their families, members of the local or regional board of education, volunteers at a
school and school employees.
P5131.911(d)
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Connecticut School Climate Policy
Definitions (continued)
17. “Challenging behavior” means behavior that negatively impacts school climate or
interferes, or is at risk of interfering, with the learning or safety of a student or the safety
of a school employee.
18. “Evidence Based Practices” in education refers to instructional and school-wide
improvement practices that systematic empirical research has provided evidence of
statistically significant effectiveness.
19. “Effective School Climate Improvement” is a restorative process that engages all
stakeholders in the following six essential practices:
A. Promoting decision-making that is collaborative and actively involves all
stakeholders (e.g., school personnel, students, families, community members) with
varied and meaningful roles and perspectives where all voices are heard;
B. Utilizing psychometrically sound quantitative (e.g., school climate survey, discipline
data) and qualitative (e.g., interviews, focus groups) data to drive action planning,
preventive and intervention practices and implementation strategies that continuously
improve all dimensions of school climate, including regularly collecting data to
evaluate progress and inform the improvement process;
C. Tailoring improvement goals to the unique needs of the students, educators, and
broader school community. These goals shall be integrated into overall school
improvement efforts thereby leveraging school strengths to address evidence-based
areas of need, while sustaining the improvement process over time;
D. Fostering adult learning in teams and/or professional learning communities to build
capacity building among school personnel and develop common staff skills to educate
the whole child;
E. Basing curriculum, instruction, student supports, and interventions on scientific
research and grounding in cognitive, social-emotional, and psychological theories of
youth development. Interventions include strength-based programs and practices that
together represent a comprehensive continuum of approaches to promote healthy
student development and positive learning environments as well as address individual
student barriers to learning and adult barriers to teaching; and
F. Strengthening policies and procedures related to:
a. climate and restorative informed teaching and learning environments;
b. infrastructure to facilitate data collection, analysis, and effective planning;
c. implementation of school climate improvement plans with the goal of becoming
restorative;
d. evaluation of the school climate improvement process; and
e. sustainability of school climate and restorative improvement efforts.
P5131.911(e)
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Connecticut School Climate Policy (continued)
School Climate Coordinator Roles and Responsibilities
For the school year commencing July 1, 2025, and each school year thereafter, the
superintendent of schools for each school district, or an administrator appointed by the
superintendent, shall serve as the school climate coordinator for the school district.
The school climate coordinator shall be responsible for:
1. providing district-level leadership and support for the implementation of the school
climate improvement plan for each school;
2. collaborating with the school climate specialist, for each school to (A) develop a
continuum of strategies to prevent, identify and respond to challenging behavior,
including, but not limited to, alleged bullying and harassment in the school environment,
and (B) communicate such strategies to the school community, including, but not limited
to, through publication in the district student handbook;
3. collecting and maintaining data regarding school climate improvement, including, but not
limited to, school discipline records, school climate assessments, attendance rates, social
and emotional learning assessments, academic growth data, types and numbers of alleged
and verified bullying complaints submitted by members of the school community, types
and numbers of challenging behaviors addressed using the restorative practices response
policy, and data concerning the implementation and outcome of restorative practices; and
4. meeting with the school climate specialist for each school at least twice during the school
year to (A) identify strategies to improve school climate, including, but not limited to, by
responding to challenging behavior and implementing evidence and research-based
interventions, such as restorative practices, (B) propose recommendations for revisions to
the school climate improvement plan, and (C) assist with the completion of the school
climate survey.
School Climate Specialist
For the school year commencing July 1, 2025, and each school year thereafter, the principal of
each school, or a school employee who holds professional certification pursuant to section 10-
145 of the general statutes, is trained in school climate improvement or restorative practices and
is designated as the school climate specialist by the school principal, shall serve as the school
climate specialist for the school.
The school climate specialist shall be responsible for:
1. leading in the prevention, identification, and response to challenging behavior, including,
but not limited to, reports of alleged bullying and harassment;
P5131.911(f)
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Connecticut School Climate Policy
School Climate Specialist (continued)
2. implementing evidence and research-based interventions, including, but not limited to,
restorative practices;
3. scheduling meetings for and leading the school climate committee; and
4. leading the implementation of the school climate improvement plan.
School Climate Committee
For the school year commencing July 1, 2025, and each school year thereafter, each school
climate specialist shall appoint members to the school climate committee who are diverse,
including members who are racially, culturally, and linguistically representative of various roles
in the school community.
The school climate committee shall consist of:
1. the school climate specialist;
2. a teacher selected by the exclusive bargaining representative for certified employees
chosen pursuant to section 10-153b of the general statutes;
3. a demographically representative group of students enrolled at the school, as
developmentally appropriate;
4. families of students enrolled at the school; and
5. at least two members of the school community, as determined by the school climate
specialist.
Membership of the school climate committee shall be annually reviewed and approved by the
school climate specialist, in coordination with the school climate coordinator.
The school climate committee shall be responsible for:
1. assisting in the development, annual scheduling, and administration of the school climate
survey, and reviewing of the school climate survey data.
2. using the school climate survey data to identify strengths and challenges to improve
school climate, and to create or propose revisions to the school climate improvement
plan.
P5131.911(g)
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Connecticut School Climate Policy
School Climate Committee (continued)
3. assisting in the implementation of the school climate improvement plan and
recommending any improvements or revisions to the plan.
4. advising on strategies to improve school climate and implementing evidence and
research-based interventions, including, but not limited to, restorative practices, in the
school community.
5. annually providing notice of the uniform challenging behavior and/or bullying complaint
form, or similar complaint form used by the school, to the school community.
School Climate Survey
For the school year commencing July 1, 2025, and biennially thereafter, the school climate
committee, for each school, shall administer a school climate survey to students, school
employees and families of students, provided the parent or guardian of each student shall receive
prior written notice of the content and administration of such school climate survey and shall
have a reasonable opportunity to opt such student out of such school climate survey.
School Climate Improvement Plan
For the school year commencing July 1, 2025, and each school year thereafter, the school climate
specialist, for each school, in collaboration with the school climate coordinator, shall develop,
and update as necessary, a school climate improvement plan. Such plan shall be based on the
results of the school climate survey, any recommendations from the school climate committee,
including the protocols, supports, and any other data the school climate specialist and school
climate coordinator deem relevant. Such plan shall be submitted to the school climate
coordinator for review and approval on or before December thirty-first of each school year.
Upon approval of such plan, a written or electronic copy of such plan shall be made available to
members of the school community and such plan shall be used in the prevention of, identification
of and response to all challenging behavior.
Additionally, districts may place the school climate improvement plans into their district and
school improvement plans.
Training
For the school year commencing July 1, 2024, and each school year thereafter, each local and
regional Board of Education shall provide resources and training to school employees regarding:
1. social and emotional learning;
2. school climate and culture and evidence and research-based interventions; and
3. restorative practices.
P5131.911(h)
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Connecticut School Climate Policy
Training (continued)
Such resources and training may be made available at each school under the jurisdiction of such
board and include technical assistance in the implementation of a school climate improvement
plan. Any school employee may participate in any such training offered by the board under this
section. The school climate coordinator, shall select, and approve, the individuals or
organizations that will provide such training.
Funding
The school district shall in its discretion allocate sufficient funding to satisfy the requirements of
this policy for all schools in the district. Such funding shall be distributed accordingly, with
Superintendent approval, for assessments and professional development, as well as for school
community outreach, training, and technical assistance.
Accountability
The Board shall adopt and allocate adequate resources to support the Connecticut School
Climate Policy and adhere to state regulations set forth in Public Act 23-167.
Connecticut School Climate Standards
1. The school district community2 has a shared vision and plan for promoting and sustaining
a positive school climate 3 that focuses on prevention, identification, and response to all
challenging behavior 4.
2. The school district community adopts policies that promote:
a. a sound school environment that develops and sustains academic, social, emotional,
ethical, civic, and intellectual skills; and
b. a restorative school environment focused on overcoming barriers to teaching and
learning by building and supporting meaningful school-wide relationships, and
intentionally re-engaging any disengaged students, educators, and families of students
in the school community.
2
School Community means any individuals, groups or businesses, public institutions and nonprofit organizations invested in the
welfare and vitality of a public school system and the community in which it is located, including, but not limited to, students and
their families, members of the local or regional board of education, volunteers at a school and school employees.
3 School climate means the quality and character of the school life, with a particular focus on the quality of relationships within
the school community, and which is based on patterns of people’s experiences of school life, and that reflects the norms, goals,
values and interpersonal relationships, teaching, learning, leadership practices and organizational structures within the school
community.
4 Challenging behavior means behavior that negatively impacts school climate or interferes, or is at risk of interfering, with the
learning or safety of a student or the safety of a school employee.
P5131.911(i)
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Connecticut School Climate Policy
Connecticut School Climate Standards (continued)
3. The school community’s practices are identified, prioritized, and supported to:
a. promote learning and the positive academic, social, emotional, ethical, and civic
development of students;
b. enhance engagement in teaching, learning, and school-wide activities;
c. address barriers to teaching and learning; and
d. develop and sustain a restorative infrastructure that builds capacity, accountability,
and sustainability.
4. The school community creates a school environment 5 where everyone is safe, welcomed,
supported, and included in all school-based activities.
5. The school community creates a restorative system that cultivates a sense of belonging
through norms and activities that promote social and civic responsibility, and a dedication
to cultural responsiveness, diversity, equity, and inclusion.
Policy adopted:
cps 11/23
5
School environment means a school-sponsored or school-related activity, function or program, whether on or off school
grounds, including at a school bus stop or on a school bus or other vehicle owned, leased or used by a local or regional board of
education, and may include other activities, functions or programs if bullying at or during such other activities, functions, or
programs negatively impacts the school environment.
Sample policies are distributed for demonstration purposes only. Unless so noted, contents do not necessarily reflect official policies of the
Connecticut Association of Boards of Education, Inc.
5131.911
Form 1
Challenging Behavior Reporting Form
This form is not required by law or policy but serves as a model challenging behavior reporting form that local and
regional boards of education may adapt and adopt.
Instructions
This form is for students, parents or guardians of students enrolled in the school, and school employees to
report any alleged challenging behavioral incidents. Challenging behavior is behavior that negatively impacts school
climate or interferes, or is at risk with interfering, with the learning or safety of a student or the safety of a school
employee. This form should also be used to report alleged bullying incidents, meaning: unwanted and aggressive
behavior among children in grades kindergarten to twelve, inclusive, that involves a real or perceived power
imbalance.
Complete this form electronically, or in writing, or go to your school climate specialist (principal, vice principal, or
other certified administrator) who will assist you with completing this form. All completed reports require a
response from the school climate specialist, and every student, parent or guardian, and school employee who
completed this form will receive a copy of the “Response Process(es) Notification Form” describing the action
steps taken, within three (3) school business days after an assessment has been completed.
The school climate specialist will assess the facts of a challenging behavior incident and complete the "Response
Process(es) Notification Form” (located on page 5 of this document). A confirmation of receipt of the “challenging
behavior reporting form” will be provided to the individual who completed this form within three (3) school
business days, and the behavioral assessment will be finalized within a reasonable amount of time.
If this is an emergency, and you feel that you or someone else is in imminent danger, please call 911, or your
municipal police department.
Name: First __________________________ Last _______________________ or check here ☐ for any student
who would like to submit anonymously.
I am a: ☐ Student, ☐ Parent and/or Guardian or ☐ School Employee
Email:
Phone Number:
Contact me by: ☐ Phone ☐ Email
Was this previously reported to any school employee prior to this report? If yes, identify to whom, when, and what
was reported?
Where did the incident occur?
Check any boxes that apply.
On school property On a school bus
At a school-sponsored activity or off school On the way to/from school
property Outside of school
Electronic communication, internet, and Other
social media
Approximate date of incident (if known):
This form does not modify or eliminate any rights or obligations under state and federal laws, including, any constitutional and
civil rights protections, or any applicable policies and procedures or collective bargaining agreements. All students' private and
personal information will remain confidential throughout this process, subject to any wavier rights or disclosure responsibilities
as permitted or required by law.
Please note: when a student exhibits challenging behavior, our priority is to ensure the safety of the students and the school, and
to work with the student(s) to prevent the recurrence of such behavior, including making amends for any challenging behaviors
that occurred. Federal law protects the privacy of each student. Therefore, you cannot be provided with any specific information
concerning the student alleged to have engaged in the challenging behavior.
5131.911
Form 1
(continued)
Please describe what happened?
Of the following statement(s) check any that may describe or include what happened:
Teasing, name-calling, intimidating, or Making intimidating, and/or threatening
threatening, in person or through electronic gestures or remarks
communication Getting another person to do any of the
Spreading rumors or gossip behaviors listed above
Hitting, kicking, shoving, spitting, hair Unwanted contact of a sexual nature (verbal,
pulling, or throwing something or other acts non-verbal, physical)
of physical aggression
Do you believe that the reported instance(s) of challenging behavior was in reference to a student’s perceived or
actual age, ancestry, color, learning disability, marital status, intellectual disability, national origin, physical
disability, mental disability, race, religious creed, sex, gender identity or expression, sexual orientation, and status as
a veteran? If so, why?
If known, provide the name(s) of any witness(es) of the alleged incident:
Date form submitted:
*For school climate specialist use only:
Date received by school climate specialist:
Signature of receipt by school climate specialist:
This form does not modify or eliminate any rights or obligations under state and federal laws, including, any constitutional and
civil rights protections, or any applicable policies and procedures or collective bargaining agreements. All students' private and
personal information will remain confidential throughout this process, subject to any wavier rights or disclosure responsibilities
as permitted or required by law.
Please note: when a student exhibits challenging behavior, our priority is to ensure the safety of the students and the school, and
to work with the student(s) to prevent the recurrence of such behavior, including making amends for any challenging behaviors
that occurred. Federal law protects the privacy of each student. Therefore, you cannot be provided with any specific information
concerning the student alleged to have engaged in the challenging behavior.
5131.911
Form 2
Investigation Form
The purpose of this form is to provide a streamlined process to assess reported instances of challenging behavior.
This form is to be completed by the school climate specialist within a reasonable amount of time. Pursuant to the
Federal Education Confidentiality Law (FERPA), students, parents or guardians, and school employees that
completed the challenging behavior reporting form cannot receive a copy of this “Investigation Form” but will be
provided with a copy of the “Response Process(es) Notification Form” after an assessment is completed.
Date “Challenging Behavior Reporting Form” received:
Today’s Date:
Name of school climate specialist who received the report:
Were these events already reported to any school employee? If yes, please identify to whom, when, and what was
reported
Name of school community member who is reporting the incident: (student, parent or guardian, school or district
employee, bystander, anonymous):
Name of student or students who were allegedly subjected to the challenging behavior:
Name of person or persons who allegedly engaged in the challenging behavior:
Where did the alleged incident occur?
Date and time alleged incident occurred: (if known):
Description of the alleged incident:
What investigative processes occurred? Answer all of the following questions below. A single incident may require
an assessment into multiple areas. Please check all that apply.
Was this investigated as bullying? YES ☐ NO ☐ Was this a verified act of physical violence?
YES ☐ or NO ☐
Was this a verified act of bullying? YES ☐NO ☐
Was this investigated as a protected class violation/
Was this investigated as cyberbullying? YES ☐ NO ☐
harassment? YES ☐ NO ☐
Was this a verified act of cyberbullying? YES ☐NO ☐ Was this a verified protected class violation/harassment?
Was this investigated as teen dating violence? YES ☐ NO ☐ YES ☐ NO ☐
Was this verified teen dating violence? YES ☐ or NO ☐ Was this investigated as a Title IX violation? YES ☐ NO
Was this investigated as an assault? YES ☐ NO ☐ ☐
Was this a verified assault? YES ☐ or NO ☐ Was this a verified Title IX violation? YES ☐ or NO ☐
Was this investigated as an act of physical violence? Was this a verified act of challenging behavior not listed
YES ☐ NO ☐ above? YES ☐ NO ☐
This form does not modify or eliminate any rights or obligations under state and federal laws, including, any constitutional and
civil rights protections, or any applicable policies and procedures or collective bargaining agreements. All students' private and
personal information will remain confidential throughout this process, subject to any wavier rights or disclosure responsibilities
as permitted or required by law.
Please note: when a student exhibits challenging behavior, our priority is to ensure the safety of the students and the school, and
to work with the student(s) to prevent the recurrence of such behavior, including making amends for any challenging behaviors
that occurred. Federal law protects the privacy of each student. Therefore, you cannot be provided with any specific information
concerning the student alleged to have engaged in the challenging behavior.
5131.911
Form 2
(continued)
What was the response by the school climate specialist? (E.g., utilization of restorative practices, school-based threat
assessment, safety plan, student support services) Additionally, provide the date of each response.
If applicable, please provide any additional notes, observations, or actions taken as a result of this incident:
Signature or E-signature of responding school climate specialist:
Printed name:
Date of response:
This form does not modify or eliminate any rights or obligations under state and federal laws, including, any constitutional and
civil rights protections, or any applicable policies and procedures or collective bargaining agreements. All students' private and
personal information will remain confidential throughout this process, subject to any wavier rights or disclosure responsibilities
as permitted or required by law.
Please note: when a student exhibits challenging behavior, our priority is to ensure the safety of the students and the school, and
to work with the student(s) to prevent the recurrence of such behavior, including making amends for any challenging behaviors
that occurred. Federal law protects the privacy of each student. Therefore, you cannot be provided with any specific information
concerning the student alleged to have engaged in the challenging behavior.
5131.911
Form 3
Response Process(es) Notification Form
The purpose of this form is to provide a template for transparency and accountability to a person(s) that submit(s) a
report of challenging behavior.
The school climate specialist will complete and submit this form within three (3) school business days after an
assessment has been finalized and submit it to the student(s), parent(s), or guardian(s), and/or school employee(s)
who completed the “Challenging Behavior Reporting Form”.
Describe the steps taken to address and prevent future instance(s) of challenging behavior(s). Responses may
include:
• utilization of restorative practices;
• the completion of a school-based threat assessment;
• safety plan for student(s) involved in the instance of alleged challenging behavior;
• student support services;
Signature or E-signature of school climate specialist:
Printed name:
Date completed:
Definitions and Clarifying Terms
Restorative Practices: Evidence and research-based system-level practices that focus on (A) building high-quality,
constructive relationships among the school community, (B) holding each student accountable for any challenging
behavior, and (C) ensuring each such student has a role in repairing relationships and reintegrating into the school
community.
School Based Threat Assessment: An evidence-based systematic evaluation process used to prevent violence, help
troubled students, and avoid over-reactions to challenging behavior.
This form does not modify or eliminate any rights or obligations under state and federal laws, including, any constitutional and
civil rights protections, or any applicable policies and procedures or collective bargaining agreements. All students' private and
personal information will remain confidential throughout this process, subject to any wavier rights or disclosure responsibilities
as permitted or required by law.
Please note: when a student exhibits challenging behavior, our priority is to ensure the safety of the students and the school, and
to work with the student(s) to prevent the recurrence of such behavior, including making amends for any challenging behaviors
that occurred. Federal law protects the privacy of each student. Therefore, you cannot be provided with any specific information
concerning the student alleged to have engaged in the challenging behavior.