Clark Lane Middle School, Waterford, CT School Climate Plan 2025-2026
(Updated November 2025 – In compliance with Connecticut Public Act 23-167)
At Clark Lane Middle School, our primary commitment is providing a safe, inclusive, and deeply respectful environment where every student can thrive Our foundation is built on promoting a strong culture of belonging and accountability, in alignment with Connecticut General Statute §10-222d and Waterford Public Schools' Board policies We actively strive to strengthen positive relationships and address concerns before they escalate, using a comprehensive approach centered on three key pillars: consistent prevention, ongoing education, and restorative practices. Our plan reflects our shared commitment to nurturing strong relationships, fostering accountability, and building a school community where everyone feels like they belong
ClarkLane’svisionistoempowereveryLancertobeanactive,thoughtfulmemberofourcommunityby focusingonthreecoreareas:
● Empowering Learning: We commit to making every class, club, and activity engaging, challenging, and relevant, sparking curiosity and helping everystudentleadtheirownlearningjourneyandfindtheir passion.
● Fostering a Culture of Belonging: We work collaboratively—students,staff,andfamilies—toidentify andremoveobstaclestolearning,ensuringourschoolisapositive,supportiveplacewhereeverystudent feels seen, valued, and ready to contribute
● Taking Ownership and Repair: We are dedicated to building strong relationships where respect and empathy come first. Our system encourages students to take responsibility for their actions, understand theimpactoftheirchoices,andactivelyworkto repair any harm donetoothersorthecommunity
OverviewofSchoolClimateData:
AfterexaminingourSpring2025CLMSStudentClimateSurveys,weidentifiedareasofcelebrationaswellasareasof concernthatwillsteerusasweplanourannualclimategoalsandschoolimprovementplan
https://drive google com/drive/u/0/folders/1M1mZ4mR2Tp8hSS wfRwO9cIwrF4ich0t
Celebrations:
Students:98%feelsafeontheirtriptoand fromschooland95%feelsafeoncetheyareat school
Students:92%offeelincludedinactivitiesand 93%statedtheygotalongwithotherstudents
Concerns:
Students:38%reportedthatpeersregularlyusewordsto hurteachother. We will be addressing the following through targeted lessons by grade; Address the boundary between joking and what is going to far- what is OK at home is not necessarily school- appropriate; Lessons on how to tell if other kids are joking around or trying to be hurtful might be good; Discuss how actions and words affect the unintended audience.
Students:27%notedthattheylikeschoolverylittleornotat all We will be addressing the following through the following action steps: We will conduct an in-housesurveytofindout ifwhatstudentsdon’tlikeaboutschoolispreventableornot; usDimnsionsofBelongingasawaytolookatwhichkids
Students:96%saidtheyhadafriendorpeer theycouldreachouttoiftheyneededhelporfor anyotherreason.
enjoy/don’tenjoyschool;exploringreinroducingaweekly mentoringperiodtobettersupportstudnt/faculty relationships
Students:78%feeltheiremotionalhealthisapriorityfor adultsatourschool.We will be addressing through the following action steps: Survey students for a more detailed view of their perspectives on their mental health struggles; further integrate our DESSA data into related services support
Students:89%feelthattheyaresupportedby theadultsintheschool
Faculty&Staff:97%statedthattheyenjoyed beingpartoftheschoolandthattheyfeltlike theybelonged
Students:19%worryaboutstudentsinmyschoolphysically hurtingme.We will be addressing through the following action steps: Administer a surve yto students that ask for more specific information about the types of physical safety they sometimes feel is problematic
Faculty&Staff: 56% perceive that challenging behavior is a consistent problem at school; Address through better communication with faculty and staff regarding our improving disciplinary data
Faculty&Staff:100%statedthatSchool employeesfrequentlyacknowledgestudentsfor theirappropriatebehavior;and100%saidthat theyfeltphysicallysafeattheirschool.
Parents/Guardians:97%reportthattheirchild feelsphysicallysafeatschool;and91%feltthat studentsaretreatedequitablyregardlessof socioeconomicstatus.
Faculty&Staff:67%perceivethatstudentsfeel comfortablereportingchallengingbehaviors Ecnourage reporting through public relations campaign (internaal and through CL Connects)
Parents/Guardians:42%feelthatinappropriateuseof technology(eg cellphone,iPad,computer,etc)isa probleminvolvingstudentsinmystudent’sschool. Better communications with parents about this issue is clearly warranted - this can happen through CL Connects
Parents/Guardians:96%feltwelcomedat ClarkLaneand95%feltacceptedatourschool.
Parents/Guardians:83%Adultsatmystudent’sschool addressmisbehaviorfairly,regardlessoftheirbackgroundor individuality Although a strong, favorable response, this can be addressed through better communications with parents about this concern - this can happen through CL Connects
CLMSPrioritiesandGoals:
Elevating Social Intelligence (Inclusion & Respect):
● Priority:Movebeyondjust"reducinghurtfullanguage"toactivelyteachingandpracticingsocial intelligence.Helpstudentsunderstandtheimpactoftheirwords,managepeerpressure,andconsistently buildanenvironmentwhereeveryidentityisvaluedandprotectedfromexclusion.
Building Emotional Resilience and Regulation:
● Priority:Addresstheincreaseinemotionalintensityduringadolescencebyintegratingpractical, accessiblecopingstrategiesandself-regulationskillsdirectlyintodailyroutines,ensuringstudentshave thetoolstonavigatestressandmanageintensefeelingsproductively.
Celebrating Positive Peer Leadership and Impact:
● Priority:Continuetoprominentlyhighlightandcelebratestudentswhomodelempathy,demonstrate initiative,andactivelycontributetoapositiveculture,positioningthemasinfluentialleadersamong theirpeers.
Strengthening Our Community Through Ownership and Repair:
● Priority:Connectconflictresolutiontoindividual,moraldevelopment.Embedrestorativepracticesasa regularmethodforresolvingconflicts,guidingstudentstounderstandtheactualharmdone,accept responsibility,andactivelyparticipateinfindingsolutionsthatrepairrelationshipsandrestoretrust withintheJuniorLancercommunity SchoolClimateImprovementPlan-
TheClarkLaneMiddleSchoolClimateCommitteeservesasthefaculty/staff/parentteamguiding,supervising,and assistingwith school-wideclimateinitiatives
CommitteePurpose:(DRAFT)
PuttingOurSchoolClimateActionPlantoWork:
● WewillactivelyleadandmanageourofficialSchoolClimateImprovementPlan,makingsureevery actionwetakeislegallysound,fair,andfocusedoncreatingthebestpossibleenvironmentformiddle schoollearningandgrowth.
HearingandInterpretingStudentInput:
● Wecommittocarefullyreviewingandinterpretingallclimatefeedback,especiallytheresultsfrom thedistrictsurveys.Thisdataiscriticalforustodeeplyunderstandthe lived experience ofeverystudent concerningsafety,belonging,andrespectatClarkLane.
ContinuallyMonitorforProgress:
● Wewillconstantlymonitortheprogressofourspecificactionsteps—thethingswepromisedtodo—to ensuretheyaregenuinelystrengtheningbelonging,inclusion,andsafetyforeveryone.Ifourdata showsthatastrategyisn'tworkingforstudents,wepromisetostop,listen,andimmediatelyadjust ourapproachtofindabettersolution.
Membership
Thecommitteeincludesacross-sectionoftheschoolcommunity,representinganumberofculturalgroupsand experiences:
● JamesSachs-Principal
● KellyWhite- InterimAssistantPrincipal
● StephanieDinatali-DirectorofSchoolCounseling
● ErinHeller–SchoolPsychologist
● MichaelTyskiewicz-LCSW
● AaronRobarge–Teacher,CurriculumLeader,TeacherLeader,WFCTrepresentative
● StephanieHaggerty–Teacher/Parent
● ArthurPeluso–Teacher/Parent
● KimberlyHoffman-Parent
● Students
TheCommitteewillmeeteveryothermonth,withadditionalmeetingsscheduledsubsequenttothereleaseofsurveydata orwhennewapproachesarerequired
OurApproachtoBehaviorandBelonging
AtCLMS,ourstudentbehaviorapproachisaccountability-focusedandrelationship-driven,groundedinrestorative strategiesandpractices.
1 Elevating Social Intelligence (Inclusion & Respect)
2. Building Emotional Resilience and Regulation
3 Celebrating Positive Peer Leadership and Impact
4 Strengthening Our Community Through Ownership and Repair
Restorativestrategiesareusedinallbehaviorsituationsincluding; restorativecircles,reflectiontools,andfacilitated conversations.
SchoolClimateSurvey&DataCycle
Incompliancewith Public Act 23-167,CLMSwilladministeraSchoolClimateSurveyannuallyto:
● Students
● Staff
● Families
Surveydatawillguideimprovementeffortsandhelpthecommitteeidentifystrengthsandneeds
Eachyear’ssurveywindowwillbesharedwiththecommunity,andsummariesoffindingswillbepostedpubliclyonce reviewedbythecommittee.
ReportingandResponseProcedures
Ifyouexperienceorwitnessbullying,harassment,orunsafebehavior,pleasereportitto:
● Anyschooladministratorortrustedstaffmember
● TheSafeSchoolClimateSpecialist(JamesSachsorKellyWhite)
● Schooltipline-SpeakupforSafety speakup@mywaterfordschoolsorg
Callor Text:860909-4004
Reportsareinvestigatedpromptlyandconfidentially Supportisprovidedforthoseimpacted,andinterventionsfocusonbothsafetyandaccountability
RespondingtoChallengingBehavior
InalignmentwithCTRegulation5025,anystudent,parent,orstaffmembermayreportchallengingbehaviororbullying usingtheReg.5025ChallengingBehaviorReportingForm.pdf
ReportsmaybesubmittedanonymouslyordirectlytotheSchoolClimateSpecialists.
Reportsareacknowledgedwithinthree(3)schooldaysandinvestigatedusingthedistrict'sReg.5025Investigation Form.pdfFollowingreview,theschoolprovidesaReg.5025ResponseProcess.pdfoutliningactionstakentoaddressthe concern
Possibleresponsesincluderestorativeconversations,increasedsupervision,counseling,mediation,threatassessment,or safetyplanning.AllinvestigationsarehandledconfidentiallyandinaccordancewithFERPAguidelines.
OurAnnualImprovementCycle
CLMSwilluseacontinuousimprovementmodeltosustainprogress: Step
Plan Identifyactionstepsandfocusareas andalignwithdistrictgoals Committeereviewssurveydata CLMSSurveys2025-JMSCopy
Survey Implementation Gatherfeedbackfromstudents,staff, families Annualclimatesurveywindow(Dates TBD)
AnalyzeData Reviewandinterpretresults Datareflectionprotocols
Adjustand MakeChanges Implementnewstrategiesand trainings/Adjustmentstothenext year’sActionstepsandfocusarea
SeeSchoolClimateImprovementPlan actionstepdocument
Communicate Sharefindingsandnextsteps Websiteupdate,schoolmessengeremails fromthePrincipal