School Climate Committee

Macdonough School: Safe School Climate Plan

School Climate Specialist: Damian Reardon, Principal, Macdonough School

The Safe School Climate Specialist will be responsible for:

  • Investigating or supervising the investigation of reported acts of bullying
  • Serving as the primary school official responsible for preventing, identifying and responding to reports of bullying in the school.
  • Chairing the Safe School Climate Committee

School Climate Committee

The School Climate Committee is charged with reviewing investigations; discussing general school climate, culture, trends/patterns, and improvements surrounding bullying prevention.

The committee will:

  • receive copies of completed bullying investigation reports*
  • identify and address bullying patterns*
  • review and amend school bullying policies
  • review the district plan and make recommendations to the district coordinator based on issues at the school
  • educate students, parents, and others about bullying
  • collaborate with the district coordinator to collect data on bullying
  • perform other related duties as the principal determines

*Parent members of the committee do not participate in the first two activities or any other committee activities that may compromise student confidentiality.

School Climate Committee Membership

Administrator: Damian Reardon
FRC Coordinator: Amanda Talbot
Family Liaison: Regina Cardona
School Nurse: Janet Parmelee
School Psych: Ashley Zagorski
School Social Worker: Elizabeth Waszkiewiscz


Reports of Bullying and Related Investigative Actions

1. Students may report anonymously acts of bullying to school employees; students and their parents or guardians are notified annually, at the beginning of the school year, of the process through which to make such reports.

2. Parents or guardians of students may file written reports of suspected bullying.

3. School employees who witness acts of bullying or receive reports of bullying are to orally notify the Safe School Climate Specialist within one day of witnessing or receiving a report of bullying and will file a written report no later than two school days after making the oral report.

4. The Safe School Climate Specialist will investigate or supervise the investigation of all reports of bullying and ensure that the investigation is completed promptly upon receipt the written report, and ensure that parents or guardians of the student alleged to have committed an act or acts of bullying and the parents or guardians of the student against whom such alleged act or acts were directed received prompt notice that such investigation has commenced.

5. We will notify parents or guardians of students who commit any verified acts of bullying and will notify the parents or guardians of students against whom acts of bullying are directed no later than forty-eight hours after completion of an investigation.

6. We will invite parents or guardians of students who commit any verified acts of bullying and will invite the parents or guardians of students against whom acts of bullying to separate meetings to communicate measures being taken by the school to ensure the safety of the student who experienced the act of bullying and to explain policies and procedures in place and to prevent further acts of bullying.

7. We will invite the parents or guardians of a student who commits any verified act of bullying to a meeting, separate and distinct from the meeting to discuss specific interventions undertaken by the school to prevent further acts of bullying;

8. The principal or designee will notify the appropriate local law enforcement agency when we believe that an act of bullying constitutes a criminal offense.

9. We will prohibit discrimination and retaliation against any individual who reports or assists in the investigation of an act of bullying.

10. We will establish and maintain procedures to document and maintain records related to reports and investigations of bullying.

11. We will maintain a list of the number of verified acts of bullying and make the list available for public inspection. The list will be reported annually to the CSDE.

Prevention and Intervention Strategies

1. We will develop a student safety support plan for students who experience acts of bullying to address safety measures the school will take to protect the student against further acts of bullying. 

2. A case-by-case set of interventions that may include both counseling and discipline will be developed for addressing repeated incidents of bullying against a single student or recurrently bullying incidents by the same individual.

Communication and Information Dissemination

  1. At the beginning of each school year, students and their parents/guardians will be notified about how to make reports of bullying. 
  2. The school plan will be posted annually on the school website.

Behavioral Expectations and Supports

SRBI provides the organizational framework for instructional and curricular decisions and practices based on students’ needs. The three tier model represents a continuum of support that is part of the general education system. Increasing intensity and/or individualization across multiple tiers ensures responsive instruction in both academic and behavioral realms.


The school will continue to develop, implement and assess school climate, social development and behavioral expectations based on the core principles of Positive Behavioral Supports and Interventions (PBIS) and the Scientific Research-Based Interventions Process (SRBI):

• All students can exhibit appropriate social behaviors.

• Schools need to set and maintain environmental conditions that enable students to exhibit positive behaviors.

• Interventions must be offered early to ensure proactive rather than react responses to behavior and to ensure that problematic behaviors do not escalate.

• Students require differentiated intervention through a tiered set of conditions.

• Research-based approaches and strategies should be applied to the extent available.

• Student progress should be monitored through data collection and analysis and should inform ongoing use of interventions.

• Assessment of school and student data should be examined collectively to determine the effectiveness of the process.

Universal Level (Tier 1) Programmatic Expectations

The school will continue to support the use and refinement of existing prevention and intervention strategies to address bullying and other behavioral issues. A proactive approach to intervention will be used. Classrooms are expected to have key components in place that will be revised through annual self-assessments:

• Rules and routines for classroom and non-classroom settings are established and taught through explicit lesson instruction.

• Common practices in lesson instruction and generalization are fostered.

• Reward systems to acknowledge appropriate behaviors are developed and implemented.

• The physical environment is arranged to promote safety and well-being.

• Common language of expectations is developed, shared and used for effective communication. All students and adults have knowledge of this shared language

• Proactive behavior management techniques are favored and applied.

• Consistent application of positive and negative reinforcement is ensured.

Secondary and Tertiary Interventions (Tiers 2 & 3)

Through the Scientific Research-Based Interventions Process (SRBI), our school will develop student safety support plans for students who experience acts of bullying to address safety measures the school will take to protect the student against further acts of bullying.

Case specific interventions for students who commit acts of bullying may include both counseling and discipline.

Specific, evidence or research-based proactive behavioral strategies will be taught explicitly to promote appropriate behaviors in classroom and non-classroom settings across the school setting.

Scientific Research-Based Interventions Process (SRBI)

The school’s SRBI process supports the following core values:

• All school staff understand the philosophy and underlying principles of SRBI contributing to the development of school-wide learning communities and a continuum of support that utilizes flexible teaming and partnerships to address all levels of concerns in an immediate manner.

• The school climate is conducive to teaching and learning. School-family-community partnerships are present and positive; parents understand and support the school’s mission and are given the opportunity to play an important role in helping the school achieve that mission. There is a climate of high expectations for all students to attain mastery of essential skills and content. Staff believe that, collectively, they have the capability to help all students achieve mastery.

• Student progress is measured frequently. A variety of assessment procedures are used. The results of the assessments are used to inform practice and improve individual student performance. There is evidence of data-based decision-making with an emphasis on the analysis of data to ensure the focus area in need of improvement is clearly defined and the accuracy of the intervention.

Data Driven Decision Making

• Determine tools and cut-off points that indicate a student’s need for additional support or investigation of needs.

• Continue to investigate technology supports to store and analyze data.

• Provide professional development for data teams and in relation to the SRBI process.

• Use student assessment data to help prioritize decisions about professional development.

• Analyze discipline specific baseline data collected annually to determine ongoing data needs.


Integration of technology supports collaboration, communication and transparency in the development, implementation and assessment of safe school climate conditions.