(a)For the school year commencing July 1, 2025, and each school year thereafter, the school climate specialist, as described in section 10-222ee, for each school, in collaboration with the school climate coordinator, as described in section 10-222dd, shall develop, and update as necessary, a school climate improvement plan. Such plan shall be based on the results of the school climate survey, administered pursuant to section 10-222gg, any recommendations from the school climate committee, as described in section 10-222ff, the protocols and supports, described in subsection (b) of this section and any other data the school climate specialist and school climate coordinator deemed relevant. Such plan may incorporate the model school climate improvement plan developed by the social and emotio
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(a) For the school year commencing July 1, 2025, and each school year thereafter, the school climate specialist, as described in section 10-222ee, for each school, in collaboration with the school climate coordinator, as described in section 10-222dd, shall develop, and update as necessary, a school climate improvement plan. Such plan shall be based on the results of the school climate survey, administered pursuant to section 10-222gg, any recommendations from the school climate committee, as described in section 10-222ff, the protocols and supports, described in subsection (b) of this section and any other data the school climate specialist and school climate coordinator deemed relevant. Such plan may incorporate the model school climate improvement plan developed by the social and emotional learning and school climate advisory collaborative, established pursuant to section 10-222q. The school climate specialist shall submit such plan 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 challenging behavior. (b) A school climate improvement plan developed pursuant to subsection (a) of this section shall align with the Connecticut school climate standards, developed pursuant to section 10-222bb , and include protocols and supports to enhance classroom safety and address challenging behavior. At a minimum, such protocols and supports shall specify: (1) The contact information of an administrator designated by the school climate specialist, as described in section 10-222ee , to be notified by school employees of any incidents of challenging behavior that results in student discipline or removal from the classroom, and the contact information of any other administrator or school employee to be notified of such incidents in the absence of the designated administrator; (2) The process by which the designated administrator will assess the facts, severity and intentionality of an incident of challenging behavior; (3) Each designated location to which a student may be sent pursuant to section 10-233b when a student is temporarily removed from a classroom and the supports such student may receive at such location, including, but not limited to, intervention from a school employee trained to provide such intervention, therapeutic resources, available mental health supports, instructional materials and technology or other resources to address the temporary needs of such student; (4) Ways to address challenging behavior, enhance resiliency, increase the use of de-escalation strategies and improve social and emotional skills, which may include, but is not limited to, the use of training, therapeutic mental health supports, restorative practices or trauma-informed instructional strategies; (5) The safeguards established to ensure that any supports, services or interventions provided under this subsection to any student who receives special education or accommodation for a disability comply with the provisions of sections 10-76d and 10-236b , the requirements of Section 504 of the Rehabilitation Act of 1973, as amended from time to time, the Individuals with Disabilities Education Act, 20 USC 1400 et seq., as amended from time to time, and such student's individualized education program or plan pursuant to Section 504 of the Rehabilitation Act of 1973; (6) Tiered responses, based on level of impact or frequency of occurrence, to incidents of challenging behavior that (A) require temporarily clearing a classroom or removing a majority of students to reduce likelihood of injury, (B) indicate credible intention to cause bodily harm to self or others, or (C) result in an injury that requires medical attention beyond basic first aid, or less severe injuries caused by the same person on more than one occasion, verified by the school nurse or other medical professional. Such tiered responses shall include, but need not be limited to, the following: (i) For a single such incident, the school principal shall notify the parents or guardians of each student involved in such incident in a manner that complies with the requirements of the Family Educational Rights and Privacy Act, 20 USC 1232g, as amended from time to time; (ii) For a subsequent such incident, the school principal shall invite the parents or guardians of each student involved in such incident to a meeting, either in person at the school or virtually, to discuss the specific supports or interventions that are applicable to such student, including, but not limited to, restorative practices; (iii) For multiple subsequent such incidents or a single such incident that causes severe harm, the school principal shall provide notice to the parents or guardians of each student involved in such incident of other resources for supports and interventions, including, but not limited to, the 2-1-1 Infoline program, services or programs available through the Behavioral Health Partnership, established pursuant to section 17a-22h or other resources for professional services, support or crisis intervention. (7) A requirement for the superintendent of schools to submit, at least annually, to the local or regional board of education a report concerning the number of incidents, as described in subdivision (6) of this subsection, that occurred during the prior year, the grade level of each student involved in such incidents and the supports, services or interventions provided in response to such incidents to address the needs of students and school employees. Such report shall be produced in a manner that does not result in the disclosure of data identifiable to individual students in accordance with the Family Educational Rights and Privacy Act, 20 USC 1232g, as amended from time to time, and the Department of Education's data suppression guidelines; (8) A prohibition on the discrimination or retaliation against any person who reports or assists in the investigation of an incident of challenging behavior, as described in subdivision (6) of this subsection; (9) For incidents of challenging behavior, as described in subdivision (6) of this subsection, (A) a requirement for a meeting between an administrator and the school employee who witnesses such incident, not later than two days after the date such incident occurred, to determine the supports and interventions required to address the needs of students and school employees, provided the supports and interventions for any student who receives special education shall be determined by the planning and placement team for such student and notice of such incident shall be submitted to the planning and placement team not later than two days after the date such incident occurred, and (B) a process by which a teacher may request a behavior intervention meeting pursuant to section 10-236c .