AvonPublic Schools

The Avon Board of Education (the "Board") has adopted the Connecticut School Climate Policy in accordance with Connecticut General Statutes Section 10-222cc. 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.

 

Reporting Acts of Bias, Harassment and Challenging Behavior

 

Avon Public School employees participate in annual training that relates to ensuring a Safe School Climate for all students. These include training on challenging behaviors, bullying, harassment, and mental health risk reduction in schools.

Each school has appointed a Safe School Climate Specialist and a Safe School Climate Committee composed of staff, administration and parents. Should any parents/guardians, or students have a question, concerns, or want to file an official complaint they should first contact any member of our certified staff for assistance.

If the issue is not able to be resolved at that level, the Safe School Climate Specialist (the building Principal) should be notified. 

Click here to report an act bias, harassment, and challenging behavior (including bullying)

Below is a list of the district’s Safe School Climate Specialists:

Reporting Acts of Bias,

Harassment and Challenging Behaviors

The Avon Board of Education and Avon Public Schools are committed to fostering a diverse, equitable, and inclusive environment where all students and staff feel valued and supported. Every member of our school community—regardless of race, religion, color, national origin, ancestry, age, sex, sexual orientation, disability, gender identity or expression, or any other characteristic—has the right to access the opportunities and resources available through our schools.

We recognize that societal bias and discrimination can create barriers to student success. As a district, we work continuously to identify and remove these barriers, strengthen cultural competence, and ensure fair opportunities for all. Guided by our mission and Blueprint for Excellence, we strive to provide an environment that nurtures learning, growth, and respect for every individual.

If you witness disrespect, bullying, harassment, or the denial of opportunities based on a protected characteristic, please report it promptly to your child’s teacher, counselor, or school administrator.

 

Process

While most issues concerning inappropriate student behavior are initially dealt with at the classroom level, concerns about bias, harassment or discrimination should be shared directly with a building administrator. Below are links to reporting forms that can be used to share concerns about behavior related to potential bias, harassment or discrimination.

Challenging Behavior Reporting Form

Non-discrimination Form

Sexual Harassment Form (Title IX)

Section 504 Form 

Once completed, a  report should be shared directly with the school’s safe school climate specialist.  All reports will be reviewed and responded to in accordance with the district’s anti-discrimination and other policies, which clearly prohibit behavior that may constitute bullying, harassment, or discrimination against any individual on the basis of race, sex, disability or other protected characteristics.

Complete copies of relevant policies and the procedures for responding to complaints may be found on on the district’s website using the following links:

5131.911 Connecticut School Climate Policy
5145.4 Nondiscrimination (student)

5145.5  Prohibition of Sex Discrimination and Sexual Harassment

5145 Section 504 ADA

5144 Student Discipline

Frequently Asked Questions

What does the district do to prevent challenging behaviors and bias? 

We take any / all incidents of bias, discrimination, harassment, or bullying behavior. While the district has taken, and will continue to take steps to educate our students regarding appropriate behavior and to prevent incidents of bullying, bias or harassment, we recognize that should they occur, it is our responsibility to use these situations as opportunities for reflection and growth. The district continually reviews strategies for strengthening the school’s climate and culture, including providing professional development for the faculty and staff in order to uphold and maintain the standards of respect and caring we have established. 

 

How long does the process take?

Once an administrator receives a report, parents/students will be contacted to further discuss and better understand the concerns.  Depending on the specific details of the concerns, the administrator will discuss next steps, including whether any further investigation is needed. The administrator can also provide a general timeline for next steps. 

 

What happens when an investigation is needed? 

If further investigation is needed, the school will determine the process that will be followed based on the nature of the concerns.  For example, concerns about racial bias or harassment will generally be investigated following the district’s Non-Discrimination policy.  However, if the behavior might also constitute bullying, the concern may simultaneously be investigated as a potential incident of bullying as well.  

 

What if there is an immediate safety concern? 

The school will take immediate steps as needed to ensure your child’s physical and/or emotional safety, even if the complaint is still being investigated.  Should the nature of the issue demand external law enforcement, the proper authorities would be contacted.

 

What does intent vs impact mean?

Although there are times, especially with young children, when a student says or does something without intent to hurt or harm, we nevertheless respond to the impact of those words or actions when determining an appropriate course of action, consequence, or corrective measure.  In determining appropriate interventions, the district takes into account the totality of the circumstances, including the ages of the students involved, nature of the misconduct, whether behavior is intentional, and/or whether a student has any limitations that might impact their ability to understand the impact of their actions. 

 

What happens at the end of an investigation? 

Once a concern has been thoroughly investigated and the school has a good understanding of what occurred, school administrators will determine how best to respond. Each situation is unique and while the resolution may vary, some typical resolutions include the use of restorative practices, corrective or remedial measures or other consequences such as formal discipline.  Disciplinary decisions are guided by school policy as well as state law.  At the conclusion of the process, however, you will be contacted and made aware of any actions that will impact your child. This may include specific plans, designed in consultation with staff, to support your child moving forward. 

 

Why can’t I know what the consequences were for other students?
State and Federal law requires school staff to maintain confidentiality for almost all student information, including information about disciplinary consequences. School staff cannot reveal personally identifiable student information to others.

What are restorative practices? 

Connecticut Public Act 23-167, “An Act Concerning Transparency in Education.” requires all districts to adopt a restorative practices response policy by July 1, 2025, for addressing nonviolent challenging behavior and student conflict. As a district, we have utilized these restorative practices for several school years as part of our regular practice in responding to these types of behaviors.

 

Restorative practices are defined as approaches that build strong relationships, hold students accountable for their actions, and ensure they have a role in repairing harm and rejoining the school community. The law also makes clear that these situations should be handled by school staff without involving law enforcement, unless the behavior becomes violent or criminal.

 

A Shift in Focus
Traditional discipline often centers on what rule was broken, who broke it, and what punishment is deserved. Restorative practices take a different approach, asking instead:

 

What happened?
Who was affected or harmed?

What needs to be done to repair the harm and make things right?

 

In Simple Terms
Restorative practices are about fixing harm and rebuilding relationships, not just imposing punishment. Students learn from mistakes, take responsibility, and actively make amends. This approach, outlined in our Restorative Practices Response Policy [5144.12], reflects an evidence-based system focused on relationships, accountability, and reintegration into the school community.

 

Are restorative practices a 'soft' approach? Will students just get away with misbehavior? 

Restorative practices are not about excusing or ignoring misbehavior. In fact, they often require more from a student than traditional punishment alone. Students must confront the impact of their actions, listen to those they've harmed, and actively participate in repairing the harm. This process of taking direct responsibility and making amends can be very challenging and is a powerful way to learn. Accountability is a cornerstone of this approach, as emphasized  in our district policies (5144.12); it's just a different, more educational form of accountability. Furthermore, utilizing restorative practices is not mutually exclusive from other forms of discipline; oftentimes, other consequences are utilized simultaneously. 

What about the student who was harmed? Are their needs truly addressed? 

A primary focus of restorative practices is to give a strong voice to the person(s) harmed. The process is designed to help them express how they were affected, what they need to feel safe again, and what they need to see happen to repair the harm. Their healing and sense of justice are central to the restorative process.

 

What is an incident of bias? An incident of bias is any behavior, act, or expression—whether intentional or unintentional—that is motivated by prejudice against someone’s actual or perceived identity or group membership. These incidents may target characteristics such as race, ethnicity, religion, gender, sexual orientation, disability, age, or other personal attributes.Bias incidents may violate existing school policies, including those that prohibit harassment or discrimination, as well as our anti-bullying or student discipline policies. Regardless of whether an incident of bias violates our policies, the district recognizes that such incidents have a negative impact on our school culture and is committed to intervening to address such incidents should they occur.

A few key points:

• Not always illegal: Unlike harassment or discrimination (which are defined in law
  and policy), bias incidents may not violate laws or policies but can still cause harm.

• Range of behaviors: They can include comments, jokes, gestures, slurs, social media posts, graffiti, exclusion, or actions that stereotype, demean, or marginalize
  individuals or groups.
• Impact-focused: What defines a bias incident is often the impact on the person or community targeted, rather than the intent of the person who committed it.

Can a report of an incident be anonymous?
Reports of any concerning behavior may be made anonymously. To the extent possible, APS will strive to honor requests for anonymity; however, this is not always possible. Anonymous reports are more difficult to investigate and respond to, so whenever possible, we encourage concerned community members to speak directly to a staff member with their concerns, knowing that we are always sensitive to the need for confidentiality of victims and reporters in any investigation.

Who can support me in making a report?
You are welcome to have another family member, neighbor, or friend with you when making a report. If you need translation services, the district will provide them for you.