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East Hartford High School is committed to creating and maintaining a physically, emotionally and intellectually safe educational environment. In order to foster an atmosphere conducive to learning, EHHS has developed a Safe School Climate Plan, consistent with state law and Board of Education policy. Additionally, this plan addresses the five National School Climate Standards that support effective school climate improvement efforts. All learners want and need to be safe, happy, supported, valued, appropriately challenged and engaged in ways that touch our hearts as well as our minds. A sustainable, positive school climate is one that fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society.

The Safe School Climate Plan will focus its efforts in three areas: School Safety, PBIS (Positive Behavioral Interventions and Supports and an Anti-Bullying Program.

  • School Safety:  Includes all programs and practices related to maintaining a physically and emotionally safe environment. This includes, but is not limited to the security team, lock down procedures, fire drills, critical incident procedures, 911 protocols, emergency response, school attendance intervention plans, student arrival and dismissal procedures and hallway focus.
  • Positive Behavioral Interventions and Supports (PBIS): Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. A school wide PBIS program provides an operational framework for achieving these outcomes. More importantly, PBIS is not a curriculum, intervention, or practice, rather a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving these important outcomes for all students. In general, PBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices. PBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention (Tiers I, II, III).
  • Anti-Bullying Program: This program is designed to prevent, identify, and respond to bullying.
    • Prevent: Professional development opportunities on a monthly basis, establishment of a student led Anti-Bullying Task Force, a Physical Education/Health and Developmental Guidance Curriculum, Connections/Advisory activities that raise awareness, support classroom instruction and interventions, and proactive use of School Resource Officers (SRO’s)
    • Identify: School employees, students, parent/guardian may file written reports of mean-spirited behaviors to be submitted to the Safe School Climate Specialist or an administrator. Additionally, professional development workshops focus on training for the identification and reporting of mean-spirited behaviors.
    • Respond: Upon receiving these reports, an administrator will investigate the allegation, which may or may not result in the completion of a parent/student/administrator contract, parent meeting and/or discipline.

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