Craneville Elementary School Bullying Prevention and
Intervention Plan
Craneville Elementary
School is committed to providing a safe, positive and productive educational
environment where students can achieve the highest academic standards. No
student shall be subjected to harassment, intimidation, bullying, or
cyber-bullying.
The Craneville Elementary
School Plan is modeled after Department of Elementary and Secondary Education
(Department) Model Bullying Prevention and Intervention Plan required under
M.G.L. c. 71, § 37O. The Craneville
Elementary School Plans format parallels the draft Behavioral Health and Public Schools Framework,
Please note that Craneville
Elementary School chooses to use the following, simplified definition of
bullying with parents and students:
Bullying is unfair and one sided (power imbalance
and going in one direction). It happens when someone keeps hurting,
frightening, threatening, or leaving someone out on purpose. (On purpose does
not necessarily mean intent to bully just intentional actions.)
TABLE OF CONTENTS
I.
LEADERSHIP
..2
II.
TRAINING AND PROFESSIONAL
DEVELOPMENT
..
2
III. ACCESS TO RESOURCES AND SERVICES ..3
IV.
ACADEMIC AND NON-ACADEMIC
ACTIVITIES
.4
V.
POLICIES AND PROCEDURES FOR
REPORTING AND RESPONDING TO BULLYING AND
RETALIATION
.4
VI.
COLLABORATION WITH
FAMILIES
...7
VII.
PROHIBITION AGAINST BULLYING AND
RETALIATION
.7
VIII.
DEFINITIONS
...8
IX.
RELATIONSHIP TO OTHER
LAWS
.8
APPENDIX A: CBRSD
Bullying Prevention and Intervention Incident Reporting Form
APPENDIX B: CBRSD Bullying Incident Investigation Form
APPENDIX C: Craneville Bullying Investigation and
Response Flowchart
APPENDIX D: Craneville Bullying Follow-up Flowchart
APPENDIX E: Sample Safety Plan for Target
APPENDIX F: Sample Conduct Plan for Aggressor
I. LEADERSHIP
Leadership at all levels
plays a critical role in developing and implementing Bullying Prevention and
Intervention Plans in the context of other whole school and community efforts
to promote positive school climate.
Leaders have a primary role in teaching students to be civil to one
another and promoting understanding of and respect for diversity and
difference.
A.
Public involvement in developing
the Plan. As required by M.G.L. c. 71,
§ 37O, The Craneville Plan was developed by teachers, paraprofessionals,
administrators, the
School Adjustment Counselor, the Dean of Students and other support staff.
Additional feedback from community members and consultants was also considered
in the development of this plan.
B.
Assessing
needs and resources.
As part of the planning process, school leaders, with input from
families and staff, assessed the adequacy of current programs; reviewed and
will continue to evaluate current policies and procedures; reviewed and will
continue to assess available data on bullying and behavioral incidents; and
assessed available resources including curricula, training programs, and
behavioral health services.
C.
Planning
and oversight.
Craneville Leaders Responsibilities
1)
The
Principal, Dean of Students, School Adjustment Counselor or Nurse will collect
reports on bullying
2)
The
Principal, Dean of Students, and School Adjustment Counselor will collect and
analyze building- and/or school-wide data on bullying to assess the present
problem and to measure improved outcomes;
3)
The
Principal, Dean of Students and /or Behavioral Subcommittee will create a
process for recording and tracking incident reports, and for accessing
information related to targets and aggressors.
4)
The
Principal and the Superintendents office will plan for the ongoing
professional development that is required by the law.
5)
The
Principal, Dean of Students, Nurse and School Adjustment Counselor will plan
supports that respond to the needs of targets and aggressors.
6)
The
Principal, Dean of Students, School Adjustment Counselor, and /or the
Craneville Bullying Prevention Subcommittee will choose the curricula and the School
Adjustment Counselor and educational staff will implement the curricula that
the school will use.
7)
The
Principal, Dean of Students, School Adjustment Counselor, and /or the
Craneville Bullying Prevention Subcommittee will be responsible for developing
new or revising current protocols under this plan, and designating key staff to
be in charge of implementation of them.
8)
The
Principal is responsible for amending student and staff handbooks and codes of
conduct;
9)
The
Principal, Dean of Students, School Adjustment Counselor, and /or the
Craneville Bullying Prevention Subcommittee are responsible for reviewing and
updating this plan each year, or more frequently.
10) The
Principal, Dean of Students, School Adjustment Counselor, and /or the
Craneville Bullying Prevention Subcommittee are responsible for leading the
parent or family engagement efforts and drafting parent information materials.
D. CRANEVILLE
ELEMENTARY SCHOOL priority statement.
Craneville Elementary School is committed to providing a safe, positive
and productive educational environment where students can achieve the highest
academic standards. No student shall be subjected to harassment, intimidation,
bullying, or cyber-bullying.
II. TRAINING AND PROFESSIONAL DEVELOPMENT
Annual training shall be provided for school employees and
volunteers who have significant contact with students in preventing,
identifying, responding to, and reporting incidents of bullying.
Age-appropriate, evidence-based instruction on bullying prevention shall be
incorporated into the curriculum for all K to 12 students.
A.
Annual staff training. The Principal in coordination with the CBRSD
Central Office will arrange for annual training for all Craneville staff on
this plan which will include staff duties under this plan, an overview of the
steps that the principal or previously identified leaders will follow upon
receipt of a report of bullying or retaliation, and an overview of the bullying
prevention curricula to be offered at all grades throughout the school or
district. Staff members hired after the
start of the school year are required to participate in school-based training
during the school year in which they are hired.
B.
Ongoing professional development. The goal of professional development is to
establish a common understanding of tools necessary for staff to create a
school climate that promotes safety, civil communication, and respect for
differences. Professional development
will build the skills of staff members to prevent, identify, and respond to
bullying. As required by M.G.L. c. 71,
§ 37O, the content of school wide and district wide professional development will be informed by
research and will include information on:
(i) developmentally (or age-) appropriate
strategies to prevent bullying;
(ii) developmentally (or age-) appropriate
strategies for immediate, effective interventions to stop bullying incidents;
(iii) information regarding the complex interaction
and power differential that can take place between and among an aggressor,
target, and witnesses to the bullying;
(iv)
research findings on bullying, including information about specific categories
of students who have been shown to be particularly at risk for bullying in the
school environment;
(v) information on the incidence and nature of
cyberbullying; and
(vi)
Internet safety issues as they relate to cyberbullying.
(vii) Professional development will also address
ways to prevent and respond to bullying or retaliation for students with
disabilities that must be considered when developing students Individualized
Education Programs (IEPs). This will
include a particular focus on the needs of students with autism or students
whose disability affects social skills development.
Additional areas identified by the
school or district for professional development may include:
promoting and modeling the use of respectful language;
fostering an understanding of and respect for diversity and
difference;
building relationships and communicating with families;
constructively managing classroom behaviors;
using positive behavioral intervention strategies;
applying constructive disciplinary practices;
teaching students skills including positive communication,
anger management, and empathy for others;
engaging students in school or classroom planning and
decision-making; and
maintaining a safe and caring classroom for all students.
C.
Written
notice to staff.
The principal will include a copy of this plan each year in the school
handbook that is distributed to staff at the first in-service.
III. ACCESS TO RESOURCES AND SERVICES
A. Identifying
resources.
These are the current tools that are currently used to provide
counseling or other services for targets, aggressors and their families. This
includes current staffing and programs that support the creation of a positive
school environment by focusing on early interventions and intensive
services. Craneville shall continue to
research and identify programs for possible implementation.
Programs
/ Activities
·
Steps to Respect (3-5)
·
Second Step (k-2)
·
Be Cool (k-2)
·
Community Gatherings
·
Recess Buddy Program
·
Physical education focuses on cooperative
teambuilding skills
Staffing /
Collaborative Teams
·
Principal
·
School Adjustment Counselor
·
Dean of Students
·
Nurse
·
Autism Specialist
·
Building Based Team meetings
·
Behavior Team Meetings
B. Counseling and other services.
Craneville currently provides counseling and supportive services for students
through the availability of a School Adjustment Counselor. It is the role of
the school counselor to help students with their personal, social and academic
concerns. The school counselor meets with students individually, in small
groups and also offers classroom instruction on social skills, bullying
prevention and on other pertinent topics. The school counselor also works with
teachers, administration and parents to help all students be successful in
school. The services provided by the school counselor are a regular education
service and a child does not have to be on an educational plan to access these
services.
C. Students with disabilities. As required by M.G.L. c. 71B, § 3, as
amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the
student has a disability that affects social skills development or the student
may participate in or is vulnerable to bullying, harassment, or teasing because
of his/her disability, the Team will consider what should be included in the
IEP to develop the student's skills and proficiencies to avoid and respond to
bullying, harassment, or teasing.
D. Referral to outside services. Craneville is
responsive to the underlying emotional needs of targets, aggressors, families
and others affected by bullying and harassment. If parents
express an interest, to a staff member, in gathering information regarding or
in obtaining outside counseling services, the staff member who received that
information will refer that individual to the school adjustment counselor. A
parent may also contact the School Adjustment Counselor directly. School
administrators may also refer identified students to the School Adjustment
Counselor to provide in school support and to assess the need for services
outside of school. The counselor will communicate any recommendations about
referrals to agencies outside of school to the parent or guardian. Referrals
may be considered to private therapists, the Brien Center for Mental Health and
Substance Abuse Services, local advocacy organizations, after school
programming, etc.
IV. ACADEMIC AND
NON-ACADEMIC ACTIVITIES
A. Specific bullying prevention approaches. Craneville Elementary School currently uses
Steps to Respect (3-5), Second Step (k-2) and Be Cool (identified k-2
classrooms as needed) programs that emphasize the following approaches:
using scripts and role plays to develop skills;
empowering students to take action by knowing what to do
when they witness other students engaged in acts of bullying or retaliation,
including seeking adult assistance;
helping students understand the dynamics of bullying and
cyberbullying, including the underlying power imbalance;
emphasizing cybersafety, including safe and appropriate use
of electronic communication technologies;
enhancing students skills for engaging in healthy
relationships and respectful communications; and
engaging students in a safe, supportive school environment
that is respectful of diversity and difference.
Initiatives will also teach students about
the student-related sections of the Bullying Prevention and Intervention Plan.
This plan will be reviewed with
students annually.
B. General teaching approaches that support
bullying prevention efforts: The
following approaches are integral to establishing a safe and supportive school
environment. These underscore the
importance of our bullying intervention and prevention initiatives at Craneville
Elementary School:
setting clear expectations for students and establishing
school and classroom routines;
creating safe school and classroom environments for all
students, including for students with disabilities, lesbian, gay, bisexual,
transgender students, and homeless students;
using appropriate and positive responses and reinforcement,
even when students require discipline;
using positive behavioral supports;
encouraging adults to develop positive relationships with
students;
modeling, teaching, and rewarding pro-social, healthy, and
respectful behaviors;
using positive approaches to behavioral health, including
collaborative problem-solving, conflict resolution training, teamwork, and
positive behavioral supports that aid in social and emotional development;
using the Internet safely; and
supporting students interest and participation in
non-academic and extracurricular activities, particularly in their areas of
strength.
V. POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO
BULLYING AND RETALIATION
A.
Reporting
bullying or retaliation.
Reports of bullying or retaliation may be made by staff, students,
parents or guardians, or concerned others, and may be oral or written. Oral reports made by or to a staff member
shall be recorded in writing. Staff
members are required to report immediately to the Principal or Dean of Students
any instance of bullying or retaliation the staff member becomes aware of or
witnesses. Reports made by students,
parents or guardians, or other individuals who are not school or district staff
members, may be made anonymously; no formal disciplinary action will be taken
solely on the basis of an anonymous report.
The Bullying Incident Reporting Form will be distributed to all staff
via the staff handbook; will be available in the schools main office, the
counseling office, the Dean of Students office and the school nurse's office;
will be included in the family and student handbook; and will be available
through the Craneville
/ CBRSD
websites. Forms may be dropped off in
person or mailed. Reports can also be made by phone or email to any staff
member. The use of an Incident Reporting Form is not required as a
condition of making a report. However,
a report will be generated from the information given. All prior communication
will be attached to that report.
At
the beginning of each school year, the school will provide the school
community, including administrators, staff, students, and parents or guardians,
with written notice of its policies for reporting acts of bullying and
retaliation. A description of the reporting procedures and resources,
including the name and contact information of the principal or designee, will
be incorporated in student and staff handbooks, on the school or district
website, and in information about this plan that is made available to parents
or guardians.
1. Reporting by Staff
A staff member
who witnesses or becomes aware of conduct that may be bullying or retaliation
will take any action needed to immediately address the safety of the target and
will submit a completed report form within that working
day to the Principal or the Dean of Students. The requirement to report to the
Principal or Dean of Students does not limit the authority of the staff member
to respond to behavioral or disciplinary incidents consistent with school or
district policies and procedures for behavior management and discipline.
2.
Reporting by Students, Parents or
Guardians, and Others
The school or
district expects students, parents or guardians, and others who witness or
become aware of an instance of bullying or retaliation involving a student to
report it to the Principal, Dean of Students, School Adjustment Counselor or
any school staff member as soon as possible. Reports may be made anonymously, but
no disciplinary action will be taken against an alleged aggressor solely on the
basis of an anonymous report. Students,
parents or guardians, and others may request assistance from a staff member to
complete a written report. Students
will be provided practical, safe, private and age-appropriate ways to report
and discuss an incident of bullying with a staff member, or with the Principal,
Dean of Students or School Adjustment Counselor. It should be noted that any
student who knowingly makes a false accusation of bullying shall be subject to
disciplinary action.
Students who
believe that they are a target of bullying, observe an act of bullying, or who
have reasonable grounds to believe that these behaviors are taking place, are obligated to report incidents to
a member of the school staff. The target shall, however, not be subject to
discipline for failing to report bullying.
B.
Responding
to a report of bullying or retaliation.
1. Safety
Before fully
investigating the allegations of bullying or retaliation, the individual
receiving the report will take steps to assess the need to restore a sense of
safety to the alleged target and/or to protect the alleged target from possible
further incidents. Responses to promote
safety may include, but not be limited to, creating a personal safety plan;
pre-determining seating arrangements for the target and/or the aggressor in the
classroom, at lunch, or on the bus; identifying a staff member who will act as
a safe person for the target; and altering the aggressors schedule and
access to the target. The Principal, or
Dean of students will take additional steps to promote safety during the course
of and after the investigation, as necessary.
The Principal or
Dean of Students will implement appropriate strategies for protecting from
bullying or retaliation a student who has reported bullying or retaliation, a
student who has witnessed bullying or retaliation, a student who provides
information during an investigation, or a student who has reliable information about
a reported act of bullying or retaliation.
2. Obligations to Notify Others
a.
Notice to parents or guardians. Upon
determining that bullying or retaliation has occurred, the Principal or Dean of
Students will promptly notify the parents or guardians of the target and the
aggressor of this, and of the procedures for responding
to it. There may be circumstances in
which the Principal or Dean of Students contacts parents or guardians prior to
any investigation. Notice will be
consistent with state regulations at 603 CMR 49.00.
b. Notice to Another School or District. If the reported incident involves students
from more than one school district, charter school, non-public school, approved
private special education day or residential school, or collaborative school,
the Principal or Dean of Students will promptly notify by telephone the
principal or designee of the other school(s) of the incident so that each
school may take appropriate action. All
communications will be in accordance with state and federal privacy laws and
regulations, and 603 CMR 49.00.
c. Notice to Law Enforcement. At
any point after receiving a report of bullying or retaliation, including after
an investigation, if the Principal or Dean of Students has a reasonable basis to believe that criminal charges may be pursued
against the aggressor, the Principal will notify the local law enforcement
agency. Notice will be consistent with
the requirements of 603 CMR 49.00 and locally established agreements with the
local law enforcement agency. Also, if
an incident occurs on school grounds and involves a former student under the
age of 21 who is no longer enrolled in school, the Principal
or Dean of Students shall contact the local law
enforcement agency if he or she has a reasonable basis to believe that criminal
charges may be pursued against the aggressor.
In making this determination, the
Principal will, consistent with this plan and with applicable school or
district policies and procedures, consult with other individuals the Principal
deems appropriate.
C.
Investigation. The Principal
or Dean of Students will begin to investigate all
reports of bullying or retaliation within 2 working days and, in doing so, will
consider all available information known, including the nature of the
allegation(s) and the ages of the students involved. The Principal or Dean of
Students will follow the Bullying and Investigation Flowchart and will utilize
the Bullying Incident Investigation Form (both found in the appendices)
During the
investigation the Principal or Dean of Students will,
among other things, interview students, staff, witnesses, parents or guardians,
and others as necessary. The Principal or Dean of Students (or whoever is conducting the investigation) will remind the alleged aggressor,
target, and witnesses that retaliation is strictly prohibited and will result
in disciplinary action.
Interviews
may be conducted by the Principal or Dean of Students, or other staff members as determined by the principal, and in
consultation with the school counselor, as appropriate. To the extent practical, and given his/her
obligation to investigate and address the matter, the Principal
or Dean of Students will maintain confidentiality
during the investigative process. The Principal or Dean of Students will maintain a written record of the investigation.
Procedures
for investigating reports of bullying and retaliation will be consistent with
school or district policies and procedures for investigations. If necessary, the Principal
or Dean of Students will consult with legal counsel
about the investigation.
D.
Determinations. The Principal
or Dean of Students will make a determination based
upon all of the facts and circumstances.
If, after investigation, bullying or retaliation is substantiated, the Principal
or Dean of Students will take steps reasonably
calculated to prevent recurrence and to ensure that the target is not
restricted in participating in school or in benefiting from school
activities. The Principal
or Dean of Students will: 1) determine what
remedial action is required, if any, and 2) determine what responsive actions
and/or disciplinary action is necessary.
Depending
upon the circumstances, the Principal or Dean of Students may choose to consult with the students teacher(s) and/or school
counselor, and the targets or aggressors parents or guardians, to identify
any underlying social or emotional issue(s) that may have contributed to the
bullying behavior and to assess the level of need for additional social skills
development.
The Principal or
Dean of Students will promptly notify the parents or guardians of the target
and the aggressor about the results of the investigation and, if bullying or
retaliation is found, what action is being taken to prevent further acts of bullying
or retaliation. All notice to parents
will comply with applicable state and federal privacy laws and
regulations. Because of the legal
requirements regarding the confidentiality of student records, the Principal or
Dean of Students cannot report specific information to the targets parent or
guardian about the disciplinary action taken unless it involves a stay away
order or other directive that the target must be aware of in order to report
violations.
E. Responses to Bullying. The following are approaches that will be
used if a determination of bullying or retaliation has occurred.
1. Teaching Appropriate Behavior Through
Skills-building
Upon the Principal or Dean of Students determining
that bullying or retaliation has occurred, the law requires that the school or
district use a range of responses that balance the need for accountability with
the need to teach appropriate behavior.
M.G.L. c. 71, § 37O(d)(v). Skill-building
approaches that the Principal or Dean of Students may consider include:
▪ offering individualized
skill-building sessions based on the schools/districts anti-bullying
curricula;
▪ providing relevant
educational activities for individual students or groups of students, in
consultation with school counselor and other appropriate school personnel;
▪ implementing a range of
academic and nonacademic positive behavioral supports to help students
understand pro-social ways to achieve their goals;
▪ meeting with parents and
guardians to engage parental support and to reinforce the anti-bullying
curricula and social skills building activities at home;
▪ adopting behavioral
plans to include a focus on developing specific social skills; and
▪ making a referral for
evaluation.
2.
Taking Disciplinary Action
If the Principal
or Dean of Students decides that disciplinary
action is appropriate, the disciplinary action will be determined
on the basis of facts found by the Principal or Dean of Students, including the
nature of the conduct, the age of the student(s) involved, and the need to balance
accountability with the teaching of appropriate behavior. Discipline will be consistent with this plan and with the school or districts code of
conduct. A conduct plan for the aggressor will be developed using the
appropriate form found in the appendices.
Discipline procedures for students
with disabilities are governed by the federal Individuals with Disabilities
Education Improvement Act (IDEA), which should be read in cooperation with
state laws regarding student discipline.
If the Principal
or Dean of Students determines that a student
knowingly made a false allegation of bullying or retaliation, that student may
be subject to disciplinary action.
3.
Promoting Safety for the Target and
Others
The Principal
or Dean of Students will consider what adjustments,
if any, are needed in the school environment to enhance the target's sense of
safety and that of others as well. One
strategy that the Principal or Dean of Students may
use is to increase adult supervision at transition times and in locations where
bullying is known to have occurred or is likely to occur. A safety plan will be developed using the
appropriate form found in the appendices.
Within a
reasonable period of time following the determination and the ordering of
remedial and/or disciplinary action, the Principal or Dean of Students will contact the target to determine whether there has been a recurrence
of the prohibited conduct and whether additional supportive measures are
needed. If so, the Principal
or Dean of Students will work with appropriate
school staff to implement them immediately.
VI. COLLABORATION WITH FAMILIES
A. Parent education and resources. The school or district will offer education
programs for parents and guardians that are focused on the parental components
of the anti-bullying curricula; how parents and guardians can reinforce the
curricula at home and support the school plan; the dynamics of bullying and
online safety and cyberbullying and any social competency curricula used by the
school or district. The programs will
be offered in collaboration with the PTO, PTA, School Councils, Special
Education Parent Advisory Council, or similar organizations.
B. Notification requirements. Each year the school or district will inform
parents or guardians of enrolled students about the anti-bullying curricula
that are being used. This notice will include information about the dynamics of
bullying, including cyberbullying and online safety. The school or district will send parents written notice each year
about the student-related sections of this plan and the school or district's
Internet safety policy. All notices and
information made available to parents or guardians will be in hard copy and
electronic formats, and will be available in the language(s) most prevalent
among parents or guardians. The school
or district will post this plan and related information on its website.
VII. PROHIBITION AGAINST BULLYING
AND RETALIATION
The law requires each Plan
to include a statement prohibiting bullying, cyberbullying, and
retaliation. The statement must be
included in the Plan and included in the student code of conduct, the student
handbook, and the staff handbook. The
following statement is incorporated directly from M.G.L. c. 71, § 37O(b), and
describes the laws requirements for the prohibition of bullying. It may be tailored to meet the specific
priorities of the school or district.
Alternative language is included in the draft priority statements in
Part I.D above.
Acts of bullying, which include cyberbullying, are
prohibited:
(i) on school grounds and property
immediately adjacent to school grounds, at a school-sponsored or
school-related activity, function, or program whether on or off
school grounds, at a school bus stop, on a school bus or
other vehicle owned, leased, or used by a school
district or school; or through the use of technology or an electronic
device owned, leased, or used by a school district or
school, and
(ii) at
a location, activity, function, or program that is not school-related
through the use of technology or
an electronic device that is not
owned, leased, or used by a school district or school,
if the acts create a hostile environment at school for
the target or witnesses, infringe on their rights at school, or
materially and substantially disrupt the education process or
the orderly operation of a school.
Retaliation against a person who reports bullying, provides
information during an investigation of bullying, or witnesses or has reliable
information about bullying is also prohibited.
As stated in M.G.L. c. 71, § 37O, nothing in this Plan
requires the district or school to staff any non-school related activities,
functions, or programs.
VIII. DEFINITIONS
Several of the following
definitions are copied directly from M.G.L. c. 71, § 37O, as noted below. Schools or districts may add specific
language to these definitions to clarify them, but may not alter their meaning
or scope. Plans may also include
additional definitions that are aligned with local policies and procedures.
Aggressor is a
student who engages in bullying, cyberbullying, or retaliation.
Bullying, as defined in M.G.L. c. 71, § 37O, is
the repeated use by one or more students of
a written, verbal, or electronic expression or a physical act or
gesture or any combination thereof, directed at a target
that:
i.
causes physical or emotional harm to the target or
damage to the targets property;
ii.
places the target in reasonable fear of harm
to himself or herself or of damage to his or her property;
iii.
creates a hostile environment at school for
the target;
iv.
infringes on the rights of the target at
school; or
v.
materially and substantially disrupts the education
process or the orderly operation of a school.
Cyberbullying, is bullying through the use of
technology or electronic devices such as telephones, cell phones, computers,
and the Internet. It includes, but is
not limited to, email, instant messages, text messages, and Internet
postings. See M.G.L. c. 71, § 37O for
the legal definition of cyberbullying.
Hostile environment, as defined in M.G.L. c. 71, §
37O, is a situation in which bullying causes the school environment to be
permeated with intimidation, ridicule, or insult that is sufficiently severe or
pervasive to alter the conditions of a students education.
Retaliation is any form of intimidation,
reprisal, or harassment directed against a student who reports bullying, provides information during an
investigation of bullying, or witnesses or has reliable information about
bullying.
Staff includes, but is not limited to, educators,
administrators, counselors, school nurses, cafeteria workers, custodians, bus
drivers, athletic coaches, advisors to extracurricular activities, support
staff, or paraprofessionals.
Target is a
student against whom bullying, cyberbullying, or retaliation has been
perpetrated.
IX. RELATIONSHIP TO
OTHER LAWS
Consistent with state and federal laws, and the policies of
the school or district, no person shall be discriminated against in admission
to a public school of any town or in obtaining the advantages, privilege and
courses of study of such public school on account of race, color, sex,
religion, national origin, or sexual orientation. Nothing in the Plan prevents the school or district from taking
action to remediate discrimination or harassment based on a persons membership
in a legally protected category under local, state, or federal law, or school
or district policies.
In addition, nothing in the Plan is designed or intended to
limit the authority of the school or district to take disciplinary action or
other action under M.G.L. c. 71, §§ 37H or 37H½, other applicable laws, or
local school or district policies in response to violent, harmful, or
disruptive behavior, regardless of whether the Plan covers the behavior.
APPENDIX A: CBRSD BULLYING PREVENTION AND INTERVENTION INCIDENT
REPORTING FORM
1. Name of Reporter/Person
Filing the Report: __________________________________________________________
(Note: Reports may be made anonymously, but no disciplinary
action will be taken against an alleged aggressor solely on the
basis of an
anonymous report. Please leave above blank if you want to report anonymously)
2.
Check whether you are the: Target of the behavior Reporter
(not the target)
3. Check whether
you are a: Student
Staff member (specify role) ________________________________
Parent Administrator Other (specify)
_______________________
Your contact
information/telephone number:_________________________________________________________
4.
If student, state your school:
_________________________________________________ Grade: _____________
5.
If staff member, state your school or work site:
______________________________________________________
6.
If you are a staff member, please indicate how you came to know about
this incident. (Please attach all relevant documents- copies of emails, notes,
letters, etc.)
7. Information about the Incident:
Name
of Target (of behavior):
___________________________________________________________________
Name
of Aggressor (Person who engaged in the behavior): ____________________________________________
Date(s)
of Incident(s):
___________________________________________________________________________
Time
When Incident(s) Occurred:
_______________________________________________________________
Location
of Incident(s) (Be
as specific as possible):
____________________________________________________
8.
Witnesses (List
people who saw the incident or have information about it):
Name:
_________________________________________
‡ Student ‡ Staff ‡ Other ________________________
Name:
_________________________________________
‡ Student ‡ Staff ‡ Other ________________________
Name: _________________________________________ ‡ Student ‡ Staff ‡ Other ________________________
9.
Describe the details of the incident (including names of people
involved, what occurred, and what each person did and said, including specific
words used). Please use additional
space on back if necessary.
10.
Signature of Person Filing this Report:
___________________________________________ Date: ______________
(Note: Reports may be filed
anonymously.)
Please remember to
attach all relevant prior documentation.
FOR ADMINISTRATIVE USE ONLY
11:
Form Given to: __________________________________ Position: ______________________ Date:
__________
Signature:
______________________________________________________ Date Received:
_______________
APPENDIX B: II. CBRSD BULLYING INCIDENT
INVESTIGATION FORM
1.
Investigator(s):___________________________________________________ Position(s):________________________
2.
Interviews:
□ Interviewed aggressor Name:
___________________________________ Date:
___________________
□ Interviewed target Name:
___________________________________ Date:
___________________
□ Interviewed witnesses Name:
___________________________________ Date:
___________________
Name:
___________________________________ Date:
___________________
3.
Any prior documented Incidents by
the aggressor? □ Yes □ No
If yes, have incidents involved
target or target group previously? □ Yes □ No
Any previous incidents with findings
of BULLYING, RETALIATION □ Yes □ No
Summary of Investigation:
(Please use additional paper and attach to this document as
needed)
III. CONCLUSIONS FROM THE
INVESTIGATION
1.
Finding of bullying or retaliation:
□ YES
□ NO
□ Bullying □ Incident documented as
___________________________
□ Retaliation □ Discipline referral only_____________________________
2.
Contacts:
□ Targets
parent/guardian Date:______________ □ Aggressors parent/guardian Date: _________________
Name ____________________________________ Name
___________________________________________
□ District Equity Coordinator (DEC) Date: ______________
□ Law Enforcement Date: ___________________
Name ____________________________________ Name
____________________________________
3. Action Taken:
□ Loss of Privileges □ Detention □ STEP referral □ Suspension
□ Community Service □ Education □ Other
________________________________
4.
Describe Safety Planning:
_____________________________________________________________________________
Follow-up with Target: scheduled for
__________________________ Initial and
date when completed: _________
Follow-up with Aggressor: scheduled for
_______________________ Initial and
date when completed: _________
Report forwarded to
Principal: Date__________________
Report forwarded to Superintendent:
Date_________________
(If principal was not the
investigator)
Signature
and Title: ___________________________________________________________ Date: _____________
APPENDIX C: Craneville Elementary School Bullying Investigation and Response Flowchart
APPENDIX D: Craneville Elementary School Bullying Follow-up Flowchart
APPENDIX E: Craneville Elementary School Safety Plan for Target
Name:____________________________________ Grade:_________
Date:__________________
Location of Incident(s):
Where are you feeling unsafe?
Bus Recess Classroom Hallway (list when) ______________________
Cafeteria Bathroom Walking Home Specials (list) __________________________
Online Other (describe)
_______________________________________________________________
Support
Intervention Options
Identify supportive adults @ school:
Name:____________________________ Role:____________________________________
Name:____________________________ Role:____________________________________
Check-ins with trusted adults:
Name:____________________________ Role:____________________________________
___Daily ___Weekly Times:_________________
___Classroom ___Hallway ___Other
(list)_____________________________
Education / Skill Building (list with who)
_________________________________ Role:_________________________
___Classroom ___Cafeteria ___Bus
___All ___Specific
(list)______________________________________________________
Alternative Bathroom (list where):
_________________________________________________________________
Effective Dates:______________ to _______________
Review Date:________________
Completed by:_____________________
I agree with the above safety plan. I understand that
I may ask for a review at any time. I understand that the administration will
be implementing aggressor interventions as needed.
I am not in agreement with the safety plan, reasons
noted below.
Student Signature:____________________________ Date:_____________
Parent Signature:_____________________________ Date:_____________
Additional Notes (use reverse if needed):
APPENDIX
F: Craneville Elementary School Conduct Plan for Aggressor
Name:____________________________________ Grade:_________
Date:__________________
Notification
of teachers Notification
of Parents Notification
of Police
Increased
Supervision:
Class Hall Recess Bathroom Other__________________________
Administrative
check-ins
Name:_________________________________ Role:____________________________
Daily Weekly Times:________________________________
Notification
of bus driver
Bus
suspension
Education /
Discussion (type):___________________________________
Delivered
by:_________________________________________
Individual Group Classroom
Seat assignment
Class Cafeteria Bus
Cubby
change
Schedule /
Classroom change
Hallway
Escort
Alternative
bathroom assignment (where)_____________________________________
Alternative route/entry (list
where)___________________________________________
All Specific__________________________________________
All Lunch Specific classes____________________________________
Effective Dates:______________ to _______________
Review Date:________________
Completed by:_____________________
Student Signature:____________________________ Date:_____________
Parent Signature:_____________________________ Date:_____________
Additional Notes (use reverse if needed):