Outline for Bullying Prevention and Intervention Plan



Bullying Prevention and Intervention Plan

Mohawk Trail Regional School District

Shelburne Falls, Massachusetts 01370

November 2010

Revised April 2011

Bullying Prevention and Intervention Plan

Table of Contents

Introduction………………………………………………………………..Page 1

Executive Summary ………………………………………………………Page 2

Goals of the Bullying Prevention and Intervention Plan ………………Page 3

Definitions………………………………………………………………….Page 4

Policy Scope………………………………………………………………..Page 6

Building the Foundation and Framework……………………………….Page 7

Bullying, Antidiscrimination, and Harassment Policies………………...Page 8

Implementation Procedures ……………………………………………..Page 20

Learning the Guidelines…………………………………………………Page 24

Working Together………………………………………………………..Page 26

Measuring Our Progress………………………………………………...Page 29

Appendices………………………………………………………………..Page 33

Bullying Prevention and Intervention Plan

Mohawk Trail Regional School District

24 Ashfield Road

Shelburne Falls, Massachusetts 01370

November 2010

Revised March 2011

Introduction

Mohawk Trail Regional School District expects that all members of the school community will treat one another in a civil, respectful manner. The District is committed to providing and maintaining a safe, secure, and positive school climate and culture. This positive culture will increase student engagement and promote academic achievement. The District will purposefully build a kind, inclusive community.

The District will create a safe environment for all students and will teach all students strategies to prevent and respond to teasing, bullying, and harassment. We will teach pro-social values through our social skills curriculum and teachers, staff, and administrators will be role models of ethical behavior.

The District understands that members of certain student groups such as students with disabilities, students who identify as gay or lesbian, or racial minorities may be more vulnerable to becoming targets or aggressors. Teachers and staff will monitor vulnerable students and provide additional support, as needed.

The District will not tolerate unlawful or disruptive behavior including bullying, cyberbullying, harassment, or retaliation in school buildings, on school grounds, or at school-related activities. We will promptly investigate all bullying reports, take prompt action to stop bullying behavior, and restore a sense of safety for targets.

The District is committed to working with students, staff, families, law enforcement agencies, and the community to prevent bullying. We have established this Bullying Prevention and Intervention Plan to prevent, intervene, and respond to incidents of bullying, cyberbullying, harassment, and retaliation. The Superintendent of Schools and the principals are responsible for implementing, enforcing, and reviewing and revising the Plan annually.

Executive Summary

The Mohawk Regional School District’s Bullying Prevention and Intervention Plan is based in part on surveys of four constituencies, students in grades 3-6, students in grades 7-12, teachers, administrators, and staff, and parents. Surveys were available online and were completed between September 10 and October 9, 2010. Over 50% of each constituent group completed surveys.

Here are the key findings of the surveys. Percentage points are rounded to the nearest percent. The percentages are percentages of respondents.

Key Findings

• 70% of middle and high schools students report they had not been bullied at school.

• 87% of parents think their child’s school does an average to excellent job of making school a safe place.

• 60% of parents report their children always feel safe at school.

• 96% of teachers, staff, and administrators agree that Student Handbooks are used to disseminate the District’s Bullying Policy.

• 85% of teachers, staff, and administrators report that parents/guardians are notified within 24 hours when a bullying incident occurs.

• 60% of elementary students did not tell anyone when a bullying incident occurred.

• 36% of parents say their child has been bullied at school.

• 30% of parents say that school rules of conduct are only sometimes enforced.

• 38% of parents have never been invited to participate in an anti-bullying program at their child’s school.

• 87% of teachers and staff say they hold conferences with bullies as a consequence of bullying and 75% issue a warning, two of the most frequently used interventions.

The survey data the District gathered indicates that teachers, administrators, staff, parents, and students have work to do.

Next Steps

➢ All students need to be encouraged to respond and report bullying and harassment.

➢ Teachers and staff need to learn the process for reporting and investigating incidents so they can share responsibility with their principals.

➢ Teachers, administrators, and staff need to consistently enforce rules of conduct for all students.

➢ Teachers, administrators, and staff may want to explore additional, stronger interventions for bullies, including making amends, restorative justice, and community service.

➢ The District needs to organize and implement parent education programs about bullying, the role of bystanders, and related parenting issues.

Goals of the Bullying Prevention and Intervention Plan

The goals of the Bullying Prevention and Intervention Plan are to:

➢ Create and maintain a safe and positive, caring, and tolerant school climate.

➢ Define what constitutes bullying and harassment.

➢ Reinforce the District’s commitment to investigate and respond to bullying and harassment.

➢ Develop procedures to respond to bullying and harassment reports.

➢ Clarify disciplinary actions and the extent to which Mohawk Trail Regional School District administrators must respond according to District policies and procedures.

Definitions

Bullying is defined as victimization, intimidation or mistreatment of an individual by other(s), based on physical, psychological, or social power or perceived power. Bullying includes cyberbullying and may constitute a crime. Bullying includes behavior that may cause physical and/or emotional harm, and such behavior is unwelcome, intentional, and repeated. Bullying can be verbal, physical, direct or face-to-face, or indirect, for example, through another person or in written form. Bullying is generally a pattern of behavior directed at another individual, rather than a single, isolated incident. Bullying does not include harassment.

Bullying is repeated abuse by any member of the District community. It may be written, visual, verbal, or electronic. It may be a physical act or gesture. Behavior is considered bullying if it does any of the following:

➢ causes physical or emotional harm to the target or damage to the target’s property

➢ places the target in reasonable fear of harm to him/herself, or of damage to his/her property

➢ creates a hostile environment at school for the target

➢ infringes on the rights of the target at school

➢ materially and substantially disrupts the education process or the orderly operation of a school.

Harassment is unwelcome, intentional, discriminatory behavior toward an individual or group motivated by real or perceived membership in a protected category including race, ethnicity/national origin, religion, disability, gender, sexual orientation, or age.

Sexual Harassment is a sexual advance, request for sexual favor, or behavior of a sexual nature when:

1. submission to or rejection of such advance, request, or behavior is made either explicitly or implicitly a term or condition of employment, or as a basis for employment decisions, or decisions regarding student evaluation, or participation in school programs or activities, OR

2. sexual advance, request, or behavior that has the purpose or effect of unreasonable interfering with an individual’s work or school performance by creating an intimidating, hostile, humiliating, or sexually offensive environment.

Sexual harassment may occur student to student, adult to student, student to adult, adult to adult, male to female, female to male, male to male, and/or female to female.

Cyberbullying is any willful, single or repeated harm through, but not limited to, Web pages, social networking sites, email, instant messaging or text messaging using computers, cell phones and other electronic devices. Cyberbullying is intentional and results in social/emotional harm and distress, for example:

➢ Sending offensive or threatening text messages over the Internet by computer, cell phone, or electronic network

➢ Posting offensive or threatening text, images, audio, or video to a Web page, through a cell phone or electronic network, including social networking sites

➢ Sending a threatening intimidating, graphic or sexually explicit photo or video via the Internet, or using a cell phone or electronic network, including social networking sites

Cyber-harassment is willful and repeated harm inflicted through but not limited to, Web pages, social networking sites, email, instant messaging or text messaging using computers, cell phone, or electronic network, when the target is an individual or individuals who are members of a protected group, either real or perceived.

Hazing is any behavior or method of initiation into a student organization, whether on public or private property, which willfully endangers the physical or mental health of any individual. Such behavior includes beating, whipping, branding, forced calisthenics, exposure to weather, forced consumption of any food, liquor, beverage, drug, or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the health and safety of an individual or which subjects an individual to extreme mental stress, including sleep deprivation, or extended isolation. Hazing is a form of bullying.

Retaliation is any form of intimidation, reprisal, or harassment by a school community member directed against another school community member, for reporting or filing a complaint, for aiding the filing of a report or complaint, for cooperating in an investigation, or for taking action consistent with this policy.

School community is a group of individuals who are connected with District schools including students, teachers, administrators, paraprofessionals, parents, coaches, school committee and local educational council members, and interested townspeople.

Policy Scope

Bullying, cyberbullying, harassment or cyber-harassment is prohibited in classrooms, on school premises, immediately adjacent to school premises, traveling to and from school, or at school-sponsored events, whether or not the events are held on school premises.

Traveling to and from school includes on a school bus or other school vehicle, at school bus stops, and walking to and from school within a reasonable time before and after school.

Bullying or harassment, including cyberbullying and cyber-harassment, can occur in locations not mentioned above, if the incident results or could result in substantial disruption of the school learning environment or orderly day-to-day operation of the school.

Building the Foundation and Framework

Leadership

The following leaders will be responsible for implementing and enforcing the District’s Bullying Prevention and Intervention Plan:

District Equity Officer – The Superintendent of Schools has primary responsibility for enforcing the Plan at the district level and serves as District Equity Officer. He/she handles public and media relations and is the spokesperson for the district. The District Equity Officer is aware of all bullying incidents and investigations.

School Equity Officer – The principals have primary responsibility for enforcing the Plan at the school level. They handle incidents and investigations. They report to the District Equity Officer. They are responsible for gathering and maintaining data about bullying and harassment incidents at their schools.

Chiefs of Police – The chiefs of police of each of the towns within the District consult with the District as needed.

Data Manager – A data manager maintains records of all bullying incidents and investigations for the District. He/she monitors data and reports to the District Equity Officer. District professional development and parent education programs will be planned based on data received.

Anti-Bullying Leadership Team – The Anti-Bullying Leadership Team is composed of students, teachers, parents, administrators, staff, law enforcement officers, community-based agencies, and community members who are appointed to serve, and whose purpose is to oversee annually the implementation and progress of the Plan. The Anti-Bullying Leadership Team may recommend to the District Equity Officer that revisions be made in the Plan.

District Bullying, Harassment and Anti-Discrimination Policies

Mohawk Trail Regional School District policies that address bullying, harassment, and anti-discrimination are:

➢ Bullying Prevention Policy

➢ Non-Discrimination Policy

➢ Non-Discrimination on the Basis of a Disability Policy

➢ Sexual Harassment Policy

The text of these District policies is included below on pages 8 through 19.

JICFB

BULLYING PREVENTION POLICY

The Mohawk Trail Regional School District 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 cyberbullying.

“Bullying” is the repeated use by any member of the MTRSD community of a written, visual (including images), verbal, or electronic expression, or a physical act or gesture, or any combination thereof, directed at a target that:

• causes physical or emotional harm to the target or damage to the target’s property;

• places the target in reasonable fear of harm to him/herself, or of damage to his/her property;

• creates a hostile environment at school for the target;

• infringes on the rights of the target at school; or

• materially and substantially disrupts the education process or the orderly operation of a school.

“Cyber-bullying” means bullying through the use of technology or any electronic communication, which shall include, but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a:

• wire

• radio

• electromagnetic

• photo-electronic or photo-optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications.

Cyber-bullying shall also include the creation of a web page or blog in which the creator assumes the identity of another person or knowingly impersonates another person as author of posted content or messages, if the creation or impersonation creates any of the

conditions enumerated in the definition of bullying.

Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in the definition of bullying.

Bullying and cyber-bullying may occur in and out of school, during and after school hours, at home and in locations outside of the home. When bullying and cyber-bullying are alleged, the full cooperation and assistance of parents and families are expected.

for the purpose of this policy, whenever the term bullying is used it is to denote either bullying, or cyber-bullying.

Bullying is prohibited:

•    On school grounds;

•    On property immediately adjacent to school grounds;

•    At school-sponsored or school-related activities;

•    At functions or programs whether on or off school grounds

•    At school bus stops;

•    On school buses or other vehicles owned, leased or used by the school district; or,

•    Through the use of technology or an electronic device owned, leased or used by the Mohawk Trail Regional School District;

Bullying and cyber-bullying are prohibited at a location, activity, function or program that is not school-related or through the use of technology or an electronic device that is not owned, leased or used by the Mohawk Trail Regional School District if the act or acts in question:

•    create a hostile environment at school for the target;

•    infringe on the rights of the target at school; and/or

•    materially and substantially disrupt the education process or the orderly operation of a school.

Prevention and Intervention Plan

The Superintendent and/or his/her designee shall oversee the development of a prevention and intervention plan, consistent with the requirements of this policy, as well as state and federal laws. All district stakeholders, which may include teachers, school staff, professional support personnel, coaches, school volunteers, administrators, community representatives, local law enforcement agencies, students, parents and guardians, shall be invited to comment. The bullying prevention and intervention plan shall be reviewed and updated at least annually.

The Principals are responsible for the implementation and oversight of the bullying prevention and implementation plan within his or her school.

Reporting

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, should report incidents to a member of the school staff. The target shall not be subject to discipline for failing to report bullying.

Each school shall have a means for anonymous reporting by students of incidents of bullying. No formal disciplinary action shall be taken solely on the basis of an anonymous report.

Any person who knowingly makes a false accusation of bullying shall be subject to disciplinary action.

Parents or guardians, or members of the community, are encouraged to report an incident of bullying as soon as possible.

A member of a school staff shall immediately report any instance of bullying the staff member has witnessed or become aware of to the school Principals or their designee.

Investigation Procedures

The Principals or their designee, upon receipt of a viable report, shall contact support staff to assess an alleged target’s needs for protection and create and implement a safety plan that shall restore a sense of safety for that student.

The school Principals or a designee shall promptly investigate the report of bullying, using a Bullying/Cyber-bullying Report Form which may include interviewing the alleged target, alleged perpetrator, staff members, students and/or witnesses.

The Principals or their designee shall promptly contact the parents or guardians of a student who has been the alleged target or alleged perpetrator of bullying. The actions being taken to prevent further acts of bullying shall be discussed.

Confidentiality shall be used to protect a person who reports bullying, provides information during an investigation of bullying, or is witness to or has reliable information about an act of bullying.

If the school Principals or a designee determine that bullying has occurred he/she shall take appropriate disciplinary action and if it is believed that criminal charges might be pursued against the perpetrator, the Principals shall consult with the appropriate members of the school’s administrative team including the Superintendent to determine if the police should be involved. If it is warranted, the local law enforcement agency shall be notified.

The investigation shall be completed within fourteen school days from the date of the report. The parents or guardians shall be contacted upon completion of the investigation and informed of the results, including whether the allegations were found to be factual, whether a violation of this policy was found, and whether disciplinary action has or shall be taken. At a minimum the Principals or his/her designee shall contact, as appropriate, the parents or guardians as to the status of the investigation on a weekly basis.

Disciplinary actions for persons who have committed an act of bullying or retaliation shall be in accordance with district disciplinary policies.

Each school shall document any incident of bullying that is reported per this policy and a file shall be maintained by the Principals or designee. A monthly report shall be provided to the Superintendent.

Confidentiality shall be maintained to the extent consistent with the school's obligations under law.

Retaliation

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying shall be prohibited. Safety plans for those who report shall be provided as necessary.

Target Assistance

The Mohawk Trail Regional School District shall provide counseling or referral to appropriate services, including guidance, academic intervention, and protection to students, including targets, witnesses, and perpetrators, affected by bullying, as necessary.

Training and Assessment

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.

Publication and Notice

Annual written notice of the relevant sections of the bullying prevention and intervention plan shall be provided to students and their parents or guardians, in age-appropriate terms.

Annual written notice of the bullying prevention and intervention plan shall be provided to all school staff.  The faculty and staff at each school shall be trained annually on the bullying prevention and intervention plan applicable to the school.

Relevant sections of the bullying prevention and intervention plan relating to the duties of faculty and staff shall be included in the school employee handbook.

The bullying prevention and intervention plan shall be posted on the Mohawk Trail Regional School District’s website.

REFERENCES:    Massachusetts Department of Elementary and Secondary Education’s Model Bullying Prevention and Intervention Plan

LEGAL REFS.:      Title VII, Section 703, Civil Rights Act of 1964 as amended

Federal Regulation 74676 issued by EEO Commission

Title IX of the Education Amendments of 1972

603 CMR 26.00

MGL 71:37O

MGL 265:43, 43A

MGL 268:13B

MGL 269:14A

CROSS REFS.:      AC, Nondiscrimination

ACAB, Sexual Harassment

JBA, Student-to-Student Harassment

JICFA, Prohibition of Hazing

JK, Student Discipline Regulations

First Reading: October 13, 2010

Adoption: November 10, 2010

Mohawk Trail Regional School District Committee

 

This draft is based on the proposed policy from the Massachusetts Association of School Committees.

AC

NONDISCRIMINATION POLICY

Public schools have the responsibility to overcome, insofar as possible, any barriers that prevent children from achieving their potential. The public school system will do its part. This commitment to the community is affirmed in the following statements of school committee intent to:

1. Promote the rights and responsibilities of all individuals as set forth in the State and Federal Constitutions, pertinent legislation, and applicable judicial interpretations.

2. Encourage positive experiences in human values for children, youth and adults, all of whom have differing personal and family characteristics and who come from various socioeconomic, racial and ethnic groups.

3. Work toward a more integrated society and to enlist the support of individuals as

Well as groups and agencies, both private and governmental, in such an effort.

4. Use all appropriate communication and action techniques to air and reduce the grievances of individuals and groups.

5. Carefully consider, in all the decisions made within the school system, the potential benefits or adverse consequences that those decisions might have on the human relations aspects of all segments of society.

6. Initiate a process of reviewing policies and practices of the school system in order to achieve to the greatest extent possible the objectives of this statement.

The committee’s policy of nondiscrimination will extend to students, staff, the general public, and individuals with whom it does business; No person shall be excluded from or discriminated against in admission to a public school of any town or in obtaining the advantages, privileges, and courses of student of such public school on account of race, color, sex, religion, national origin, politics, disability, or sexual orientation. If you have a complaint or feel that you have been discriminated against because of your race, color, sex, religion, national origin, disability, or sexual orientation, register your complaint with the Title IX compliance officer.

Page 1 of 2.

AC

LEGAL REFS.: Title VI, Civil Rights, Act of 1964

Title VII, Civil Rights, Act of 1964, as amended by the Equal Employment Opportunity Act of 1972

Executive Order 11246, as amended by E.O. 11375

Equal Pay Act, as amended by the Education Amendments of 1972

Title IX, Education Amendments of 1972

Rehabilitation Act of 1973

Education For All Handicapped Children Act of 1975

M.G.L. 71B: 1 et seq. (Chapter 766 of the Acts of 1972)

M.G.L. 76:5; Amended 1993

M.G.L. 76:16 (Chapter 622 of the Acts of 1971)

Board of Education Chapter 622 Regulations Pertaining to Access to Equal Educational Opportunity, adopted 6/24/75, as amended 10/24/78

Board of Education 603 CMR 2600

Board of Education Chapter 766 Regulations, adopted 10/74, as amended through 3-28-78

CROSS REFS.: ACA-ACE Subcategories for Nondiscrimination

FEGA, Contractor’s Fair Employment

GBA, Equal Opportunity Employment

JB, Equal Educational Opportunities

Adopted: May 28, 1997

Mohawk Trail Regional School District Committee

Reviewed September 23, 2010

ACE/Students

And JBA

NONDISCRIMINATION ON THE BASIS OF DISABILITY

I. POLICY

The Mohawk Trail Regional School District (MTRSD) will not exclude from employment any otherwise qualified individual with a disability as defined by the Americans with Disabilities Act (ADA), solely by reason of his/her disability. Employment review and hiring will be based upon the applicant/employee’s ability to perform the essential functions of a job as determined by the MTRSD. Further, it is the policy of the MTRSD that reasonable accommodation will be made for an otherwise qualified applicant or employee with a disability, unless the accommodation imposes an undue financial or administrative hardship on the operation of its program.

II. Grievances

See Discrimination Complaints Policy ACG

III. Employment Training Assurance

The MTRSD annual will provide supervisors with training and information about ADA employment requirements. Materials include information on reasonable accommodation, procedures and protocols, and essential vs. nonessential job functions.

FIRST READING: JANUARY 10, 2001

Adoption: February 14, 2001

Mohawk Trail Regional School District Committee

ACAB

SEXUAL HARASSMENT POLICY

MOHAWK TRAIL REGIONAL SCHOOL DISTRICT

STATEMENT OF POLICY

It is the goal of the Mohawk Trail Regional School District (“the district”) to promote an educational and working environment that is free from sexual harassment. Sexual harassment can interfere with a student’s academic performance and emotional and physical well being. Sexual harassment of a student or employee is illegal, as is any retaliation against a student or employee who has complained about sexual harassment, or against anyone who has cooperated with the investigation of a sexual harassment complaint. The policy of the District will be to oppose and prohibit unlawful harassment based on sex, sexual orientation, or marital status.

The District has responsibility to investigate all complaints, verbal or written, of sexual harassment, and to discipline or take appropriate action against any member of the school community who is found to have violated this policy.

If a student believes an incident to have constituted sexual assault, the complainant/the district will report it to the police and it will be prosecuted as a crime. Likewise, any incident of alleged or suspected sexual abuse of a student will be reported immediately to the appropriate state agencies.

DEFINITION OF SEXUAL HARASSMENT

Sexual harassment is a form of sex discrimination prohibited under Title IX of the Equal Amendments of 1972 and Massachusetts General Laws, Chapter 151C. Sexual harassment as it relates to student-to-student interaction is defined as unwelcome sexual advances, requests for sexual favors, and other verbal, visual, or physical conduct of a sexual nature. Sexual harassment is defined for adult-student interaction as any sexual advances, requests for sexual favors and other verbal, visual or physical contact of a sexual nature. Sexual harassment is also defined as conduct of a sexual nature which affects an individual’s employment, academic status or progress, or which creates a work or educational environment that is intimidating, hostile, or offensive.

This sexual harassment policy applies to harassment of students by students, students by staff, staff by students, or staff by staff. It applies to both males and females, and applies whether the harassment is between people of the same or different gender. Sexual harassment may also include harassment regarding a person’s sexual orientation.

Sexual harassment can include, but is not limited to:

Verbal Conduct

1) Unwanted sexual or lewd comments; sexual epithets; jokes, written or oral references to sexual conduct; spreading rumors regarding an individual’s sex life; comments or inquiries regarding an individual’s sexual activity, deficiencies or prowess; unwanted pressure for sexual favors or dates; calling attention to another’s gender or sexuality in a negative or embarrassing way;

2) Offensive sounds such as whistling or making kissing sounds;

3) Displaying sexually suggestive objects, pictures, cartoons;

Insulting language not of a sexual nature may be dealt with in a separate disciplinary procedure.

Physical Conduct

Whether or not it involves physical touching

1) Suggestive looks or leering;

2) Restraining someone’s movement in a sexual way, following a person, laughing at a person who is being harassed;

3) Any unwelcome physical touching:

PROCEDURES FOR DEALING WITH SEXUAL HARASSMENT COMPLAINTS

The district will take an assertive and active role in protecting its staff and students from sexual harassment. A person who believes he or she is being harassed sexually is encouraged to identify the behavior as offensive and request that the harasser stop the behavior. If this is not possible or the offensive behavior does not stop, then staff and students should immediately report such instances in accordance with the following procedure:

Reporting

1) Any person who feels s/he has been sexually harassed by a student or staff member, or has knowledge or belief of conduct which has occurred that might be sexual harassment, should speak to or send a note to any school personnel that s/he trusts (i.e. teacher, nurse, counselor, coach, principal, or assistant principal) or should tell his/her parents who should then notify school personnel. The procedure begins when school personnel have been notified. It is the obligation of school personnel to report allegations of conduct which could be sexual harassment.

2) School personnel shall be responsible for documenting the complaint in written form and providing a copy to the school principal within one working day. (The complainant may, but is not required to, file his/her own written complaint.) The school principal or superintendent’s designee will serve as the Title IX Investigator for handling all sexual harassment complaints. If the principal is the subject of the complaint, the district superintendent is authorized to handle all aspects of the complaint, including receiving the written complaint form.

Investigation

3) The Investigator shall conduct an investigation of the complaint, including conferring at least once with the student or staff who claims to have been harassed and at least once with the person charged in order to obtain his/her response to the complaint. Each student may bring a peer advisor or parent to any such meeting. The investigator will also interview significant witnesses to the alleged harassment.

Consequences

4) Where the Investigator determines that there has been a violation of this policy, she/he

a) attempt to solve the matter informally through having the harasser and victim, if willing; sit down with a third party. Informal resolution may be appropriate for non-physical, student-to-student interactions;

b) take disciplinary action. This will include a written warning that such behavior must cease, and may also include, as appropriate:

c) verbal/written reprimands

d) a letter/meeting with parents

e) suspension/expulsion from school

f) transfer, suspension, termination of employment

g) referral to the Massachusetts Commission Against Discrimination, or other appropriate state or federal law enforcement or other agencies.

5) If, after investigation, the Investigator determines that the sexual harassment has occurred, s/he will notify the parties, including parents/guardians, by certified mail, of his/her finding and action(s) taken.

6) If the determination is that there was not a violation of this policy, the matter will be closed. The Investigator will notify the Complainant and alleged harasser that the matter has been closed.

Appeal

If any party does not agree with the decision, it may be appealed to the superintendent within ten days of notification. The superintendent may designate an individual to investigate the complaint.

Confidentiality

Any report of sexual harassment will be kept confidential to the extent permitted by law, involving as few people as possible. The goal will be to conduct a thorough and fair investigation, while protecting the privacy of all parties involved, to the extent feasible. If harassment is found, the goal is to stop the behavior. Where more effective remediation may require the use of name(s), disclosure will be limited to those with an immediate need to know.

Retaliation

It is unlawful to retaliate in any form against any person who has filed a complaint for sexual harassment or who has cooperated in an investigation of a complaint. If retaliation occurs, it can be considered grounds for suspension and exclusion from school of a student, dismissal of staff, and/or further disciplinary action.

False Reports/Accusations

Because of the serious and private nature of this offense, false accusations of harassment will be treated as disciplinary offenses and will result in the same level of punishment as that applied to harassment behavior. A false accusation is one made in bad faith, not a complaint that could not be corroborated or which did not rise to the level of unlawful harassment.

State and Federal Agencies

Students and employees may contact these anti-discrimination enforcement agencies:

Massachusetts Commission Against Discrimination

436 Dwight Street, Suite 220 or One Ashburton Place

Springfield, MA 01103 Boston, MA 02108

Tel. (413) 739-2145 Tel. (617) 727-3990

U.S. Department of Education/Office of Civil Rights

John W. McCormack Post Office and Courthouse, Room 222

Post Office Square, Boston, MA 02109

First reading: January 13, 1999

Second reading and Adoption: March 10, 1999

Mohawk Trail Regional School District Committee

Implementation Procedures

Reporting

Any member of the school community, students, staff, parents, or other community members may make a complaint and report bullying or retaliation behavior orally or in writing. Bullying and Harassment Incident Complaint Reporting Forms (Appendix A) can be found in a school’s main office, nurse’s office, and guidance office. This form can also be found on the homepage of the District’s website at The form can be used to report retaliation as well as bullying or harassment. Forms in other languages will be available as needed. A developmentally appropriate form written for elementary students is also available. (Appendix C) Forms should be returned to the school office.

Any school community member may make an anonymous report of bullying, harassment, or retaliation by downloading and printing an Anonymous Bullying Report Form (Appendix B) available on the homepage of the district’s website and on the homepages of each school’s website. In addition, anonymous reporting forms are available at local public libraries. A standard Complaint and Reporting Form can be used as an anonymous form by omitting the name of the one filing the report. Anonymous information cannot be used by itself for disciplinary proceedings, but it may lead to an investigation into the allegation. Anonymous Bullying Report Form can be used to report retaliation as well as bullying or harassment.

Any member of the school community who retaliates against another for reporting bullying or harassment, or who knowingly makes a false accusation of bullying or harassment will be subject to disciplinary action. The Incident Report Form and the Anonymous Report Form can also be used to report retaliation incidents. Incidents of retaliation will be treated very seriously and will be responded to promptly.

All individuals who are reported as aggressors, targets, witnesses, or are otherwise involved in a bullying incident will be afforded the same protection regardless of their legal status.

Investigation

Investigations are coordinated by the building Equity Officer (EO). At the middle and high school the vice principal is the Equity Officer and at the elementary level the principal is the EO. Investigations will be carried out by the EO or his designee.

There are circumstances in which an incident is referred to the District Equity Officer or Superintendent of Schools.

➢ When a parent, guardian, or student feels an incident was not resolved at the building level.

➢ When an incident involves the Equity Officer or principal or other building staff responsible for an investigation.

➢ When a situation remains unresolved after an investigation and corrective action. Usually this would be two or more substantiated incidents involving a single individual or group.

➢ Adult to adult bullying behavior.

Investigations of bullying, harassment, or retaliation are documented using the Bullying and Harassment Incident Report Tracking Form (Appendix C) and the RITA (Report, Investigate, Take Action) Protocol Checklist (Appendix D). These forms will be used to help determine whether or not bullying, harassment, or retaliation occurred and will document the type of violation. The forms will document the corrective or disciplinary action taken and the notification of all relevant individuals. The RITA Protocol Checklist will serve as a reference throughout the process to ensure appropriate steps are taken and follow-through is completed. If allegations are substantiated, completed forms are sent to the District Data Manager. The Data Manager will monitor whether the aggressor has been the subject of a previous complaint in another building.

Investigation of the complaint will be concluded within 14 school days of the filing of the initial report. Most investigations will be concluded within 10 school days.

Take Action

If the complaint against the aggressor is substantiated the investigator’s report will:

➢ Provide for reasonable, timely, and age-appropriate corrective action intended to stop the bullying or retaliation behavior and prevent its reoccurrence.

➢ Document steps to address the effect of the bullying or retaliation behavior on the target.

➢ Document steps to protect the target and/or one who filed the complaint from retaliation.

➢ Provide corrective action for anyone who knowingly makes a false report of bullying, harassment, or retaliation.

➢ The Equity Officer will have an educational discussion with the aggressor and bystanders about the consequences of bullying behavior and the fact that everyone is now aware of the situation. Equity Officer will discuss the consequences if bullying behavior continues or if retaliation occurs.

In exceptional cases in which a formal investigation is not needed and immediate action is required, the Equity Officer may immediately inform targets, aggressors, and bystanders about the consequences of bullying or retaliation in school and immediately follow-through with consequences.

Notification

Following preliminary screening, parents/guardians of all students involved in a bullying, harassment, or retaliation incident will be notified by an Equity Officer or his designee within one school day of the filing of a bullying, harassment, or retaliation report or complaint.

When criminal charges may be pursued against the aggressor, the local law enforcement agency must be notified by the Equity Officer.

When the incident involves students from more than one school or school district, the Equity Officer immediately notifies the principal of the other school so both schools can address the incident promptly.

The Equity Officer will notify the aggressor’s parents/guardians, in accordance with state and federal privacy laws, of disciplinary action taken. Parents will be informed about the seriousness of retaliation. Counseling or a referral to an outside agency will be offered to the aggressor’s family.

The Equity Officer will notify the target’s parents/guardians, in accordance with state and federal privacy laws, that action has been taken to stop the bullying behavior, and prevent both reoccurrence and retaliation. Parents will be informed about the seriousness of retaliation and advised to report any retaliation incidents. Counseling or a referral to an outside agency will be offered to the target’s family.

The Equity Officer will notify the individual who filed the complaint, in accordance with state and federal privacy laws, if he/she was not the target or parent/guardian, that his/her complaint has been investigated and action has been taken. The individual will be informed about the seriousness of retaliation and advised to report any retaliation that occurs.

Safety Plans

Each school’s Equity Officer in consultation with his staff will develop a safety plan for targets of bullying, harassment, or retaliation. An individual who reports, witnesses, or cooperates in an investigation and feels threatened or intimidated will have a safety plan. Students who provide information as part of an investigation, or students who are reliable witnesses, or who might be aware of bullying and provide relevant information, are all entitled to safety plans. All provisions for protection and for safety plans apply to all students who are in any way part of a bullying incident as target, aggressor, witness, bystander, or informant.

The Safety Plan will include:

➢ A Safe Zone or area where the target or others can go to get help from a trusted adult.

➢ A protocol for informing all relevant adults (bus driver, counselor, playground monitor, etc.) of the situation that exists between the target/others and the aggressor.

➢ A plan to monitor less structured areas of the school like hallways, cafeteria, bus, and playground.

➢ Weekly assessment of the effectiveness of the Safety Plan.

➢ A plan of action to be taken in the event of retaliation against the target or any other individual.

Requirements for Students with Disabilities

Students with disabilities may need additional support at school as they develop social skills. For students identified as being on the Autism spectrum or having a disability that affects social skills development, the IEP or 504 Team needs to evaluate that student’s vulnerability as a bully or a target. The IEP Team will need to specifically address the social skills needed to avoid becoming a bully or a target as well as how to respond if bullying occurs.

The IEP or 504 team can recommend pragmatic language and /or counseling services to supplement a school's social skills curriculum. The social skills curriculum may require reinforcement, repetition, or modification to reach a student with identified social skills deficits. This is often provided by small group instruction but may be provided through individualized instruction.

A guidance counselor, school adjustment counselor, or psychologist monitors a student’s social skills development and responds to socially challenging circumstances in the school environment. Concerns are reported to a student’s family promptly and diplomatically. If a student with an identified disability is involved in a bullying, harassment, or retaliation incident, either as a target or aggressor, there should be careful consideration of the student’s disability.

Learning the Guidelines

Staff Professional Development

Leadership Training

In Spring 2011, Administrators who serve as District Equity Officer and Equity Officers in each school will receive leadership training about bullying prevention and intervention procedures and plan implementation. They will learn strategies for intervention to stop bullying and retaliation, information about the power differential between aggressor and target, identification of students at risk for bullying, as well as information about Internet safety and cyber-bullying. Middle School team of teachers and student leaders attended an all-day anti-bullying workshop at Westfield State University in January 2011. An administrator will receive two days of facilitator training in Steps to Respect in April 2011.

Staff Training

In Spring through Fall 2011 District school staff will have professional development about the Plan and its implementation. Staff will learn strategies for intervention to stop bullying and retaliation, information about the power differential between aggressor and target, identification of students at risk for bullying, as well as information about Internet safety and cyber-bullying. Classroom teachers in grades K-6 will receive training in Second Step and Steps to Respect. Middle and High School teachers will receive training in Olweus. Olweus will be implemented in Middle and High School in Fall 2011. At staff meetings in District schools there will be school-wide training in Responsive Classroom and social skills development, in the use of anti-bullying and social skills curriculum, as well as a review of reporting and investigation procedures. In addition to classroom teachers, this training will include specialists, paraprofessionals, coaches, bus drivers, and cafeteria workers. The District leadership team will continue to look for opportunities for teachers to attend workshops and conferences, like the anti-bullying conferences at Westfield State University. Teachers may choose to attend anti-bullying and social skills training in Summer Academy, a summer program for teachers sponsored jointly by Franklin and Hampshire County school districts, and the Collaborative for Educational Services, Northampton.

Training for Specialists

In Spring through Fall 2011 school nurses, psychologists, guidance and adjustment counselors, special educators, and paraprofessionals who work with socially vulnerable students will be trained in bullying prevention and intervention strategies for students with disabilities. They will learn strategies for intervention to stop bullying and retaliation, information about the power differential that exists between aggressor and target, identification of students at risk for bullying, as well as information about Internet safety and cyber-bullying. They will identify at-risk students and ensure those students and their families receive additional support, as needed. Individuals may choose to attend Summer Academy to take courses in Social Thinking, Steps to Respect, and other anti-bullying programs.

Training in Use of Social Skills Curriculum

In Spring through Fall 2011 teachers will have training about how the Bullying Prevention and Intervention Plan connects to adopted social skills and anti-bullying programs. They will connect what they learn about programs to strategies for intervention to stop bullying and retaliation, information about the power differential between bully and target, as well as information about Internet safety and cyber-bullying.

Annual Training

In subsequent years the District will notify all teachers annually about the Plan and procedures. There will be additional annual training for new teachers. Within the first two weeks of school, all staff will receive an annual written notice of the Plan through published information about the plan. The Plan will be posted on the District website and on all school websites. Printed copies of the plan will be available in the school offices of all District schools and in the District’s Central Office. Teachers and staff will be notified about the provisions of the plan related to staff duties including the reporting procedure, power differential, at-risk students, and cyber-bullying. A colleague or administrator will provide an overview of the social skills curriculum. Parents will receive annual notification about the Plan, and reporting and investigation procedures. We will distribute a parent brochure annually at the beginning of each school year and to new students’ parents when a student is enrolled in the District.

Other Professional Development

There will be on-going professional development opportunities in the areas of social skills development and bullying and retaliation prevention and intervention. These opportunities may include films, book groups, lectures, and panel discussions. Professional development events will address bullying and retaliation, power differential between bully and target, identification of at-risk students, and Internet safety. Professional development events may be open to parents and interested community members.

Working Together

Parent and Community Engagement

District and school level parent education programs will be held in Spring/Fall 2011 to explain the District Plan and procedures to parents/guardians and to advise parents how they can help reinforce the Plan at home. In subsequent years, once parents understand the Plan, it will be explained annually.

The District has developed a brochure about bullying for parents/guardians. (Appendix F) We will distribute this brochure to all parents annually and to new parents when their child is enrolled in the District.

There will also be additional educational programs to explain District social skills curriculum and to engage in problem solving about parenting issues. Parents will learn about the bullying power differential and about online safety.

The Anti-Bullying Leadership Team will annually evaluate the effectiveness of the District Plan and the effectiveness of District anti-bullying programs. They will make recommendations to the District Equity Officer.

The District will reach out to community organizations like Department of Children and Families, Kiwanis, United Arc, Clinical and Support Options, and religious organizations. Their advice and resources will support the District, its families, and students.

Policy, Procedures, and Student Social-Emotional Learning

All Students

When the Bullying Prevention and Intervention Plan is adopted by the school committee and accepted by the Department of Elementary and Secondary Education, the District and its schools will begin the process of explaining policies and procedures contained in the Plan to all students.

While a Bullying Policy is contained in the District’s Student Handbook, and parents and students are familiar with the District Bullying Policy, the District will ensure that students understand, in a developmentally appropriate way, the procedures with regard to

➢ Reporting an incident

➢ Understanding responsibility of a bystander, witness, or informant

➢ Knowing where forms are available and how to ask for a form

➢ Filing a complaint orally and in writing

➢ Filing an anonymous bullying, harassment, or retaliation report

➢ Understanding steps in an investigation

➢ Understanding if allegations are substantiated, appropriate actions will result

➢ Knowing what to do if retaliation occurs

➢ Knowing what a safety plan is and when to ask for one whether one is a target, bystander, witness, or informant.

The Bullying Prevention and Intervention Plan will be explained to students annually during the first two weeks of the school year.

Social Skills Curriculum

The District had previously adopted and implemented Second Step, published by the Committee for Children, as our social skills curriculum in grades K - 6. In 2010 the district purchased Steps to Respect, an evidence-based social skills curriculum with an anti-bullying focus, also published by the Committee for Children.

In Kindergarten through Grade 2, students will study Second Step. In Second Step students will learn pro-social values like empathy, anger management, and self control. As part of social skills training, students will learn about alternatives to discipline like restorative justice, making amends, and community service.

In grades 3 - 6 students will study Steps to Respect, which includes both explicit antibullying instruction and ethical values lessons.

In grades 7 through 12, middle and high school faculty and staff have adopted Olweus as their anti-bullying program. Olweus, started by Dr. Dan Olweus of the University of Bergen, Norway, is the oldest, evidence-based bullying prevention program. Teachers will receive Olweus training in Spring through Fall 2011, with implementation to begin in Fall 2011. High school student leaders may enroll in Hampshire County District Attorney’s office workshop, Cyber-Smart, to become trained mentors. High school students will then be equipped to mentor elementary students about the dangers of cyber-bullying. All students will be trained about cyber-bullying dangers and instructed to report cyber-bullying immediately to parents, teachers, administrators, staff, or other school personnel. Massachusetts Aggression Reduction Center has an anti-bullying training program at Bridgewater State which is being considered by the middle and high school Equity Officer.

All students will be trained about the important role bystanders play in stopping bullying and retaliation and will be equipped to promptly step in when they see bullying or retaliation occur.

The District timeline for implementation of a social skills curriculum is that in 2010 – 2011 Second Step and Steps to Respect will be taught. Concurrently, the middle and high school will implement Olweus and other programs appropriate for middle and high school students.

The District’s social skills curriculum will be evaluated annually for its effectiveness by students, teachers, and administrators.

Students in Need of Additional Support

Counseling and Support Services

Students who need additional social-emotional support are currently receiving counseling and guidance from school psychologists, guidance counselors, and special educators. IEP and 504 Teams may explore implementing an evidence-based social skills curriculum and additional time in social skills groups for students who are especially vulnerable to bullying and harassment due to race, disability, or gender orientation. These programs will be implemented in 2011 – 2012.

Any programs for vulnerable students will be evaluated annually for effectiveness by students, teachers, and administrators.

In addition, some students and families may be need to be referred to outside services. School psychologists, guidance counselors, and/or special educators will help students and families find the outside services they need in a timely way.

Measuring Our Progress

In September 2010 the District conducted its first surveys about bullying to create a baseline for instruction and to enhance school climate and culture. The following surveys were posted online at .

| | |Number of Respondents |Percent Who |

|Survey |Source of Survey | |Participated |

| |Southern Poverty Law Center | | |

|Students Grades 3-6 | |277 |74% |

|Middle and High School |Young Adult Lit. | | |

| |Teacher Resources |368 |64% |

|Teachers, Admin., and Staff |Connecticut | | |

| |Dept. of Education |239 |74% |

| |Province of Alberta | | |

|Parents/Guardians |Canada |447 |57% |

Surveys were posted from Sept. 10, 2010 through Oct. 9, 2010. More than 50% of each group responded to the surveys.

Complete survey results are included in Appendix E. Here are highlights of data the District gathered to plan for the future.

Bullying Survey Grades 3 – 6

Students in the District’s six elementary schools, who are between 8 and 12 years old, generally reported an absence of bullying behavior. For the most part when behavior seemed like bullying it was usually “just kidding” or “we were just joking around.”

➢ 28% of students responding reported they had been called names

➢ 23% of respondents had been hit, kicked, or pushed.

➢ 40% of students who responded reported these incidents while 60% did not tell anyone.

➢ 28% of students responding reported seeing someone else bullied.

➢ 10% of respondents admitted they had bullied others.

Elementary students may have said what they thought adults wanted to hear, that is, bullying is not a problem. The open response format of this survey may not have been an effective format for elementary students. Next year when the District surveys elementary students, we may want to use focus groups or some other method of gathering data.

Middle and High School Bullying Survey

70% of middle and high school students who responded report they had not been bullied at school. 30% of middle and high school respondents admitted they had bullied others.

Among middle and high school students as among elementary students, name calling was the most prevalent form of bullying. 36% of respondents reported they had been called names and 28% admitted they had called others names.

20% of respondents reported being kicked, hit, or tripped. 19% of students responding said they had been ignored or excluded.

When bullying occurred, only 17% of middle and high school students told anyone about the incident. 20% just ignored the incident and 11% avoided the bully.

60% of middle and high school students surveyed thought teachers and staff were aware of bullying incidents. 25% of students surveyed thought school rules about conduct and behavior were always enforced, while 37% said rules were sometimes enforced.

23% of respondents said they had participated in an anti-bullying program at school.

Middle and high school respondents identified certain “hot spots” for bullying:

|Bullying “Hot Spots” in |Percent of Respondents that Identified |

|Middle and High School |“Hot Spot” |

|Hallways |76% |

|Locker Rooms |44% |

|Cafeteria |41% |

|Lockers |38% |

Note: Consistent with practices in other school systems, the District has recently installed security cameras in several corridors of the middle/high school building. These cameras provide for increased oversight of the public hallways; a significant reduction in student traffic during classes has already been noted.

Parent Survey About Bullying

Of the parents who responded to the Parent survey, 60% reported their child always felt safe at school. 87% of parents surveyed thought their child’s school did an average, above average or excellent job of making school a safe place.

36% of respondents said their child had been bullied at school. According to parents surveyed, when bullying occurs it is most likely to happen in classrooms (31%), hallways (30%), and on the playground (40%). Respondents also identified school buses and cafeterias as places bullying occurs. About 10% of parents surveyed said their child had stayed home from school to avoid being bullied.

28% of respondents reported that if their child were bullied at school, school personnel would never report the incident. 35% of parents surveyed said rules of conduct were enforced often, while 30% said rules were enforced sometimes. 42% of parents surveyed weren’t sure what would happen if a student told an adult about bullying, implying they did not know or were uncertain if adults would act on a report.

38% of respondents reported they had never been invited to participate in an anti-bullying program at their child’s school. 36% had sometimes been invited to participate.

The parent survey had a box for parents to give additional information. 149 parents wrote anecdotes and comments about their child’s school experiences with bullying.

Bullying and School Climate Survey – Teachers, Administrators, and Staff

Teachers and staff surveyed said the following interventions were frequently used with aggressors:

➢ 87% had a conference with bully

➢ 81% increased supervision

➢ 75% issued a warning

➢ 74% engaged aggressor in counseling

➢ 73% used peer mediation

33% of teachers and staff surveyed said a list of verified bullying incidents is immediately available for public inspection if parents ask. 78% of respondents said their school does not have a list of verified acts of bullying incidents.

96% of respondents said that student handbooks are the method used to disseminate the District’s Bullying Policy and that notification about the Bullying Policy is given annually.

Teachers and staff surveyed believe parents of targets and aggressors should be notified and 85% report parents/guardians are notified within 24 hours of an incident.

What We Learned from Survey Process

This was the first time the District had conducted surveys online. We did not know how respondents would react to the online format.

What we found was online surveys worked well, especially for families. The Superintendent of Schools emailed families to tell them about the surveys and to send them a link. The Superintendent also called families using an automated call system. We sent out one follow-up email to families. Families responded well to the online survey and appreciated the confidentiality it offered. They knew that their honest responses, comments, and anecdotes would be anonymous.

Online surveys worked well for middle and high school students and teachers, administrators and staff. For middle and high school students the surveys were taken in computer labs at school. Teachers and staff had a link to their survey and could take it at home or school. Participation was good but we emailed repeated reminders for middle and high school students, teachers, and staff.

The online survey for elementary students was successful in that 74% of students in grades 3 through 6 took the survey at school. The open response format was not the best format for elementary students and did not yield as much useful information. Some students may not have understood the questions and other students may have been concerned with pleasing adults. In the future we want to explore other formats for elementary students, like pre and post-assessments in Second Step and Steps to Respect and focus groups with an adult moderator.

Future Bullying Surveys

The District plans to survey students, parents, teachers and staff annually, which we began in September 2010.

In the future years as part of our annual process we will survey in spring, revise in summer, and post the Plan for comment in late summer/early fall. The purpose of climate and bullying surveys is to

➢ enhance District and school climate

➢ evaluate the effectiveness of District social skills curriculum

➢ target parent education programs

➢ provide meaningful professional development for teachers and staff

The school and District climate surveys will also be used to help staff assess other climate issues that are related to bullying and harassment, like enforcement of rules of conduct.

Appendices

Appendix A. Bullying and Harassment Incident Complaint Reporting Form

Appendix B. Anonymous Bullying Report Form

Appendix C. Elementary Bullying Report Form

Appendix D. Bullying and Harassment Incident Report Tracking Form

Appendix E. RITA Protocol Checklist for Bullying/Harassment

Appendix F. Parent Brochure

Appendix A

BULLYING, HARASSMENT, AND RETALIATION INCIDENT COMPLAINT REPORTING FORM

______________________ School District – __________________ School

1. Name of Reporter/Complainant: __________________________________________________________________

2. Check whether you are the:

Top of Form

MACROBUTTON HTMLDirect [pic] Target (of behavior) MACROBUTTON HTMLDirect [pic]Reporter (not the target of the behavior)

Bottom of Form

3. Check whether you are a:

Top of Form

MACROBUTTON HTMLDirect [pic]Student MACROBUTTON HTMLDirect [pic] Staff member MACROBUTTON HTMLDirect [pic] Other (specify) _______________________________

Bottom of Form

Top of Form

MACROBUTTON HTMLDirect [pic] Parent MACROBUTTON HTMLDirect [pic] Administrator

Bottom of Form

3A. Provide your Contact Information/Telephone#: ___________________________________________________

4. If student, state your School: ______________________________________ Grade: _______ Homeroom: _______

5. If staff member, state your School or Work Site: ______________________________________________________

6. Information about the incident:

Top of Form

Name of target (of behavior): ______________________________________________ MACROBUTTON HTMLDirect [pic] student MACROBUTTON HTMLDirect [pic] staff MACROBUTTON HTMLDirect [pic] other

Bottom of Form

Name of subject of report/complaint: ______________________________________ MACROBUTTON HTMLDirect [pic] student MACROBUTTON HTMLDirect [pic] staff MACROBUTTON HTMLDirect [pic] other

Date(s) of incident(s): ___________________________________________________________________________

Time(s) when incident(s) occurred: _________________________________________________________________

Incident location(s) (be as specific as possible): ___________________________________________________________

7. Witnesses (list people who saw the incident OR have relevant information about the incident):

Name: ________________________________________ MACROBUTTON HTMLDirect [pic] student MACROBUTTON HTMLDirect [pic] staff MACROBUTTON HTMLDirect [pic] other (specify) __________________

Name: ________________________________________ MACROBUTTON HTMLDirect [pic] student MACROBUTTON HTMLDirect [pic] staff MACROBUTTON HTMLDirect [pic] other (specify) __________________

8. Describe the details of the incident (names of persons involved, what occurred, and what each person did and said, including specific words used; use additional paper if necessary):

9. Have you taken any action on this matter? Yes ________ No_________ (if “yes” please describe action taken and when; use additional paper if necessary)

10. Signature of Reporter/Complainant: _________________________________________ Date: ________________

11. Form provided to: ________________________________ Position: _________________ Date: ________________

Signature: ______________________________________________________________ Date: ________________

PLEASE SEND COMPLETED FORM TO _________________________________________________.

Appendix B

Mohawk Trail Regional School System

Office of Curriculum and Assessment

24 Ashfield Road, Shelburne Falls, MA 01370

Stop•A•Bully

Safe & Anonymous

This form may be used to report bullying, harassment, or retaliation.

Date:

Submitted By: (optional)

School:

Name of Bully:

Grade of Bully:

Date of Incident:

Details of Incident:

Location of Incident:

Time of Incident:

Number of Witnesses:

Who has been told:

Number of times this has happened:

It is the responsibility of the school to investigate the accuracy of every Bully Report and then take the steps necessary to stop any further harassment. The Mohawk Trail Regional School System agrees to treat reports in a professional manner and respect the person who submitted it in their desire to remain safe and anonymous. This report is considered confidential whether you choose to remain anonymous or not. School staff will show it only to the persons who are directly involved in this incident.

Submit completed form by mail or e-mail to stopbullying@

Appendix C

Elementary

Bullying Report Form

Name: _________________________________________________________________

Date: __________________________________________________________________

WHO was involved?

Target _________________________________________________________________

Bully __________________________________________________________________

WHEN Date ____________________ Time: _______________________________

WHERE _______________________________________________________________

WHAT happened? _____________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

WHO saw what happened? ______________________________________________

_________________________________________________________________________

_________________________________________________________________________

WHO did you tell? _______________________________________________________

_________________________________________________________________________

_________________________________________________________________________

WHAT did you do? _______________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Appendix D

BULLYING, HARASSMENT, AND RETALIATION INCIDENT REPORT TRACKING FORM

______________________School District – School Name _____________________

TO BE COMPLETED BY ADMINISTRATORS OR THEIR DESIGNATED OFFICIAL(S)

1. Incident:

School/Building: _____________________ Name of Incident Reporter(s): ______________

Top of Form

Date(s): _____________________ MACROBUTTON HTMLDirect [pic]Student MACROBUTTON HTMLDirect [pic]Employee MACROBUTTON HTMLDirect [pic]Other _________

Time(s): _____________________ Date of Report/Complaint: _________________

Location(s): _____________________

2. Target of behavior:

|Name |ID # |Age |Grade |

|(If not | | | |

|student | | | |

|indicate | | | |

|if staff | | | |

|member/other)| | | |

| |A. Reporting | | |

| |Incident Complaint Form (ICF) and/or existing office | |Submitted by: |

| |referral form received. | |Received by: |

| |ICF reviewed by building Equity Officer (EO). | | |

| |Copy of ICF sent to District Equity Officer (DEO). | | |

| |EO informs alleged aggressor(s) about complaint. | | |

| |EO informs alleged aggressor(s) about retaliation. | | |

| |EO informs alleged target that alleged aggressor(s) | | |

| |has/have been told about complaint & warned about | | |

| |retaliation. | | |

| |Building administrator or EO informs parents/guardians |P/G of Target(s): |If more than one, add’l info here: |

| |(P/G) of both alleged target(s) & alleged aggressor(s) | | |

| |about complaint & investigation, if one is required. |P/G of Aggressor(s): | |

| | | | |

| | | |Names? |

| |B. Investigating | | |

|NO / YES |Incident is referred to District EO for investigation (If | |If YES, give reason: |

| |YES, skip this section). | | |

| |Incident Report Tracking Form is initiated to document | | |

| |investigation. | | |

| |Interviews are completed. | | |

| | | | |

| |Physical evidence is reviewed. | | |

| | | | |

| | | | |

|Check (√) |Procedural Step |Date & Initials of |Comment/Reminder |

| | |“Checker” | |

| |Investigation is completed within 5 days. | | |

| |If not completed within 5 days, EO informs all parties | | |

| |(including parents/guardians) of first 5-day extension | | |

| |EO informs DEO of first extension. | | |

| |If not completed within 5-day extension, EO informs all | | |

| |parties (including parents/guardians) of second 5-day | | |

| |extension | | |

| |EO informs DEO of second extension. | | |

| |EO determines incident is bullying. | | |

| |EO determines incident is harassment. | | |

| |EO completes Incident Report Tracking Form (plus brief | | |

| |written report, if needed). | | |

| |C. Taking Action: | | |

| |Consequences & Notification | | |

| |EO and/or Principal determine(s) consequences, if any. | | |

| |If consequences are given, EO informs DEO | | |

| |EO informs aggressor(s) & parents/guardians of results and| | |

| |consequences, if any. | | |

| |EO informs target(s) & parents/guardians of | | |

| |investigation’s results (but NOT of consequences). | | |

| |EO will inform staff member(s) interviewed about | | |

| |complaint’s results. | | |

| |Copies of this checklist, tracking form, and any written | | |

| |reports are forwarded to DEO. | | |

NOTES:

If DEO does not receive notification of extension(s) and/or results/consequences within the time periods defined by the Bullying/Harassment Policy, then the DEO is responsible for contacting the Building EO and/or Principal to find out where and why the process has stalled.

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With Special Thanks

Thanks to the presenters of the workshops listed below. Their ideas, suggestions, and documents have been invaluable to us in writing this plan.

Responding Effectively at the School and District Level to the MA Anti-Bullying Law

Presented on Oct. 4, 2010

Collaborative for Educational Services, Northampton, MA

Ms. Randy Ross, Equity and Diversity Specialist

New England Equity Assistance Center

Brown University, Providence RI

Bullying and Cyber-bullying: School District’s Obligation

Presented on Oct. 6, 2010

Collaborative for Educational Services, Northampton, MA

Ms. Regina Tate, Esq.

Murphy, Hesse, Toomey and Lehane, LLP

Quincy, MA

Thanks also go to consultant, Barbara Coloroso, Littleton, CO, who spoke by phone with us regarding bullying surveys.

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