Anti Bullying Plan 2010 v2

8/8/2019 Anti Bullying Plan 2010 v2

http://slidepdf.com/reader/full/anti-bullying-plan-2010-v2 1/33



2

Introduction to the Plan

In compliance with MGL.c.71§370, the Watertown Public Schools has created thisBullying Prevention and Intervention Plan.

This plan is rooted in the belief that bullying prevention involves a multi-layeredapproach to 1) create a welcoming community, 2) raise awareness of aspects of community and school culture which support bullying behaviors, 3) provide educational

opportunities for the community, for parents, for all school staff, and for students, 4) provide clear policies and guidelines for behavior to all the above groups, and 5) devise

protocols and action plans to deal with both the disciplinary and the therapeutic responseof the school to bullying behaviors. We believe that involvement of not only community

members, but community groups, as well as school personnel, students and parents, in acohesive and all inclusive effort to raise awareness to the issues contributing to bullying

will be the most effective way to create an environment where all students and staff feelwelcome and treated with respect and dignity.

Introduction to Watertown

Watertown is a community of about 34,000 residents, living in 4.5 square miles. It is

noted for its role in American Revolution, its rich cultural heritage, diversity of language,and strong community spirit. Originally agricultural, then a manufacturing center,

Watertown is now a middle class community with diversified services in manufacturing,retail trade, health, education and other professional areas. It is located just 4 miles

northwest of Boston. The community represents a rich diversity in its ethnic heritage with29 % of students speaking English as a second language.



3

I. LEADERSHIP

A. Public Involvement in Developing the Plan

Watertown Public Schools has involved a wide variety of groups, both school and

community-based, in the development of this Plan.

Advisory Committee

The Watertown Public Schools Bullying Prevention Advisory Committee, PeacefulCommunity, Peaceful Schools Advisory, composed of school and community members,

was formed in October 2010.

The Advisory Committee operates under the auspices of Jean Fitzgerald, Ph.D., AssistantSuperintendent and will continue to meet as a standing committee to review and revise as

the plan is implemented. The group is chaired by Barbara Gortych, Ph.D., Coordinator of Assessment and Guidance, k-12 and by Jason Del Porto, Assist. Principal, Watertown

Middle School.

In addition to the leaders mentioned above, members of this committee include:

Jeannette Belcher-Schepis, PTO President, Hosmer Elementary SchoolPeter Centola, Watertown Recreation Director

Mena Ciarlone, Coordinator of Elementary Curriculum,Watertown Public Schools

Ann Cox, Teacher, Hosmer SchoolCindy Crimmin, Principal, Cunniff Elementary School, Watertown Public

SchoolsDavid Downes, Watertown Educational Foundation

Laura Kurman, MA, LMFT, Wayside Youth and Family Support Network Mike Lehif, Athletic Director, Watertown Public Schools

Duffy Peet, Interning Minister, Unitarian Church, WatertownBeckett Rhodes, M.A., LMHC, Peer Leader Advisor, Wayside Youth Coalition,

Wayside Youth and Family Support Network Marilyn Salvas, Information Systems Specialist, Watertown Public Schools

David Sampson, Sgt., Watertown Police DepartmentStephanie Sunderland-Ramsey, Chairperson Watertown Youth Coalition, and

Program Coordinator, Wayside Youth and Family Support Network

Ken Swift, Watertown High School SRO, Watertown Police DepartmentSasha Grodsky, Watertown Youth Coalition Peer Leader/student, Watertown

High SchoolSandra Hernandez, Watertown Youth Coalition Peer Leader/student Watertown

High School



4

This Advisory Committee has been working with the Superintendent, AssistantSuperintendant, and Principals to develop a general plan for 1) reporting behaviors in

school and 2) planning tiers of community and parent education, and 3) for developing atheme and “tag line” for the anti-bullying activities.

Wayside Youth and Family Support Network, WatertownIn addition to this oversight committee, Watertown Schools also has had a workingrelationship for many years with Wayside Youth and Family Support Network in the

town. This year the district, in conjunction with Wayside, was awarded a Grant to ReduceAlcohol Abuse (one million dollars over three years) to reduce youth alcohol abuse in

Watertown. The Watertown Healthy Youth (WHY) project will greatly enhance efforts toreduce underage alcohol use and will address the clear and concerning correlation

between high risk drinking behaviors and those who report being bullied. WHY willwork to reduce risks related to bullying and support youth with skills to overcome and

prevent bullying and related behaviors.

The Wayside Youth and Family Support Network also has provided leadership aroundadolescent guidance issues in Watertown via the annual Report on the Well-being of

Watertown Youth (see Appendix A) which documents the results of the 2009 WatertownYouth Risk Behavior Survey and Youth Needs Assessment, released in August 2010.

This is the eleventh year that the survey has been undertaken in conjunction with theWatertown Youth Coalition and Wayside.

B. Assessing Needs and Resources

At present, Watertown Public Schools maintains a wide variety of evidence-based

programming which is helpful to students (and their families) involved in bullyingincidents, as either targets or aggressors. These are detailed below. For further

information, please see Appendices E, F, and G.

Elementary

At the elementary level, the four principals met last spring and chose Caring Schools,

Caring Communities as the Anti-bullying curriculum they would use in the fall 2010. Allelementary faculty underwent training in September, 2010. The program went into

immediate use. It provides for a weekly lesson in each classroom delivered by theclassroom teacher with daily check-ins.

Middle School

At the Middle School level, in the 2009-2010 school year, the Middle School, under thedirection of the Principal and Asst. Principal, chose to use the Let’s Get Real program as

an anti-bullying curriculum. This program provides a film and guided discussion initially,with follow-up discussions throughout the year. Its use was seen as very successful in the

last school year and it will continue to be used this year.



5

High School

The High School will begin training in January 2010 to implement the Olweus BullyingPrevention Program for the spring of 2010. The program will be incorporated into

curriculum in Health and Physical Education classes for all grades.

Current Steps in Developing Anti-bullying Resources, Policies, and Procedures

In August 2010, the Watertown School Board rewrote the Student-To-StudentHarassment/Bullying Policy (see Appendix B). It was posted and went through a period

of public review after which it was approved by the school board.

Also in August, all six principals reviewed their Student Handbooks in order to updatethem around bullying policies (See Appendix C).

In October, a subgroup of the Advisory committee, made up of a variety of community

members and school personnel, worked on clarifying and refining the reporting policiesfor the district and their implementation electronically. The actual policies which were

developed will be described later in this Plan under Section V. At the same time, another subgroup of the Advisory committee met to work on plans for speakers/educational

presentations as well as a name and tag line for the Bullying Prevention Plan.

Review of available data on bullying and behavioral incidents

The data from the 2009 Watertown Youth Risk Behavior Survey (released in August2010) included a focus on bullying. The definition of bullying in that survey was as

follows:

“When 1 or more students tease, threaten, spread rumors about, hit, shove, or hurtanother student over and over again. It is not bullying when 2 students of about

the same strength or power argue or fight or tease each other in a friendlyway….This includes physical, verbal, over the internet, through texting, voice

mail, damaging belongings, stealing and spreading rumors.”

For Watertown High School students, the three main conclusions from the bullying datain this survey appear below.

1. “26.4 % report peer pressure/bullying as their greatest challenge, up slightly

from 24% in 2007.”2. “33.6% reported ever having been bullied or harassed, up slightly from 31.1%

in 2008.”3. “Students who reported being bullied or harassed also reported more drug use,

higher rates of depression and suicidality, having sex, carrying a weapon inthe past 30 days, and more use of diet pills to lose weight in the past 30 days.”



6

For Watertown Middle School Students, the three main conclusions from the bullyingdata in this survey appear below.

1. “36.1 % report peer pressure/bullying as their greatest challenge, up

significantly from 28.5% in 2007.”

2. “41.3% reported ever having been bullied, up significantly from 32.5% in2008.”3. “Students who reported being bullied were also shown to be at higher risk for

smoking cigarettes, dringking alcohol, suicidality, riding in a car with a driver who had been drinking, and being in physical fights.”

As part of their cooperative work with Watertown on the GRAA Grant, Wayside plans to

do another survey to provide updated information in the spring of 2011 with a focus onhow students, parents and faculty/staff view the climate in schools.

Further, on an annual basis, the Watertown Public Schools will collect and analyze

building-specific data on the prevalence and characteristics of bullying (e.g., focusing onidentifying vulnerable populations and “hot spots” in school buildings, on school

grounds, or on school buses).

C. Planning & Oversight

Various aspects of this Plan will be overseen by different individuals or group. These arelisted briefly below. However, their roles and functions will be further described

throughout this document.

1. Principal -- receiving reports on behavioral incidents that could later bedetermined to be bullying.

2. Principal or designee – collecting and analyzing building- and/or school-wide data

on bullying to assess the present problem and to measure improved outcomes.

3. Advisory Committee in conjunction with the district’s Information SystemsSpecialist, and principals -- creating a process for recording and tracking incident

reports, and for accessing information related to targets and aggressors.

4. Coordinators of Advisory Committee -- planning for the ongoing professionaldevelopment/training that is required by the law.

5. Principals and individual school triage groups – planning supports that respond to

the needs of targets and aggressors.

6. Principals w/ faculty/staff - choosing and implementing the curricula that theschool or district will use.



7

7. Asst. Superintendant, School Board, Principals, with community review – developing new or revising current policies and protocols under the Plan,

including an internet Safety Policy, and designating key staff to be in charge of implementation of them.

8. Assist. Superintendant and Principals –amending student and staff handbooks andcodes of conduct.

9. Coordinators of Advisory Committee -- leading the parent or family engagementefforts and drafting parent information materials.

10. Superintendent and Assistant Superintendent in conjunction with the Advisory

Committee, with feedback from schools, parents and community -- reviewing andupdating the Plan each year, or more frequently, as needed.

D. Developing Priority Statements

Watertown Public Schools expects that all members of the school community will

treat each other in a civil manner and with respect for differences.

Watertown Public Schools is committed to providing all students with a safe learningenvironment that is free from bullying and cyberbullying. This commitment is an

integral part of our comprehensive efforts to promote learning, and to prevent andeliminate all forms of bullying and other harmful and disruptive behavior that can

impede the learning process.

Watertown Public Schools understands that members of certain student groups, suchas students with disabilities, students who are gay, lesbian, bisexual, or transgender,

students who speak languages other than English or come from different cultures, andhomeless students may be more vulnerable to becoming targets of bullying,

harassment, or teasing. The district will take specific steps to create a safe, supportiveenvironment for vulnerable populations in the school community, and provide all

students and staff with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing.

Watertown Public Schools will not tolerate any unlawful or disruptive behavior,

including any form of bullying, cyberbullying, or retaliation, in our school building,on school grounds, or in school-related activities. We will investigate promptly all

reports and complaints of bullying, cyberbullying, and retaliation, and take promptaction to end that behavior and restore the target’s sense of safety. We will support

this commitment in all aspects of our school community, including curricula,instructional programs, staff development, extracurricular activities, and parent or

guardian involvement.

The Bullying Prevention and Intervention Plan (“the Plan”) is a comprehensiveapproach to addressing bullying and cyberbullying, and the Watertown Public



8

Schools is committed to working with students, staff, families, law enforcementagencies, and the community to prevent issues of violence. In consultation with these

constituencies, we have established this Plan for preventing, intervening andresponding to incidents of bullying, cyberbullying, and retaliation. The principal is

responsible for the implementation and oversight of The Plan.



9

II. Training and Professional Development

A. Annual Staff Training on the Plan

Annual training for all Watertown Public Schools staff will include staff duties under the

Plan, an overview of the steps that the principal or designee will follow upon receipt of areport 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 will be required to participate in school-based training during theschool year in which they are hired unless they can demonstrate participation in an

acceptable and comparable program within the last two years.

B. Ongoing Professional Development

The goal of professional development is to establish a common understanding of toolsnecessary 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§370,

the content of school-wide and district-wide professional development will be informed by research and will include information on:

i. developmental (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 anaggressor, target and witnesses to the bullying;

iv. research findings on bullying, including information aboutspecific 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;

andvi. Internet safety issues as they relate to cyberbullying.

Professional development will also address ways to prevent and respond to bullying or

retaliation for students with disabilities that must be considered when developingstudents’ Individualized Education Programs (IEPs). This will include a particular focus

on the needs of students with autism or students whose disability affects social skillsdevelopment.

Additional areas identified by the school or district for professional development include:

Promoting and modeling the use of respectful language;Fostering an understanding of and respect for diversity and difference

Building relationships and communicating with familiesConstructively managing classroom behaviors



10

Using positive behavioral intervention strategiesApplying constructive disciplinary practice, teaching students skills,

including positive communication, anger management andempathy for others;

Engaging students in school or classroom planning and decision-

making, and maintaining a safe and caring classroom for allstudents.Maintaining a safe and caring classroom for all students.

C. Written Notice to Staff

The district will provide all staff with an annual written notice of the Plan by publishing

information about it, including sections related to staff duties, on the Watertown PublicSchools website.

D. Training in Watertown

In anticipation of the requirements of the new anti-bullying legislation in Massachusetts,

Watertown Public Schools has been actively involved in seeking out and providingtraining to staff since the early summer of 2010. Provided below is a record of previous

training and planned future training.

Training prior to December 1, 2010

.

1. Summer, 2010

A number of administrators attended MARC (Massachusetts AggressionReduction Center, Bridgewater State College) sponsored training around

the new law.

2. August, 2010

A complete review of the law was presented to a meeting of the principalsin August of 2010. Also present at this meeting as a resource, was a

member of the Watertown Police, Sergeant David Sampson. As part of this meeting, there was rich discussion about implementation of the plan.

In August 2010, the Assistant Superintendant, Dr. Jean Fitzgerald, guided

principals through an understanding of the law and its implications for student handbooks. As a result, student handbooks for schools at all levels

were revised so that their policies were in agreement with therequirements of the new law.



11

3. September 2010

As part of a Professional Development Day, all Middle and High Schoolstaff attended a presentation on the new law by the Middle School

Principal, the High School Principal, and the Coordinator of Assessment

and Guidance.

On the same day as the above referenced training, the staff from the

elementary schools participated in training in the new Elementary anti- bullying curriculum “Caring Schools, Caring Communities” with

professional trainers from that program.

4. September 2010– June 2011 Professional Development Offering

As part of the grant received by the school district and Wayside Youth andFamily Support Network, a course is being offered as part of the district’s

PD offerings. The course is entitled: Creating and Promoting a Welcomingand Sustaining School Culture. Its aim is move the participants through

training in creating welcoming school environments from September through March. This training includes speakers with expertise in working

with multicultural groups, a strength-based approach to teaching andguidance of youth, understanding the social and emotional lives of

children, and appropriate interventions by adults as well as proven ways to prevent and resolve behaviors associated with bullying. From March

through June, this group will develop a plan to offer this type of training tothe rest of the district for the 2011-2012 school year in every school.

5. Announcement to Middle School Students and Parents in September

2010

In September, 2010, each grade (6, 7, 8) attended an assembly in whichthe new law and its implications were discussed. Similarly, parents

attending “Back to School Night” were also informed of the nature of thelaw and its impact.

Future proposed training after December 1, 2010

6. Letter for all parents before Jan 1, with copy to Faculty/Staff

A letter will be sent to all parents before January 1, 2011 informing them

of relevant aspects of the new law and of the Plan which the District hascreated. The purpose of this letter is to establish a partnership with parents

around implementation of the new law, to be sure that parents are not“blind-sided” by the consequences of the new law in January, and to

engage them in process of dealing with these issues as a community



12

7. Assemblies?/Student education before Jan 1****

Will the principals address this?

8. Training for faculty/staff after Jan 1 (including bus drivers, custodians,

cafeteria staff, cab drivers, volunteers, secretaries, etc.)

Dates: TBA

Training:

Training will be based on the MARC (Massachusetts AggressionReduction Center) Training Manuals on how to deal with bullying

behavior in school. Specifically, it will include education about the protocols developed for reporting and dealing with targets and

aggressors directly.

Trainers: B. GortychJ. DelPorto

Others: TBA

9. Community/Teacher Training

December 15, 2010Wayside and Watertown Schools, as part of the GRAA grant (WHY,

Watertown Healthy Youth), will bring Michael Thompson (author of Raising Cain and How to Raise Responsible Children) to speak during

the day to faculty/staff and in the evening to address parents andmembers of the community around learning about the social lives o f

children and how we can help them survive and thrive in today’scomplex world. See Appendix H.

Spring 2011

In the spring, Wayside and Watertown Schools are planning to bring toWatertown Michael Fowlin, a national known speaker (see Appendix

D), who presents specifically about diversity and bullying. He waschosen at the urging of students at the High School. Two presentations

are planned: one for the High School students and one for staff, parents and community.

January-June 2011

The World in Watertown is “Watertown’s human rights group.” Itfocuses on the promotion and protection of non-discriminatory

practices. In the past, it has sponsored a number of programs includingthe Martin Luther King Unity Breakfast and the Hate Crime Forum.

Members of this group are in the process of planning a series of several events that will be coordinate with the Plan in Watertown.



13

Under discussion is a film/discussion series or the use of local theatrefacilities for skits, improvisations, etc. that address the issues. These

events would be open to parents, faculty/staff and the larger community.

10. Student Education

Curriculum

Students will participate in specialized curricula that are appropriate totheir age and developmental level and are integrated into their school

day.

Since September 1, 2010. The elementary staff has been trained in andhas implemented the Caring Schools, Caring Communities curriculum.

The Middle School trained its staff and implemented the Let’s Get

Real curriculum in the 2009-2010 school year. The same program willcontinue to be implemented for the 2010-11 academic year.

The High School will be using the Olweus Bullying Prevention

Program. Training for facilitators will begin in early 2011, withimplementation in classes expected in the spring of 2011.

Other Presentations

The Elementary schools are planning to bring in T.I.G.E.R for the

spring at that level. ***

The district will bring Michael Fowlin to the High School for students,faculty and the community in the spring to address diversity issues. Dr.

Fowlin’s presentation called “You Don’t Know Me Till You KnowMe” combines his knowledge of psychology and his acting talent to

“promote an atmosphere of world-wide inclusion, not just tolerancetowards all people”. (See Appendix D)



14

III. ACCESS TO RESOURCES AND SERVICES

A. Identifying Resources

Members of the Advisory Committee and staff have contributed to the

following list of resources.

Current Resources at each level (Elementary, Middle School and High

School) are identified below. These resources have been put in place toassist students who are presently experiencing either emotional or

behavioral concerns. The wide variety of services are currently availableto be included in plans for students involved in bullying incidents, both as

aggressors and as targets.

Elementary

1) Guidance Counselors

All elementary schools are served by Guidance Counselor/s based fulltime at each school. There is one Guidance Counselor at the Cunniff, one

at the Lowell, and there are two at the Hosmer School. Counselors at thislevel work with students, teachers and parents around developmental

issues and school adjustment issues. They also participate in theelementary curriculum Caring Schools, Caring Communities.

2) Extra Support for Students

Extra support for students is available at two schools (Lowell and Hosmer)

in the form of an “Opportunity Room. At the third elementary (Cunniff),this type of service is addressed by a full-time Social worker who is

contracted from the Walker School.

3) Supplementary Services

In two of the three elementary schools, there are groups being run by theAcademy of Physical and Social Development. These groups deal with

improving social skills and anger and behavior management.

Middle School


There are three full-time Guidance Counselors at the Middle School.They are offer individual drop-in counseling services, peer mediation, and

social skills groups. They also assist on the Middle School anti-bullying



15

curriculum Let’s Get Real. Guidance Counselors also are a key link in thecommunication network between school and home.

2) ISP (Integrated Support Program)

The Middle School also provides the Integrated Services Program. This program maintains a classroom for scheduled and unscheduled “respiteservices” for students experiencing difficulty coping. Staff includes Social

Work Interns from the Academy of Physical and Social Development, a part-time Social Worker (contracted from Colony Care Associates, a

private clinic), several aides and a coordinating special education teacher.Also available as part of this program is a sub-separate classroom for

students with major issues around depression and anxiety.

Consulting to the ISP are staff from The Academy of Physical and SocialDevelopment, social workers from Colony Care Associates, and the

Secondary Special Education Coordinator. Also involved in the weeklystaff meetings of this program are the Asst. Principal and the Special

Education Team Chair.

Services offered as part of ISP include individual school adjustmentcounseling, respite, and specialized group work (focusing on dealing with

anger management, anxiety, and social skills).

3) Student Groups

The D (Diversity) Team

The D Team is a student group which is overseen by a guidance counselor

and meets after school once a week with a focus on various world events.For example, in February (Breast Cancer Awareness Month) they

organized a bake sale to raise money for Susan G. Komen for the Cure. In November, they organized “Mix It Up At Lunch Day” on which all

students were to sit with different peers at lunch, an antibullyingtechnique. Further, on November 19, they recognized International Stand

Up to Bullying Day in the Middle School.

The club is open to students in all three grades. It is a safe place for students to meet who want to bring awareness to our school in hopes to

change the school culture. A large bulletin board display by this group isvisible near the entrance to the school, across from the school office.

4) Antibullying Curriculum

For all grades (6, 7, 8), the Middle School is using the anti-bullying

curriculum Let’s Get Real. (See Appendix F for more information).



16

Additionally, curriculum in each grade also targets issues related to bullying. In sixth grade the Health curriculum functions in this way. In

seventh grade, there is a collaborative program with the Brown Center,and in eighth grade, the Facing History and Ourselves curriculum is used.

5) Monitoring Group

Each week at the Middle School the SST (Student Services Team) meets

to review students who may appear to be encountering difficulty copingwith the purpose of making recommendations for additional supports. This

group is led by the Asst. Principal and includes Guidance staff, the part-time ISP social worker, consultants working as part of ISP, the nurse, ISP

teacher and teacher leader, and the Health teacher.

High School


There are three full time and one part-time Guidance counselor at the HighSchool. They offer individual drop-in counseling services and college

selection support. Additionally, they meet with students around the Naviance computer-based program which offers not only support for

college planning, but resources for personality and vocational assessment.

2) ISP (Integrated Support Program)

There is an ISP program at the High School which is similar to that at theMiddle School. An important part of this program is the CAP (Counseling

and Academic Support) program which allows students to sign up for one period a day (and when necessary, more) of counseling and academic

support.

Also part of ISP are sub-separate classes for students with internalizing(anxiety and depression) and externalizing symptoms (behavioral issues).

Counseling services around school adjustment are offered through a

number of staff: HS School Psychologist, a Social Worker from ColonyCare (Group work), and therapists and interns from the Academy.

3) Additional Counseling

Additional counseling is being offered at the High School by a half-time

counselor provided by Wayside Youth and Family Support Network andfunded by the aforementioned GRAA Grant (part of the WHY program).

This counselor is available for referrals of students who are encountering



17

problems coping in school and, as such, would also be available toaggressors or targets.

4) Student Groups

Watertown Youth Coalition Peer Leaders.The Watertown Youth Coalition Peer Leaders are a group of around 20Watertown high school students who earn community service hours

working with coalition and community members to improve the health andwell being of Watertown’s young people. Peer leadership is a key part of

the Watertown Youth Coalition and is based on a youth empowermentmodel in which students are trained as leaders and encouraged to become

active, vocal partners in the work of the Youth Coalition.

Ambassadors for Change

Ambassadors for Change is comprised of a group of students nominated

by both faculty and students with the goal of changing and improving theschool climate.

5) Anti-bullying Curriculum

The high school will begin to train facilitators in the Olweus Bullying

Prevention Program in early 2011, with a plan to implement it in thespring of 2011.

6) Student Monitoring Groups

Each week at the High School the SST (Student Services Team) meets to

review regular education students who appear to be encounteringdifficulty coping and makes recommendations for additional supports.

This group is led by the Asst. Principal and includes Guidance staff, thenurse, the vocational counselor, the High School Psychologist,

Coordinator of Guidance k-12, and the Secondary Special EducationCoordinator.

Also meeting weekly at the High School is the Gatekeepers Group which

reviews each week students who are on IEPs who appear to need further support for emotional/behavioral issues. As part of their meeting, they

process events and information and may make recommendations for additional services for a student. This group is lead by the Secondary

Special Education Coordinator and also includes the Coordinator of Assessment and Guidance, consultants working as part of ISP programs,

and the School Psychologist.



18

7) Community Resources

a) Academy of Physical and Social Development

(Private clinic for youth offering group and individual

counseling, and school consultation)

b) Wayside Youth and Family Support Network

(Clinic for youth and families offering group and individualcounseling)

c) Colony Care Associates

(Private clinic for all ages offering individual and familycounseling and school consultation)

d) Watertown Boys and Girls Club

(Organization which offers recreational activities for students after school and on weekends)

e) Juvenile Justice System

(Courts which oversee CHINS petitions and other issues)

f) Watertown Education Collaborative(Agency which offers workshops for educators and

programs for students with a variety of issues)

g) Project Alliance(A program sponsored by the District Attorney’s office

which offers workshops for educators)

h) Advocates Program(A program which will come to schools for crisis

intervention in severe student mental health matters)

i) Watertown Police Department(The Watertown Police department has a Memo of

Understanding with the Watertown Schools which providesfor cooperation and support. There is also a Safety

Resource Officer (SRO) at the High School full time.)

i) Government Agencies:DCF (Department of Children and Families)

DMR (Department of Mental Retardation)DMH (Department of Mental Health)

Mass. Rehabilitation Services



19

B. Identifying Needs

1) There is a need for a coordinated list of resources for counseling and support.

Guidance Counselors are currently assembling a list of resources available in thecommunity for students who may be targets or aggressors in bullying situations.This document will be made available to all principals.

2) There is a need to reach out to the families of children who speak English as a

second language or who are experiencing learning differences. Further it will beimportant to involve ELL and Special Education teachers in the Plan, and to

establish resources in the community specific to culturally diverse student population, in particular, for translation services.

3)There is a need for more information and access to government-sponsored

resources. Although all guidance counselors were trained last year in how toaccess resources from the CSA (Community Service Agency), information about

these resources should be reviewed

E. 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 socialskills development or the student may participate in or is vulnerable to bullying,

harassment, or teasing because of his/her disability, the Team will consider whatshould be included in the IEP to develop the student’s skills and proficiencies to

avoid and respond to bullying, harassment, or teasing.

In Watertown, this consideration will be part of the agenda for every Teammeeting, beginning in January 2010. It is anticipated that as we move through the

cycle of annual reviews and three year evaluations, eventually, the IEPs of allspecial education students will have been adjusted to deal specifically with this

issue if it present for a specific student.

F. Referral to outside services

As mentioned earlier, a guide to resources, accompanied by suggested protocolsfor use, will be prepared and distributed to all principals to assist in referrals to

outside services when necessary.



20

IV. ACADEMIC AND NON-ACADEMIC ACTIVITIES

A. Specific bullying prevention approaches

Watertown Public Schools will be using curricula designed for specific age groupsThese are listed below:

Elementary: Caring Schools, Caring Communities (see Appendix E)Middle School: Let’s Get Real (see Appendix F)

High School: Olweus Bullying Prevention Program

Please see Appendices E, F, G for specific information about each curriculum.

In general, these curricula are informed by current research which, among other things,emphasizes the following approaches:

Using scripts and role plays to develop skills

Empowering students to take action by knowing what to do when they witnessother students engaged in acts of bullying or retaliation, including seeing

adult assistanceHelping students understand the dynamics of bullying and cyberbullying,

including the underlying power imbalanceEmphasizing cybersafety, including safe and appropriate use of electronic

communication technologiesEnhancing students’ skills for engaging in healthy relationships and respectful

communicationsEngaging students in a safe, supportive school environment that is respectful of

diversity and difference

Additionally, before January 1, 2011, a letter will be sent to parents (with a copy to allteachers) informing them of the new Anti-bullying law and its impact upon families,

students and the schools.

Further, (before January 1, 2011?) individual schools will devise ways which are age-appropriate to inform students of the nature of the law and Watertown’s Plan to

implement it. In particular, it will be important for students to understand 1) that thescope of the school’s jurisdiction has been expanded in regard to bullying and

cyberbullying, 2) that there is a Plan which will be implemented to inform them abouthow to deal with these issues, 3) that the Plan also will specify interventions to provide

discipline and new ways of coping to aggressors and support and safety plans for targets,and 4) their parents and community groups will be informed about this and supportive of

creating a safer school/community environment.



21

V. PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND

RETALIATION

A. Reporting Bullying or Retaliation.

Reports of bullying or retaliation may be made by parents or guardians, students,

staff members or other members of the community, and may be made orally or inwriting. Oral reports made by or to staff members shall be recorded in writing onthe specified district reporting forms. A school or district staff member is required

to report immediately to the principal or designee 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 districtstaff members may be made anonymously using the districts community reporting

mechanism located on the Watertown Public Schools website, the call in phoneline**** or by mailing a letter to the central office.

To support the community in reporting incidents The Watertown Public School

will:a. include a copy of the districts reporting form in beginning of the year

packets to students, parents or guardians. b. make the forms available in the school’s main office, the guidance office,

nurses office, central office and other locations determined necessary bythe administration.

c. post the Incident Report Form on the district’s websited. make the Incident Report Forms available in the most prevalent

language(s) of origin of students and parents or guardians

At the beginning of each school year, The Watertown Public Schools will providethe school community, including administrators, staff, students, and parents or

guardians, with written notice of its policies for reporting acts of bullying andretaliation. A description of the reporting procedures and resources, including the

name and contact information of the principal or designee, will be incorporatedinto each of the schools student/parent handbooks and on the Watertown Public

Schools website, and in the information about the plan that is made available to parents or guardians. Such information will also be provided in languages other

than English.

1. Reporting by Watertown Public School Staff

A staff member will report immediately to the principal or designee when he/shewitnesses or becomes aware of conduct that may be bullying or retaliation. Staff

members are expected to use the district’s reporting form as a means of communication but are not limited to this vehicle. Staff can also use other means

of communicating the report if necessary. The requirement to report to the principal or designee does not limit the authority of the staff member to respond

to behavioral or disciplinary incidents consistent with Watertown Public School policies and procedures for behavior management and discipline.



22

2. Reporting by Students, Parents or Guardians, and others

The Watertown Public Schools expects students, parents or guardians, and other

who witness or become aware of an instance of bullying or retaliation involving a

student to report it to the principal or designee of that student’s school. Reportsmay be made anonymously, but no disciplinary action will be taken against thealleged aggressor solely on the basis of an anonymous report. Students, parents or

guardians, and others may request assistance from a staff member to complete awritten report. Students will be provided practical, safe, private and age-

appropriate ways to report and discuss an incident of bullying or retaliation with astaff member, or with the principal or designee.

B Responding to a report of bullying or retaliation.

1. Safety

Before fully investigating the allegations of bullying or retaliation, the principal or

designee will take steps to assess the need to restore a sense of safety to thealleged 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-determined 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 aggressor’s

schedule and access to the target. The principal or designee will take additionalsteps to promote safety during the course of and after the investigation, as

necessary.

The Principal or designee will implement appropriate strategies for protectingfrom bullying or retaliation a student who has reported bullying or retaliation, a

student who has witnessed bullying or retaliation, a student who providesinformation during an investigation, or a student who has reliable information

about a reported act of bullying or retaliation.

2. Obligation to Notify Others

a. Notice to parents or guardians. Upon determining that bullying or retaliationhas occurred, the principal or designee 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 designee

contact the parents or guardians prior to any investigation. Notice will beconsistent 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



23

principal or designee first informed of the incident will promptly notify bytelephone the principal or designee of the other school(s) of the incident so that

each school may take appropriate action. All communication will be inaccordance 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 designee has a

reasonable basis to believe that criminal charges may be pursued against theaggressor, the principal or designee will notify the Watertown Police Department.

Notice will be consistent with the requirements of 603 CMR 49.00 and locallyestablished 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 designee shall contact the

Watertown Police Department if he or she has a reasonable basis to believe thatcriminal charges may be pursued against the aggressor.

In making this determination, the principal or designee will, consistent with the

Plan and with applicable school or district policies and procedures, consult withthe school resource officer, if any, and other individuals the principal or designee

deems appropriate.

C. Investigation.

The principal or designee will investigate promptly all reports of bullying or retaliation and, in doing so, will consider all available information known,

including the nature of the allegation(s) and the ages of the students involved.

During the investigation the principal or designee will, among other things,interview students, staff, witnesses, parents or guardians, and others as necessary.

The principal or designee (or whoever is conducting the investigation) willremind 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 designee, other staff members, asdetermined by the principal or designee, and in consultation with the schools

counselor, as appropriate. To the extent practicable, and given his/her obligationto investigate and address the matter, the principal or designee will maintain

confidentiality during the investigation process. The principal or designee willmaintain a written record of the investigation.

D. Determinations

The principal or designee will make a determination based upon all the facts and

circumstances. If, after the investigation, bullying or retaliation is substantiated,the principal or designee will make steps reasonably calculated to prevent



24

recurrence and to ensure that the target is not restricted in participating in schoolor in benefitting from school activities. The principal or designee will:

a. determine what remedial action is required, if any

b. determine what responsive actions and/or disciplinary action isnecessary

Depending upon the circumstances, the principal or designee may choose toconsult with the students’ teacher(s) and/or school counselor, and the targets’ or

the 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 designee will promptly notify the parents or guardians of thetarget 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 bullyingor retaliation. All notice to parents must comply with applicable state and federal

privacy laws and regulations. Because of the legal requirements regarding theconfidentiality of student records, the principal or designee cannot report specific

information to the target’s parents or guardian about the disciplinary action takeunless it involves a “stay away” order or other directives that the target must be

aware of in order to report violations.

E. Responses to Bullying.

District plan to build student skills or strategy to remediate or prevent further bullying.***Add discipline info and discipline ranges***

1. Teaching Appropriate Behavior Through Skill-Building

Upon the principal or designee determining that bullying or retaliation has

occurred, the law requires that the school or district use a range of responsesthat balance the need for accountability with the need to teach appropriate

behavior. Skill building approaches that the principal or designee mayconsider include:

a. Safety plan for aggressor (possible interventions)

i. Regular check-ins with guidance or counselor ii. Remedial school-based classes/counseling

iii. Evaluations (as needed)iv. Change of schedule to insulate from further aggression

v. Provide relevant educational projects/activitiesvi. Implement a range of behavioral support/modification plans to

promote appropriate behavior



25

vii. Meeting with parents and guardians to engage parental supportand to reinforce the anti-bullying curricula and social skills

building activities at home

2. Taking Disciplinary Action

If the Principal or designee decides that disciplinary action is appropriate, thedisciplinary action will be determined on the basis of facts found by the principal

or designee, including the nature of the conduct, the age of the student(s)involved, and the need to balance accountability with teaching of appropriate

behavior. Discipline will be consistent with the Plan and with the school’s or district’s code of conduct.

Discipline procedures for students with disabilities are governed by the federal

Individuals with Disabilities Education Improvements Act (IDEA), which should be read in cooperation with state laws regarding student discipline.

If the principal or designee determines that a student knowingly made false

allegations of bullying or retaliation, that student may be subject to disciplinaryaction.

3. Promoting Safety for the Target and Others

The principal or designee will consider what adjustments, if any, are needed in the

school environment to enhance the target’s sense of safety and that of others aswell. One strategy that principals or designee may use is to increase adult

supervision at transition times and in locations where bullying is known to haveoccurred or is likely to occur.

Within a reasonable period of time following the determination and the ordering

of remedial and/or disciplinary action, the principal or designee will contact thetarget to determine whether there has been a recurrence of the prohibited conduct

and whether additional supportive measures are needed. If so, the principal or designee will work with appropriate school staff to implement them immediately.



26

Watertown Public SchoolsBEHAVIORAL REFERRAL

REPORTING FLOW CHART

BEHAVIORAL INCIDENT

REPORT ORIGINONLINE FORM/POLICE/PARENTS/STUDENT

ANONYMOUS/STAFF/OTHER

REPORTED TO

SCHOOL PRINCIPAL/DESIGNEE

INVESTIGATION(PARENT NOTFICATION)

BULLYING DECISION/ACTION

INTERVENTION/DISCIPLINEPARENT/STAFF/STUDENT(S)/POLICE

SAFETY/INTERVENTION PLANS

AGRESSOR&TARGETSTUDENT/PARENTS/GUIDANCE/ADMIN

DOCUMENTATION

DOCUMENTATION

DOCUMENTATION

DATABASE

DATABASE



27

VI. COLLABORATION WITH FAMILIES

A. Parent Education and Resource

The district will offer education programs for parents and guardians that are focused onthe parental components of the anti-bullying curricula and any social competency

curricula used by the district or school. The programs will be offered in collaborationwith various community and school-related organizations (see earlier Sections on

Education/Community and Staff presentation plans).

B. Notification Requirements

Each year the 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 districtwill send parents written notice each year about the student-related sections of the Plan

and the school’s or district’s Internet safety policy (see Appendix B). All notices andinformation 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 the Plan and related information on its website.



28

VII. PROHIBITION AGAINST BULLYING AND RETALIATION

Acts of bullying, which include cyberbullying, are prohibited:

1) on school grounds and property immediately adjacent to school grounds, at aschool-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

2) 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 bya 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 andsubstantially 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§370, nothing in this Plan requires the district or school to staff

any non-school related activities, functions or programs.



29

VIII. DEFINITIONS

Aggressor is a student who engages in bullying, cyberbullying, or retaliation.

Bullying, as defined in M.G.L. c. 71§370, is the repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combinationthereof, directed at a target that:

i. causes physical or emotional harm to the target or damage to

the target’s propertyii. places the target in reasonable fear of harm to himself or

herself or of damage to his or her propertyiii. 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 astelephones, 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§ 370 for the legal definition of cyberbullying.

Hostile environment , as defined in M.G. L. c. 71 § 370, is a situation in which bullying

causes the school environment to be permeated with intimidation, ridicule, or insult thatis sufficiently severe or pervasive to alter the conditions of a student’s education.

Retaliation is any form of intimidation, reprisal, or harassment directed against a student

who reports bullying, provides information during an investigation or 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.



30

IX. RELATIONSHIP TO OTHER LAWS

Consistent with state and federal laws, and the policies of the school or district, no personshall be discriminated against in admission to a public school or any town or in obtainingthe 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 theschool or district from taking action to remediate discrimination or harassment based on a

person’s 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 37H1/2 ,other applicable laws, or local school or district policies in responses to violent, harmful,

or disruptive behavior, regardless of whether the Plan covers the behavior.



31

APPENDICES

A Report on the Well-Being of Watertown Youth, Results of the 2009 Watertown

Youth Risk Behavior Survey and Youth Needs Assessment

Prepared by the Watertown Youth Coalition, August 2010

B School Board Policies on Bullying and Internet use

C Bullying Policies from Student Handbooks of all schools in Watertown

D Information on speaker, Michael Fowlin

E Information on the Elementary Curriculum: Caring Schools, Caring Communities

F Information on the Middle School Curriculum: Let’s Get Real

G Information on the High School Curriculum: Olweus Bullying PreventionProgram

H Information on speaker, Michael Thompson

I Referral Form



32

Watertown Public Schools Behavioral Referral Report

Name of target ____________________________________ Name of aggressor ____________________________________

Name of reporter ____________________________________

Witnesses (optional) ____________________________________

Date and time of incident ________________________________

Place of incident: School ________ Community _______ Electronic/Online

_______

Description/Type (check appropriate boxes)

Verbal Aggression:

Mocking, teasing, or using

sarcasm

Intimidating Phone Calls

Spreading rumors

Threats

Making noises at someone

Intimidation:

Excluding

Tormenting

Threatening gestures

Ridicule

Physical Aggression:

Pushing/Shoving

Kicking

Punching

Chasing

Tripping

Pinching

Spitting

Slapping Invading personal space

Sexual:

Touching

Dirty jokes or language

Unwanted flirting

Nicknames

Identity discrimination

Racial:

Derogatory comments or names

about physical, behavioral, or

cultural differences

Written:

Threatening notes

Inappropriate drawing/notes

Other:

______________________________________________________________________________________

_

Additional info/context

______________________________________________________________________________________

______________________________________________________________________________________

______________

Follow up: ___ Referred to guidance, ___Referred to administration,

___ Teacher intervention, ___ Parent contact (when)

____________________________________

___ Mediation



Notes___________________________________________________________________

_______

________________________________________________________________________

_______

________________________________________________________________________

_______

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

___________________________________________________

Anti Bullying Plan 2010 v2

Documents

Transcript of Anti Bullying Plan 2010 v2