Anti Bullying Plan 2010 v3

8/8/2019 Anti Bullying Plan 2010 v3

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Bullying Prevention and Intervention Plan

Watertown Public Schools

December 2010


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Introduction to the Plan

In compliance with MGL.c.71370, 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 ofcommunity 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.


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I. LEADERSHIP

A. Public Involvement in Developing the Plan

Watertown Public Schools has involved a wide variety of groups, both school andcommunity-based, in the development of this Plan.

Advisory Committee

The Watertown Public Schools Bullying Prevention Advisory Committee, Peaceful

Community, 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., Assistant

Superintendent and will continue to meet as a standing committee to review and revise asthe 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, WatertownMiddle School.

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

Jeannette Belcher-Schepis, PTO President, Hosmer Elementary School

Peter Centola, Watertown Recreation DirectorMena Ciarlone, Coordinator of Elementary Curriculum,

Watertown Public SchoolsAnn Cox, Teacher, Hosmer School

Cindy Crimmin, Principal, Cunniff Elementary School, Watertown PublicSchools

David Downes, Watertown Educational FoundationLaura Kurman, MA, LMFT, Wayside Youth and Family Support Network

Mike Lehif, Athletic Director, Watertown Public SchoolsDuffy Peet, Interning Minister, Unitarian Church, Watertown

Beckett Rhodes, M.A., LMHC, Peer Leader Advisor, Wayside Youth Coalition,Wayside Youth and Family Support Network

Marilyn Salvas, Information Systems Specialist, Watertown Public SchoolsDavid Sampson, Sgt., Watertown Police Department

Stephanie Sunderland-Ramsey, Chairperson Watertown Youth Coalition, andProgram Coordinator, Wayside Youth and Family Support

NetworkKen Swift, Watertown High School SRO, Watertown Police Department

Sasha Grodsky, Watertown Youth Coalition Peer Leader/student, WatertownHigh School

Sandra Hernandez, Watertown Youth Coalition Peer Leader/student WatertownHigh School


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This Advisory Committee has been working with the Superintendent, Assistant

Superintendant, and Principals to develop a general plan for 1) reporting behaviors inschool and 2) planning tiers of community and parent education, and 3) for developing a

theme and tag line for the anti-bullying activities.

Wayside Youth and Family Support Network, Watertown

In addition to this oversight committee, Watertown Schools also has had a working

relationship for many years with Wayside Youth and Family Support Network in thetown. This year the district, in conjunction with Wayside, was awarded a Grant to Reduce

Alcohol Abuse (one million dollars over three years) to reduce youth alcohol abuse inWatertown. The Watertown Healthy Youth (WHY) project will greatly enhance efforts to

reduce underage alcohol use and will address the clear and concerning correlationbetween high risk drinking behaviors and those who report being bullied. WHY will

work to reduce risks related to bullying and support youth with skills to overcome andprevent bullying and related behaviors.

The Wayside Youth and Family Support Network also has provided leadership around

adolescent guidance issues in Watertown via the annual Report on the Well-being ofWatertown Youth (see Appendix A) which documents the results of the 2009 Watertown

Youth 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 the

Watertown Youth Coalition and Wayside.

B. Assessing Needs and Resources

At present, Watertown Public Schools maintains a wide variety of evidence-basedprogramming which is helpful to students (and their families) involved in bullying

incidents, as either targets or aggressors. These are detailed below. For furtherinformation, 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. All

elementary faculty underwent training in September, 2010. The program went intoimmediate use. It provides for a weekly lesson in each classroom delivered by the

classroom teacher with daily check-ins.

Middle School

At the Middle School level, in the 2009-2010 school year, the Middle School, under the

direction of the Principal and Asst. Principal, chose to use the Lets Get Real program asan 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 thelast school year and it will continue to be used this year.


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High SchoolThe High School will begin training in January 2010 to implement the Olweus Bullying

Prevention 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-Student

Harassment/Bullying Policy (see Appendix B). It was posted and went through a periodof public review after which it was approved by the school board.

Also in August, all six principals reviewed their Student Handbooks in order to update

them around bullying policies (See Appendix C).

In October, a subgroup of the Advisory committee, made up of a variety of communitymembers and school personnel, worked on clarifying and refining the reporting policies

for the district and their implementation electronically. The actual policies which weredeveloped 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/educationalpresentations 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 August

2010) included a focus on bullying. The definition of bullying in that survey was asfollows:

When 1 or more students tease, threaten, spread rumors about, hit, shove, or hurt

another student over and over again. It is not bullying when 2 students of aboutthe same strength or power argue or fight or tease each other in a friendly

way.This includes physical, verbal, over the internet, through texting, voicemail, damaging belongings, stealing and spreading rumors.

For Watertown High School students, the three main conclusions from the bullying data

in this survey appear below.

1. 26.4 % report peer pressure/bullying as their greatest challenge, up slightlyfrom 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 in

the past 30 days, and more use of diet pills to lose weight in the past 30 days.


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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 ofimplementation 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 AdvisoryCommittee, 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 tobullying, 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 targets 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


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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.


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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 tobe 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 staffmembers to prevent, identify, and respond to bullying. As required by M.G.L.c. 71370,

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

i. developmental (or age-) appropriate strategies to preventbullying;

ii. developmentally (or age-) appropriate strategies forimmediate effective interventions to stop bullying incidents;

iii. information regarding the complex interaction and powerdifferential 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


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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

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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 ofthis 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 forstudent 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.


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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 districts

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 Septemberthrough 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 toprevent 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 notblind-sided by the consequences of the new law in January, and to

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


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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 theprotocols 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 ofRaising 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 todayscomplex 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 Watertowns 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 ofseveral events that will be coordinate with the Plan in Watertown.


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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 largercommunity.

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 Lets 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.

Fowlins presentation called You Dont 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)


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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


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curriculum Lets 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. Thisprogram 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, apart-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. InNovember, 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 forstudents 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 Lets Get Real. (See Appendix F for more information).


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Additionally, curriculum in each grade also targets issues related tobullying. 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 theNaviance 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 oneperiod 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


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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 Watertowns 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 furthersupport for emotional/behavioral issues. As part of their meeting, they

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

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

and the School Psychologist.


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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 forstudents 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 Attorneys 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


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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 studentpopulation, 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 social

skills development or the student may participate in or is vulnerable to bullying,harassment, or teasing because of his/her disability, the Team will consider what

should be included in the IEP to develop the students skills and proficiencies toavoid and respond to bullying, harassment, or teasing.

In Watertown, this consideration will be part of the agenda for every Team

meeting, beginning in January 2010. It is anticipated that as we move through thecycle of annual reviews and three year evaluations, eventually, the IEPs of all

special education students will have been adjusted to deal specifically with thisissue if it present for a specific student.

F. Referral to outside services

As mentioned earlier, a guide to resources, accompanied by suggested protocols

for use, will be prepared and distributed to all principals to assist in referrals tooutside services when necessary.


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IV. ACADEMIC AND NON-ACADEMIC ACTIVITIES

A. Specific bullying prevention approaches

Watertown Public Schools will be using curricula designed for specific age groups

These are listed below:

Elementary: Caring Schools, Caring Communities (see Appendix E)

Middle School: Lets Get Real (see Appendix F)High School: Olweus Bullying Prevention Program (see Appendix G)

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 skillsEmpowering students to take action by knowing what to do when they witness

other students engaged in acts of bullying or retaliation, including seeingadult assistance

Helping students understand the dynamics of bullying and cyberbullying,including the underlying power imbalance

Emphasizing cybersafety, including safe and appropriate use of electroniccommunication technologies

Enhancing students skills for engaging in healthy relationships and respectfulcommunications

Engaging students in a safe, supportive school environment that is respectful ofdiversity and difference

Additionally, before January 1, 2011, a letter will be sent to parents (with a copy to all

teachers) 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 Watertowns Plan toimplement it. In particular, it will be important for students to understand 1) that the

scope of the schools jurisdiction has been expanded in regard to bullying andcyberbullying, 2) that there is a Plan which will be implemented to inform them about

how to deal with these issues, 3) that the Plan also will specify interventions to providediscipline 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 ofcreating a safer school/community environment.


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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 on

the specified district reporting forms. A school or district staff member is requiredto report immediately to the principal or designee any instance of bullying or

retaliation the staff member becomes aware of or witnesses. Reports made bystudents, parents or guardians, or other individuals who are not school or district

staff members may be made anonymously using the districts communityreporting mechanism located on the Watertown Public Schools website, the call in

phone line, or by mailing a letter to the office of the Superintendent.

To support the community in reporting incidents The Watertown Public Schoolwill:

a. include a copy of the districts reporting form in beginning of the yearpackets to students, parents or guardians.

b. make the forms available in the schools main office, the guidance office,nurses office, central office and other locations determined necessary bythe administration.

c. post the Incident Report Form on the districts websited. make the Incident Report Forms available in the most prevalent

language(s) 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 toparents 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 districts reporting form as a means ofcommunication but are not limited to this vehicle. Staff can also use other means

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


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

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

The Watertown Public Schools expects students, parents or guardians, and otherswho witness or become aware of an instance of bullying or retaliation involving astudent to report it to the principal or designee of that students school. Reports

may 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 memberwho will act as a safe person for the target; and altering the aggressors

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 protecting astudent who has reported bullying or retaliation, a student who has witnessed

bullying or retaliation, a student who provides information during aninvestigation, 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 forresponding 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


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b. Notice to Another School or District.

If the reported incident involves students from more than one school district,charter school, non-public school, approved private special education day or

residential school, or collaborative school, the principal or designee first informed

of the incident will promptly notify by telephone the principal or designee of theother school(s) of the incident so that each school may take appropriate action. Allcommunication will be in accordance with state and federal privacy laws and

regulations, and 603 CMR 49.00.

c. Notice to Law Enforcement.At any point after receiving a report of bullying or retaliation, including after an

investigation, if the principal or designee has a reasonable basis to believe thatcriminal charges may be pursued against the aggressor, the principal or designee

will notify the Watertown Police Department. Notice will be consistent with therequirements of 603 CMR 49.00 and locally established agreements with the local

law enforcement agency. Also, if an incident occurs on school grounds andinvolves 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 orshe has a reasonable basis to believe that criminal charges may be pursued against

the aggressor.

In making this determination, the principal or designee will, consistent with thePlan and with applicable school or district policies and procedures, consult with

the school resource officer, if any, and other individuals the principal or designeedeems 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) will

remind the alleged aggressor, target, and witnesses that retaliation is strictlyprohibited and will result in disciplinary action.

Interviews may be conducted by the principal or designee, other staff members, as

determined by the principal or designee, and in consultation with the schoolscounselor, as appropriate. To the extent practicable, and given his/her obligation

to investigate and address the matter, the principal or designee will maintainconfidentiality during the investigation process. The principal or designee will

maintain a written record of the investigation.


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D. Determinations

The principal or designee will make a determination based upon all the facts andcircumstances. If, after the investigation, bullying or retaliation is substantiated,

the principal or designee will make steps reasonably calculated to prevent

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 to

consult with the students teacher(s) and/or school counselor, and the targets orthe aggressors parents or guardians, to identify any underlying social or

emotional issue(s) that may have contributed to the bullying behavior and toassess the level of need for additional social skills development.

The principal or designee will promptly notify the parents or guardians of the

target and the aggressor about the results of the investigation and, if bullying orretaliation is found, what action is being taken to prevent further acts of bullying

or retaliation. All notice to parents must comply with applicable state and federal privacy laws and regulations. Because of the legal requirements regarding the

confidentiality of student records, the principal or designee cannot report specificinformation to the targets parents or guardians about the disciplinary action take

unless it involves a stay away order or other directives that the target must beaware 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 hasoccurred, the law requires that the school or district use a range of responses

that balance the need for accountability with the need to teach appropriate behavior. Skill building approaches that the principal or designee may

consider include:

a. Safety plan for aggressor (possible interventions)i. Regular check-ins with guidance or counselor

ii. Remedial school-based classes/counselingiii. Evaluations (as needed)


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iv. Change of schedule to insulate from further aggressionv. Provide relevant educational projects/activities

vi. Implement a range of behavioral support/modification plans topromote appropriate behavior

vii. Meeting with parents and/or guardians to engage parental

support and to reinforce the anti-bullying curricula and socialskills building activities at homeviii. Evaluate alternative transportation when necessary

2. Taking Disciplinary Action

If the Principal or designee decides that disciplinary action is appropriate, the

disciplinary action will be determined on the basis of facts found by the principalor 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 schools or

districts code of conduct.

Discipline procedures for students with disabilities are governed by the federalIndividuals 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 falseallegations of bullying or retaliation, that student may be subject to disciplinary

action.

The following are some examples of disciplinary actions that may be taken:

1. Written apology2. Lunch detention

3. After school detention4. In school suspension

5. Out of school suspension6. Filing C.H.I.N.S. (Child In Need of Services)

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 targets sense of safety and that of others aswell. One strategy that principals or designees 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


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


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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


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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 competencycurricula used by the district or school. The programs will be offered in collaboration

with various community and school-related organizations (see earlier Sections onEducation/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 thedynamics of bullying, including cyberbullying and online safety. The school or district

will send parents written notice each year about the student-related sections of the Planand the schools or districts Internet safety policy (see Appendix B). All notices and

information made available to parents or guardians will be in hard copy and electronicformats, 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.


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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 a

school-sponsored or school-related activity, function, or program whether on oroff 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 throughthe use of technology or an electronic device that is not owned, leased, or used by

a school district or school, if the acts create a hostile environment at school for thetarget or witnesses, infringe on their rights at school, or materially and

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

Retaliation against a person who reports bullying, provides information during aninvestigation of bullying, or witnesses or has reliable information about bullying is also

prohibited.

As stated in M.G. L. c.71370, nothing in this Plan requires the district or school to staffany non-school related activities, functions or programs.


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VIII. DEFINITIONS

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

Bullying, as defined in M.G.L. c. 71370, 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 tothe targets property

ii. places the target in reasonable fear of harm to himself orherself or of damage to his or her property

iii. creates a hostile environment at school for the targetiv. infringes on the rights of the target at school; orv. materially and substantially disrupts the education process or

the orderly operation of a school

Cyberbullying, is bullying through the use of technology or electronic devices such as

telephones, cell phones, computers, and the Internet. It includes, but is not limited to,email, instant messages, text messages, and Internet postings. See M.G.L. c. 71 370 for

the legal definition of cyberbullying.

Hostile environment , as defined in M.G. L. c. 71 370, is a situation in which bullyingcauses the school environment to be permeated with intimidation, ridicule, or insult that

is sufficiently severe or pervasive to alter the conditions of a students education.

Retaliation is any form of intimidation, reprisal, or harassment directed against a studentwho 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 beenperpetrated.


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IX. RELATIONSHIP TO OTHER LAWS

Consistent with state and federal laws, and the policies of the school or district, no person

shall be discriminated against in admission to a public school 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 the

school or district from taking action to remediate discrimination or harassment based on apersons 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 schoolor district to take disciplinary action or other action under M.G.L. c.7137H 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.


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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: Lets Get Real

G Information on the High School Curriculum: Olweus Bullying PreventionProgram

H Information on speaker, Michael Thompson

I Referral Form


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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 usingsarcasm

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 namesabout 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


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Notes___________________________________________________________________

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Anti Bullying Plan 2010 v3

Documents

Transcript of Anti Bullying Plan 2010 v3