Bullying Prevention Plan

1.  Adult relationships: Develop an environment of trust through meaningful interaction with all students.

• Responses are consistent and caring;

• Be respectful - staff model respectful behavior (especially avoid sarcastic tone; use positives);

• Label the behavior, not the student;

• Be present and pay attention;

• Communicate that bullying is NOT acceptable;

• Be open to student reports (cite school shooter data re: students knew but did not tell staff).

2. Intentional student instruction

• clearly define bullying;

• ensure students understand the law and local policy/procedures in age-appropriate language;

• clearly define, teach, and model the school’s standards of acceptable behavior;

• apply expectation equally to ALL students;

• distinguish between “Narcing” vs “Reporting” (“Reporting is getting someone out of trouble! – Narcing is getting someone into trouble!”);

• discourage students from being “passive by-standers or on-lookers” and offer positive alternatives;

• utilize research-based bullying prevention curricula

3. Appropriate levels of adult supervision throughout the school environment and school sponsored activities:

• Bus lines;

• school vehicles;

• playground;

• gym locker rooms;

• halls;

• bathrooms;

• cafeteria, etc.

• Intervene/stop bullying behavior:

• allow face-saving;

• avoid power struggles (Role Play);

• re-teach definition of bullying and standards of acceptable behavior;

• ALL staff responsible to intervene – DO NOT IGNORE;

• intervene in bullying behavior at lowest level possible;

• ALL staff responsible for vigilance around rewarding and enforcing standards of acceptable behavior

4. Follow-up on every report and track student behavior patterns

5. Provide Positive Recognition as appropriate:

• verbal praise;

• structured awards (monthly, annual);

• school-wide campaigns/activities (P.A. system, student clubs);

• opportunities for positive power;

• opportunities for inclusion of ALL students.

6. Engage Entire School Community:

• ALL staff (classified, certificated, and administrators)

• ALL students

• ALL parents

• Utilize multiple methods of communication to inform stakeholders

7. Continuously Monitor, Re-teach, Evaluate, Revise

• Monitor implementation for each school for comprehensiveness of bullying prevention plan

• Re-teach and reinforce staff and student anti-bullying knowledge and skills frequently

• Actively and regularly evaluate student behavior i.e., survey perceptions, discipline records and observational data

• Revise plan as indicated by evaluation data

• Staff was provided training at the beginning of this school year in each building.

• Staff will receive training, appropriate to their positions within the district, during in-service days at the beginning of the year.  Staff hired after these dates will be required to complete an online training course or attend a training set up by the district during the year.

• Identify positions responsible for on-going training of staff.

• Online resource > https://www.stopbullying.gov

• Include Definition(s) in revisions of Student Code of Conduct/Student Handbooks

• Explore need for K-12 research-based curriculum

• Responsibility of ALL staff.  Guidance counselors, under the supervision of building principals, will provide leadership at the building level.

• Character Education classroom lessons provided by the guidance counselors

• Guidance Lessons specific to Bullying Prevention are provided in grades 3-5

• Data Collection through Bullying Surveys

• Posters serve as visual reminders throughout the building

• Peer Mediation

• Skill instruction and practice

• Staff Support i.e., Lunch Buddies groups

• Self-esteem building opportunities

• Use of Student Harassment Agreement

• Guidance Lessons specific to Bullying Prevention

• Grade Level assemblies addressing Bullying Behavior and Prevention

• Connect with Kids (http://www.connectwithkids.com/educators/ ) three (3) week course taught during Core Extension.

• Classroom presentation by MOCSA (http://www.mocsa.org/) on sexual harassment

• Pre-Post Training Surveys on Bullying

• Special Assemblies/Presentations such as Rachel’s Challenge and Miss Kansas

• Strategies posted in every classroom

• Use of Student Harassment Agreement

• School-wide Events – Mix-It-Up day, No Name Calling Week, Kindest Kansan Citation

• Skill instruction and practice

• Staff Support

• Self-esteem building opportunities

• School-wide Stuco-sponsored Events – Mix-It-Up day

• Training provided during Freshmen Orientation

• Character Education taught during Seminar time covers bullying prevention

• Guidance Counseling to Target (Victim) and Bully

• Special Assemblies/Presentations

• Future Use of Student Harassment Agreement – To be distributed during pre-enrollment.

• Skill instruction and practice

• Staff Support

• Self-esteem building opportunities

As appropriate, District Communications, such as the District Website and School Newsletter, will be utilized to inform parents of issues and information regarding all forms of harassment.

• Parent training provided at PTA meetings

• Internet Safety Training for Parents

Formal and informal reporting procedures, including the opportunity for anonymous reports, are available to students and staff. 

Utilize similar process as used for reports of sexual harassment.

• Consequences for Bullying will be applied consistently across the district and will be based upon frequency, severity, and duration of the bullying behavior. 

• Behavior intervention plans

• If…Then contracts

• Refer to school support staff (i.e., counselor, social worker);

• Refer for outside mental health assistance;

• Report to law enforcement if a crime has been committed

• Utilize Skyward for data collection

• Review data at building and district level

• Revise prevention/intervention strategies as indicated