1. Annual Prevention Training Intentionally Improving School Climate by Targeting Bullying and Harassment
Presented by the Offices for
Employee Relations and
Student Support Programs and Services and
Professional Development and School Supports
District School Board of Pasco County
Fall 2014
This podcast is designed to meet the annual bullying and harassment prevention staff training requirement of Florida’s anti-bullying law and the district’s agreement with the Office for Civil Rights.

2. Why Focus on Preventing Bullying and Harassment?
Short and long-term effects on students
Impact on bystanders
Improve school social climate
School staff are obligated to comply with federal law, state statute, and Board policy
Why should we be concerned about bullying and harassment in schools? Research shows that these behaviors negatively impact students and the overall social climate of the school. In addition, staff can be held legally liable if they know or reasonably should know about the bullying or harassment, but do not take action to protect the student who is targeted.

3. Why Focus on Preventing Bullying and Harassment?
Short and long-term effects on students
Impact on bystanders
Negative impact on hope, engagement, well-being
School staff can be held legally liable if demonstrating “deliberate indifference”
Why should we be concerned about bullying and harassment in schools? Research shows that these behaviors negatively impact students and the overall social climate of the school, including hope, engagement, and well-being. In addition, staff can be held legally liable if they know or reasonably should know about the bullying or harassment, but do not take action to protect the student who is targeted.

4. Our Commitment
The District School Board of Pasco County does not tolerate bullying or harassment which includes sex-based harassment (gender, sexual orientation, gender identity/expression). 
The District is committed to taking immediate action to eliminate bullying and harassment, prevent its recurrence, and reduce its effects.

5. Essential Questions
How do we define bullying and harassment, including sex-based harassment?
How will we implement the District’s anti-bullying and harassment policy?
How can we foster safe learning environments while enhancing and supporting student achievement?
After viewing this presentation, staff members should be able to answer the following questions.

6. A Change in Perspective
Bullying is a behavior that can be replaced or changed.
Throughout this podcast, we will not refer to students as “bullies” and “victims.” Rather, we will refer to students who bully and students who are targeted. This is because bullying is a behavior that can be replaced or changed, not a permanent characteristic. It is also possible for the same student to engage in bullying behavior in one setting, but be the target of bullying in another.

7. Overview of Bullying and Harassment

8. Bullying is…
Defined as systematically and chronically inflicting physical hurt or psychological distress on one or more students.
It is further defined as unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting, or dehumanizing gesture, that is severe or pervasive enough to create an intimidating, hostile, or offensive educational environment; cause discomfort or humiliation; is carried out repeatedly and is often characterized by an imbalance of power; or unreasonably interferes with the individual’s school performance or participation.
It is important to begin with a common understanding of what bullying is—and what it isn’t.
Bullying is Defined as systematically and chronically inflicting physical hurt or psychological distress on one or more students.
It is further defined as unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting, or dehumanizing gesture, that is severe or pervasive enough to create an intimidating, hostile, or offensive educational environment; cause discomfort or humiliation; is carried out repeatedly and is often characterized by an imbalance of power; or unreasonably interferes with the individual’s school performance or participation.
Bullying may involve but, is not limited to:
Unwanted teasing or taunting
Social exclusion
Threats
Intimidation
5) Stalking
6) Physical violence
7) Theft
8) Sexual, religious, or racial/ethnic harassment
9) Public humiliation or
10) Destruction of property

9. Bullying is…
Aggressive behavior that intends to cause harm or distress. Bullying can be physical, verbal, or emotional.
Usually repeated over time.
Most often in a relationship where there is an imbalance of power or strength.
P.I.C.= Purposeful, Imbalance of Power, Continual
Researchers and practitioners generally agree that bullying has three primary characteristics.
It is aggressive behavior that intends to cause harm or distress. Bullying an be physical, verbal, or emotional.
It usually is repeated over time, as part of a pattern of behavior.
And it occurs in a relationship where there is a power imbalance.
When determining whether a behavior might be bullying, it can be helpful to remember the acronym PIC, Purposeful, Imbalance of Power, and Continual.

10. Bullying is NOT… Usually an isolated incident Unintentional
A form of conflict with two parties of equal status or power
Students may demonstrate undesired behaviors that do not fulfill the definition of bullying, but are nevertheless hurtful to peers. These behaviors affect the school climate and students’ well-being, and must be addressed.
It also is important to consider what bullying ISN’T. Bullying isn’t a form of conflict, which implies that the two parties are on more or less equal footing. What differentiates bullying from other forms of aggression is that there is an imbalance of power or strength between the child who is bullying and the child who is being bullied.
Sometimes this imbalance in power or strength is physical, but frequently it is emotional or verbal.
So, a child who is being bullied may have a difficult time defending himself or herself physically, verbally, emotionally…
We all know that bullying is hardly a new phenomenon but it has only been in recent years that research in the United States have focused a good bit of attention on it. We know more about it, its prevalence and its affects on children than we did a decade ago by far.

11. Harassment is…
Any threatening, insulting, or dehumanizing gesture, use of data or computer software, or written, verbal, or physical conduct directed against a student that places a student in reasonable fear of harm to his or her person or damage to his or her property.
Harassment is usually based on a protected status such as: race, color, sex or gender stereotypes, religion, national origin, marital status, or age.

12. Harassment has…
the effect of substantially interfering with a student’s educational performance, opportunities, or benefits OR
the effect of substantially disrupting the orderly operation of a school (

13. Harassment is NOT…
Conflict in itself does not constitute harassment, but could turn into harassment if no steps are taken to resolve the conflict.
Not all inappropriate comments/teasing constitute harassment, but could turn into bullying or harassment if no steps are taken to resolve the issue.
Aggressive behaviors such as conflict, teasing, or inappropriate comments may not consititute bullying or harassment, but could turn into bullying or harassment if no steps are taken to resolve the issue.

14. Types of Bullying/Harassment
Verbal
Social or relational
Physical
Cyber
Bullying and harassment may include verbal, social or relational, phyiscal, and online behavior.

15. Cyberbullying
“The use of Internet, cellphones and related technologies to hurt, harass or embarrass another person in a deliberate, repeated and hostile manner," including behaviors such as:
• Creating a false online identity to trick another person into revealing information.
• Impersonating someone using a false social networking page.
• Spreading lies and rumors about someone by text message or over the Internet.
• Sending threatening or hurtful text messages.
• Posting online any embarrassing pictures of people without their consent.
State law defines cyber bullying as “The use of Internet, cellphones and related technologies to hurt, harass or embarrass another person in a deliberate, repeated and hostile manner," including behaviors such as:
• Creating a false online identity to trick another person into revealing information.
• Impersonating someone using a false social networking page.
• Spreading lies and rumors about someone by text message or over the Internet.
• Sending threatening or hurtful text messages ,or
• Posting online any embarrassing pictures of people without their consent.
Under the District School Board of Pasco County’s Student Code of Conduct, the physical location of a computer or device cannot be raised as a defense in a cyberbullying incident. If cyberbullying substantially disrupts the orderly operation of the school, or interferes with a student’s access to education, the perpetrator can be subject to school discipline, regardless of where the actual incident occurred.
Individuals that engage in cyberstalking may face criminal penalties. Cyberstalking, as defined by Florida law, means to engage in a course of conduct to communicate, or to cause to be communicated, words, images, or language by or through the use of electronic mail or electronic communication, directed at a specific person, causing substantial emotional distress to that person and serving no legitimate purpose.

16. Recognizing Bullying/Harassment
Physical signs like torn, damaged, or soiled clothing; unexplained cuts, bruises, and scratches; missing or damaged personal items like books or homework without a credible explanation
Social isolation
Truancy or frequent claims of physical ailments in order to be allowed to go home
Declining school performance
Recognizing Bullying/Harassment
Students who are being bullied may demonstrate the following indicators: Physical signs like torn, damaged, or soiled clothing; unexplained cuts, bruises, and scratches; missing or damaged personal items like books or homework without a credible explanation
Social isolation
Truancy or frequent claims of physical ailments in order to be allowed to go home
Declining school performance

17. Rough Play Real Fighting Bullying
Usually friends;
often repeated
(same players)
Usually not friends; typically not repeated
Typically not friends; generally repeated
Power relatively equal
Unequal power
No intent to harm
Intentional harm doing
Affect is friendly; positive, mutual
Affect negative; aggressive, tense, hostile affect
Affect negative; aggressive & differs for victim and aggressor
How does bullying differ from rough play (which is very common among children), and from fighting? It often can be difficult for adults to tell the difference among these behaviors.
Some clues include:
Are the children friends/Is the behavior repeated? (Refer to row 1.)
Is there an imbalance of power? (Refer to row 2.)
Is there an intent on the part of one or more of the children to cause harm? (Refer to row 3.)
What is the affect of the children. Is it aggressive, tense, hostile, or friendly? (Refer to row 4.)
© The Olweus Bullying Prevention Group, 2004
Adapted from Teacher Handbook – pages

18. BULLYING = PEER ABUSE
Bullying is a form of victimization (or peer abuse) and shares some characteristics (such as the repetitive nature and power imbalance) with other forms of victimization: domestic violence & child abuse. It is crucial that we work together to protect all students from the harmful effects of bullying and harassment.
It also is important to consider what bullying ISN’T. As noted earlier, bullying isn’t a form of conflict, which implies that the two parties are on more or less equal footing.

19. Where Does Sexual Orientation Fit In?
If students are harassed because of their sexual orientation or gender identity, their harassment is typically based on their failure to conform to cultural gender stereotypes.
This harassment IS sex-based harassment and a violation of the student’s civil rights.
According to a recent national survey, approximately 90% of students who identify as gay, lesbian, bisexual or transgender report experiencing bullying or harassment at school. The majority of these students said they did not report the bullying or harassment to an adult, the most common reason being that they did not believe the adults would intervene.
If students are harassed because of their sexual orientation or gender identity expression, their harassment is typically based on their failure to conform to cultural gender stereotypes.
This IS sex-based harassment and a violation of the student’s civil rights. School personnel are legally and ethically obligated to help.

20. Legal Issues and Liability
We will now provide an overview of legal issues and liability related to bullying and harassment of students.

21. “Stand Up for All Students Act”
Jeffrey Johnston
“Stand Up for All Students Act” ,
F.S.
The Jeffrey Johnston “Stand Up for All Students Act” is Florida’s anti-bullying law.

22. “Stand Up for All Students Act”
Jeffrey Johnston
“Stand Up for All Students Act”
, F.S
Prohibits bullying and harassment of any student or employee of a public K-12 educational institution;
provides definitions of bullying and harassment;
requires each school district to adopt a policy prohibiting such bullying and harassment;
requires annual training for all employees;
This law prohibits bullying and harassment of any student or employee of a public K-12 educational institution;
provides definitions of bullying and harassment;
requires each school district to adopt a policy prohibiting such bullying and harassment;
requires annual training for all employees;

23. “Stand Up for All Students Act”
Jeffrey Johnston
“Stand Up for All Students Act”
, F.S
Requires a procedure for reporting an act of bullying or harassment, including provisions that permit a person to anonymously report such an act;
requires a procedure for the prompt investigation of a report of bullying or harassment and the persons responsible for the investigation;
requires reporting to state DOE;
requires districts’ compliance to receive safe schools funds.
Requires a procedure for reporting an act of bullying or harassment, including provisions that permit a person to anonymously report such an act;
requires a procedure for the prompt investigation of a report of bullying or harassment and the persons responsible for the investigation;
requires reporting to state DOE;
requires districts’ compliance to receive safe schools funds.

24. Pasco County: Office for Civil Rights Agreement
The District will take prompt and effective responsive action reasonably designed to end, prevent, and remedy any effects of a hostile school environment.
School Board Policy regarding bullying/harassment, including complaint procedures, will be provided to parents, students and employees
District staff will be trained on recognizing, reporting and preventing bullying/harassment
Complaints of bullying/harassment will be reported and monitored
The District School Board of Pasco County has entered into an agreement with the Office of Civil Rights that requires us to implement a district-wide prevention initiative. Specifically, we are obligated to make sure that all employees are aware of and trained on the Board Policy. In addition, all incidences of bullying and harassment must be reported to the Office of Civil Rights. Reporting data will be analyzed to determine any additional needs and the overall effectiveness of our initiative.

25. Liability
The US District Court of Eastern Virginia entered a judgment against the principal who failed to believe a student’s complaint of teacher abuse. She was ordered to pay the student $350,000.
In Davis v Monroe County Board of Ed, the Court announced that a school could be found liable for monetary damages for student-to-student harassment if the school official had knowledge of the harassment, the authority to correct it and did not act.
Just like other forms of student abuse, school personnel are mandatory reporters of bullying and harassment. As a district, we have an obligation to effectively respond to all complaints of bullying and harassment. Individual school staff can be found liable for failing to respond to acts of bullying and harassment.
Personal liability is determined through the court system, not the Office for Civil Rights, and is not part of this agreement. However, the Office for Civil Rights has the ability to removed federal funds from schools or districts that demonstrate a pattern of ineffective responses to complaints of bullying/harassment.

26. Liability
Gebser v Lago Vista Independent School District expanded the definition of “knowledge” to actual or what reasonably should have been known by the school staff.
As a result of the Gebser court case, school staff are now held responsible for what they SHOULD have been aware of, specifically incidences of bullying and harassment that are overt and public, EVEN IF they are never formally reported by a student.

27. Deliberate Indifference
Deliberate indifference is the failure to act or responding to bullying/harassment with a strategy known to be ineffective.
A common misperception with parents and others is that the school is liable for the behavior of the harassing student – it is not. The school is responsible for the RESPONSE to the complaint.
In the court’s option, school staff assume the responsibilities of a parent when students are under their care. As such, they have an obligation to ensure that students can attend classes without fear of physical or emotional abuse. School staff who ignore, fail to respond, or knowingly respond ineffectively can be held personally responsible for any physical or mental distress that occurs.
We have an obligation both morally and legally to effectively respond to all harassing and bullying behaviors and we are committed to providing EVERY student a safe educational environment.

28. Non-Discrimination Statement
The District School Board of Pasco County does not discriminate on the basis of race, color, sex, religion, national origin, marital status, disability, or age in its educational programs, services, and activities.
For additional information or to report any suspected violations of this policy please contact Sandy May, Title IX Coordinator/Equity Manager at (813) or
Just like adults, students may not be discriminated against. All students must have the same access to educational programs, services and activities, and reasonable accommodations must be provided to students with identified disabilities.

29. Impact of Bullying and Harassment on Students

30. Students Who Bully/Harass Tend to:
Have more positive attitudes toward violence than peers
Be truant, drop out of school
Report poorer academic achievement
Perceive a negative climate at school
Children who bully are also more likely to engage in anti-social, violent, or troubling behavior such as:
Get into frequent fights
Be injured in a fight
Steal or vandalize property
Drink alcohol
Smoke
Carry a weapon
Children who engage in repeated bullying at age eight are three times as likely to be convicted of a crime by age 30.
Children who bully are less likely to finish college or locate a good job.
Without appropriate interventions, children who bully may maintain their behaviors into adulthood, negatively influencing their ability to develop and maintain positive relationships.

31. Bullying and Harassment Affects the Total School Climate
It interferes with student learning
It creates a climate of fear and disrespect
Students may perceive lack of control/caring
Bullying may also affect the climate of the entire school (or a segment of a school) if it is prevalent. It interferes with student learning
It creates a climate of fear and disrespect
Students may perceive lack of control/caring on the part of adults

32. Short-Term Effects of Being Targeted
Lower self-esteem
Depression & anxiety
Absenteeism & reduced academic achievement
Thoughts of suicide
Illness
Bullying may seriously affect the psychosocial functioning, academic work, and the health of children who are targeted.
Being bullied is related to lower self-esteem and higher rates of depression, loneliness, and anxiety.
Students who are bullied are more likely to report wanting to avoid attending school and actually have higher school absenteeism rates (See Rigby, 1996). A recent study (Eisenberg et al., 2003) found that those students who were most frequently bullied by their peers were more likely than others to report disliking school. They also received the lowest grades. These findings suggest that children who avoid attending school may miss out on the benefits of school connectedness and educational advancement.
Bullied children also report more depression and anxiety than their non-bullied peers. Students who experience depression and anxiety are more likely to have thoughts of self-harm or suicide. For example, in a study of Australian school children, those who reported being bullied at least once a week were twice as likely as their peers to “wish they were dead” or admit to having a recurring idea of taking their own life (Rigby, 1996). Suicide is a relatively rare event, but quite a number of cases have been linked to persistent bullying..
Finally, recent studies also indicate that children who are frequently bullied report a variety health problems.
Sample citations:
Buhs, E. S., Ladd, G.W., Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98, 1-13
Eisenberg, M. E., Neumark-Sztainer, D., & Perry, C. (2003). Journal of School Health, 73,
Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67,
Rigby, K. (1996). Bullying in schools: And what to do about it. Briston, PA: Jessica Kingsley Publishers.
Van der Wal, M. F., de Wit, C. A. M., & Hirasing, R. A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111,
Several studies have also focused on the affects on bullying on academic achievement.
Bullied children are more likely than those who aren't bullied to want to avoid going to school, perhaps very understandably, have higher rates of absenteeism, they say they dislike school and they report that they've received lower grades.
Very recent research has also linked peer rejection and peer exclusion among young children, kindergartners, for example with decrease in classroom participation and school achievement through fifth grade which is of particular concern to many educators.
Reluctant to attend school and often absent
More anxious, insecure or depressed
Difficulty concentrating on school work
Suffer from low self-esteem, negative self- image, feeling ashamed and unattractive
Present physical symptoms
Targets do not report the bullying to adults/or wait a long time before reporting because they:
Feel shame
Do not want to worry parents
Fear retaliation for reporting
Fear adults cannot/will not protect them
© The Olweus Bullying Prevention Group, 2004

33. Effects on Bystanders Bystanders may feel: Afraid
Powerless to change the situation
Guilty for not acting
Diminished empathy for targets over time
Pressured to participate in bullying or harassing behavior
To return to our question, “why focus on bullying?”...we’ve discussed how bullying affects victims, and we’ve discussed concerns for children who bully, as well as potential personal liability for “deliberate indifference”.
Why else should we be concerned about bullying? One other compelling reason is the effect that bullying may have on bystanders or witnesses to bullying.
Children who observe bullying going on around them may feel…Afraid
Powerless to change the situation
Guilty for not acting
Diminished empathy for victims over time
Pressured to participate in bullying or harassing behavior
© The Olweus Bullying Prevention Group, 2004

34. Student Code of Conduct
The District School Board of Pasco County does not tolerate sex-based harassment.  
Any student who believes he or she has been subjected to sexual harassment, sexual assault, gender-based harassment, or other sex-based harassment should immediately report the harassment to the District.  
The District is committed to taking immediate action to eliminate the harassment, prevent its recurrence, and reduce its effects.  
Harassment or bullying of students or staff is an extremely serious violation of the Student Code of Conduct. It can also be a violation of criminal law. The District will not tolerate unlawful bullying and harassment in schools or school campuses, school sponsored buses, school-related or school-sponsored events, or through the use of data or computer software that is accessed through a computer, computer system, or computer network of the district. The physical location or time of access of a computer-related incident cannot be raised as a defense in any disciplinary action initiated pursuant to this policy.
The District School Board of Pasco County does not tolerate sex-based harassment.  
Any student who believes he or she has been subjected to sexual harassment, sexual assault, gender-based harassment, or other sex-based harassment should immediately report the harassment to the District.  
The District is committed to taking immediate action to eliminate the harassment, prevent its recurrence, and reduce its effects

35. Student Code of Conduct
Students found to have engaged in acts of sex- based harassment will be subject to prompt disciplinary action, including, if warranted, suspension or expulsion.  
Students, parents, and staff are encouraged to work together to prevent sex-based harassment.

36. Reporting Requirements

37. Reporting Procedures
School personnel are legally mandated to report all bullying and harassment to the principal or designee
Anyone can report suspected bullying or harassment
Florida law allows reports to be made anonymously
Anonymous reports may be made via the District web site,

38. Investigation
The principal or designee will investigate all allegations of bullying or harassment to determine if the report is substantiated or unsubstantiated.
If an incident is not within the scope of the school, the administrator will refer to the appropriate jurisdiction.
Students who have been affected by bullying or harassing behavior will be referred for counseling services, as appropriate.
The principal or designee will investigate all allegations of bullying or harassment to determine if the report is substantiated or unsubstantiated.
If an incident is not within the scope of the school, the administrator will refer to the appropriate jurisdiction.
Students who have been affected by bullying or harassing behavior will be referred for counseling services, as appropriate.
During the investigation process, it is important that the alleged perpetrator and the alleged target are not interviewed together.

39. Preventing and Intervening in Bullying and Harassment

40. What Is Our District Doing To Address Bullying?
Awareness-raising efforts
Anonymous reporting via district web site
Professional development for all staff
Engagement surveys to identify strengths and needs
For all students: bullying prevention lessons, opportunities for youth leadership, direct intervention in bullying/harassment incidents, follow-up support through Student Support Services
Implementation of district procedures for reporting
Awareness-raising efforts
District anti-bullying web site
Together We Stand: Youth and Community Summit
Social media updates, #pasco2gether
Anonymous reporting via district web site
Professional development for all staff
Climate surveys to identify strengths and needs
For all students: bullying prevention lessons, opportunities for youth leadership, direct intervention in bullying/harassment incidents, follow-up support through Student Support Services
Development and implementation of district procedures for reporting

41. What Can Schools Do To Address Bullying?
Tier I
Comprehensive approaches: school-wide efforts to create positive school climate
Develop a positive school climate
Build a comprehensive web of support to increase protective factors for all students
What Can Schools Do to address bullying?
Comprehensive approaches (school-wide efforts to create a positive school climate) (RtI behavior, PBS)
Awareness-raising efforts
Training: Staff, student, parents
Reporting, tracking
Social skills training for targetss of bullying
Individual & group work* for children who have been bullied
Individual work with children who have bullied*
*CAUTION AGAINST GROUP WORK FOR THOSE WHO BULLY– this can set up to create a group of “superbullies”.
Curricular approaches to bullying prevention- examples: teaching skills, character education, Second Step, Too Good For Violence, BullyProofing

42. What Can Schools Do To Address Bullying?
Tier II
Provide training/lessons for small groups of students
Identify problem areas and times to increase targeted supervision
Intentionally increase protective factors by rewarding prosocial involvement
Avoid “group treatment” for students who bully others
Tier II includes interventions for groups of students, based on need.
Apply fair, consistent consequences
Provide training/lessons for small groups of students
Identify problem areas and times to increase targeted supervision
Intentionally increase protective factors by rewarding prosocial involvement
Avoid “group treatment” for students who bully others

43. What Can Schools Do To Address Bullying?
Tier III
Apply fair, consistent consequences
Individual work with students who have bullied
Individual work with students who have been targeted
Provide referrals to outside agencies
Mentoring
Do not require conflict resolution or peer mediation for bullying situations
Tier III, the most intensive level of intervention, includes individual work with students who have been involved in bullying or harassing behavior.

44. What Can I Do When I Witness Bullying and Harassment?
On-the-Spot Bullying/Harassment Interventions When you see behaviors happening: Step 1: Stop the bullying/harassment. Step 2: Support the target of the bullying/harassment. Step 3: To the student(s) who bullied/harassed: Name the behavior and refer to the rules of the Student Code of Conduct. Step 4: Empower the bystanders with appreciation if they were supportive to the student who was bullied/harassed or with information about how to act in the future.
© The Olweus Bullying Prevention Group, 2004

45. What Can I Do When I Witness Bullying and Harassment?
On-the-Spot Bullying/Harassment Interventions When you see behaviors happening (con’t): Step 5: Impose immediate and appropriate consequences for the student(s) who bullied/harassed. Step 6: Take steps to make sure the student who was bullied/harassed will be protected from future targeting. Step 7: Report the incident to the School Based Administrator.
When bullying is witnessed, Staff response should look like the procedure above.
While “Pattern of bullying and harassment” is a serious, Level III SESIR-Reported event, that doesn’t mean that we don’t intervene on the lower levels of bullying behaviors as they occur. It is through the intervention of the lower levels of behaviors, i.e. unwanted taunting and teasing, pushing, kicking, that we are able to establish the pattern that becomes bullying.
© The Olweus Bullying Prevention Group, 2004

46. **What Is Our School Doing To Address Bullying and Harassment?
Who is the administrator contact for reporting?
Does our school use bullying reporting boxes, or another anonymous procedure?
Who will be conducting investigations (administrator)?
What form must be completed for reporting?
When do I report?
What do I do if a parent reports bullying to me?
You should know…
Talk to your administrator if you have questions about any of these. Your administrator has a site-specific plan that addresses these questions. It is your responsibility to meet with him/her and make sure you are aware of the procedures.
This is where schools can personalize the presentation.
Talk about the things happening throughout the school that are specific to the school site.
**Slides should include the Procedures for filing a report when witnessing bullying, and for reporting when a student reports to them.

47. Academic Achievement and Safe Schools
The ability of students to learn, teachers to teach and all staff to work effectively is directly related to the safety of our schools and the health and well-being of our students and staff. Together, we can create safe environments to work, teach and learn!
Childhood bullying is a significant problem nationwide. It contributes to absenteeism, mental and physical stress, poor school performance, and poor self-esteem.
Pasco County Schools are committed to creating a safe, caring, respectful learning environment for all students and employees.
Together.

48. Our Commitment
The District School Board of Pasco County does not tolerate bullying or harassment which includes sex-based harassment (gender, sexual orientation, gender identity/expression). 
The District is committed to taking immediate action to eliminate bullying and harassment, prevent its recurrence, and reduce its effects.

49. Thank You for Participating!
Reflection
What is one thing you can intentionally do as part of your daily work to create a safe environment for all students?
In closing, please take a minute to reflect on one thing you can do as part of your daily work to create a safe environment for all students.
Please remember to complete the brief follow-up survey on Canvas. Thank you for participating.
Thank You for Participating!