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1 Montgomery County Public Schools Bullying, Harassment, or Intimidation Board Policy JHF: Bullying, Harassment, or Intimidation MCPS Regulation JHF-RA:

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Presentation on theme: "1 Montgomery County Public Schools Bullying, Harassment, or Intimidation Board Policy JHF: Bullying, Harassment, or Intimidation MCPS Regulation JHF-RA:"— Presentation transcript:

1 1 Montgomery County Public Schools Bullying, Harassment, or Intimidation Board Policy JHF: Bullying, Harassment, or Intimidation MCPS Regulation JHF-RA: Bullying, Harassment, or Intimidation

2 2 The Board of Education is committed to:  Creating an environment that is free of bullying, harassment, or intimidation so that schools are safe places in which to learn  Prohibiting verbal, physical, or written (including electronic) bullying, harassment, or intimidation of any person on school property, on school buses, or at school-sponsored functions  Prohibiting reprisals or retaliation against individuals who report acts of bullying, harassment, or intimidation, or who are victims, witnesses, or others with reliable information

3 3 Definition Bullying, harassment, or intimidation means intentional conduct, including verbal, physical, or written conduct, or an intentional electronic communication, that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well-being and is…. Bullying, harassment, or intimidation means intentional conduct, including verbal, physical, or written conduct, or an intentional electronic communication, that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well-being and is….

4 4 Definition continued:  Motivated by an actual or perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, or physical or mental ability or disability; or,  Threatening or seriously intimidating; and  Occurs on a school property, at a school activity or event, or a school bus; or  Substantially disrupts the orderly operation of a school.

5 5 Electronic Communication “Electronic communication” means a communication transmitted by means of an electronic device, including a telephone, cellular phone, computer or pager.

6 6 Keeping the Community Informed Announcements and meetings prior to the opening of school and during the first week of school Announcements and meetings prior to the opening of school and during the first week of school Newsletters and Connect Ed. messages Newsletters and Connect Ed. messages PTA Meetings PTA Meetings Reporting Form (MCPS Form ) available in multiple school locations, including the administrative office, counselor’s office, media center, and health room Reporting Form (MCPS Form ) available in multiple school locations, including the administrative office, counselor’s office, media center, and health room

7 7 Basics BasicsAboutBullying

8 8 Bullying Research tell us: Bullying Research tell us: Almost 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target of bullying, or both. (www.safeyouth.org) Almost 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target of bullying, or both. (www.safeyouth.org)www.safeyouth.org Approximately 15% of students who have been bullied indicate that they experienced severe reactions to bullying/harassment (USDE, Preventing Bullying: A Manual For Schools and Communities) Approximately 15% of students who have been bullied indicate that they experienced severe reactions to bullying/harassment (USDE, Preventing Bullying: A Manual For Schools and Communities)

9 9 Characteristics of bullies may include: Lack of empathy for others/pro-violent attitudes Lack of empathy for others/pro-violent attitudes Hot-tempered, easily angered, and impulsive, with a low tolerance for frustration Hot-tempered, easily angered, and impulsive, with a low tolerance for frustration Strained parental relationships; family conflicts frequently managed with fighting, put-downs, name-calling Strained parental relationships; family conflicts frequently managed with fighting, put-downs, name-calling Limited parental supervision and involvement Limited parental supervision and involvement Parents have inconsistent, harsh, or extremely permissive discipline Parents have inconsistent, harsh, or extremely permissive discipline styles. styles.

10 10 Students who are bullied tend to: Be anxious, insecure, cautious, and have low self-esteem Appear weak, shy, unassertive, physically awkward, or lacking in social skills Provoke other students with antagonizing behavior

11 11 Common Effects of Bullying Behaviors on the Student Who is Bullied Academic Problems:  school avoidance, truancy, higher drop-out rate  lowered grades and reduced learning  lowered self-esteem, lowered self-confidence Health Problems:  loss of appetite  stomach aches, vomiting  headaches  loss of sleep  nervousness, anxiety  depression, loneliness

12 12 Preventing Bullying Behaviors An interest and commitment to eliminating incidences of bullying Instruction and practice of the strategies used to handle bully situations Attentive monitoring Early intervention

13 13 Strategies to Prevent Bullying Behaviors: Positive relationships and interactions with students. Supervision in all areas of the school building throughout the school day, including hallways, restroom areas, cafeteria, and school grounds/playgrounds. Prompt, fair, and consistent enforcement of system, school, and classroom rules Instruction for students on strategies for dealing with peer issues, including bullying

14 14 Prevention Strategies continued Modeling desired attitudes and behaviors Cooperative learning groups that are structured and monitored Classroom guidance lessons and small group counseling Peer tutoring and mentoring activities Strategies that recognize and reinforce positive behaviors (i.e. Positive Behavioral Interventions and Supports) Multicultural and diversity appreciation initiatives Social skills training – communication, anger management, conflict resolution

15 15 Staff Responses to a Bully Situation Stop the bullying behavior when it occurs and ensure that all involved are safe. Speak privately to the students involved, including bystanders. Name the bullying behavior and refer to the school rules Encourage the students who are bullied to complete a report of bullying and assist the students with completing the form if needed. Impose appropriate immediate remedial actions or consequences; report known or observed incidents to a school administrator Support the student who is bullied Encourage and praise bystanders/witnesses who report acts of bullying

16 16 Resources Board of Education Policy JHF, Bullying, Harassment, or Intimidation MCPS Regulation JHF-RA, Bullying, Harassment, or Intimidation School Resources for Harassment, Intimidation, and Bullying, MCPS Community Resources and Internet Sites Regarding Bullying, MCPS Problem Solving for Student Success, MCPS

17 17 Elementary Resources Positive Behavioral Interventions and Supports (PBIS) Stop Bullying Now No Putdowns Bullyproofing Your School Second Step Character Counts Stop Picking on Me Stand Up Against Bullies Secondary Resources Positive Behavioral Interventions and Supports (PBIS) Student Assistance Program Stop Bullying Now It’s All About Respect Bullyproofing Your School Second Step Character Counts The Bully, The Bullied, and Beyond

18 18 Web Resources

19 19 Books for Educators Bullying in Schools, P.Langdon How to Handle a Bully, L. Mintle Bullying, Implications for the Classroom, C. Sanders C. Sanders The Bully, the Bullied, and the Bystander, B. Coloroso B. Coloroso The Bully Free Classroom, A. Beane And Words Can Hurt Forever, J. Garbarino and E. deLara E. deLara

20 20 Articles for Educators A Bully-Free School Educational Leadership, December 2009/January 2010 Educational Leadership, December 2009/January 2010 School Climate Through Students’ Eyes Educational Leadership, December 2008/January 2009 Educational Leadership, December 2008/January 2009 Civility Speaks Up Educational Leadership, September 2008 Educational Leadership, September 2008 Bullying in the Middle School: Prevention and Intervention Middle School Journal, 2006 Middle School Journal, 2006 Bully Intervention Strategies that Work Education World, May 2005 Education World, May 2005 Nature and the Extent of Bullying at Schools Journal of School Health, 2003 Journal of School Health, 2003

21 21 Reporting Incidences of Bullying

22 22 Reporting Incidences of Bullying Any student, parent, close adult relative, or staff member may report an act of bullying, harassment, or intimidation, using MCPS Form : Bullying, Harassment, or Intimidation Reporting Form. MCPS Reporting Form is available on the MCPS website and must be available from administrative offices, counseling offices, media centers, and health rooms. Schools must inform students, families, and staff how and where to obtain report forms.

23 23 Verbal Reports of Bullying If the school receives a verbal report of bullying, school staff should inform the reporter of the existence of the bullying report form and encourage the reporter to complete the form. If the reporter needs assistance completing the report form, school staff will assist. If the reporter does not wish to complete an MCPS Form , the incident is investigated and resolved following system/school discipline procedures. No paperwork is completed and no file/report is made.

24 24 Investigating Reported Instances of Bullying After receiving MCPS Form , the school principal/designee investigates the incident and documents the investigation by completing MCPS Form : Bullying, Harassment, or Intimidation Incident School Investigation Form within two school days. Using both MCPS Form and Form , school staff complete an entry/report in the OASIS bullying module.

25 25 Remedial Actions and Consequences Based on the findings of the investigation, the administrator shall: take immediate and appropriate steps to discipline the offender support the student who was bullied protect the student from reprisals prevent recurrence.

26 26 Working together, we can create/maintain a school environment free of bullying and in which every student feels comfortable, supported, and safe.


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