I. LEADERSHIP...3 TRAINING AND PROFESSIONAL DEVELOPMENT...4 ACCESS TO RESOURCES AND SERVICES...5 ACADEMIC AND NON-ACADEMIC ACTIVITIES...

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2 Massachusetts Department of Elementary and Secondary Education Model Bullying Prevention and Intervention Plan The Department of Elementary and Secondary Education (Department) created the Model Bullying Prevention and Intervention Plan required under M.G.L. c. 71, 37O, in consultation with state agencies, school personnel, advocacy organizations, and other interested parties. The Model Plan s format parallels the draft Behavioral Health and Public Schools Framework, and is designed to be used by schools and school districts as a framework for developing local Plans. In some sections there are examples of specific language that can be incorporated into local Plans, and in others there are recommendations for decision-making and planning strategies. Schools and districts may choose to use this format for creating their own Bullying Prevention and Intervention Plans, or develop an alternative format. A sample incident reporting form is attached as Appendix A. Please note that in the Model Plan and in other Department publications we use the word target instead of victim and aggressor instead of perpetrator. TABLE OF CONTENTS I. LEADERSHIP...3 II. III. IV. TRAINING AND PROFESSIONAL DEVELOPMENT...4 ACCESS TO RESOURCES AND SERVICES...5 ACADEMIC AND NON-ACADEMIC ACTIVITIES...6 V. POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND RETALIATION...10 VI. VII. VIII IX. COLLABORATION WITH FAMILIES...13 PROHIBITION AGAINST BULLYING AND RETALIATION...14 DEFINITIONS...14 RELATIONSHIP TO OTHER LAWS...15 APPENDIX A: SAMPLE BULLYING PREVENTION AND INTERVENTION INCIDENT REPORTING FORM BULLYING/HARRASSMENT REPORT ADMINISTRATIVE RESPONSE FORM PLYMOUTH PUBLIC SCHOOLS ANTI-BULLYING POLICY INTERNET SAFETY PLAN STUDENT INTERNET SAFETY AND TECHNOLOGY ACCEPTABLE USE POLICY (AUP) TECHNOLOGY ACCEPTABLE USE POLICY SIGNATURE PAGE LIBRARY MEDIA BULLYING RESOURCES MEMORANDUM OF UNDERSTANDING BETWEEN THE PLYMOUTH PUBLIC SCHOOLS AND THE PLYMOUTH POLICE DEPARTMENT APPENDIX B ROLE OF THE OFFICE OF THE PLYMOUTH COUNTY DISTRICT ATTORNEY 2

3 I. LEADERSHIP Priority Statement The Plymouth Public Schools is committed to a safe educational environment for all students, employees, volunteers and other stakeholders free from harassment, intimidation or bullying. It is the policy of the Plymouth Public Schools to prohibit harassment, intimidation, and bullying by any means, including but not limited to electronic, written, oral or physical acts, either direct or indirect, when such acts physically harm or psychologically distress a student(s) and/or property, substantially interfere with a student s education, threaten the overall educational environment or the well being of a person(s) and/or substantially disrupt the operation of school. (See policy 6.15, Anti-bullying Policy.) The Bullying Prevention and Intervention Plan ("Plan") is a comprehensive approach to addressing bullying and cyber-bullying. The Plymouth Public Schools is committed to working with students, staff, families, law enforcement agencies, and the community to prevent issues of violence. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, cyber-bullying, and retaliation. The principal or designee is responsible for the implementation and oversight of the Plan. Public Involvement in the Development of the Plan As required by M.G.L. c , this Plan was developed through consultation with teachers, school staff, professional support personnel, administrators, community representatives, local law enforcement officers, students, and parents. Notice and a public comment period were provided before the Plan was adopted by School Committee. Assessing Needs and Resources This Plan is intended to serve as a blueprint for enhancing the District s capacity to prevent and respond to issues of bullying within the context of other healthy school climate initiatives. As part of the planning process, the Plymouth Public Schools, with input from families and staff, will continuously assess the adequacy of our existing programs, review our current policies and procedures, analyze the available data on bullying and behavioral incidents, and assess the available resources including curricula, training programs, and behavioral health services. This mapping process will assist our schools in identifying resource gaps and the most significant areas of need. Our District findings will serve us as we revise policies and procedures, establish partnerships with local community agencies, and set priorities. The Plymouth Public Schools will utilize the following as a means of periodic needs assessment: Surveying students, staff, parents, and guardians on school climate and school safety issues. Collect and analyze building-specific data on the prevalence and characteristics of bullying. This information will help to identify patterns of behaviors and areas of concern, and will inform decision-making for prevention strategies. Planning and Oversight The following school and district leaders are responsible for the corresponding tasks under the Plan: 1) Receiving reports on bullying (principals or designee and Superintendent s Office) 2) Collecting and analyzing building- and/or school-wide data on bullying to assess the present problem and to measure improved outcomes (principals or designee and Superintendent s Office) 3) Creating a process for recording and tracking incident reports and for accessing information related to targets and aggressors (principals or designee) 4) Planning for the ongoing professional development that is required by the law (principals or designee, Assistant Superintendent for Administration and Instruction, Office of Pupil Services) 5) Planning supports that respond to the needs of targets and aggressors (principals or designee, Assistant 3

4 Superintendent for Administration and Instruction, Office of Pupil Services) 6) Choosing and implementing the curricula that the school or district will use (Assistant Superintendent for Administration and Instruction) 7) Developing new or revising current policies and protocols under the Plan, including an Internet safety policy, and designating key staff to be in charge of implementation of them (School Committee, Superintendent s Office) 8) Amending student and staff handbooks and codes of conduct (School Committee and Superintendent s Office) 9) Leading the parent or family engagement efforts and drafting parent information materials (principals or designee and Superintendent s Office) 10) Reviewing and updating the Plan on an annual basis (principals or designee and Superintendent s Office) I I. T R A I N I N G A N D P R O F E S S I O N A L D E V E L O P M E N T A. Annual Staff Training on the Plan: Annual training for all school staff on the Plan will include staff duties under the Plan, an overview of the steps that the assistant principal or designee will follow upon receipt of a report of bullying or retaliation, and an overview of the bullying prevention curricula to be offered at all grade levels throughout the school district. Annual training will be provided for all staff, including but not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, and paraprofessionals. Staff members hired after the start of the school year will be required to participate in school-based training during the school year in which they are hired, unless they can demonstrate participation in an acceptable and comparable program within the past two years. Training will be based on the Train-the-Trainer model provided by the Massachusetts Aggression Reduction Center. PowerPoint presentations will be used for targeted groups within the district. All staff within a group will receive the same training. B. Ongoing Professional Development: The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences. Professional development will build the skills of staff members to prevent, identify, and respond to bullying. As required by M.G.L. c. 71, s 370, the content of school-wide and district-wide professional development will be informed by research and will include information on: (i) (ii) (iii) (iv) (v) (vi) developmentally (or age-) appropriate strategies to prevent bullying; developmentally (or age-) appropriate strategies for immediate, effective interventions to stop bullying incidents; information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying; research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment; information on the incidence and nature of cyber-bullying; and internet safety issues as they relate to cyber-bullying. Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing students Individualized Education Programs (IEPs). This 4

5 will include a particular focus on the needs of students with autism or students whose disability affects social skills development. Professional Development offerings in the district: A) Second Step Violence Prevention Curriculum B) Steps to Respect Bullying Prevention Program C) MARC Trainings D) Non-Violent Crisis Intervention Trainings C. Written Notice to Staff: Plymouth Public Schools will provide all staff with an annual written notice of the Plan by publishing information about it, including sections related to staff duties, in the Plymouth Public Schools Teacher Handbook and the code of conduct. I I I. A C C E S S T O R E S O U R C E S A N D S E R V I C E S P l y m o u t h P u b l i c S c h o o l s i s c o m m i t t e d t o p r o v i d i n g a d e q u a t e l e v e l s o f p e r s o n n e l a n d s e r v i c e s t o s u p p o r t t h e c r e a t i o n o f a p o s i t i v e s c h o o l e n v i r o n m e n t a n d t o s u p p o r t t h e s o c i a l a n d e m o t i o n a l w e l l -b e i n g o f a l l o f o u r s t u d e n t s. T h i s i s a c c o m p l i s h e d t h r o u g h a n n u a l r e v i e w s o f s t a f f i n g l e v e l s a n d p r o g r a m s b y a d m i n i s t r a t i o n, f a c u l t y a n d s t a f f. T h e r e s o u r c e s, s u p p o r t s, a n d p r o g r a m s p r o v i d e d f o r s t u d e n t s a n d t h e i r f a m i l i e s i n c l u d e : S c h o o l P s y c h o l o g i s t s G u i d a n c e C o u n s e l o r s S c h o o l D i s t r i c t a n d A d m i n i s t r a t o r s L i b r a r y o f R e s o u r c e s i n c l u d i n g p u b l i c a t i o n s, C D s, D V D s e t c. C o a c h e s Adjustment Counselors S c h o o l N u r s e s H e a l t h / W e l l n e s s t e a c h e r s S c h o o l R e s o u r c e O f f i c e r s B e h a v i o r S p e c i a l i s t s Speech/Language Pathologists Occupational Therapists S p e c i a l E d u c a t i o n ELL Support C h i l d S t u d y T e a m s C r i s i s R e s p o n s e T e a m s S o c i a l Sk i l l s Gro u p s T r a n s i t i o n a l m e e t i n g s f o r s t u d e n t s B e h a v i o r I n t e r v e n t i o n P l a n s F u n c t i o n a l B e h a v i o r a l A s s e s s m e n t s Community-based counseling programs After-school activities & programs T h e s c h o o l c o u n s e l o r s a n d s c h o o l p s y c h o l o g i s t s m a i n t a i n a l i s t o f o u t s i d e a g e n c i e s a n d s e r v i c e s a v a i l a b l e f o r s t u d e n t s a n d f a m i l i e s. P a r e n t s / G u a r d i a n s s h o u l d c o n t a c t t h e s e p e r s o n n e l a t t h e i r c h i l d s s c h o o l t o o b t a i n a s s i s t a n c e a n d / o r a r e f e r r a l t o an outside agency. A s r e q u i r e d b y M. G. L. c. 7 1 B, s 3, a s a m e n d e d b y C h a p t e r 9 2 o f A c t s o f , w h e n t h e I E P T e a m d e t e r m i n e s t h a t t h e s t u d e n t 5

6 h a s a d i s a b i l i t y t h a t a f f e c t s s o c i a l s k i l l s d e v e l o p m e n t o r t h a t t h e s t u d e n t m a y p a r t i c i p a t e i n, o r i s v u l n e r a b l e t o, b u l l y i n g, h a r a s s m e n t, o r t e a s i n g b e c a u s e o f h i s / h e r d i s a b i l i t y, t h e T e a m w i l l c o n s i d e r w h a t s h o u l d b e i n c l u d e d i n t h e I E P t o d e v e l o p t h e s t u d e n t ' s s k i l l s a n d p r o f i c i e n c i e s t o a v o i d a n d r e s p o n d t o b u l l y i n g, harassment, or teasing. I V. A C A D E M I C A N D N O N -A C A D E M I C A C T I V I T I E S : T h e P l y m o u t h P u b l i c S c h o o l s c o m m u n i t y i s c o m m i t t e d t o c r e a t i n g a n d m a i n t a i n i n g a p o s i t i v e a n d p r o a c t i v e s c h o o l e n v i r o n m e n t which promotes our core value of respect for human differences. Children learn best when they are safe, connected, respected and empowered with the skills to analyze, think critically, problem solve, set goals, and work cooperatively with the rich and diverse members of their learning community. Proactively addressing issues of anti-social behavior creates a healthy learning environment conducive to improved academic achievement. PPS is prepared to r e s p o n d t o a c t i o n s w h i c h a r e c o n t r a r y t o a r e s p e c t f u l c o m m u n i t y. O u r S t u d e n t a n d S t a f f H a n d b o o k s o u t l i n e t h e e x p e c t a t i o n s o f o u r c o m m u n i t y, a s w e l l a s t h e c o n s e q u e n c e s f o r n o t m e e t i n g t h e s e e x p e c t a t i o n s. A. Specific Bullying Prevention Approaches: Bullying prevention curricula will be informed by current research, which, among other things, emphasizes the following approaches: 1. U s i n g s c r i p t s a n d r o l e p l a y s t o d e v e l o p s k i l l s 2. C o o p e r a t i v e a c t i v i t i e s w h i c h r e q u i r e r e s p o n s i b i l i t y f o r a l l s t u d e n t s a n d collaboration to complete activities 3. E m p o w e r i n g s t u d e n t s t o t a k e a c t i o n b y k n o w i n g w h a t t o d o w h e n t h e y w i t n e s s o t h e r s t u d e n t s e n g a g e d i n a c t s o f b u l l y i n g o r r e t a l i a t i o n, i n c l u d i n g s e e k i n g a d u l t assistance 4. H e l p i n g s t u d e n t s u n d e r s t a n d t h e d y n a m i c s o f b u l l y i n g a n d c y b e r -b u l l y i n g, including the underlying power imbalance 5. E m p h a s i z i n g c y b e r -s a f e t y, i n c l u d i n g s a f e a n d a p p r o p r i a t e u s e o f e l e c t r o n i c communication technologies 6. E n h a n c i n g s t u d e n t s ' s k i l l s f o r e n g a g i n g i n h e a l t h y r e l a t i o n s h i p s a n d r e s p e c t f u l communications 7. E n g a g i n g s t u d e n t s i n a s a f e, s u p p o r t i v e s c h o o l e n v i r o n m e n t t h a t i s r e s p e c t f u l o f diversity and difference B. G e n e r a l T e a c h i n g A p p r o a c h e s : T h e f o l l o w i n g a p p r o a c h e s a r e i n t e g r a l t o e s t a b l i s h i n g a s a f e a n d s u p p o r t i v e s c h o o l e n v i r o n m e n t. T h e s e u n d e r s c o r e t h e i m p o r t a n c e o f o u r bullying intervention and prevention initiatives: 1. S e t t i n g c l e a r e x p e c t a t i o n s f o r s t u d e n t s a n d e s t a b l i s h i n g s c h o o l a n d c l a s s r o o m routines 2. C r e a t i n g s a f e s c h o o l a n d c l a s s r o o m e n v i r o n m e n t s f o r a l l s t u d e n t s, i n c l u d i n g f o r s t u d e n t s w i t h d i s a b i l i t i e s, l e s b i a n, g a y, b i s e x u a l, t r a n s g e n d e r s t u d e n t s, a n d homeless students 3. U s i n g a p p r o p r i a t e a n d p o s i t i v e r e s p o n s e s a n d r e i n f o r c e m e n t, e v e n w h e n s t u d e n t s require discipline 4. M o d e l i n g, t e a c h i n g, a n d r e w a r d i n g p r o -s o c i a l, h e a l t h y, a n d r e s p e c t f u l b e h a v i o r s 5. U s i n g p o s i t i v e a p p r o a c h e s t o b e h a v i o r a l h e a l t h, i n c l u d i n g c o l l a b o r a t i v e p r o b l e m -s o l v i n g, c o n f l i c t r e s o l u t i o n t r a i n i n g, t e a m w o r k, a n d p o s i t i v e b e h a v i o r a l s u p p o r t s that aid in social and emotional development 6. U s i n g t h e I n t e r n e t s a f e l y 7. S u p p o r t i n g s t u d e n t s ' i n t e r e s t a n d p a r t i c i p a t i o n i n n o n -a c a d e m i c a n d extracurricular activities. C. I n s t r u c t i o n a l a n d C u r r i c u l u m A c t i v i t i e s : T h e m o r e s u c c e s s f u l o u r s t u d e n t s a r e i n t h e c l a s s r o o m, t h e l e s s l i k e l y t h e y a r e t o b e b u l l i e d f o r n o t b e i n g s u c c e s s f u l i n s c h o o l. T h e c o n t e n t o f t h e c u r r i c u l u m a l s o h e l p s p r e v e n t b u l l y i n g b y e d u c a t i n g c h i l d r e n o n t h e i r r e s p o n s i b i l i t i e s a s m e m b e r s o f a c o m m u n i t y. T h e f o l l o w i n g a s p e c t s o f o u r c u r r i c u l u m, c o m b i n e d w i t h o u r e x c e l l e n t i n s t r u c t i o n a l p r a c t i c e s, a r e c r i t i c a l t o b u l l y i n g p r e v e n t i o n : 6

7 1. Counseling Staff: S o c i a l G r o u p s C o u n s e l o r s r u n s o c i a l g r o u p s a t e a c h g r a d e l e v e l t o h e l p t h o s e s t u d e n t s w h o h a v e d i f f i c u l t y s o c i a l i z i n g t o i n t e g r a t e m o r e e f f e c t i v e l y. T h e s e s t u d e n t s a r e h i s t o r i c a l l y t h e t a r g e t s o f b u l l i e s. C o n t i n u e d w o r k w i t h M a s s a c h u s e t t s Ag g r e s s i o n R e d u c t i o n C e n t e r ( M A R C ). 2. E l e m e n t a r y l e v e l b u l l y i n g c u r r i c u l u m w i l l b e i n t e g r a t e d b y t h e e l e m e n t a r y c l a s s r o o m t e a c h e r s. T h e s e c o n d a r y h e a l t h a n d p h y s i c a l e d u c a t i o n d e p a r t m e n t w i l l i n t e g r a t e c u r r i c u l u m r e l a t e d t o b u l l y i n g i n t o t h e i r w e l l n e s s c u r r i c u l u m. 3. I n t e r n e t S a f e t y P l a n : The Plymouth Public Schools Technology Curriculum addresses Standard 2 of the DESE Massachusetts Technology Literacy Standards and Expectations for grades K through 8 which states: Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic media. The technology curriculum is hosted on a secure site for teachers to access with a login and password. Communication is an effective tool for educators when helping students to avoid the dangers that exist on the Internet. The district uses NetSmartz to provide on- and offline learning activities to facilitate discussions with students about Internet safety for students in grades one, two, and four. In grade three, the district uses an online tool called Woogi World to teach Internet Safety and bullying. Woogi World is the world's leading virtual educational community for K-6 students utilizing the latest gaming and social networking technologies to teach children about Internet Safety. Students in grade five are taught about Digital Citizenship as a means to prevent bullying and protect students using the Internet. Digital Citizenship is a concept which helps students understand what they should know in order to use technology appropriately. The Library/Media Specialists have books that address the topic of bullying and Internet Safety to support the technology curriculum. 4. The educational technology staff participated in the MARC Bullying training on November 2, Six Instructional Technology Specialists and the Coordinator of Educational Technology and Instructional Media have been trained to educate Plymouth Public School s employees. In addition, middle school administrators attended the training. A Train the Trainer model will be implemented to educate the staff. There will be an emphasis on the secondary schools computer lab managers who monitor student use of computers. 5. S p e c i a l E d u c a t i o n : A s r e q u i r e d b y M. G. L. c. 7 1 B, s 3, a s a m e n d e d b y C h a p t e r 9 2 o f A c t s o f , w h e n t h e I E P T e a m d e t e r m i n e s t h e s t u d e n t h a s a d i s a b i l i t y t h a t a f f e c t s s o c i a l s k i l l s d e v e l o p m e n t o r t h a t t h e s t u d e n t m a y p a r t i c i p a t e i n o r i s v u l n e r a b l e t o b u l l y i n g, h a r a s s m e n t, o r t e a s i n g b e c a u s e o f h i s / h e r d i s a b i l i t y, t h e T e a m w i l l c o n s i d e r w h a t s h o u l d b e i n c l u d e d i n t h e I E P t o d e v e l o p t h e s t u d e n t ' s s k i l l s a n d p r o f i c i e n c i e s t o a v o i d a n d r e s p o n d t o b u l l y i n g, h a r a s s m e n t, o r t e a s i n g. A d d i t i o n a l l y, o u r c u r r i c u l u m a n d p r o g r a m s a r e d e s i g n e d t o m e e t t h e v a r i o u s n e e d s o f o u r s p e c i a l e d u c a t i o n s t u d e n t s r e g a r d l e s s o f t h e i r d i s a b i l i t y. S o m e o f t h e s e r v i c e s a n d p r o g r a m s o f f e r e d w h i c h h e l p t o p r e v e n t b u l l y i n g a r e : 1. S m a l l G r o u p I n s t r u c t i o n 2. S o c i a l P r a g m a t i c s I n s t r u c t i o n 3. L i f e S k i l l s 4. T h e r a p e u t i c C l a s s r o o m 5. C o u n s e l i n g D. S t a f f i n g a n d P e r s o n a l R e l a t i o n s h i p B u i l d i n g : A t t h e h e a r t o f p r e v e n t i n g b u l l y i n g i s t h e a b i l i t y o f s t a f f t o d e v e l o p r e l a t i o n s h i p s w i t h s t u d e n t s. " T u r n i n g P o i n t s " s p o k e t o t h e i m p o r t a n c e o f d e v e l o p i n g s y s t e m s, w h i c h a l l o w f o r s u c h r e l a t i o n s h i p s. Administration: Our Administrative set-up enables us to anticipate situations and develop relations with 7

8 the bully/bullied in advance of negative behaviors. Counselors: At every level counselors follow students throughout their years at their respective schools, thus enabling the counselor to develop relationships with students and families. Child Study Teams: Administrators, guidance counselors and school psychologists meet to develop plans to help students in need of assistance and programs to improve the school. Student Placement: Students are placed in classes with consideration of the teacher and of other students they will best connect with. School Resource Officer: The two high schools have a School Resource Officer (SRO) assigned to their respective campuses. The two middle schools and the elementary schools share one School Resource Officer (SRO). Their ability to develop relationships, remain approachable and anticipate student conflict helps to prevent bullying. E. I n s t i t u t i o n a l P r e v e n t i o n : B u l l y i n g p r i m a r i l y t a k e s p l a c e i n s p e c i f i c l o c a t i o n s i n c l u d i n g b u s e s, h a l l w a y s, c a f e t e r i a a n d r e c e s s. O u r s c h o o l h a s t a k e n s t e p s i n o r d e r t o p r e v e n t negative behaviors in these locations. Location of Special Education Classrooms: Special Education classes are located in visible, high traffic locations as opposed to isolated locations that are typically found in schools. This sends a message to the community that all students are part of our community while also allowing staff to see any negative behaviors. Security Cameras: Some schools are monitored electronically so that accusations can be responded to and student misbehavior is deterred by the knowledge that the cameras are watching. Bus Cameras: Buses with a high number of incidents have cameras on them. Hallway Supervision: Staff members are expected to be in the hallways between classes and escorting students to/from most classes and lunch. Adult presence helps to deter bullying. Cafeteria Supervision: Administrators, teachers, counselors, and student activity monitors supervise the cafeteria and student behavior. Their presence deters misbehavior. Cafeteria Seating: School determined number of students at a table. Recess Supervision: Paraprofessional staff members are assigned to recess duty in order to supervise student safety. Bathroom Sign-in/Sign-out Process: Each school has established procedures to supervise bathrooms. F. P r o m o t i n g a Po s i t i v e Cu l t u r e : Th e P l y m o u t h P u b l i c S c h o o l s p r o m o t e s a p o s i t i v e c u l t u r e b y m e e t i n g t h e i n t e r e s t s o f o u r s t u d e n t s, inspiring their actions and by celebrating their successes. 1. D i s p l a y i n g S t u d e n t W o r k 2. A w a r d s A s s e m b l i e s 3. N i g h t A c t i v i t i e s 4. P T A a n d H S A e v e n t s : S a m p l e o f e x a m p l e s o f f e r e d a t t h e E l e m e n t a r y L e v e l 1. P e a c e f u l S c h o o l B u s P r o g r a m p r o v i d i n g a s a f e, s t r e s s -f r e e, p r o -s o c i a l s t u d e n t c e n t e r e d e x p e r i e n c e 2. E s t a b l i s h m e n t o f S a f e Z o n e s w i t h i n t h e b u i l d i n g f o r s t u d e n t s t o g o t o i f t h e y f e e l u n s a f e 3. O n e -o n -o n e m e n t o r i n g p r o g r a m s t o p r o m o t e p o s i t i v e s t u d e n t / a d u l t i n t e r a c t i o n s 4. A f t e r -sc h o o l s p e c i a l i n t e r e s t p r o g r a m s s u c h a s a t h l e t i c s, b o a r d g a m e s, a r t s & c r a f t s, k n i t t i n g, r o b o t i c s 5. P e a c e P a t r o l S t u d e n t m o n i t o r s f o r l u n c h r e c e s s i s s u e s 6. B u c k e t F i l l e r b u l l e t i n b o a r d s t h a t p r o m o t e r e s p e c t f u l b e h a v i o r a m o n g s t u d e n t s 7. W e e k l y aw a r d a s s e m b l i e s 8. P r o -s o c i a l c u l t u r a l a r t s p r o g r a m s s p o n s o r e d b y P T A / P T O 9. S t u d e n t c e n t e r e d b u l l e t i n b o a r d s / m u r a l s 1 0. B i g f r i e n d / li t t l e f r i e n d g r a d e l e v e l p a i r i n g s o f s t u d e n t s f o r w e e k l y a c t i v i t i e s 8

9 1 1. P o s t e r s / b a n n e r s o n d i s p l a y t h a t r e i n f o r c e p r o -s o c i a l s k i l l s a n d b u l l y i n g p r e v e n t i o n S a m p l e o f e x a m p l e s o f f e r e d a t t h e M i d d l e S c h o o l L e v e l 1. M a s s a c h u s e t t s A g g r e s s i o n R e d u c t i o n C e n t e r A s s e m b l i e s : T r a i n -t h e -T r a i n e r L e a d e r s h i p M o d e l 2. I n t e r n e t S a f e t y a n d C y b e r B u l l yi n g A s s e m b l i e s 3. C h a r a c t e r A w a r d s 4. S R O J u n i o r P o l i c e A c a d e m y 5. S R O C l a s s r o o m V i s i t s 6. H e a l t h C u r r i c u l u m 7. A n t i -B u l l y i n g A s s e m b l i e s 7. 1 M u l t i p l e P r i n c i p a l s A s s e m b l y 7. 2 M a s s a c h u s e t t s A g g r e s s i o n R e d u c t i o n C e n t e r ( M A R C ) S t u d e n t A s s e m b l i e s 7. 3 R y a n s S t o r y P r e s e n t a t i o n 7. 4 M a r k B r o w n A s s e m b l i e s 8. P a r t i c i p a t i o n i n T e a c h i n g T o l e r a n c e M o n t h 9. N o N a m e C a l l i n g W e e k A c t i v i t i e s 1 0. P a r t i c i p a t i o n i n N a t i o n a l M i x -i t -U p Da y 1 1. S t u d e n t L e a d e r s h i p G r o u p s S t u d e n t A m b a s s a d o r s S t u d e n t C o u n c i l F a l c o n P r i d e S t u d e n t L e a d e r s h i p G r o u p N a t i o n a l J u n i o r H o n o r S o c i e t y P o s i t i v e G i r l s G r o u p S a m p l e o f e x a m p l e s o f f e r e d a t t h e H i g h S c h o o l L e v e l 1. Rachel s Challenge Program 2. Leadership Conferences (MIAA, MSSAA) 3. Advisor-Advisee Program 4. General Administrator Assemblies 5. Adjustment Counselor/SRO Classroom Visits 6. SRO Visibility 7. PRIDE Group- Peace, Respect, Integrity, Diversity and Equality 8. Health Curriculum 9. MA Interscholastic Athletic Association Leadership Conference 10. Athletic Captain s Breakfast and Council 11. Assemblies with grade level building administrators 12. Students Against Destructive Decisions (SADD) 13. Adjustment counselor and SRO speak in 9 th grade academy classes 14. White Ribbon Campaign 15. Student Leadership Groups 15.1 Student Council 15.2 National Honor Society 15.3 Principal s Breakfast Club 15.4 Interact 9

10 V. P O L I C I E S A N D P R O C E D U R E S F O R R E P O R T I N G A N D R E S P O N D I N G TO BULLYING AND RETALIATION A. R e p o r t i n g B u l l i n g o r R e t a l i a t i o n : R e p o r t s o f b u l l y i n g o r r e t a l i a t i o n m a y b e m a d e b y s t a f f, s t u d e n t s, p a r e n t s o r g u a r d i a n s, a n d / o r o t h e r s, a n d m a y b e o r a l o r w r i t t e n. O r a l r e p o r t s m a d e b y o r t o a s t a f f m e m b e r s h a l l b e r e c o r d e d i n w r i t i n g. A s c h o o l o r d i s t r i c t s t a f f m e m b e r i s r e q u i r e d t o r e p o r t i m m e d i a t e l y t o t h e p r i n c i p a l o r d e s i g n e e a n y i n s t a n c e o f b u l l y i n g o r r e t a l i a t i o n h e / s h e b e c o m e s a w a r e o f o r w i t n e s s e s. R e p o r t s m a d e b y s t u d e n t s, p a r e n t s o r g u a r d i a n s, o r o t h e r i n d i v i d u a l s w h o a r e n o t s c h o o l o r d i s t r i c t s t a f f m e m b e r s, m a y b e m a d e a n o n y m o u s l y ( s e e b e l o w ; 2. R e p o r t i n g b y S t u d e n t s, P a r e n t s o r G u a r d i a n s, a n d O t h e r s ). T h e P l y m o u t h P u b l i c S c h o o l s w i l l m a k e a v a r i e t y o f r e p o r t i n g r e s o u r c e s a v a i l a b l e t o t h e s c h o o l c o m m u n i t y i n c l u d i n g, b u t n o t l i m i t e d t o, a n I n c i d e n t R e p o r t F o r m. M a i l I n c i d e n t R e p o r t F o r m s t o : E m a i l t o : B u i l d i n g P r i n c i p a l B u i l d i n g P r i n c i p a l U s e o f a n I n c i d e n t R e p o r t F o r m i s n o t r e q u i r e d a s a c o n d i t i o n o f m a k i n g a r e p o r t. T h e P l y m o u t h P u b l i c S c h o o l s w i l l : 1 ) i n c l u d e a c o p y o f t h e I n c i d e n t R e p o r t F o r m i n t h e P a r e n t H a n d b o o k f o r s t u d e n t s, p a r e n t s a n d g u a r d i a n s ; 2 ) m a k e i t a v a i l a b l e i n t h e s c h o o l ' s m a i n o f f i c e, t h e c o u n s e l i n g o f f i c e, t h e s c h o o l n u r s e ' s o f f i c e ; a n d 3 ) p o s t i t o n t h e district s website. A t t h e b e g i n n i n g o f e a c h s c h o o l y e a r, t h e s c h o o l o r d i s t r i c t w i l l p r o v i d e t h e s c h o o l c o m m u n i t y, i n c l u d i n g a d m i n i s t r a t o r s, s t a f f, s t u d e n t s, a n d p a r e n t s o r g u a r d i a n s, w i t h w r i t t e n n o t i c e o f i t s p o l i c i e s f o r r e p o r t i n g a c t s o f b u l l y i n g a n d r e t a l i a t i o n t h r o u g h t h e u s e o f T e a c h e r a n d P a r e n t H a n d b o o k s. A d e s c r i p t i o n o f t h e r e p o r t i n g p r o c e d u r e s a n d r e s o u r c e s, i n c l u d i n g t h e n a m e a n d c o n t a c t i n f o r m a t i o n o f t h e p r i n c i p a l, w i l l b e i n c o r p o r a t e d i n St u d e n t a n d St a f f Ha n d b o o k s, o n t h e s c h o o l a n d d i s t r i c t w e b s i t e, a n d i n i n f o r m a t i o n a b o u t t h e P l a n t h a t i s m a d e a v a i l a b l e t o p a r e n t s o r g u a r d i a n s. 1. R e p o r t i n g b y S t a f f A s t a f f m e m b e r w i l l r e p o r t i m m e d i a t e l y t o t h e p r i n c i p a l o r d e s i g n e e w h e n h e / s h e w i t n e s s e s o r b e c o m e s a w a r e o f c o n d u c t t h a t m a y b e b u l l y i n g o r r e t a l i a t i o n. T h e r e q u i r e m e n t t o r e p o r t t o t h e p r i n c i p a l o r d e s i g n e e d o e s n o t l i m i t t h e a u t h o r i t y o f t h e s t a f f m e m b e r t o r e s p o n d t o b e h a v i o r a l o r d i s c i p l i n a r y i n c i d e n t s c o n s i s t e n t w i t h t h e P l y m o u t h P u b l i c S c h o o l s d i s t r i c t p o l i c i e s a n d p r o c e d u r e s f o r b e h a v i o r m a n a g e m e n t a n d d i s c i p l i n e. 2. R e p o r t i n g b y S t u d e n t s, P a r e n t s o r G u a r d i a n s, a n d O t h e r s T h e P l y m o u t h P u b l i c S c h o o l s e x p e c t s s t u d e n t s, p a r e n t s o r g u a r d i a n s, a n d o t h e r s w h o w i t n e s s o r b e c o m e a w a r e o f a n i n s t a n c e o f b u l l y i n g o r r e t a l i a t i o n i n v o l v i n g a s t u d e n t t o r e p o r t i t t o t h e p r i n c i p a l o r d e s i g n e e. R e p o r t s m a y b e m a d e a n o n y m o u s l y, b u t n o d i s c i p l i n a r y a c t i o n w i l l b e t a k e n a g a i n s t a n a l l e g e d a g g r e s s o r s o l e l y o n t h e b a s i s o f a n a n o n y m o u s r e p o r t. S t u d e n t s, p a r e n t s o r g u a r d i a n s, a n d o t h e r s m a y r e q u e s t a s s i s t a n c e f r o m a s t a f f m e m b e r t o c o m p l e t e a w r i t t e n r e p o r t. S t u d e n t s w i l l b e p r o v i d e d p r a c t i c a l, s a f e, p r i v a t e a n d a g e -a p p r o p r i a t e w a y s t o r e p o r t a n d d i s c u s s a n i n c i d e n t o f b u l l y i n g w i t h a staff member, or with the principal. B. R e s p o n d i n g t o a R e p o r t o f B u l l y i n g o r R e t a l i a t i o n : 1. S a f e t y B e f o r e f u l l y i n v e s t i g a t i n g t h e a l l e g a t i o n s o f b u l l y i n g o r r e t a l i a t i o n, t h e p r i n c i p a l o r h i s / h e r d e s i g n e e w i l l t a k e s t e p s t o a s s e s s t h e n e e d t o r e s t o r e a s e n s e o f s a f e t y t o t h e a l l e g e d t a r g e t a n d / o r t o p r o t e c t t h e a l l e g e d t a r g e t f r o m p o s s i b l e 10

11 f u r t h e r i n c i d e n t s. R e s p o n s e s t o p r o m o t e s a f e t y m a y i n c l u d e, b u t a r e n o t l i m i t e d t o, c r e a t i n g a p e r s o n a l s a f e t y p l a n ; p r e d e t e r m i n i n g s e a t i n g a r r a n g e m e n t s f o r t h e t a r g e t a n d / o r a g g r e s s o r i n t h e c l a s s r o o m, a t l u n c h, o r o n t h e b u s ; id e n t i f y i n g a s t a f f m e m b e r w h o i s a " t r u s t e d a d u l t " f o r t h e t a r g e t ; a n d a l t e r i n g t h e a g g r e s s o r ' s s c h e d u l e a n d a c c e s s t o t h e t a r g e t. T h e p r i n c i p a l o r d e s i g n e e w i l l t a k e a d d i t i o n a l s t e p s t o p r o m o t e s a f e t y d u r i n g t h e c o u r s e o f a n d a f t e r t h e i n v e s t i g a t i o n, a s necessary. T h e p r i n c i p a l o r d e s i g n e e w i l l i m p l e m e n t a p p r o p r i a t e s t r a t e g i e s t o p r o t e c t a s t u d e n t w h o h a s r e p o r t e d b u l l y i n g o r r e t a l i a t i o n ; w h o h a s w i t n e s s e d b u l l y i n g o r r e t a l i a t i o n ; w h o p r o v i d e s i n f o r m a t i o n d u r i n g a n i n v e s t i g a t i o n ; o r h a s r e l i a b l e i n f o r m a t i o n about a reported act of bullying or retaliation. 2. O b l i g a t i o n s t o N o t i f y O t h e r s a. N o t i c e t o p a r e n t s o r g u a r d i a n s : U p o n d e t e r m i n i n g t h a t b u l l y i n g o r r e t a l i a t i o n h a s o c c u r r e d, t h e p r i n c i p a l o r d e s i g n e e w i l l p r o m p t l y n o t i f y t h e p a r e n t s o r g u a r d i a n s o f t h e t a r g e t a n d t h e a g g r e s s o r o f t h e i n c i d e n t, a n d o f t h e p r o c e d u r e s f o r r e s p o n d i n g t o i t. T h e r e m a y b e c i r c u m s t a n c e s i n w h i c h t h e p r i n c i p a l o r d e s i g n e e c o n t a c t s p a r e n t s o r g u a r d i a n s p r i o r t o a n i n v e s t i g a t i o n. N o t i c e w i l l b e c o n s i s t e n t w i t h s t a t e r e g u l a t i o n s o f C M R b. N o t i c e t o A n o t h e r S c h o o l o r D i s t r i c t : I f t h e r e p o r t e d i n c i d e n t i n v o l v e s s t u d e n t s f r o m m o r e t h a n o n e s c h o o l d i s t r i c t, c h a r t e r s c h o o l, n o n -p u b l i c s c h o o l, a p p r o v e d p r i v a t e e d u c a t i o n d a y o r r e s i d e n t i a l s c h o o l, o r c o l l a b o r a t i v e s c h o o l, t h e p r i n c i p a l o r d e s i g n e e f i r s t i n f o r m e d o f t h e i n c i d e n t w i l l p r o m p t l y n o t i f y, b y t e l e p h o n e, t h e p r i n c i p a l ( s ) o r d e s i g n e e ( s ) o f t h e o t h e r s c h o o l ( s ) o f t h e i n c i d e n t s o t h a t e a c h s c h o o l m a y t a k e a p p r o p r i a t e a c t i o n. A l l c o m m u n i c a t i o n w i l l b e i n a c c o r d a n c e w i t h s t a t e a n d f e d e r a l p r i v a c y laws and regulations of 603 CMR I n v e s t i g a t i o n c. N o t i c e t o L a w E n f o r c e m e n t : A t a n y p o i n t a f t e r r e c e i v i n g a r e p o r t o f b u l l y i n g o r r e t a l i a t i o n, i n c l u d i n g a f t e r a n i n v e s t i g a t i o n, i f t h e p r i n c i p a l o r d e s i g n e e h a s a r e a s o n a b l e b a s i s t o b e l i e v e t h a t c r i m i n a l c h a r g e s m a y b e p u r s u e d a g a i n s t t h e a g g r e s s o r, t h e p r i n c i p a l o r d e s i g n e e w i l l n o t i f y t h e l o c a l l a w e n f o r c e m e n t a g e n c y. N o t i c e w i l l b e c o n s i s t e n t w i t h r e q u i r e m e n t s o f C M R a n d l o c a l l y e s t a b l i s h e d a g r e e m e n t s w i t h t h e l o c a l l a w e n f o r c e m e n t a g e n c y. A l s o, i f a n i n c i d e n t o c c u r s o n s c h o o l g r o u n d s a n d i n v o l v e s a f o r m e r s t u d e n t u n d e r t h e a g e o f 2 1 w h o i s n o l o n g e r e n r o l l e d i n s c h o o l, t h e p r i n c i p a l o r d e s i g n e e s h a l l c o n t a c t t h e l o c a l l a w e n f o r c e m e n t a g e n c y i f h e o r s h e h a s a r e a s o n a b l e b a s i s t o b e l i e v e t h a t c r i m i n a l c h a r g e s m a y b e p u r s u e d a g a i n s t t h e a g g r e s s o r. I n m a k i n g t h i s d e t e r m i n a t i o n, t h e p r i n c i p a l o r d e s i g n e e w i l l, c o n s i s t e n t w i t h t h e P l a n a n d w i t h a p p l i c a b l e s c h o o l o r d i s t r i c t p o l i c i e s a n d p r o c e d u r e s, c o n s u l t w i t h t h e s c h o o l r e s o u r c e o f f i c e r, i f a n y, a n d o t h e r i n d i v i d u a l s t h e principal or designee deems appropriate. T h e p r i n c i p a l o r d e s i g n e e w i l l i n v e s t i g a t e p r o m p t l y a l l r e p o r t s o f b u l l y i n g o r r e t a l i a t i o n a n d, i n d o i n g s o, w i l l c o n s i d e r a l l a v a i l a b l e i n f o r m a t i o n k n o w n, i n c l u d i n g t h e n a t u r e o f t h e a l l e g a t i o n ( s ) a n d t h e a g e s o f t h e st u d e n t s i n v o l v e d. D u r i n g t h e i n v e s t i g a t i o n t h e p r i n c i p a l o r d e s i g n e e w i l l, a m o n g o t h e r t h i n g s, i n t e r v i e w s t u d e n t s, s t a f f, w i t n e s s e s, p a r e n t s o r g u a r d i a n s, a n d o t h e r s a s n e c e s s a r y. T h e p r i n c i p a l o r d e s i g n e e ( o r wh o me v e r i s c o n d u c t i n g t h e i n v e s t i g a t i o n ) w i l l r e m i n d t h e a l l e g e d a g g r e s s o r, t a r g e t, a n d w i t n e s s e s t h a t t h e r e t a l i a t i o n i s s t r i c t l y p r o h i b i t e d a n d will result in disciplinary action. I n t e r v i e w s m a y b e c o n d u c t e d b y t h e p r i n c i p a l o r d e s i g n e e, o t h e r s t a f f m e m b e r s a s d e t e r m i n e d b y t h e 11

12 4. D e t e r m i n a t i o n s C. R e s p o n s e s t o B u l l y i n g : p r i n c i p a l o r d e s i g n e e, a n d i n c o n s u l t a t i o n w i t h t h e s c h o o l ' s g u i d a n c e s t a f f, a s a p p r o p r i a t e. T o t h e e x t e n t p r a c t i c a l, a n d g i v e n h i s / h e r o b l i g a t i o n t o i n v e s t i g a t e a n d a d d r e s s t h e m a t t e r, t h e p r i n c i p a l o r d e s i g n e e w i l l m a i n t a i n c o n f i d e n t i a l i t y d u r i n g t h e i n v e s t i g a t i o n p r o c e s s. T h e p r i n c i p a l o r d e s i g n e e w i l l maintain a written record of the investigation. P r o c e d u r e s f o r i n v e s t i g a t i n g r e p o r t s o f b u l l y i n g a n d r e t a l i a t i o n w i l l b e c o n s i s t e n t w i t h t h e P l y m o u t h P u b l i c S c h o o l s ' p o l i c i e s a n d p r o c e d u r e s f o r i n v e s t i g a t i o n s. I f n e c e s s a r y, t h e p r i n c i p a l o r d e s i g n e e w i l l c o n s u l t w i t h l e g a l c o u n s e l a b o u t t h e investigation. T h e p r i n c i p a l o r d e s i g n e e w i l l m a k e a d e t e r m i n a t i o n b a s e d u p o n a l l o f t h e f a c t s a n d c i r c u m s t a n c e s. I f, a f t e r t h e i n v e s t i g a t i o n, b u l l y i n g o r r e t a l i a t i o n i s s u b s t a n t i a t e d, t h e p r i n c i p a l o r d e s i g n e e w i l l t a k e s t e p s r e a s o n a b l y c a l c u l a t e d t o p r e v e n t r e c u r r e n c e a n d t o e n s u r e t h e t a r g e t i s n o t r e s t r i c t e d i n p a r t i c i p a t i n g i n s c h o o l o r i n b e n e f i t i n g f r o m s c h o o l a c t i v i t i e s. T h e p r i n c i p a l o r d e s i g n e e w i l l : 1 ) d e t e r m i n e w h a t r e m e d i a l a c t i o n i s r e q u i r e d, i f a n y, a n d 2 ) d e t e r m i n e w h a t r e s p o n s i v e a c t i o n s a n d / o r disciplinary action is necessary. D e p e n d i n g u p o n t h e c i r c u m s t a n c e s, t h e p r i n c i p a l o r d e s i g n e e m a y c h o o s e t o c o n s u l t w i t h t h e s t u d e n t s ' t e a c h e r ( s ) a n d / o r t h e a d j u s t m e n t c o u n s e l o r, a n d t h e t a r g e t ' s o r a g g r e s s o r ' s p a r e n t s o r g u a r d i a n s, t o i d e n t i f y a n y u n d e r l y i n g s o c i a l o r e m o t i o n a l i s s u e ( s ) t h a t m a y h a v e c o n t r i b u t e d t o t h e b u l l y i n g b e h a v i o r a n d t o a s s e s s t h e l e v e l o f n e e d f o r additional social skills development. T h e p r i n c i p a l o r d e s i g n e e w i l l p r o m p t l y n o t i f y t h e p a r e n t s o r g u a r d i a n s o f t h e t a r g e t a n d t h e a g g r e s s o r a b o u t t h e r e s u l t s o f t h e i n v e s t i g a t i o n a n d, i f b u l l y i n g o r r e t a l i a t i o n i s f o u n d, w h a t a c t i o n i s b e i n g t a k e n t o p r e v e n t f u r t h e r a c t s o f b u l l y i n g o r r e t a l i a t i o n. A l l n o t i c e t o p a r e n t s m u s t c o m p l y w i t h s t a t e a n d f e d e r a l p r i v a c y l a w s a n d r e g u l a t i o n s. B e c a u s e o f t h e l e g a l r e q u i r e m e n t s r e g a r d i n g t h e c o n f i d e n t i a l i t y o f s t u d e n t r e c o r d s, t h e p r i n c i p a l o r d e s i g n e e c a n n o t r e p o r t s p e c i f i c i n f o r m a t i o n t o t h e t a r g e t ' s p a r e n t o r g u a r d i a n a b o u t t h e d i s c i p l i n a r y a c t i o n t a k e n u n l e s s i t i n v o l v e s a " s t a y a w a y " o r d e r o r o t h e r d i r e c t i v e t h a t t h e t a r g e t m u s t b e a w a r e o f i n o r d e r t o r e p o r t violations. 1. T e a c h i n g A p p r o p r i a t e B e h a v i o r Th r o u g h S k i l l s -B u i l d i n g U p o n t h e p r i n c i p a l o r d e s i g n e e d e t e r m i n i n g t h a t b u l l y i n g o r r e t a l i a t i o n h a s o c c u r r e d, t h e l a w r e q u i r e s t h a t t h e s c h o o l o r d i s t r i c t u s e a r a n g e o f r e s p o n s e s t h a t b a l a n c e t h e n e e d f o r a c c o u n t a b i l i t y w i t h t h e n e e d t o t e a c h a p p r o p r i a t e b e h a v i o r. M. G. L. c. 7 1, s ( d ) ( v ). S k i l l -bu i l d i n g a p p r o a c h e s t h e p r i n c i p a l o r d e s i g n e e w i l l c o n s i d e r : O f f e r i n g i n d i v i d u a l i z e d s k i l l -b u i l d i n g s e s s i o n s b a s e d o n t h e P l y m o u t h P u b l i c S c h o o l s anti-bullying curricula P r o v i d i n g r e l e v a n t e d u c a t i o n a l a c t i v i t i e s f o r i n d i v i d u a l s t u d e n t s o r g r o u p s o f s t u d e n t s, i n c o n s u l t a t i o n w i t h t h e g u i d a n c e c o u n s e l o r s a n d o t h e r appropriate school personnel I m p l e m e n t i n g a r a n g e o f a c a d e m i c a n d n o n -a c a d e m i c p o s i t i v e b e h a v i o r a l s u p p o r t s t o h e l p s t u d e n t s u n d e r s t a n d p r o -s o c i a l w a y s t o a c h i e v e t h e i r g o a l s M e e t i n g w i t h p a r e n t s a n d g u a r d i a n s t o e n g a g e p a r e n t a l s u p p o r t a n d t o r e i n f o r c e t h e a n t i -b u l l y i n g c u r r i c u l a a n d s o c i a l s k i l l s b u i l d i n g a c t i v i t i e s a t home A d o p t i n g b e h a v i o r a l p l a n s t o i n c l u d e a f o c u s o n d e v e l o p i n g s p e c i f i c s o c i a l skills M a k i n g a r e f e r r a l f o r e v a l u a t i o n 12

13 2. T a k i n g D i s c i p l i n a r y A c t i o n I f t h e p r i n c i p a l o r d e s i g n e e d e c i d e s t h a t d i s c i p l i n a r y a c t i o n i s a p p r o p r i a t e, t h e d i s c i p l i n a r y a c t i o n w i l l b e d e t e r m i n e d o n t h e b a s i s o f f a c t s f o u n d b y t h e p r i n c i p a l o r d e s i g n e e, i n c l u d i n g t h e n a t u r e o f t h e c o n d u c t, t h e a g e o f t h e s t u d e n t ( s ) i n v o l v e d, a n d t h e n e e d t o b a l a n c e a c c o u n t a b i l i t y w i t h t h e t e a c h i n g o f a p p r o p r i a t e b e h a v i o r. D i s c i p l i n e w i l l b e c o n s i s t e n t w i t h t h e P l y m o u t h P u b l i c S c h o o l s D i s c i p l i n e p o l i c y a s d e s c r i b e d i n t h e P a r e n t H a n d b o o k. D i s c i p l i n e p r o c e d u r e s f o r s t u d e n t s w i t h d i s a b i l i t i e s a r e g o v e r n e d b y t h e f e d e r a l I n d i v i d u a l s w i t h D i s a b i l i t i e s E d u c a t i o n R e f o r m A c t ( I D E A ), w h i c h s h o u l d b e l o o k e d a t i n cooperation with state laws regarding student discipline. I f t h e p r i n c i p a l o r d e s i g n e e d e t e r m i n e s t h a t a s t u d e n t k n o w i n g l y m a d e a f a l s e a l l e g a t i o n o f b u l l y i n g o r r e t a l i a t i o n, t h a t s t u d e n t m a y b e s u b j e c t t o d i s c i p l i n a r y a c t i o n. 3. P r o m o t i n g S a f e t y f o r t h e T a r g e t a n d O t h e r s T h e p r i n c i p a l o r d e s i g n e e w i l l c o n s i d e r w h a t a d j u s t m e n t s, i f a n y, a r e n e e d e d i n t h e s c h o o l e n v i r o n m e n t t o e n h a n c e t h e t a r g e t ' s s e n s e o f s a f e t y a n d t h a t o f o t h e r s a s w e l l. W i t h i n a r e a s o n a b l e p e r i o d o f t i m e f o l l o w i n g t h e d e t e r m i n a t i o n a n d t h e o r d e r i n g o f r e m e d i a l a n d / o r d i s c i p l i n a r y a c t i o n, t h e p r i n c i p a l o r d e s i g n e e w i l l c o n t a c t t h e t a r g e t t o d e t e r m i n e w h e t h e r t h e r e h a s b e e n a r e c u r r e n c e o f t h e p r o h i b i t e d c o n d u c t a n d w h e t h e r a d d i t i o n a l s u p p o r t i v e m e a s u r e s a r e n e e d e d. I f s o, t h e p r i n c i p a l o r d e s i g n e e w i l l w o r k w i t h a p p r o p r i a t e s c h o o l s t a f f t o i m p l e m e n t t h e m i m m e d i a t e l y. VI. COLLABORATION WITH FAMILIES A. P a r e n t E d u c a t i o n a n d R e s o u r c e s : T h e P l y m o u t h P u b l i c S c h o o l s w i l l o f f e r e d u c a t i o n p r o g r a m s f o r p a r e n t s a n d g u a r d i a n s t h a t a r e f o c u s e d o n t h e p a r e n t a l c o m p o n e n t s o f a n t i -b u l l y i n g c u r r i c u l a a n d a n y s o c i a l c o m p e t e n c y c u r r i c u l a b e i n g u s e d b y t h e s c h o o l o r d i s t r i c t. T h e p r o g r a m s w i l l b e o f f e r e d i n c o l l a b o r a t i o n w i t h t h e M a s s a c h u s e t t s A g g r e s s i o n R e d u c t i o n C e n t e r ( M A R C ), t h e P l y m o u t h C o u n t y D i s t r i c t A t t o r n e y ' s O f f i c e, P l y m o u t h F a m i l y N e t w o r k, P a r e n t T e a c h e r A s s o c i a t i o n, P a r e n t T e a c h e r O r g a n i z a t i o n, P l y m o u t h Y o u t h D e v e l o p m e n t C o l l a b o r a t i v e, S c h o o l C o u n c i l, S c h o o l H e a l t h A d v i s o r y C o u n c i l, S p e c i a l E d u c a t i o n P a r e n t A d v i s o r y C o u n c i l, a n d / o r s i m i l a r o r g a n i z a t i o n s. E m o t i o n a l i n t e l l i g e n c e, s e l f m a n a g e m e n t, a n d s o c i a l s k i l l s p r o v i d e a b a s e f o r p o s i t i v e v a l u e s a n d r e s p o n s i b l e a c t i o n s. D e c i s i o n m a k i n g, e m o t i o n m a n a g e m e n t, a n d c o m m u n i c a t i o n s k i l l s h e l p s t u d e n t s t o a c t o n g o o d i n t e n t i o n s s a f e l y a n d e f f e c t i v e l y. T h e P P S w i l l p r o m o t e t h e t r a n s f e r o f t h i s l e a r n i n g t o a u t h e n t i c s i t u a t i o n s. S t e p s T o R e s p e c t F a m i l y O v e r v i e w S e s s i o n i n c l u d e s t r a i n i n g t o p i c s f o r s t u d e n t s a n d s t r a t e g i e s f o r s k i l l r e i n f o r c e m e n t a t h o m e a n d t h e d y n a m i c s o f b u l l y i n g b e h a v i o r S e c o n d S t e p f o r F a m i l i e s i s a p r o -s o c i a l s k i l l s t r a i n i n g p r o g r a m f o r p a r e n t s / g u a r d i a n s w i t h s k i l l r e i n f o r c e m e n t f o r b u i l d i n g t h e l a n g u a g e o f s o c i a l c o m p e t e n c y, i m p u l s e c o n t r o l, d e c i s i o n m a k i n g, a n d e m o t i o n m a n a g e m e n t F a m i l y T a k e H o m e l e t t e r s f r o m t h e S e c o n d S t e p c u r r i c u l u m -q u a r t e r l y D i s t r i c t A t t o r n e y p r e s e n t a t i o n s r e g a r d i n g C y b e r S a f e t y P a r e n t i n f o r m a t i o n n i g h t s f o r o v e r v i e w o f M a s s a c h u s e t t s B u l l y i n g P r e v e n t i o n L a w / c u r r i c u l u m B. N o t i f i c a t i o n R e q u i r e m e n t s. E a c h y e a r t h e P l y m o u t h P u b l i c S c h o o l o r d i s t r i c t w i l l i n f o r m p a r e n t s o r g u a r d i a n s o f e n r o l l e d s t u d e n t s a b o u t t h e a n t i -b u l l y i n g c u r r i c u l a t h a t a r e b e i n g u s e d. T h i s n o t i c e w i l l i n c l u d e i n f o r m a t i o n a b o u t t h e d y n a m i c s o f b u l l y i n g, i n c l u d i n g c y b e r -b u l l y i n g a n d o n l i n e s a f e t y. T h e s c h o o l d i s t r i c t w i l l s e n d p a r e n t s w r i t t e n n o t i c e e a c h y e a r t h r o u g h 13