EDUCATION, AWARENESS AND OUTREACH

Transcription

1 Community, Culture and Caring School Bullying Prevention and Intervention Plan At C.R. Gummow we believe the most effective means to address bullying is through a comprehensive, school-wide approach that engages all stakeholders students, parents, guardians, staff, School Councils, volunteers and the community. This school based plan aligns with the Kawartha Pine Ridge District School Board s Bullying Prevention and Intervention Plan. Our school plan promotes a school-wide approach to ensuring we have a safe, inclusive and accepting school environment free from bullying, harassment, discrimination and other inappropriate behaviours. The Board s Bullying Prevention and Intervention Plan, as well as our school s plan, reflect the Ministry of Education guidelines. EDUCATION, AWARENESS AND OUTREACH C.R. Gummow recognizes that a whole-school approach to involving and engaging the school community will help us to address inappropriate behaviour. We will focus on education, awareness and outreach by doing the following: Identify different types of bullying, including cyber-bullying Understand the myths and realities of bullying behaviour Identify how bullying is different from conflict and teasing Understand power and relationships among peers Identify how bias, prejudice and hate can lead to bullying Identify different signs and underlying factors of bullying, such as body image, racism, sexism, homophobia, disability etc. Identify ways to make students aware of how they can help prevent and respond to bullying Understand a whole school approach and the importance of everyone contributing to a positive school climate for student achievement, success and well being

2 - 2 - We will engage parents in conversations about preventing bullying and in promoting a positive school climate by doing the following: Share with our school community all related policies and procedures. These include the Board and School Code of Conduct, equity and inclusive education policy and guidelines for religious accommodations, procedures to address incidents of discrimination, progress discipline approach and bullying prevention and intervention plans and strategies as well as the definition of bullying Character Education Student of the Month certificates Holding events to encourage parent involvement in school such as Author Nights and Mathletes, which bring together parents and students Continuing to hold events such as Anti-Bullying Week, Speakers, Day of Pink & Student of the month assemblies to highlight the impact and consequences of bullying Ministry of Education Definition of Bullying Bullying - means aggressive and typically repeated behaviour by a pupil where, a) the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of, i. causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual s reputation or harm to the individual s property, or ii. creating a negative environment at a school for another individual, and b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education ( intimidation ). For the purposes of the definition of bullying above, behaviour includes the use of any physical, verbal, electronic, written or other means. Cyber-bullying For the purposes of the definition of bullying above, bullying includes bullying by electronic means (commonly known as cyber-bullying), including, a) creating a web page or a blog in which the creator assumes the identity of another person; b) impersonating another person as the author of content or messages posted on the internet; and c) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals. In other words, bullying: is a deliberate act to harm or exclude someone or put someone down usually happens more than once over time involves someone having more power over another and abusing that power

3 - 3 - Cyber-bullying means using the internet, social media, texting or other electronic means to bully someone. Roles and Responsibilities The roles and responsibilities of everyone in the school community - including students, staff, parents, and community members are as follows: 2. School Code of Conduct Responsibilities 2.1 Common School Community Member Responsibilities Safety is everyone s responsibility. Everyone in our school community is responsible for promoting safe, caring relationships that respect human dignity. Everyone is responsible for preventing harm. Students, staff, parents and guardians have additional responsibilities unique to their roles. 2.2 Additional Student Responsibilities Exercise self-discipline, follow the established rules and accept responsibility for their actions, based on age and individual ability. Come to school prepared, on time, ready to learn and support a positive learning environment. Show respect for themselves, for others and for those in authority. Refrain from bringing anything to school that may compromise safety, inclusion or respect for the dignity of another member of the school community. 2.3 Additional Staff Responsibilities Help students achieve their full potential and develop their self-worth. Assess, evaluate and report student progress. Communicate regularly and meaningfully with students, parents or guardians. Discipline fairly and consistently, taking any mitigating factors into account, as required by school board regulations on Discipline/Promoting Positive Student Behaviour/Code of Conduct, and the School Code of Conduct. Be on time and prepared for all classes and school activities. Prepare students for the full responsibilities of membership in their community/society. Safeguard students from persons or conditions that interfere with the learning process Understand and minimize any biases that may affect student-teacher relationships.

4 Additional Parent/Guardian Responsibilities Attend to their child s physical, social, academic and emotional well-being. Show an active interest in their child s school work and actively support student progress. Communicate regularly with the school. Help their child be neat, clean, appropriately dressed and prepared for school. Ensure their child attends school regularly, is on time, and gets to and from the school or bus stop safely. Promptly report to the school their child s absence or late arrival. Become familiar with the Code of Conduct and school rules. Encourage and assist their child in following the rules of behaviour. Assist school staff in dealing with disciplinary issues for their child. 3. Standards of Behaviour 3.1 Respect, Dignity, Civility, Equality and Responsible Participation in School Life We value one another and treat each other with respect and dignity. We educate our students to be caring, responsible community members who protect everyone s physical, social, academic and emotional well-being. Everyone in the school community must: Respect differences among people, their ideas, opinions, experiences and perspectives. Treat one another with dignity at all times, especially when they disagree. Respect and treat everyone fairly, regardless of race, ancestry, place of origin, colour, ethnic. Origin, citizenship, creed, sex, sexual orientation, gender identity, gender, expression, age, marital status, family status, disability or language Respect and comply with federal, provincial and municipal laws. Demonstrate the character attributes set out by the school board. Respect the rights of individuals and groups. Show proper care and regard for school and student property. Take appropriate measures to help one another. Address behaviours that are disrespectful, unwelcoming or that exclude anyone. Use non-violent means to resolve conflict. Dress appropriately with regard to exposure, cleanliness and message. Respect persons who are in a position of authority. Respect the common goal to work in a positive environment of learning and teaching.

5 - 5 - EVALUATION OF EVIDENCE Pre-evaluation strategy The main issues of concern raised by our students, staff and parents in our school climate surveys and other communications are: 1. Students experiencing Insults or Name Calling. 2. Students being bullied/harassed by an individual while at school. 3. Students witnessing the bullying/harassment of other students. Concerns raised regarding our physical environment are: 1. The washrooms. 2. Busses. The steps we follow for reporting, responding to following up on issues are as follows: Incidents reported to school staff are addressed by teachers and administration promptly. On busses, use of video recording, if deemed necessary by STSCO. Safe Schools Incident Report form by which teachers report incidents and issues to administration to be dealt with. Increased adult supervision of halls and school yards, especially during periods of transition. For junior and intermediate washrooms use a sign out system to track inappropriate use of washrooms. Promoting class buddies to build relationships between older and younger students. Based on a review of our school climate survey results we have been successful in the following areas: - students report that our school is a friendly welcoming place where extra help is available at school from adults when needed - students feel very comfortable playing at recess - students feel that they get the support they need to be successful - students feel that there are opportunities to get involved in school life - students report feeling safe in their classrooms during class time and at lunch - students feel that the adults try to stop bullying/harassment Based on our school climate surveys and other communications, we will continue to work on the following areas that need improvement: Reducing bullying name calling and put downs. Helping students to see their role in not being bystanders and reporting.

6 - 6 - Helping junior and intermediate girls to see the negative effects of relationship bullying. Strategies that we will use : Education at all levels; in the classroom, in small groups and as a whole school about bullies, bullying, bystanders and victims. Active supervision in the halls, on the yard, in classrooms and areas of transition to prevent acts of bullying. Teaching students resiliency skills of dealing with bullying. Progressive discipline. Reintegration of students from suspensions or expulsions. We recognize the importance of responding immediately to bullying and providing support to students as quickly as possible through a school wide approach. To this end, we will: Use teachable moments and progressive discipline to address inappropriate behaviour. Consider mitigating and other factors that are affecting a student s behaviour. Ensure we have steps in place to identify and respond to bullying when it happens. Identify ways to support all students involved in bullying. Communicate the progressive discipline approach to our school community, as well as procedures we have in place to support students. Other steps to prevent bullying, harassment and discrimination will include: We also will: Check in regularly with students who are at risk of being bullied or who are affected by bullying. Provide opportunities for teachers to develop effective classroom management skills using progressive discipline. Establish and maintain respectful, safe, caring and restorative classrooms. Provide supervision in areas where and when bullying happens, as identified through climate surveys. FOLLOW-UP ACTIONS We will actively communicate our policies, procedures and guidelines to our school community. We also will involve our school community in reviewing our policies, procedures and guidelines relating to bullying, discrimination and harassment), by taking the following steps:

7 - 7 - We will evaluate the results of future school climate surveys to make sure our follow-up actions were effective. This evidence will identify and measure the success of steps we took to prevent or respond to bullying and to support students. This will help us make further changes, where needed, to ensure safe, caring, welcoming and inclusive school environments. Regular sharing of the school s code of conduct and possible consequences of bullying with students, staff and school community Involving School Council in reviewing policies, procedures and guidelines We recognize that promoting a positive, welcoming and inclusive learning environment will help to prevent bullying, harassment, and discrimination. We are committed to taking steps to prevent bullying. These steps include active use of our Safe, Caring and Restorative School Team, which promotes a safe, inclusive and accepting school climate. This team will include a student, parent, teacher, non-teaching staff member, community partner and the principal. The roles and responsibilities of this team are as follows: To provide feedback and input on our prevention and intervention plan. To provide feedback and input on the results of our school climate survey. To suggest strategies, e.g. parent nights, presentations to promote awareness. Other Interventions and Steps Undertaken at our school include: A. PROGRAMS TO PREVENT AND RESPOND TO BULLYING Kelso s Choices Rachel s Challenge Peer Helpers and Playground helpers Publicizing KPR s Report Bullying weblink through school newsletters and school website Roots of Empathy Encouraging students and parents to contact school staff to report Targeted teaching from teachers and administration around bullying e.g. It s a Girls World Restorative circles in classrooms and for specific incidents B. PROGRAMS THAT BUILD POSITIVE RELATIONSHIPS Go Girls UR OMG Restorative practice Circles in the classroom Circles with staff

8 - 8 - Reading/ Curriculum buddies between older and younger students Bus buddies C. ACTIVITIES THAT PROMOTE A POSITIVE SCHOOL CLIMATE Restorative circles Rainbows Peer Helpers Roots of Empathy Classroom Circles Power of One Student Council activities School wide activities such as Spirit Days, Jump Rope/Hoops for Hearts D. AWARENESS RAISING STRATEGIES FOR STUDENTS Social emotional learning programs Rachel s Challenge Participating in Bullying Awareness and Prevention Week in November, Pink Shirt Day in February and Day of Pink in April Focusing on Bullying Awareness in monthly Student of the Month assemblies E. RAISING AWARENESS AND ENGAGING PARENTS AND THE COMMUNITY We will continue to work with parents and community to raise awareness of our bullying prevention and intervention plan Consider strategies such as parent s education night on cyberbullying, media violence, harassment Use school newsletter and website to provide information about safe school issues F. CURRICULUM AND DAILY LEARNING Creating a respectful classroom climate Creating classroom rules based on respect and ensuring class ownership of the rules Read Alouds using teachable storybooks such as Stop Picking on Me or Wonder Random Acts of Kindness within the classrooms Fill Me Bucket program building safe classroom communities using the 5 themes and 5 useful questions: i. Everyone has a unique and equally valued perspective. - What s happened from your perspective? ii. Thoughts influence emotions, emotions influence actions.

9 What were you thinking at the time and what have you thought about since? iii. Empathy and consideration. - Who has been affected and how? iv. Needs and unmet needs/ - What do you need so that things can be put right and everyone can move on? v. Collective responsibility for problem solving and decision making - How can you address these various needs together? G. STAFF AND STUDENT ROLE MODELS Strategies to support students who are at risk ( i.e. might not have a strong connection to a group of peers or to a significant adult in the school) Student groups to support at risk students such as Go Girls CYW support in connecting at risk students with other students Finding alternative or supportive activities for at risk students We also have identified the following learning and training opportunities for staff and the school community: Circles in the classroom Building safe classroom communities Emotional Intelligence and Restorative Practice 5. INTERVENTION AND SUPPORT STRATEGIES We will take the following steps to respond to all incidents of bullying, harassment, discrimination and other inappropriate behaviours, and to support students. Provide safe methods for students to report bullying: Speak to a Teacher, other staff member, Principal or Vice Principal KPRDSB Report Bullying Web link available on all school websites Anonymous drop box in school Via parent/guardian conversation with school staff Texting or ing a school staff member Kids Help Phone Line available on all school websites