Applying the Washington State HIB Law in Your School

Transcription

1 Applying the Washington State HIB Law in Your School

2 BIG thank-you to SMILE thank you to Christie Toribara, founder SMILE funded this workshop SMILE is an educational organization working on building resiliency and education on at-risk youth issues.

3 learning goals know how bullying and cyberbullying are defined know what bullying looks like: research, data and the law understand the role of the compliance officer and district responsibilities know about effective K-12 strategies and resources

4 is this why you are here? what else do you want to know? how can we support you in the future?

5 what does bullying and cyberbullying look like in your district?

6 defining bullying and cyberbullying

7 definition of harassment, intimidation and bullying WA state law: RCW 28A any intentional electronic, written, verbal, or physical act, including but not limited to one shown to be motivated by any characteristic in RCW 9A (3), or other distinguishing characteristics, when the intentional electronic, written, verbal, or physical act: (a) physically harms a student or damages the student's property; or (b) has the effect of substantially interfering with a student's education; or (c) is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or (d) has the effect of substantially disrupting the orderly operation of the school.

8 operative language intentionally harmful or hurtful interfering with education persistent and repeated

9 simplified definition bullying is when a student or students are being exposed, repeatedly and over-time, to negative actions on the part of one or more students.

10 harassment subcategory of bullying based on identity: race religion sexual orientation gender gender identity

11 bullying versus other conflict other conflict: between friends spontaneous/occasional accidents/not planned not serious equal emotional reaction not for control often sense of remorse bullying: not friends/power imbalance repeated over time intentional physical/emotional harm unequal emotional response seeking control/possession no remorse

12 behaviors/expressions slurs rumors jokes innuendos demeaning comments drawings pranks threats behaviors that do not rise to the level of h,i,b may still be prohibited by other district policies or building, classroom or program rules.

13 bullying: what is it? indirect bullying direct bullying sexual bullying cyberbullying

14 cyberbullying is bullying through the use of technology such as: cell phones (texting) online communities and social media(web-pages, blogs, chats, tweets, discussion boards, gaming)

15 cyberbullying (cont) a form of bullying but unique in many ways vulnerable troubled youth and are often vulnerable and troubled online anonymity and empathy-free basic internet safety guidance teaches a simplistic and ineffective rule: do not provide personal information online

16 cyberbullying (cont) young people s lives are online in increasingly mobile and social ways at schools that ban mobile devices, 63% of students still use them social networking accounts for nearly ¼ of all time US adults spend online.

17 cyberbullying (cont) surveys show that students want schools to allow for increased use of online resources and technology 63% of students in grades 6-12 want online text books that allow them to communicate with classmates and nearly 1/3 said they would communicate with teachers

18 issues with social media for SEL external forces in developing strong healthy relationships: social expectations and values recognizing that action has caused harm social disapproval negative consequences

19 why addressing bully prevention is important! it s the law it s the right thing to do long-term negative effects on students, climate and academic achievement

20 research, data and the law

21 what the research tells us bullying, cyberbullying, and victimization linked to: dropping out of high school contact with juvenile justice system loneliness, depression, low self esteem self harm, suicide, homicide

22 impacts of bullying absences and truancy lowered self-esteem headaches and illness depression anxiety and emotional distress poor learning suicide and homicide

23 legal considerations search and seizure: 4 th amendment free speech: 1 st amendment district liability other considerations

24 substantially interfering with a student s education consider targeted students: grades attendance demeanor interaction with peers participation in activities

25 being bullied in the past 30 days

26 % students reporting c s, d s and f s relationship between lower grades (C s, D s and F s) and bullying

27 bullying and harassment

28 where do i go for information?

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30 district responsibilities and the compliance officer

31 hib requirements for districts adopt model policies and procedures (by august 1, 2011) appoint a compliance officer the compliance officer list is posted on OSPI s website in the safety center

32 compliance officer receive copies of all formal and informal complaints and ensure policy implementation

33 compliance officer duties serve as the district s primary contact for hib provide support/assistance to principal in resolving complaints receive copies of all incident report forms, discipline referral forms and letters to parents providing outcomes of investigations

34 compliance officer duties (cont) be familiar with student information system and use to identify patterns of behavior and areas of concern ensure implementation of policy and procedure assess training needs of staff and students and ensure annual fall training of staff and annual, age appropriate training for students

35 compliance officer duties (cont) provide OSPI with notification of policy or procedures updates on an annual basis development of safety plans for a targeted student

36 incident report form available from OSPI safety center

37 incident report form may be used by students, families or staff all students, parents, and staff should know where to easily find the incident report form, how to complete the form and where to return it to report hib

38 incident report form 3 ways to report non-confidential confidential anonymous

39 dissemination of hib information policy and procedure, incident reporting form, and compliance officer contact information: posted on district website posted and available at each school building uploaded to OSPI s EDS system annual statement summarizing hib policies/procedures in handbooks

40 annual statement by superintendent summarizes hib policy and procedures, and placed: handbooks- staff, students, parents and volunteers available at all school buildings and/or posted at school buildings

41 staff training requirements for staff (annually in the fall): staff roles and responsibilities monitoring use of district s incident report form

42 staff includes, but is not limited to educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extra curricular activities, classified staff, substitute and temporary teachers, volunteers, or paraprofessionals (both staff and contractors)

43 prevention strategies district will implement a range of prevention including individual, classroom, school and district-level approaches evidence-based, when possible and increase social competency, improve school climate, and eliminate hib in schools

44 staff intervention all staff members shall intervene when witnessing or receiving reports of hib

45 annual student education for students (annually): age appropriate information on hib recognition and prevention, including copy of the incident report form or link to webbased form

46 interventions remediate impact on targeted student(s), change perpetrator behavior and restore positive school climate counseling correcting behavior and discipline law enforcement referral

47 investigation timelines when a principal/designee receives an incident report form that has reached the unresolved/severe/persistent threshold, it requires an investigation: The principal/designee then has 12 school days to respond: - 2 school days to contact families to let them know; - 5 school days from initial complaint or incident report form to complete the investigation; - 2 school days - after the completed investigation to contact families and inform them of the outcome, and - within 5 more school days, implement whatever corrective actions are warranted.

48 complex bullying incidents if the investigation is long and complex, it might take more than 5 days. If that s the case, then the district will: - provide weekly updates for the target family; - take reasonable measures to ensure student safety; - if necessary, develop a safety plan for the targeted student, and - ensure that there is no retaliation against him/her.

49 retaliation/false allegations prohibited and will result in discipline policy violation to threaten or harm someone for reporting hib violation to report false allegations of hib

50 reporting requirements verify annually, by August 15, to OSPI through EDS system: brief summary of policy and procedures hib programs hib partnerships and vendors hib instructional and training materials

51 k12 strategies and resources

52 best practice prevention components school-wide component classroom component on-the-spot intervention, and community component

53 digital safety new media literacy: across all youth safety sectors digital citizenship: components etiquette communication education access commerce responsibility rights safety security

54 e-rate applicants must enforce a policy of internet safety and certify compliance with the purpose of the Children s Internet Protection Act (CIPA) technology protection measure internet safety policy grade level digital safety education

55 working with students knowledge what is it what will happen what you can do skills assertive, not aggressive conflict resolution being a supportive bystander how to react attitudes a culture of acceptance, zero bias, and safety cooperation and empathy responsibility for own actions

56 involving parents ensure that the school is welcoming and safe know your students and families educate parents about bullying and cyberbullying provide and post school policy and procedures provide cell phone use and internet use policy and agreement form

57 community train staff about community issues and special topics: GBTLQ, bias and culture provide community education invite community guest speakers: suicide awareness, substance abuse, mental health, and other risk topics

58 resources bullying cyberbullying curriculum

59 resources suicide prevention books No More Bystanders= No More Bullies by Shona Anderson Cyberbullying: What Counselors Need to Know by Sheri Bauman Cyberbullying and Cyberthreats by Nancy Willard

60 resources NEWESD staff : Astri Zidack azidack@esd101.net Tricia Hughes thughes@esd101.net OSPI Mike Donlin mike.donlin@k12.wa.us Safety Center: