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ANTI-BULLYING AND ANTI-VIOLENCE PLAN

2018-2019

GOAL: To prevent and stop all forms of bullying and violence targeting a student, a teacher or any other staff member.

School: Good Shepherd School Anti-Bullying and Anti-Violence Committee Struck: August 31, 2018 Member Role

Valerie Forde ________________________________________________ Principal and Coordinator

Donnette Cole_________________________________________________ Special Education Technician (K/ Cycle 3)

Kim Rae _______________________________________________________ Special Education Technician (Cycles 1/2)

Melanie Lorenzin ___________________________________________ Teacher (cycle 3)

Alana Stigler ________________________________________________ Teacher (cycle 2)

AB-AV Plan Presented to Governing Board: May 5, 2018 AB-AV Plan Presented for Review to Governing Board: May 5, 2018 AB-AV Plan Approved by Governing Board: May 9 , 2018 AB-AV Plan Reviewed and Approved by Governing Board: May 9, 2018 Parent Explanatory Document (pamphlet) Distributed on website: September , 2018

_____________________________________________________________ _____________________________________________________________ Principal (Signature) Governing Board Chairperson (Signature)

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School Portrait

Situated in Brossard, Good Shepherd Elementary school is a multicultural public school that services a student population primarily from Brossard, and a section of St. Hubert. Good Shepherd Elementary enjoys a rich variety of cultures and backgrounds. The multicultural nature of our school provides students with a unique opportunity to interact with students from approximately 37 different countries. Fifty percent of students speak English; 7% speak French at home; 2% speak other languages; 22% speak English and French at home and 18% speak English and another language at home.

We have approximately 284 students from kindergarten to grade 6 who follow an English program of study. We have an important ratio of students with special needs integrated into regular classes. In addition, Good Shepherd houses two regional special classes: BOOST class (students in cycle 2.1 & 2.2 who are experiencing academic difficulties); and TECH TOOLS class (students in cycle 3.1 who benefit from the use of adaptive technology to support their learning).

MISSION: To provide a meaningful, safe inclusive learning experience in a warm and positive learning environment, in which students can reach their full potential while acquiring the tools to be successful in a literate community as mindful citizens.

VISION: Our vision at Good Shepherd Elementary School is to empower students to: acquire, demonstrate, communicate, and value learning and skills that will support them, as life-long learner; to participate in and contribute to the global world and practice the values that we emphasize as a school community: respect, responsibility, and ready to learn.

Student Exit profile: Students will leave Good Shepherd School

-Confident and competent in reading and writing in English, math, with the ability to communicate in French in various contexts

in order to attain success in secondary and beyond.

-Respectful and understanding of self and others as well as their environment.

-Able to use technological learning tools in order to become responsible, creative, ethical, critical thinkers.

In order to ensure a non-violent environment for our students, it is important to understand the daily experiences of our students.

We implement strategies and interventions, which will discourage bullying and/or violence. Furthermore, in addition to

intervening when we have violent situations and/or bullying, we focus on being proactive and encourage positive school spirit.

We offer a wide variety of activities to promote a culture of community among staff members, students and their parents.

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Definitions BULLYING: Refers to any repeated direct or indirect behaviour, comment, act, or gesture, whether deliberate or not, including in cyberspace, which occurs in a context where there is a power imbalance between the persons concerned and which causes distress and injuries, hurts, oppresses, intimidates or ostracizes. VIOLENCE: Refers to any intentional demonstration of verbal, written, physical, psychological or sexual force, which causes distress and injuries, hurts, or oppresses a person by attacking their psychological or physical integrity or well-being, or their rights or property.

1. Analysis of the Situation at our school with respect to bullying and violence.

Practices in our school (current and Desired)

Use of the Our School survey to identify the student perception of bullying, permits us to establish the current situation. It also allows us to implement actions and strategies to improve the school climate and determine the degree and impact of the actions and strategies.

By treating the students with kindness, we will help to improve their pro-social skills: empathy, altruism, cooperation, and develop their moral conscience.

The staff, students and parents complete reports (verbal and/or written). An Anonymous reporting tool will be added to the Good Shepherd website to record complaints.

In-school and out-of-school suspensions and expulsions related to bullying and violent behaviour are recorded: Results for 2017-2018: In-school Suspensions: 30; Bus suspensions: 8; Out of School Suspensions: 5.

Referrals to the office for bullying or violent behaviours are recorded.

Referrals to the office for “Good News” and the Gold Book.

We held one Disciplinary Meeting involving the Director of Schools this school year.

Given an analysis of the situation, targets, actions, strategies and monitoring mechanisms are described in the Commitment to Success Pan and elaborated in the Preventative Measures in this plan.

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Twenty nine percent (29%) of students (16% girls and 39% boys) were victims of moderate to severe bullying: physical (20%), social (30%), verbal (37%), and over the internet (10%) in the previous month.

According to the March- April 2018 Our School Survey, 75% of students had a high sense of belonging (79% of girls and 72% of boys have a high sense of belonging). Further, 81% of the students have positive relationships (84% of the girls and 77% of the boys in at GSS have positive relationships). This represents an 8% increase in positive relationships for the boys.

Twenty three percent (23%) of students at GSS have a moderate to high level of anxiety; the Canadian norm for these grades is 16% (19% girls; 25% boys). The Canadian norm for boys is 13%. A parent workshop on Anxiety, Understanding Anxiety in Our children to Better Accompany Them by Catherine Korah, Family psychologist, was offered through the Mesure Aide Aux Parents. A workshop was also offered to the students by the school technicians. Books on helping children with anxiety were raffled to parents.

Further, 45% of students report feeling safe attending school; the Canadian norm is 68%. In 2018, 52% of the students reported that they feel safe in school. The priority is continues to be on decreasing the level of physical, verbal, social, as well as cyberbullying. Violence is a relationship problem. To decrease this relational problem we need to seek evidence-based practices to integrate Social Emotional Learning into the classroom and schoolwide. It is important that students acquire knowledge and practical skills to learn pro-social skills in order to live together.

Advocacy at school is 6.6 out of 10. The Canadian norm is 4.9. Advocacy outside of school is 6.8. out of 10. The Canadian norm is 6.5.

At GSS, students rated teachers’ expectations for academic success as 8.7 out of 10. Students also indicate that they have positive teacher-student relations 8.1 out of 10.

The disciplinary climate of the classroom is 6.2 out of 10. The Canadian norm is 7.4. Our goal is for teachers, students, and all staff to maintain a positive learning climate and high behavioural expectations.

Seventy-one percent (71%) of students participate in sports (73% of girls; 70% of boys). Seventy three percent (73%) of students are participating in clubs (85% girls; 63% boys). The Canadian norms are 57% of girls and 42% of boys for students participating in school clubs.

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2. Preventative Measures to put an end to all forms of bullying and violence in particular those motivated by racism or

homophobia or targeting sexual orientation, sexual identity, a handicap or a physical characteristic.

The Good Shepherd Code of Conduct is included the student agenda and distributed to all staff, students and parents. The Code is discussed and referenced in communications with the school community and is posted on the School’s website www.goodshepherdrsb.weebly.com in the parent resources section. The Code states that all students must behave in a respectful manner towards everyone in the school community.

Implementation of Social Emotional Learning Evidence-based Second Steps program at all grade levels K-6.

Implementation of Acts of Random Kindness; Strategies included in student agenda on how to resolve conflicts and respond to bullying.

Implementation of Anger Management strategies with the Special Education Technicians.

Ongoing education of all students and staff regarding bullying and the roles that various individuals play, including the bystander.

Mentoring program for individual students (Daily/weekly check-ins).

Student Climate Committee (Student voice to identify ways to improve school climate)

Some students have scheduled 10-minute breaks during class to check in with the two technicians who are the “attachment facilitators”.

Lunch Hour Clubs and activities (Scrapbooking, Cup stacking, Art, Guitar, Sewing, Building, knitting, friendship, sports).

During Play-time, have a series of supervised alternate sites for students: sports in the gym, art club, Mindful Oasis room, Library, games room, environment club.

Reclaiming the playground (Playmakers Program): Adults and staff train students rhyming, clapping and skipping songs. Once senior students have been trained, they can act as Playmakers on the playground. Purchase old-fashioned long skipping ropes for each class. Change the name “Recess” to “Play-Time.”

Intergenerational program for at-risk students (Senior citizens are assigned to junior buddies ( students that are having difficulty attaching). They build a relationship through telling stories of their lives and then writing about each other’s lives. We can collect the stories at the end of the year, make a book and distribute to all the seniors and students.

Mindful Oasis Room and Energy Break stations for prevention.

Detention for mild to moderate inappropriate behaviour.

Multi-age reading buddies; bus buddies, lunch helpers.

Encourage open discussions during GB and staff meetings.

Posters about bullying are displayed throughout the school and used as teaching tools.

Posters displaying examples of kindness are displayed throughout the school.

Bullying information from agenda is used as a teaching tool.

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Morning Mindful Message over the intercom –by students; emphasizing conscious breathing to help increase sef-regulation.

Term Assemblies highlight Growth Mindset; 3 R’s (Respect, Responsibility, Ready to Learn).

Police Liaison, Officer Stephanie Jalbert – presentations on personal safety – Kindergarten; Intimidation – cycle 1; Digital citizenship safety –cycle 2.

Presentations from outside organizations: Guest speakers: Missing Children’s Network – cycle 3; Guest Speakers – Shriners Hospital – “Cut the Bull” – Cycle 3, Guest speakers: Athletic Academy- Health & wellness Day -Whole school team-building in family groups (K-6).

3. Measures to Encourage Parents to Collaborate in prevention and elimination of bullying and violence and in creating

a healthy and secure environment.

The Anti-bullying, Anti-Violence document is reviewed each year and is distributed to parents through the Good Shepherd

website. It will also be reviewed by the GB and addressed at our annual “Open House" in September.

Information or links are relayed to parents via emails. E.g. Symptoms that a child is being bullied, how to talk with their child about the situation, how to help your child if they have witnessed bullying, Internet Safety, cyber-bullying, etc.

Ongoing communication between Principal and the parents of children who are being bullied and those who engage in bullying behaviours, until complete resolution of the problem. Additionally, periodic follow-up communication with the victim of bullying, and his/her parents to ensure that the measures taken have been successful.

Possible interventions to establish partnerships with parents: identify students with behavioural difficulties – school Principal/teacher makes initial contact at the beginning of the year to discuss how ‘we’ want the year to be successful for the student. For students with behavioural challenges, communicate with parents when positive behaviours are seen (Good News coupon, Gold Book, classroom Student of the Week certificates).

When applicable, some goals and strategies will be included in a student’s IEP.

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4. Procedures for Reporting or Registering a Complaint concerning an act of bullying or violence and more particularly, procedures for reporting the use of social media or communication technologies for cyber-bullying purposes.

Practices in our school (Current or Desired) Students

Create a culture of trust between students and staff.

Guarantee of confidentiality when reporting.

Any student who witnesses an act of bullying or violence must tell a staff member at school, and should tell an adult at

home.

Locked box where students can submit a written communication. Students should be strongly encouraged to sign their

name to allow for follow-up.

Verbal report to staff. All staff must further document this and follow up as needed.

Parents

When parents are told of a bullying situation or act of violence, o First, communicate with the teacher or adult involved in school (via agenda, letter, email, or phone) o Parents may always communicate with the School Principal. o In case of cyber bullying, a copy of the communication between the parties is required when reporting the incident.

Staff

Receive all complaints from students and/or parents.

Analyse the situation o Investigate (conflict vs violence or bullying) o Take necessary actions and/or impose consequences. o Report back to parents o Inform and/or refer to the Principal.

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5. Actions to be Taken when a student, teacher or other school staff member or any other person observes an act of

bullying or violence.

Practices in our school (Current or Desired)

A student or staff member must respond to the situation.

A student involved in the bullying and/or violent behaviour may be sent directly to the office, depending on the severity of the incident.

If the situation does not threaten the staff member who is a witness or who has been told of an incident, he/she must intervene immediately.

Depending on the severity of the incident, the adults will gather information from all parties and may impose consequences.

In serious situations, the Principal is notified immediately and at the discretion of the staff member, 911 may be called.

All staff must further document any moderate to severe act of violence or any act of bullying. Repeated minor incidents should also be recorded in order to plan further intervention for identified students.

A follow-up report is always sent to the Principal.

The student who witnesses an incident must report the incident to the appropriate staff member in the school using the established protocols (refer to 4 in this plan).

Role of Each Participant:

Victims:

Tell the person to stop. Say exactly what you want them to stop doing.

If it persists, seek help from an adult.

Continue to report. Perpetrator:

Acknowledge behaviours and/or wrong doings.

Plan to repair or compensate for damage.

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Participate in the development of an action plan to stop negative behaviours. Bystander:

Seek help from an adult.

Support/stand up for the victim.

Role changes from a bystander to a witness. This can be done in confidentiality.

6. Measures to Protect the Confidentiality of any report or complaint concerning an act of bullying.

Practices in our school (Current and Desired)

It is important to note that in order to respect confidentiality, only information pertaining to one’s own child will be released. Information pertaining to the other parties will not be shared.

The plan is reviewed a minimum of once per year and all staff are reminded that every incident and the follow-up must be kept confidential.

The Anti-Bullying and Anti-Violence Plan is signed by all staff indicating their commitment and adherence to the Plan.

Reports of bullying and/or violence are kept in a locked filing cabinet or designated site on the Internet.

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7. Supervisory or Support Measures for any student who is a victim of bullying or violence, for a witness and for a perpetrator.

Practices in our school (Current and Desired)

Victim

An adult will determine the severity and frequency of the incident(s) through a discussion with the student. The adult may be the classroom teacher, administrator or another adult with whom the student is comfortable talking.

Conduct follow up meetings with the student to ensure the bullying or violence has stopped and to provide support to the student (all meetings are documented in writing, create a template to facilitate). These meetings may be held with the technician, social worker, of teacher they are closest to.

Appropriate school staff are made aware of the incident to ensure that the student is safe.

Parents are informed immediately following the incident and regularly updated until the situation is resolved. Referral for counselling is requested when appropriate.

In the event of an incident involving bullying of a student by adult, the incident must be reported immediately to the Principal who will contact the Director of Educational Services and/or the Director of Human Resources. Refer to page 10 of the Policy on Maintaining a Safe, Respectful and Drug-Free Environment in Schools.

Bystander

Following the incident, a discussion is held with any bystanders to determine their role in the incident. If the incident witnessed is severe, bystanders are met, in a group or individually, to debrief the event, discuss their role and to determine more appropriate actions in the future.

Consequences are applied, if appropriate for students that are actively involved in encouraging the incident.

Phone call home when appropriate. Perpetrator Depending on the severity of the incident:

Managed by the staff who intervened and the incident is reported to the office.

The adult who intervenes or adult who is told of an incident makes a report to the office (or person designated to receive report) with a request for follow up investigation. Once an investigation has been completed and the incident is confirmed to be bullying and/or violence, the principal or delegate meets with the perpetrator. The perpetrator is told of the report, discusses the incident and is given a consequence.

The perpetrator’s parents are called and informed of the incident and the consequences. The parents may be asked to come to the school for a follow up meeting.

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The parents are informed of their rights from the person designated by the School Board. IN ALL CIRCUMSTANCES, THE PRINCIPAL MUST BE INFORMED OF EACH AND EVERY INCIDENT.

8. Specific Disciplinary Sanctions for acts of bullying or violence, according to their severity or repetitive nature. (Ref.

RSB Policy on Bullying and Violence).

Practices in our school (Current or Desired) Students who adopt behaviours of intimidation or violence are liable to the following disciplinary actions after assessing the situation (duration, frequency, intensity, gravity).

Minor Incidents Discussion with the adult who witnesses or is told of the incident. Adult decides no further follow-up is required. A report goes to the Principal.

Supervision of the perpetrator during free time; i.e. must be shadowed by a supervisor during recess and at lunch time.

Detention of the perpetrator: Technician’s room/Mindful Oasis; during this time there is a discussion with the supervising staff member about the incident and how to better deal with similar situations should they occur. As well, parents are informed of the detention. Moderate Incidents

Perpetrator is immediately sent to the office or other designated area.

Loss of privileges (Lunch Hour, recess).

Supervision of the perpetrator during free time; i.e. must be shadowed by a supervisor during recess and at lunch time. Gradually earns back free time (e.g. 5 minutes each day).

Withdrawn from activity.

Detention of the perpetrator (Technician’s room/ Mindful Oasis: during which time there is a discussion with supervising staff member about the incident and how to better deal with similar situations should they occur. As well parents are informed about the detention. Reparations

Reflections

Severe Incidents

In-school suspension.

Out-of-school suspension with re-entry meeting with parents and students. A plan is developed for the student and agreed to by all involved. Teachers and staff implicated are informed of the plan.

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Recommendation to move the student to another school or to expel from the Board.

Involvement of the Police.

Any other disciplinary measures which are appropriate for the situation.

9. Required follow-up on any Report or Complaint concerning an act of bullying or violence. (Ref. RSB Policy on Bullying

and Violence).

Practices in our school (Current and Desired)

An individual meeting with the victim to determine validity and severity of incident reported; notes are taken.

Meeting with bystanders to gain further information; notes are taken.

Meeting with perpetrator to inform him/her of incident reported, to hear the perpetrator’s point of view and to apply appropriate consequences; notes are taken.

Follow-up phone call to parents/guardians to: o alert them of the incident and the follow-up provided/to be provided. o gather further information. o gain parental support. o request a meeting, if appropriate.

Parents are advised of their right to request assistance from the person designated by the School Board for that purpose; notes are taken.

A summary report of the incident and follow-up meeting.