the learning center for the deaf bullying prevention and

UpdatedTLCBullyingPreventionandInterventionPlan2016-2018 1

The Learning Center for the Deaf

BullyingPreventionandInterventionPlan2016-2018

TableofContents

Page

1. PriorityStatement 2-3

2. Definitions 3-4

3. ProhibitionAgainstBullyingandRetaliation 4-5

4. Leadership 5-6

5. TrainingandProfessionalDevelopmentforFacultyandStaff 6-8

6. EducationthatSupportsBullyingPrevention 8-12

7. ReportingBullyingorRetaliation 12-15

8. InvestigativeProcedures 15-17

9. DeterminationandFurtherReportingProcedures 17-19

10. CollaborationwithParents 19

11. ProblemResolutionSystem19-20

12. AccesstoResources 20-21

13. RelationshiptoOtherLaws 21

14. FlowChart 2215.BullyingReport&InvestigationForms 23-26 TheLearningCenterfortheDeafOurmissionistoensurethatdeafandhardofhearingstudentsachievetheirfullpotentialinaneducationalenvironmentwherelanguageandcommunicationarekeystobuildingcompetence,character,andcommunity.


PlantoAddressBullyingPreventionandInterventionTheLearningCenterfortheDeaf

SECTION1: PriorityStatementSinceitsinception,TheLearningCenterfortheDeaf(TLC)hasstriventobeasafeplacefordeafandhardofhearingstudentstolearnandgrowandbelong.TLC’scommitmenttobeacomprehensiveschoolforalldeafandhardofhearingchildrenbringswithitaccompanyingresponsibilitytoprovideapositivelearningenvironmentforthisdiversityoflearnersandtosupportthehealthydevelopmentofeach“wholechild.”TLCisabilingualschool(AmericanSignLanguageandEnglish)dedicatedtoengagingstudentswithinanaccessibleandeffectiveeducationalenvironmentwherestudentsknowtheyarevalued,whereallmembersofthecommunityunderstandtheirresponsibilitytopromoteapositiveschoolclimate,andwherestudentscanachievethehighestqualityofeducationinpreparationforpost-secondaryopportunities,freefromdistractionorharm.TLC’stwomajordivisions(MariePhilipSchool,PreK-12andWaldenSchool)offermultiple,flexibleoptionsforourstudentstolearnandgrowandbeparticipantsinastronglearningcommunity.Thesetwoschoolsareunitedbehindasingularvisiontoassurethatallstudentsachievetheirfullpotentialandthatourstudents’linguistic,emotional,cognitive,anddevelopmentalneedscontinuetoberichlysupported.Inordertoachievethesesharedaspirations,TheLearningCenterfortheDeafisdedicatedtofosteringarespectfulschoolculture,whichisfreefromharassment,bullyingandcyber-bullyingofanykind.Tothisend,theschoolwilltakespecificstepstocreatethesafestenvironmentpossibleforallstudentswithintheschoolcommunity,andtoprovidestudentsandfaculty/staffwiththeskills,knowledge,andstrategiestopreventorrespondtobullying,harassmentand/orinappropriateteasing.Communitymembersareexpectedtotreateachotherwithrespect,fullyawarethatactsofbullying,harassment,cyber-bullying,andintimidationareprohibitedonschoolgrounds,inschoolbuildings,orinanyschoolrelatedactivities.Thissharedcommitmentisanintegralpartofourcomprehensiveeffortstopromotelearning,andtopreventandeliminateallharmfulanddisruptivetargetedbehaviorthatcanimpedeastudent’slearningprocess.Weunderstandthatmembersofcertainstudentgroupsanddifferentiatingcharacteristics,suchasstudentswithdisabilities,studentsfromdifferentethnicorreligiousbackgrounds,studentswhoaregay,lesbian,ortransgender,socioeconomicstatus,physicalappearance,and/orhomelessstudents,orbyassociationwithapersonwhohasorisperceivedtohaveoneormoreofthesecharacteristics,maybemorevulnerabletobecomingtargetsofbullying,harassment,orteasing.Theschoolwillensurethatfacultyandstaffhavetheawarenessand


toolstotakespecificstepstocreateasafeandsupportiveenvironmentforthosepopulationswithintheschoolwhomaybevulnerabletobullying.ThefollowingBullyingPreventionandInterventionPlanisacomprehensiveapproachtoaddressandpreventissuesofviolencewithinourschool.ThisPlanestablishesacommonapproachtoprevent,intervene,andrespondtoincidentsofbullying,cyber-bullying,andretaliationshouldtheyoccur.TheDirectorsofeachprogramareresponsiblefortheimplementationandoversightofthePlan.

SECTION2: DefinitionsAggressor: Astudentorschoolmemberwhoengagesinbullying,cyber- bullying,harassment,orretaliation.Bullying: AsdefinedinM.G.L.c.71,§370,is: Therepeatedusebyoneormorestudentsofawritten,verbal,or electronicexpressionoraphysicalactorgesture,orANYcombination thereof,directedatatargetthat: (1)Causesphysicaloremotionalharmtothetargetedindividual(s)or tothetarget’sproperty;

(2) Placesthetargetinreasonablefearofharmtohimselforofdamagetohisproperty;

(3) Createsahostileenvironmentatschoolforthetarget(4) Infringesontherightsofthetargetatschool;or(5) Materiallyandsubstantiallydisruptstheeducationprocessortheorderly

operationofaschool.Cyber-bullying: Bullyingthroughtheuseoftechnologyorelectronicdevices, suchascellphones,computers,pagers,videophones,andthe Internet.Itincludes,butisnotlimitedtoemail,texting,instant messages,andInternetpostings.Cyber-bullyingistreatedas multiplecountsofbullyingbytheLaw,sincenumerousother individuals,throughthefar-reachingeffectsoftechnology,can observeitrepeatedly.(seeM.G.L.c.71,§370foradetailedlegal definitionofCyber-bullying.)HostileEnvironment: Asituationinwhichbullyingcausestheschool environmenttobeaffectedbyintimidation,ridicule,or insultthatissufficientlysevereorpervasivetoalterthe conditionsofastudent’seducation.IncidentReport: Astandardformusedtoreportincidentsofbullying, harassment,orretaliation.Theformprovidesaplaceto


documentallegations,describeactionsobserved,andlist witnesses,etc.Retaliation: Anyformofintimidation,reprisal,orharassmentdirected againstastudentorcommunitymemberwhoreportsbullying, providesinformationduringaninvestigationofbullying,or witnessesand/orhasreliableinformationaboutbullyingthat hasoccurred.CommunityMembers: Includes,butisnotlimitedto,educators,administrators, counselors,residentialstaff,nurses,clinicians,foodservice personnel,coaches,advisorstoafterschoolactivities, classroomassistants,parents,andBoardmembers.Target: Astudent(orstudents)whohasbeensubjectedtobullying, cyber-bullying,harassment,intimidation,orretaliation.SECTION3: ProhibitionAgainstBullyingandRetaliationConflictanddisputemayoccurfrequentlyinschoolsbutarenotalwaysharmful.Bullyingandcyber-bullyingdifferfromconflict.Thesebehaviorsareharmfulone-wayabusebehaviors.Insituationswherebullyingoccurs,thereisrepetition,powerimbalance,andanintentiontoharm.Bullyingisdefinedasaconscious,willful,deliberateandrepeatedhostileactivityperpetratedbyanaggressorwhodominants,invariousways,towardsthetarget.Actsofbullying,cyber-bullyingorretaliationareabsolutelyprohibitedandwillleadtodiscipline.Actsofbullyingareprohibited:

(1) Onschoolgroundsandpropertyimmediatelyadjacenttoschoolgrounds(2) Ataschool-sponsoredorschool-relatedactivity,event,function,whetheronoroff

schoolgrounds(3) Onabusorvanorothervehicleownedby,used,orleasedbyTLCoronaschool

districtvehicletransportingastudenttoorfromTLC(4) Throughtechnologyoranyelectronicdevicethatbelongsto,isusedorleasedby

TLC;or(5) Anyactsofintimidation,threat,bullying,cyber-bullyingatalocation,activity,

functionorprogramthatisnotschool-related, •iftheactcreatesahostileenvironmentatschoolforthetargetor witness(es) •iftheactinfringesontheirrightsofthetargetatschool,or


•iftheactmateriallyandsubstantiallydisruptstheeducationprocessorthe orderlyoperationoftheschool.Reportsofbullyingorretaliationmaybemadeanonymously.Itisimportanttonotethatnodisciplinaryactionwillbetakensolelybecauseofananonymousreport.

Retaliationagainstapersonwhoreportsbullyingorwhoprovidesinformationduringaninvestigationisalsoprohibited.NothinginthisPlanrequirestheschooltostaffanynon-schoolrelatedactivities,functions,orprograms,norisitintendedtopreventtheschooladministrationfromtakingdisciplinaryactionagainstastudentforanactionthatdoesnotmeetthedefinitionofbullyingasdefinedearlierbutis,nonetheless,unsafeorinappropriateatschool.

SECTION4: LeadershipLeadershipatalllevelsplaysanessentialroleinsustainingarespectfulcommunity.Allmembersofthiscommunityareexpectedtotreateachotherinacivilmannerandwithrespectfordifferences.ThisexpectationisanintegralpartofTLC’scommitmenttopromoteapositivelearningcommunityandtoeliminateharmfulordisruptivebehaviorthatcanimpedethelearningprocess.Eachstudent,facultyandstaffmemberisexpectedtotakeactsofbullyingseriously.TheAdministrativeandSupervisoryteamswillberesponsibleforsettingpriorities,assessingneedsandresources,andforstayingup-to-datewithcurrentresearchonbullyingpreventionandeffectiveresponsestobullying.Theirresponsibilitiesalsoincludethefollowing: -Ensurethatfacultyandstaffreceivetraininginthesecriticalareas, -MaintainanInternetsafetypolicy, -Determineappropriatecurriculumandapproachestoteachstudents aboutbullying,cyber-bullying,harassment,andtheprohibitionagainst retaliation, -Involveandinformparents/guardiansandprovideparentinformation materialsinlanguagesotherthanEnglish,asneeded, -Receiveandrespondtoreportsonbullying, -Maintainaprocessfortrackingandrecordingincidents,


-Collectdepartmentandschool-widedataonbullyingtocontinuallyassess theproblemandtomeasureimprovedoutcomes, -ReviewandupdatethePlanyearly,ormorefrequently, -Reviewandamendstudentandstaffhandbooksannually,asneeded,Atleastonceeveryfouryearsbeginningwiththe2015-2016schoolyear,TLCwilladministeraDepartmentofElementaryandSecondarydevelopedstudentssurveytoassessschoolclimateandtheprevalence,natureandseverityofbullyingonourschool.Additionally,TLCwillreportannually,bullyingincidentdatatotheDepartmentofElementaryandSecondaryEducation.SECTION5: TrainingandProfessionalDevelopmentforFacultyandStaff1)FacultyandstaffwillreceiveacopyofthiswrittenPlanuponhireandannually,thereafter.ThePlanwillalsobeavailabletofacultyandstaffinAmericanSignLanguage.2)NewHires:AllnewemployeeswillberequiredtoparticipateinafoundationaltrainingonPreventingBullyingandImplementingInterventionStrategies.Thistrainingwillfocusontheimportanceofconsistentresponsestoactsofbullyingandaclearunderstandingthatbullyingisnotconflict,butinsteaditisaone-wayabusebehaviorwherethereisrepetition,powerimbalanceandanintentiontoharm.3):OngoingProfessionalDevelopment:Thegoalofprofessionaldevelopmentistoestablishacommonunderstandingoftoolsnecessaryforstafftocreateaschoolclimatethatpromotessafety,civilcommunication,andrespectfordifferences.Everyyear,thereafter,duringthefirstweekofschoolbeforestudentsarrive,allstaffincludingeducators,administrators,schoolnurses,clericalsupportpersonnel,maintenanceteam,coaches,andclassroomassistantswillreceiverefreshertrainingonTLC’sBullyingPreventionandInterventionPlan,instructiononthelawsandregulationsthatapplytobullyingandretaliation,identifyingbullyingbehavior,reportingprocedures,IEPconsiderations,researchregardingspecificgroupsofstudentswhomaybeatahigherriskforbullying,strategiestopreventbullying,andinterventionsthatareeffective.Professionaldevelopmentwillbuildtheskillsofstaffmemberstoprevent,identify,andrespondtobullying.AsrequiredbyM.G.L.c.71,§37O,thecontentofschoolwideanddistrictwideprofessionaldevelopmentwillbeinformedbyresearchandwillincludeinformationon:

(a)developmentally(orage-)appropriatestrategiestopreventbullying;(b)developmentally(orage-)appropriatestrategiesforimmediate,effective

interventionstostopbullyingincidents;(c)informationregardingthecomplexinteractionandpowerdifferentialthatcantake

placebetweenandamonganaggressor,target,andwitnessestothebullying;


(d)researchfindingsonbullying,includinginformationaboutspecificcategoriesofstudentswhohavebeenshowntobeparticularlyatriskforbullyingintheschoolenvironment;

(e)informationontheincidenceandnatureofcyberbullying;and(f)Internetsafetyissuesastheyrelatetocyberbullying.

Professionaldevelopmentwillalsoaddresswaystopreventandrespondtobullyingorretaliationforstudentswithdisabilitiesthatmustbeconsideredwhendevelopingstudents’IndividualizedEducationPrograms(IEPs).Thiswillincludeaparticularfocusontheneedsofstudentswithautismorstudentswhosedisabilityaffectssocialskillsdevelopment.AdditionalareasidentifiedbyTLCforprofessionaldevelopmentinclude:• promotingandmodelingtheuseofrespectfullanguage;• fosteringanunderstandingofandrespectfordiversityanddifference;• buildingrelationshipsandcommunicatingwithfamilies;• constructivelymanagingclassroombehaviors;• usingpositivebehavioralinterventionstrategies;• applyingconstructivedisciplinarypractices;• teachingstudentsskillsincludingpositivecommunication,angermanagement,and

empathyforothers;• engagingstudentsinschoolorclassroomplanninganddecision-making;• maintainingasafeandcaringclassroomforallstudents;and• engagingstaffandthoseresponsiblefortheimplementationandoversightofthePlan

todistinguishbetweenacceptablemanagerialbehaviorsdesignedtocorrectmisconduct,instillaccountabilityintheschoolsetting,etc.andbullyingbehaviors

Oncemoreduringtheyear,allstaffwillparticipateintrainingsonthesafeuseoftheInternet,cyber-bullyinganditseffect,alongwithstrategiesforsupportingthosestudentswhosedisabilityaffectssocialskilldevelopment(i.e.,Autismorinefficientlanguageabilities,etc.)andcanleadtosignificantandharmfulpowerdifferencesbetweenandamongstudents.Thistrainingwillbedoneineachdepartmentandwillfocusonage-appropriateconcernsthatapplytothestudentsinthatdepartment.CertifiedASL/Englishinterpreterswillbeavailable,asneeded,forallfacultyandstafftrainings.4)EmbracingDiversity:TheLearningCenterfortheDeafhasanactiveandestablishedschool-wideBilingualandBi-MulticulturalCommitteecomprisedoffacultyandstafffromallprograms.Thiscommitteeservesasaresourceforprofessionaldevelopmentactivitiesthatcansupportouranti-bullyingefforts.Thefollowingprofessionaldevelopmenttrainingshavebeenidentifiedasimportantinestablishingacommonunderstandingofhowtocreateand


sustainaschoolculturethatpromotessafety,civilcommunication,andrespectfordifferences: •Cross-culturalcommunicationandunderstanding •Promotingandmodelingtheuseofclearandrespectfullanguage •Fosteringanunderstandingandrespectfordiversityanddifference •Buildingrelationshipswithfamilies •Engagingstudentsinplanninganddecision-making •Buildingclassroommanagementskills •FurtherdeepeningourunderstandingofDeafcultureWehavehadanactiveschool-wideDiversityCommitteecomprisedoffacultyandstafffromallprograms.Asoneofourneedsassessmenttasks,weplantoexplorethere-implementationofthiscommitteeincontinuingthestrengthofourvisionofengagingstudentswithinanaccessibleandeffectiveeducationalenvironment,withmulticulturalanddiverseapproachesandrolemodels.SECTION6: EducationthatSupportsBullyingPreventionTheLearningCenterfortheDeafiscommittedtoimplementingacomprehensiveapproachtoestablishingasafeschoolenvironment.Thisincludesdirectteachingatallgradelevels,alongwith: •Settingclearandhealthyboundariesforstudentsandstaff •Teachingaboutdiversityanddifferences •Establishingclassroomroutinesthatprovidestructure •Usingpositivebehavioralsupports •Encouragingadultswithintheschooltoestablishpositiverelationships withstudentsandtosetgoodexamplesforsocialinteraction •Modeling,teaching,andrewardinghealthyandrespectfulbehaviors •Creatinganenvironmentthatencouragesproblemsolving,collaboration, teamwork,andpeacefulconflictresolution •UsingtheInternetandelectroniccommunicationsafely •Supportingstudents’socialandemotionaldevelopment


•Encouragingstudents’interestsandparticipationinnon-academicareas andextracurricularactivitiesthathelpthemtobuildupontheirstrengths.CurriculumandapproachesTLCunderstandsthatanti-bullyinginstructionandconceptsdealingwithrespectmustbeintroducedearlyinachild’slifeandconsistentlyaddressedthroughoutastudent’sdevelopmenttowardadulthood.TLCalreadyusesseveralevidence-basedcurriculaandapproachestohelppromoteasafeschoolenvironmentandiscurrentlyresearchingothers.PreschoolandKindergartenThefocusoftheEarlyChildhoodCenter(ECC)istofosterlanguagedevelopmentwhichallowschildrentomaximizedevelopmentacrossotherdomains(e.g.cognitive,social/emotional,andself-help).Manyyoungsterscometoourschoolatage3withlittleornoage-appropriatelanguageskills.Clearlanguageandhighlyvisual,“hands-on”approacheshelpstomaketheseimportantconceptsrealtoouryoungeststudents.TheECChasadoptedanti-biaseducationinsupportofthisfocus,andinconjunctionwithourchild-centered,project-basedemergentcurriculumin2016.BelowisanoverviewofthecoregoalsofAnti-BiasEducation:THEFOURCOREGOALSOFANTI-BIASEDUCATION(From:LouiseDerman-Sparks&JulieOlsenEdwards,2010.Anti-BiasEducationforYoungChildren&Ourselves.WashingtonDC:NationalAssociationfortheEducationofYoungChildren.p.xiv.)

• Anti-BiasEducationGoal1:Eachchildwilldemonstrateself-awareness,confidence,familypride,andpositivesocialidentities.

• Anti-BiasEducationGoal2:Eachchildwillexpresscomfortandjoywithhumandiversity;accuratelanguageforhumandifferences;anddeep,caringhumanconnections.

• Anti-BiasEducationGoal3:Eachchildwillincreasinglyrecognizeunfairness,have

languagetodescribeunfairness,andunderstandthatunfairnesshurts.

• Anti-BiasEducationGoal4:Eachchildwilldemonstrateempowermentandtheskillstoact,withothersoralone,againstprejudiceand/ordiscrimination.

Eachofthesefourgoalsinteractswith,supports,andamplifieseachoftheothergoals.Theyareappropriateforchildrenofallagesandbackgrounds.Byembeddingthesefourgoalsinto


thedailyfabricoftheECC,wepromoterespectandinclusion,andhaveadevelopmentallyappropriatemeans,congruentwithourfocus,toapproachunfairnessifandwhenitarises.ElementaryAsindicatedinthePreschoolandKindergartensection,theAnti-BiasEducationcurriculumisalsoimplementedattheElementarylevel,in2016.Anti-BiasEducation(ABE)isavalues-basedcurriculumthatpromotesunderstanding,respectingandembracingdifferences.Inthisapproach,allindividualsandfamiliesarerecognizedandtheenvironmentisrichwithlearningmaterialsthatrepresentvariousculturesandtraditions.Withinaninclusive,respectfulschoolsociety,childrendevelopself-awareness,apositivegroupidentity,andcomfortwithhumandiversity.Membersofthecommunitydevelopanincreasedconfidenceinproblemsolvingskillsandlearntoidentifyandactagainstbias,allowingstudentstoreachtheirfullestpotentialascompetentandcaringcitizens.Additionalcurriculumandresourcesareused: TheResponsiveClassroom-TheResponsiveClassroom(TRC)isanapproachtoelementaryteachingthatemphasizessocial,emotional,andacademicgrowthinastrongandsafeschoolcommunity.Itisusedthroughouttheelementarydepartmentsalongwithindividualsocialskillstrainingandweeklysmallgroupsthatfocusonpro-socialbehavior.Thisapproachprovidesregularopportunitiesforstudentgroupmeetingswhereissuesthatarisearediscussedandpositivebehaviorsaremodeled.TRCutilizesparenthandoutsthatofferinsightandrecommendationstoparentsinsupportingpositivesocialbehavior.Sevenprinciples,asdescribedinTRC’sliterature,informedbytheworkofeducationaltheoristsandtheexperiencesofpracticingclassroomteachers,guideTheResponsiveClassroomapproach: •Thesocialcurriculumisasimportantastheacademiccurriculum. •Howchildrenlearnisasimportantaswhattheylearn:Processand contentgohandinhand. •Thegreatestcognitivegrowthoccursthroughsocialinteraction. •Tobesuccessfulacademicallyandsocially,childrenneedasetof socialskills:cooperation,assertion,responsibility,empathy,andself- control. •Knowingthechildrenweteach-individually,culturally,and developmentally-isasimportantasknowingthecontentweteach. •Knowingthefamiliesofthechildrenweteachandworkingwith themaspartnersisessentialtochildren'seducation. •Howtheadultsatschoolworktogetherisasimportantastheir


individualcompetence:Lastingchangebeginswiththeadult community.StepstoRespect-StepstoRespect(STR)wasadoptedatTheLearningCenterfortheDeafin2004.Itisanevidence-basedprogramthataddressesissuesofbullyingdirectlythroughlessonunits,videos,posters,andactivitiesandisusedingrades1-6.TheStepsToRespectcurriculumteacheselementaryandmiddleschoolstudentstorecognize,refuse,andreportbullying,howtobeassertive,andstrategiestobuildfriendships.STRalsohasaparentcomponentwithmaterialsthataresenthomeaschildrenprogressthroughthevariousunitsthroughouttheyear.FacultyandstafffromvariousdepartmentsoftheschoolhaveparticipatedinStepstoRespecttrainings,andtogetheruponitsinitialimplementation,theydevelopedcommonreportinglanguageandprocedures.TheMichiganModelforHealthRevisedCurriculumisusedinourelementarygradesatTLC.TheMichiganModelforHealthisacomprehensiveandsequentialhealtheducationcurriculumthataimstoprovideschool-agedchildrentheknowledgeandskillsneededtopracticeandmaintainhealthybehaviorsandlifestyles.Itprovidesage-appropriatelessonsaddressingthemostserioushealthchallengesfacingschool-agedchildren,includingsocialandemotionalhealth;nutritionandphysicalactivity;alcohol,tobaccoandotherdrugs;personalhealthandwellness;safety;andHIV.Eachgradelevelincludesactivitiesandlessonsthatteachstudentsskillsfordealingwithbullyingsituations.TheMichiganModelforHealthfacilitateslearningthroughavarietyofinteractiveteachingandlearningtechniques.Skilldevelopmentthroughdemonstrationandguidedpracticeisemphasizedresultinginthedevelopmentofpositivelifestylebehaviorsforstudentsandfamilies.SECONDARYSCHOOLMiddleSchoolStudents(Grades6-8)StudentsparticipateinHealthclassthroughoutthemiddleschoolyears.Inthisclass,opportunitiestodiscussvariousissuesofsocialrespectandresponsibilityareincludedwithinthecurriculum.IntheMiddleschoolyears,SecondStep,ananti-bullyingcurriculumdevelopedbythesamecompanythatpublishesStepstoRespectistaughtduringhealthclass,sinceFall2011.GetReal,isanothercomprehensivecurriculumtaughtinthemiddleschoolageclassrooms,whichaddressesmanyaspectsofphysical,emotionalandpersonalhealth.Specificunitsaddressdiversityanddifferences.Middleschoolcounselorsareinplaceandmeetoftenwithstudentsforsmallgroupdiscussionsaboutsocialbehavior,bullying,anddifferencesinsociety,Deaf/hearingcross-culturaltopics,andconflictresolution.


HighSchoolStudents(Grades9-12)AllhighschoolstudentsareenrolledinHealthclassforonefullyear.Thisclassprovidesabroadoverviewaddressingmanyissuesofpersonalhealth,mentalhealth,andself-awareness.Bullyingandcyber-bullyingareaddressedthroughMassachusettsAggressionReductionCenter(MARC)HighSchool’scyber-bullyingcurriculum.ThehighschoolalsosponsorsastudentGay/Lesbian/Straight/Alliance(GLSA)groupthatmeetstoplanandhostdiscussionsandactivitiesrelatedtospecificareasofdiversity.Severalassembliesareofferedeachyearonissuesofdiversityanddifference,Deafculture,andcross-culturalcommunication.Counselingstaffmembersworkindividuallywithstudentsorwithsmallgroupstoaddressissuesofconflict,diversity,bullying,andharassment.MARC’shighschoolcurriculum,andcyber-bullyingcurriculumandtheSecondStepareutilizedatthehighschoollevel.Curriculummodelsinvestigatedmustmeetthefollowingcriteria:•Mustincludeaparentcomponent•Mustbeage-appropriateandnotbeoverlyreliantuponreadingmaterial,only.Videos,“hands-on”activitiesandvisualswouldbemoreeffectivewithourstudents.•Mustdirectlyaddressbullyingandcyber-bullyingprevention•Musthavebeenevaluatedthroughresearchandhaveoutcomesdata,whichdemonstratesapositiveimpact•Ifpossible,itwouldbedesirabletohaveevidencethatithasbeenusedeffectivelywithdeafandhardofhearingpersons.

SECTION7: ReportingBullyingorRetaliationDespiteallpreventive,educational,andpro-activemeasures,thereexiststheveryrealconcernthatbullying,harassment,andorretaliationmaystilloccur.Thefollowingsectionprovidesguidancetofaculty,parents,studentsandstaffastohowTLCexpectsitscommunitytoproceedwhenthisharmfulbehavioroccurs.Bullying,harassmentandretaliationwillnotbetoleratedatTLC.EachschoolfacultyorstaffmemberisrequiredtoreportimmediatelytotheSupervisororAdministratoranyinstanceofbullyingorretaliationthathe/shebecomesawareoforwitnesses.Reportsmadebystudents,parents,guardians,orotherswhoarenotstaffmembers,maybemadeanonymously.Reportsofbullyingorretaliationmaybemadeby


staff,students,parents,guardians,orothers,andmaybesigned,oral,orwritten.Oralreportsorreportsmadeusingsignlanguagemustthenberecordedinwriting.Theschoolwillhaveseveralresourcesavailabletotheschoolcommunitytoreportbullyingorretaliationincluding,butnotlimitedto,anIncidentReportForm,andtheregularschoolmailingaddresswhereanyadministratorcanbereached.BlankcopiesoftheIncidentReportFormwillbeavailableinthemainofficeofeachprogram,throughschoolcounselors,inthenursingoffices,andincludedineachstudent/parenthandbookprovidedannually.ThesehandbookswillbeprovidedinotherprevalentlanguagesusedbyfamiliesatTLCotherthanEnglish.Atthestartofeachschoolyear,newhandbooksaredistributedtostudentsandparents/guardians.TLCwillincludeineachhandbook,ateverylevel,adescriptionofthereportingproceduresandresourcesavailable,includingthenameandcontactinformationofthesupervisororadministrator.AcopyoftheIncidentReportFormwillbeincludedinthehandbook.Thisinformationwillalsobeprovidedannuallytostaffandplacedontheschoolwebsite.Reportsofbullyingorretaliationmaybemadeanonymously,NOdisciplinaryactionwillbetakenagainstastudentorstaffonthebasisofananonymousreport.


ReportingbyFacultyandStaffFacultyandstaffmemberswillreportimmediatelytoasupervisorifhe/shewitnessesorbecomesawareofbullying,harassment,orretaliationinvolvingastudent.Thisrequirementtoreportdoesnotlimittheauthorityofthestafftorespondtobehavioralordisciplinaryactionsconsistentwithschoolpoliciesandproceduresforbehaviormanagementanddiscipline.ReportingbyStudents,Parents,Guardians,andOthersTheschoolexpectsstudents,parent/guardians,orotherswhowitnessorbecomeawareofbullying,harassment,orretaliationinvolvingastudenttoreportittoasupervisororadministrator.Reportsmaybemadeanonymously,butnodisciplinaryactionwillbetakenagainstanallegedaggressorbasedsolelyonthebasisofananonymousreport.Parents/guardiansandothersmayrequestassistancefromastaffmembertocompleteawrittenreport.Studentswhobelievethattheyarethetargetsofbullying,observebullyingbehavior,orwhohavereasonablegroundstobelievethatbullyingistakingplace,areexpectedtoreportincidentseitherverballyorusingtheTLCIncidentReportForm.Studentswillbeprovidedsafe,private,andage-appropriateassistancetoreportanddiscusstheincidentwithastaffmemberorsupervisor.Ifaverbalreportismade,thesupervisororadministratorwillassistthestudentincompletingtheform.Employees,parents,orstudentsshouldraisegenuineconcernsassoonaspossibleandmakereportsatanytimewithoutfearofreprisal.Studentswhoknowinglymakeafalseaccusationofbullyingorharassmentshallbesubjecttopossibledisciplinaryaction.

SECTION8: InvestigativeProceduresThefollowingarestandardguidelinesforrespondingtoareportofbullyingorretaliation.Allcomplaintswillbetakenseriously.Theseguidelineswillbeadaptedasnecessarytorespondasappropriatelyaspossibletothecomplaint.Thesupervisororadministratorwillinvestigatepromptlyanyandallreportsofbullying,harassment,orretaliation.Insodoing,considerationwillbegiventotheinformationavailable,includingthenatureoftheallegationandtheagesofthestudentsinvolved.Allstudentsareaffordedthesameprotectionsregardlessoftheirlegalstatus.Thesupervisororadministratorwillremindtheallegedstudentaggressor,target,andwitnessesofimportancetotheinvestigation,theirobligationtobetruthfulandthatretaliationagainstsomeonewhoreportsbullyingorprovidesinformationduringabullyinginvestigationisstrictlyprohibitedandwillresultindisciplinaryaction.


Pre-Investigation:Beforefullyinitiatingtheinvestigation,thesupervisororadministratorwill,amongotherthings,determineifthereisaneedtotakeimmediatestepstosupportand/orprotecttheallegedtargetfromfurtherpotentialincidentsofconcern.Intakingsuchaction,therightsofboththeallegedtargetandtheallegedaggressormustbetakenintoaccount.Possibleadjustmentstotheschoolenvironmentorincreasedsupervisionwillbeconsidered,ifneeded,toenhancethetarget’sfeelingofsafety.Allstepstakenintheinvestigativeprocedureshallberecorded.InvestigatoryProcess:Investigationswillbeconductedasquicklyaspossibleandfollowallapplicablelawsandregulations.Duringtheinvestigation,students,staff,witnesses,parents/guardians,andotherswillbeinterviewed,asnecessary.Confidentialitywillbemaintainedtoprotectthereporter,witnessesand/orintervieweesregardingabullyingsituation.Theinvestigatorwillseektodeterminethebasisofthecomplaint,gatheringinformationfromthecomplainantincluding: •Whatspecificallyhappened? •Whocommittedtheallegedact? •Wasthehurtfulactionrepetitive? •Didtheactioncreateorfosterapowerimbalancebetween2youngstersor groupsofstudents? •Whowaspresentorwhomayhaverelevantinformation? •Isthereanyevidencetoconsider? •Whendidtheevent(s)occur? •Wheredidtheevent(s)occur?Itishelpfultohavethefactsinwriting.Ifageappropriate,thecomplainantwillbeaskedtosignanddatethewrittencomplaint.Ifthecomplainantcannotorchoosesnottosign,theinvestigatorwillrecordtheallegations,readthem,oruseASLtorestatethemaloudtoconfirmaccuracyandsign/datethedocumenther/himself.InterviewsOncetheallegationsareestablished,theinvestigatorwillgatherallevidence.Thiswilllikelyincludeinterviewswiththeallegedaggressor,witnesses,parentsand/orstaff.Interviewsmaybeconductedbythesupervisororadministrator,andinconsultationwiththeschoolcounselor,asappropriate.ASLinterpreterswillbeusedwhennecessary.


Sincebullyingisconsideredaviolentact,thetargetandaggressorwillneverbeinterviewedtogetherorrequiredtointeractthroughmediationduringaninvestigation.AllinvestigationswillbeconsistentwithcurrentschoolpoliciesandproceduresTotheextentpossible,giventheresponsibilitytoinvestigateandaddressthematter,theinvestigatorwillmaintaintheconfidentialityofthecomplainantandthewitnesses.Thesupervisororadministrator,upondeterminationofaviablereport,willpromptlycontacttheparents/guardiansofthestudentwhohasbeenanallegedtargetandtheparentsoftheallegedaggressor.Theadministratormayonlydiscloseinformationtoaparentabouthis/herownchild.Eachstudent’sLEAwillalsobecontacted.SECTION9: DeterminationsandFurtherReportingProceduresSchoolpersonnelmustweighallofthefactsandcircumstancesobjectivelytodetermineiftheallegedeventsoccurredandifachargeofbullyingorretaliationissubstantiated.If,afterinvestigation,bullyingorretaliationissubstantiated,thesupervisororadministratorwilltakestepsreasonablycalculatedtopreventrecurrenceandtoensurethatthetargetisnotrestrictedinparticipatinginschoolorinbenefitingfromschoolactivities.Thefollowingincludesproceduresforrestoringthetarget’ssafetyandassessingtheneedsofthetarget.Thesupervisororadministratorwill: 1)determinewhatremedialoradaptiveactionisrequired,ifany,and 2)determinewhatresponsiveactionsand/ordisciplinaryactionsare necessary.Aswiththeinvestigation,theresponsewillbeindividuallytailoredtothecircumstances,takingintoaccountthenatureofthebehaviorandtheagesofthestudentsinvolved.Therangeofdisciplinaryactionsforstudentswhohavecommittedactsofbullyingorretaliationwillbeinaccordancewiththeschool’sdisciplinarypoliciesasdetailedinStudentHandbooks.Disciplinaryactionwilltakeintoaccounttheneedtobalanceaccountabilitywiththestudent’sageandtheneedtoteachappropriatebehavior.Thereexistsarangeofage-appropriatedisciplinaryactionsthatmaybeused,asidentifiedineachdepartment’shandbookandinaccordancewithadministrativedisciplinarypoliciesandapplicablestateandfederallaws.Dependinguponthecircumstances,thesupervisororadministratormaychoosetoconsultwiththestudents’teacher(s)and/orschoolcounselor,andthetarget’soraggressor’sparentsorguardians,toidentifyanyunderlyingsocialoremotionalissue(s)thatmayhavecontributedtothebullyingbehaviorandtoassessthelevelofneedforadditionalsocialskillsdevelopment.Opportunitiesforindividualskillbuildingorworkingincollaborationwithschoolcounselors,teachers,andparentstohelpreinforcethedevelopmentofpositivesocialskillsmaybeappropriateresponsesforindividualstudentsandisencouraged.Thistypeof


referralprocesswillbeofferedtothetarget,theaggressorandthefamiliesofeachtheseindividuals.ReportingtoParentsorGuardiansTheprincipalordesigneewillpromptlynotifytheparentsorguardiansofthetargetandtheaggressorabouttheresultsoftheinvestigationand,ifbullyingorretaliationisfound,whatactionisbeingtakentopreventfurtheractsofbullyingorretaliation.Allnoticetoparentsmustcomplywithapplicablestateandfederalprivacylawsandregulations.Becauseofthelegalrequirementsregardingtheconfidentialityofstudentrecords,theprincipalordesigneecannotreportspecificinformationtothetarget’sparentorguardianaboutthedisciplinaryactiontakentowardanotherstudentunlessitinvolvesa“stayaway”orderorotherdirectivethatthetargetmustbeawareofinordertoreportviolations.Schoolpersonnelmay,however,shareinformationabouttheprocessthatwasfollowedleadingtoadeterminationofwhetherbullyingdidoccur,whatgeneralmeasuresarebeingtakentoprotectthetargetfromfurtheractsofbullyingorretaliation,andwhatisbeingdonetoensurethatthetargetisreassured.Whenithasbeendeterminedthatbullyinghasoccurred,aseparatenoticewillbesenttotheparents/guardiansofthetargetandtheaggressoroutliningtheactionsthatwillbetakentopreventfurtherincidents.Pursuanttoregulations,immediatenotification,tolawenforcementwilloccurwhencriminalchargesmaybefiledagainsttheaggressor.TheprincipalordesigneeshallinformtheparentorguardianofthetargetabouttheDepartmentofElementaryandSecondaryEducation’sproblemresolutionsystemandtheprocessofaccessingthatsystem,regardlessoftheoutcomeofthebullyingdetermination,asexplainedinSection11.ReportingtoAdministratorsofAnotherSchoolorSchoolDistrictIfthereportedincidentinvolvesstudentsfrommorethanoneschool,public/charterschool,non-publicschool,approvedprivatespecialeducationdayorresidentialschool,orcollaborativeschool,thesupervisororadministratorfirstinformedoftheincidentwillpromptlynotifybytelephonetheprincipalordesigneeoftheotherschool(s)oftheincident,sothateachschoolmaytakepromptandappropriateaction.ReportingtoLawEnforcementTLChasastrongandlong-standingrelationshipwithlocallawenforcementpersonnel.Theyarefamiliarwithourcampusandseveralhavetakensignlanguageclasseswithourinstructors.TLCconsiderstheserelationshipsessentialtothewellbeingofourstudents.TheadministratorwillnotifythelocalPoliceDepartmentifhe/shehasareasonablebasistobelievethatcriminalchargesmaybewarrantedandwillcooperatefullyinanysubsequentpoliceinvestigations.


Ifanincidentoccursonschoolgroundsandinvolvesaformerstudentundertheageof21yearswhoisnolongerenrolledattheschool,theadministratorwillcontactthelocallawenforcementagencypromptly,ifhe/shehasreasonablebasistobelievethatcriminalchargesmaybepursuedagainsttheaggressor.ReportingtotheExecutiveDirectorofTheLearningCenterfortheDeafAregularsummaryreportofinvestigationswillbeprovidedtotheExecutiveDirectortobesharedwiththeBoardofDirectors,whenappropriate.SECTION10: CollaborationwithParentsParentEducationandResourcesTheLearningCenterfortheDeafbelievesthatparentsandfamiliesareachild’sprimaryteachersandthatthestudentsbenefitmostwhenschoolandhomeworkcollaborativelyaspartners.TheLearningCenterfortheDeafwilloffereducationprogramsandcurriculumresourcestoparentsandguardiansthatfocusonhowfamiliescansupportwaystopreventbullyingandcyber-bullying(andgeneralon-linesafety)andprovideinterventionstrategiesthatcanbeimplementedathome.Programsandresourcesmaybeofferedincollaborationwiththeexistingparentgroupsandbydepartments.TLCwillprovideresourcesforparentsontheschoolwebsite,includingspecificinformationaboutonlinesafetyandthepotentialthreatsofcyber-bullying.NotificationRequirementsTheschoolwillinformparentsandguardiansaboutthecurriculabeingusedthataddressanti-bullying,thedynamicsofbullyingaswellasgeneralon-linesafetyandcyberbullying.TLCwillalsomakeavailabletheexcellentinformationforparentsthatareprovidedinthevariouscurriculaalreadyinuse.Writtennoticewillbesenthomeeachyearaboutthestudent-relatedsectionsoftheBullyingPreventionPlan,alongwiththeschool’sAcceptableUsepolicyfortheInternet.ThesewillbeprovidedlanguagesotherthanEnglish,asneeded.ThecompletePlanwillbepostedontheschool’swebsite.AllschoolhandbookswillincluderelevantsectionsofthisPlan.SECTION11:ProblemResolutionSystemChapter86oftheActsof2014amendedSection370ofchapter71oftheGeneralLawstoinclude(g)(v):TheplanshallinformparentsorguardiansofthetargetabouttheDepartmentofElementaryandSecondaryEducation’sproblemresolutionsystemandtheprocessfor


seekingassistanceorfilingaclaimthoughtheproblemresolutionsystem.Thisinformationwillbemadeavailableinbothhardcopyandelectronicform.Anyparentwishingtofileaclaim/concernorseekingassistanceoutsideofTheLearningCenterfortheDeafmaydosowiththeirdistrictandDepartmentofElementaryandSecondaryEducationProgramresolutionSystem(PRS).Thatinformationcanbefoundat:http://www.doe.mass.edu/pqa,emailscanbesenttocompliance@doe.mass.eduorindividualscancall781-338-3700.HardcopiesofthisinformationisalsoavailableintheDirectorofMariePhilipSchool’soffice.SECTION12: AccesstoResourcesTheLearningCenterfortheDeafrecognizesthattheunderlyingneedsoftargets,aggressors,andfamiliesmustbeaddressedinatrulyrespectfulenvironment.Theschoolisalsoawareofthelimitedresourcesavailabletothosewhoaredeaforhardofhearingandwhowouldbenefitfromcounseling,socialwork,ormentalhealthservicesinthelargercommunity.Atleastonceeveryfouryearsbeginningwith2015-2016schoolyear,TheLearningCenterfortheDeafwilladministeraDepartmentofElementaryandSecondarydevelopedstudentsurveytoassesstheschoolclimateandalongwiththeprevalence,natureandseverityofbullying.ThesesurveysresultswillbeusedtoassesstheeffectivenessofbullyingpreventioncurriculaandinstructionthatIrequiredunderthebullyingpreventionandinterventionstatute.Additionally,TLCwillreportbullyingincidentdataannuallytotheDepartment.SchoolResourcesBeyondeducationinourclassrooms,TLChasaschoolcounselingstaffthatisskilledandpreparedtoworkwithstudentsandfamiliestoprevent,interveneearly,andtorespondeffectivelytobullying.Thisteamislinguisticallyandculturallycompetentinworkingwithyouthwhoaredeafandhardofhearing,andtheyhavedevelopedstrongrelationshipswiththecommunityresourcesthatareavailabletohelp,includingWaldenCommunityServices(formerlyknownas‘Wraparound’)gearedspecificallyforthosefamilieswithadeaforhard-ofhearingmemberwhoneedadditionalsupport.TLCalsoemploystheskilledservicesoftwoBehaviorAnalyststohelpdesignthebroadestrangeofappropriateresponsespossiblewithinourschoolsetting.Thismayincludefunctionalbehavioralassessment,individuallydesignedbehaviorplans,and/orconsultationtoclassroomstaff.SpecialEducationRequirementsThefacultyatTLCwillconsiderandaddresstheneedsofthosestudentswho,bynatureofadisabilityorweaksocialskillsdevelopment,maybeespeciallyvulnerabletobecomingatargetofbullyingorharassmentbasedonactualorperceiveddifferentiatingcharacteristics


(I.e.race,color,religion,ancestry,nationalorigin,sex,socioeconomicstatus,homelessness,genderidentitymental,physicalordevelopmentaldisability)orbyassociationwithapersonwhohasorisperceivedtohaveoneormoreofthesecharacteristics.Addressingtheseneedswillbeaccomplishedprimarilythroughthestudent’sIEPprocess,incollaborationwiththechild’seducationalteam.Skill-building,socialskillsawarenessandinstruction,languageandvocabularybuilding,self-advocacyskills,andaplantoreduceproblembehaviorscouldallbeconsideredasappropriatesupport.SECTION13: RelationshipstoOtherLawsConsistentwithstateandfederallaws,andthepoliciesoftheschool,nopersonshallbediscriminatedagainstinadmissiontothisapprovedspecialeducationschoolorinobtainingtheadvantages,privilegeandcoursesofstudyofthisschoolonaccountofrace,color,sex,religion,nationalorigin,orsexualorientation.NothinginthePlanpreventstheschoolfromtakingactiontoremediatediscriminationorharassmentbasedonaperson’smembershipinalegallyprotectedcategoryunderlocal,state,orfederallaw,orschoolordistrictpolicies.Inaddition,nothinginthePlanisdesignedorintendedtolimittheauthorityoftheschoolordistricttotakedisciplinaryactionorotheractionunderM.G.L.c.71,§§37Hor37H½,otherapplicablelaws,orlocalschoolordistrictpoliciesinresponsetoviolent,harmful,ordisruptivebehavior,regardlessofwhetherthePlancoversthebehavior.


TheLearningCenterfortheDeafBullyingPreventionandInterventionReportForm

1.NameofReporter______________________________________________________________________________

(Note:Reportsmaybemadeanonymously,butnodisciplinaryactionwillbetakenagainstanallegedaggressorsolelyonthebasisofananonymousreport)

Checkifyouare:qatargetofthebehavior qthereporter(notthetarget)Checkwhetheryouarea:qstudent qstaffmemberqparent qadministrator qOther__________Howdoyoupreferwecontactyou?_________________________________________________

2.InformationabouttheIncident: •NameofTarget(s)______________________________________________________________Elem/Secondary/WS (Personwhoisthesubjectofthebehavior)•NameofAggressor_____________________________________________________________Elem/Secondary/WS (Personwhoisengagedinthebehavior)Whendidtheincident(s)occur?Time?_________£ BeforeSchool£ Morning£ Lunch£ AfterSchool£ Evening£ Other LocationofIncident(s)______________________________________________________________£ Hallway£Restroom£ Classroom£ Cafeteria/Gym£ Outdoors£ Residence£ Other 3.Witnesses(Listpeoplewhosawtheincidentorwhohaveinformationaboutit) Name______________________________________________________________ qStudent qStaffqOther_______________________ Name_____________________________________________________________

qStudent qStaffqOther_______________________ Name_____________________________________________________________ qStudent qStaffqOther_______________________

4.Describethedetailsoftheincident(Bespecificandcontinueonbackofformtofullyexplainwhateachpersondidorsaid.) CompleteBothSidesOfForm


TheLearningCenterfortheDeafBullyingPreventionandInterventionIncidentReportForm(page2)

SignatureofReporterorPersonfillingoutthisForm Date____________________

FormGivenTo:_______________________________Position:__________________Date:______ADMINISTRATIVEUSEONLYInvestigationAssignedto:________________________________________________________Date:___________________Title_____________________________________________________________________________


TheLearningCenterfortheDeaf InvestigationReportForm

1.Investigator(s)_____________________________________________Position:______________ ____________________________________________________________2.Interviews(Mustbeconductedseparately) q InterviewedAggressorName:____________________________________Date:____________ q InterviewedTarget Name:____________________________________Date:____________ q InterviewedWitness#1Name____________________________________Date:____________ qInterviewedWitness#2Name____________________________________Date:____________ qInterviewedWitness#3Name____________________________________Date:___________3.Anypriordocumentedincidentsbytheaggressor? qYES qNO •Ifyes,haveincidentspreviouslyinvolvedatargetoratargetgroup? qYES qNO •ArethereanypreviousfindingsofBullyingorRetaliation? qYESqNO4.SUMMARYofINVESTIGATION (Pleaseattachadditionalpagesordiagramsasneeded)


TheLearningCenterfortheDeaf InvestigationReportForm(page2) CONCLUSIONS 1.FindingsofBullyingorRetaliation? q YES q NO__Bullying Incidentdocumentedas_________________________________Retaliation Disciplinereferralmadetowhom?_______________________2.CONTACTSMADE q Target’sParent/Guardian Date:_________________Time________________ q Aggressor’sParent/Guardian Date:_________________Time________________ q DistrictLiaison Date:_________________Time________________ q LawEnforcement Date:_________________Time________________

3.ACTIONTAKEN

q LossofPrivileges q Detention q Suspensionq CommunityService q Otherq Education/Researchq LetterofApology q Referral_____________________ 4.DescribeSafetyPlanning Follow-upwithTargetscheduledfor_____________________InitialReport/Datereported:_____________________Follow-upwithAggressorscheduledfor:______________________SignedandForwardedtoPrincipal:________________________________Date:_________ReportforwardedtotheDirectorofEducationon:___________________

the learning center for the deaf bullying prevention and

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