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No Place for Hate


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  • 1.   A Presentation on Bullying Sponsored by Richards Middle PTA October 3, 2013 6:30 PM Welcome Parents
  • 2. Richards Middle School Principal
  • 3. Introduction of Topic Discipline State Law PBIS Advisement No Place for Hate Counseling Program
  • 4. Gwinnett County Public Schools (“GCPS” or “District”) is committed to creating a safe, positive environment for all of our students, staff, parents, stakeholders, and community partners. GCPS will work to assure that all students and staff are well motivated, fully aware of their potential, and dedicated to pursue excellence in academic knowledge, skills and behavior. GCPS believes that all children can thrive in a safe learning environment. The District utilizes a range of activities to recognize, celebrate, and reward positive behavior at the classroom, school and district levels.
  • 5.  Rule 1: Disruption/Interference with School  Rule 2: Damage/Destruction/Misuse of School Property  Rule 3: Damage/Destruction/Misuse of Private Property  Rule 4: Abuse/Threats/Intimidation/Assault on a School Employee  Rule 5: Abuse/Threats/Intimidation/Assault by Student on Student  Rule 6: Weapons/Dangerous Instruments/Explosive/Implosive Devices  Rule 7: Drugs, Alcohol, and Tobacco  Rule 8: Disregard of Directions or Commands  Rule 9: Sexual Misconduct/Indecency  Rule 10: Unexcused Absences  Rule 11: Other Conduct Subversive to Good Order  Rule 12: Repeated Violations/Misbehavior/Chronic Disciplinary Problem Students  Rule 13: School Bus Infractions
  • 6. The decision to charge a student for violation of this Student Conduct Behavior Code shall be made by the administration of the local school. The range of consequences for misconduct that can be assigned by a local school administrator and staff may include:
  • 7. Level I discipline is used for minor acts of misconduct which interfere with the good order of school. Following appropriate teacher intervention, students may be referred to an administrator. Consequences range from an administrative conference to three (3) days of out-of-school suspension.
  • 8. Level II discipline is used for intermediate acts of misconduct which interfere with the good order of school. Students should be referred to an administrator. Consequences will involve any combination of in-school or out-of-school suspensions ranging from four (4) to nine (9) days. The only exception to this “combination” shall be for those first-time offenders of the Level II violations listed in Rule 7. Those first-offenders may receive a nine-day out-of- school suspension, which will be reduced to three days if the student and parent opt to participate in the CLFC Program.
  • 9. Level III discipline is used for serious acts of misconduct. Students should be referred to an administrator. The consequence for these acts of misconduct is up to a 10- day, out-of-school suspension pending a disciplinary hearing for long-term suspension, placement in an alternative program, or permanent expulsion.
  • 10. For any given school year, the following steps will be taken to address each disciplinary referral a student receives that involves (results in) a suspension (In-School Suspension or Out-of-School Suspension):
  • 11.  Referral #1: Parent is given written notification of violation and consequence.  Referral #2: Parent is given written notification of violation and consequence.  Referral #3: Parent is given written notification of violation and consequence; notified of consequences for next (4th) referral.  Referral #4: Invite parent to help develop a Behavioral Correction Plan.  Referral #5: Possible Rule 12 Notification Charge (principal’s discretion).  Referral #6: Possible Rule 12 Notification Charge (principal’s discretion).  Referral #7: Student must be placed on a Rule 12.
  • 12.  The 7-step plan is a guideline and it can be modified in individual cases at the discretion of the Office of Student Discipline and Behavioral Interventions.  Modifications to the 7-step plan may be used with students entering the district with lengthy discipline/criminal records. Schools may consult the Office of Student Discipline and Behavioral Interventions about an appropriate sequence of steps for these students.
  • 13. In addition to this Student Conduct Behavior Code (“Code”), GCPS has various policies that govern conduct in the District. A copy of those policies can be obtained at (click on the quick link for Board of Education) or call the Office of the Executive Director for Administration and Policy at 678-301-6005.
  • 14.   Bullying
  • 15. * STATE LAW DEFINES BULLYING AS: 1) any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so, 2) any intentional display of force such as would give the victim reason to fear or expect immediate bodily injury or harm or 3) any intentional written, verbal, or physical act, which a reasonable person would perceive as being intended to threaten, harass, or intimidate that: a) causes substantial physical harm, b) substantially interferes with a student’s education, c) is so severe, persistent or pervasive that it creates an intimidating/threatening educational environment or d) disrupts the orderly operation of school. Upon finding that a student in grades 6-12 has committed the offense of bullying for the third time in a school year, such student shall be assigned to an alternative school. O.C.G.A. 20-2-751.4. Retaliation for reports of bullying will not
  • 16.  Unwanted teasing, threats, taunts and intimidation through words and/or gestures  Physical violence and/or attacks  Extortion  Destruction of school or personal property  Theft of money and/or personal possessions  Sexual, religious, or racial harassment  Public humiliation  Social exclusion, including incitement and/or coercion  Rumors or spreading of falsehoods  Stalking
  • 17.  Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language by or through the use of electronic mail or electronic communication, directed at or about a specific person, causing substantial emotional distress to the victim  Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person through the use of digital technologies, including, but not limited to, email, blogs, social networking websites (e.g. MySpace, Facebook, etc.) chat rooms, texts, and instant messaging  The use of cameras or camera phones to take embarrassing photographs of students or school employees and posting them online  Sending abusive or threatening text messages or instant messages  Using websites to circulate gossip and rumors to other students
  • 18.  Any teacher or other school employee who has reliable information that would lead a reasonable person to suspect that someone is a target of bullying shall immediately report it to the school principal or designee.
  • 19. 1. Investigate Upon receipt of any report of bullying, schools will direct an immediate investigation involving appropriate personnel. This investigation may include interviewing the alleged perpetrator(s) and victim(s), identified witnesses, teacher(s), staff, review of video surveillance, etc. Furthermore, school police, school counselors, school social workers and/or other support staff may be utilized for their expertise as determined by the circumstances of the matter. 2. Notify At some appropriate time during or after the investigation, parents/guardians of the accused and the victim must be notified. If the incident involves an injury or similar situation, appropriate medical attention should be provided and the parent/guardian should be notified immediately.
  • 20. 3. Discipline Upon confirming that bullying has occurred, the accused student should be charged with bullying and given an age- appropriate consequence which shall include, at minimum and without limitation, disciplinary action or counseling as appropriate under the circumstances. Students in grades six through twelve found to have committed the offense of bullying for the third time in a school year shall be assigned to an alternative school. Schools should clearly communicate to all parties that retaliation following a report of bullying is strictly prohibited and may result in strong penalties. 4. Follow Up Take care of the needs of the accused and the victim through a planned method of after-care and follow up. Reiterate to all the previously stated prohibition on retaliation.
  • 21.  Grades 6 - 12 – Students found in violation of a third offense of bullying in a school year are required to be assigned to the alternative school through the panel process.  Each local board of education shall establish and publish in its local board policy a method to notify the parent, guardian, or other person who has control or charge of a student upon a finding by a school administrator that such student has committed an offense of bullying or is a victim of bullying
  • 22.  Victim  Bully – the ringleader  Assistant Bullies – those that join in  Reinforcers – provide an audience, may laugh and encourage the bully  Outsiders – stay away and don’t take sides  Defenders (Heroes) – step up and stick up
  • 23.  Research has repeatedly shown that in order to reduce bullying, the culture of the school must change  The bully will only keep bullying as long as there is an audience and it is cool to bully.
  • 24. What is required to reduce bullying in schools is nothing less than a change in the school climate and in norms for behavior. This requires a comprehensive, school-wide effort involving the entire school community.
  • 25.  Approaches that simply crack down on individual bullies are seldom effective.  However, when there is a schoolwide or districtwide commitment to end bullying, bullying can be reduced by up to 50%.
  • 26.   Richards Middle School utilizes a range of activities to recognize, celebrate, and reward positive behavior at the classroom and school level.
  • 27. Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes. More than 19,000 U.S. schools are implementing PBIS and saving countless instructional hours otherwise lost to discipline.
  • 28. The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of behavior analysis to develop school-wide, targeted and individualized interventions and supports to improve school climate for all students. (OSEP Technical Assistance Center on Positive Behavior Interventions & Supports, 2009)
  • 29.  2010 - 2011, Richards became a "Trained" PBIS School (Like earning a Bronze Medal)  2011 - 2012, Richards became an "Emergent" PBIS School (Like earning a Silver Medal)  2012 - 2013, Richards became an "Operational" PBIS School (Like earning a Gold Medal)Trained, Emergent, and Operational are Georgia PBIS levels.
  • 30. Advisement Program (Counselors) PBIS Team Data-driven decisions Check-In Check-Out PBIS Events
  • 31. PBIS Referral
  • 32.  Facebook  Twitter  Social Media  Ball Park  Gym  Grocery Store  Home & Car
  • 33.   Counseling Program
  • 34.   RMS Counselors
  • 35. *Activities that meet the students’ immediate needs and concerns. *This service is available to all students and often initiated through self-referral.
  • 36.  Short term, in nature  Helps students who express difficulties dealing with relationships, personal concerns, or normal developmental tasks.  Helps students identify problems, causes, alternatives and possible consequences of behavior.  Not therapy. When necessary, referrals made to appropriate community resources.
  • 37.  Advisement  Mentoring  Peer Mediation  No Place for Hate
  • 38.  27 8th grade students (applied/selected in Spring 2013  Participate in 8 weeks of Leadership Training (Topics: leadership skills, communication skills, diversity, advocacy, decision making)  Participate in these activities throughout the school year: o Peer Mediation o Classroom Helpers o Leaders of No Place For Hate Club o New Student Ambassadors o Peer Tutoring/Mentoring o Great Days of Service, Red Ribbon Week, 5th Grade Articulation, Career Day, and other school-wide activities
  • 39. School-wide anti-bullying initiative which proactively teaches anti-bullying behaviors Each Friday, a lesson or broadcast is provided to stimulate conversation about positive student behavior
  • 40.  Bullying  Gossip  Tolerance/Diversity  Kindness towards others  Conflict Resolution Skills  Respect for Self  Respect for Others
  • 41. County Mentoring Girl County Mentoring Pilot Central HS Peer Leaders
  • 42.  The techniques of conflict resolution and peer mediation are used to help students learn how to make changes in the way they get along with others.  Select 8th Grade Peer Leaders are trained with a problem-solving process to use with fellow students who are in conflict with each other.
  • 43.  The Peer Mediation process helps clarify the nature of the dispute between two students.  Trained Peer Mediators help the two disputants identify a solution that is satisfactory to both.  Students become active in a problem-solving process and assume greater responsibility for their own problems.  Students learn to share ideas and feelings more openly and directly with each other.
  • 44. RMS is participating in a school wide initiative which empowers students to advocate for their right to a safe and bully-free school environment. No Place For Hate embraces the idea that students will respect themselves and others, regardless of their differences.
  • 45.  NPFH/Bullying Pledge  NPFH Wrist Bands  NPFH Show during Advisement  NPFH Club  NPFH T-Shirts