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2009 Transportation Conference

Judi Sipowicz, Director of Coordinated School Health Programs, Maine Department of Education

Lauren Sterling, Governor’s Children’s Cabinet and Maine Department of Education

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Maine’s LD 564 Applies To Your

“Classroom on Wheels”

School administrative units shall establish or modify policies and procedures

to address bullying, harassment, and sexual harassment in a manner

consistent with the sample policy

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When Does A Bullying Policy Apply?

• While students are transported to or from school or school-sponsored activities or events

• At school• On school grounds• At any school-sponsored activity or event• At any other time or place that substantially disrupts the instructional program, operations of the school, or welfare of students.

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Laws Addressing School Liability

• Statutory Liability = Harassment, discrimination, Title IX, Maine Human Rights Act, Title VII, LD564.

• Common Law Liability = If we know or have reason to know, we MUST take PROMPT, effective remedial action!

• Human Rights Amendment = School have responsibility to correct negative climate imposed on gay, lesbian, bisexual, transgender, or questioning (GLBTQ) youth “real” or “perceived.”

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Discrimination, Harassment, Hazing (DHH)

• Bullying can overlap with DHH– Discrimination = on the basis of race, national

origin, religion, disability, sexual orientation

– Sexual Harassment = discrimination based on sex/gender

– Hazing = any act or situation, that recklessly or intentionally endangers mental or physical health

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Maine’s Best Practices in Bullying

and Harassment Prevention A Guide for Schools and Communities

Maine Governors Children’s Cabinet 2006

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School Board Support

Needed

…The Board does not condone and will take action in response to conduct that interferes with students’ opportunity to learn, the educational mission of the … schools, and the operation of the schools….

Excerpt from the sample policy

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What Is Bullying?

“Bullying” means any physical act or gesture or any verbally, written, or electronically

communicated expression

that a reasonable person

should expect will have

the effect of…

Excerpt from the Maine School Management Model Policy

regarding bullying/harassment

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Bullying Is…

• Physically harming a student or damaging a student’s property

• Placing a student in reasonable

fear of physical harm or

damage to his or her property

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Bullying Is…-continued-

• Substantially disrupting the instructional program or the orderly operations of the school

• Severe, persistent, or pervasive that creates an intimidating, hostile educational environment for the student who is bullied

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DEFINE TERMS

Hostile (malicious, unfriendly, antagonistic)

Joke (when is a joke not a joke? When it is at another person’s expense.)

Abuse (overpowering another person … inappropriate use of power)

Superiority (an attitude of “big me…little you”)

Stereotype (reaching conclusions about individuals by “labeling”)

Demographics (judging based on where you live)Ethnocentric – (one ethnic group is at “the center of the universe”)

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Bullying Takes Many FormsDirect:• Physical• Verbal• Nonverbal• Cyber-bullying

Indirect:• Exclusion• Rumors• Cyber-bullying• Indirect hate speech,

stereotyping, demeaning comments

Some forms of peer aggression are bullying; some are harassment prohibited under other Maine and Federal law, and should be treated as such.

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Who Gets Bullied?

• Students who are socially excluded, disabled, “different” in any way, or who are not valued by peers or adults are more likely to be bullied.

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Why Stop Bullying?

• Students who don’t feel safe can’t learn.

• Targets of bullying are more likely to become depressed.

• Youth who bully are more likely to grow into adult criminals.

• Youth who bully and later spousal abuse have a connection.

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What Data Tells Us About Student Behavior

• Out of 644 schools reporting, there were 9,754 student prohibitive behavior incidents during the 2006-2007 school year

• 6,015 offenders were responsible for the 9,432 incidents (average of 1.6 per offender)

• 1,170 students were removed from school (6.0

students per 1000) for prohibitive behaviors in 2006/2007 school year

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Middle school survey 2006:

39%

78%

0%

20%

40%

60%

80%

100%

Teachers do not intervenewhen they see me being bullied

all students

students whosaid they feelunsafe at school

460 students

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Middle school survey 2006:

30%

47%

0%

20%

40%

60%

80%

100%

I would not tell a teacher ifI was bullied

all students

students whosaid they feelunsafe atschool

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Middle school survey 2006:

9%

45%

0%

20%

40%

60%

80%

100%

I have positive relationships withno staff

all students

students whosaid they feelunsafe atschool

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Race

Religion

SexualOrientation

Ethnicity

Disability

Maine: FBI Hate Crime Statistics, 2004In 2004 there was a total of 68 reported incidents

35%

10%

51%

3% 0%

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• 75.4% of students heard derogatory remarks such as “faggot” or “dyke” frequently or often at school.

• 89.2% reported hearing “that’s so gay” or “you’re so gay” – meaning stupid or worthless – frequently or often.

• 41.7% of GLBTQ youth report that they do not feel safe in their school.

• 28% of gay teens drop out annually, three times the national average.

National Surveys Show

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What Happens AfterBullying Is Reported?

• Review of reports and investigation of bullying incidents

• Intervention with and/or discipline of students who engage in bullying

• Support for students who are victims of bullying

• Periodic evaluation of bullying prevention, intervention, and training efforts

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Cross-Systems Preventionand

Coordinated School Health Programs

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Our Shared Desired Outcome

All Maine students attend school

and can learn feeling that schools are safe, healthy, fair and responsive.

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Coordinated School Health ProgramsThe Eight Components

Healthy and Safe School Environment

Healthy and Safe School Environment

HealthPromotion

for Staff

HealthPromotion

for Staff

Physical EducationPhysical EducationHealth EducationHealth Education

Health ServicesHealth Services

Counseling, Psychological, and

Social Services

Counseling, Psychological, and

Social Services

NutritionServicesNutritionServices

Family and Community Involvement

Family and Community Involvement

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Coordinated School Health Programs

• School Climate- A school atmosphere supported by programs and policies that nurture positive behavior , assure safety, and promote a feeling of belonging and respect for all students, staff, and their families

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In a Nutshell

Coordinated School Health Programs (CSHP) Requires: • Administrative support• A Coordinator• A collaborative team approach• Strong school/community links• Adequate time and funding• Professional Development• Communication of Policies and Implementation

Plans

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Cross Systems PreventionEight Critical ElementsIn Each School System

1. Conduct an initial assessment of policy, procedures, and student and staff perceptions of school climate, culture, and behavior.

2. Establish and support an internal school leadership team including the principal and high-level administrators as key advocates and participants.

3. Provide opportunities for involvement of parents and community.

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Eight Critical Elements -continued-

4. Share and interpret assessment findings.

5. Develop a comprehensive school plan and choose training and technical assistance approaches based on issues identified through the assessment. The plan must include meaningful youth involvement.

6. Establish and implement procedures based on policies that assure safe, fair, responsive schools.

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Eight Critical Elements-continued-

7. Provide ongoing training for all staff and the necessary technical assistance to support and institutionalize a sustained school-wide effort.

8. Conduct ongoing evaluation to assess progress, achievements, and to provide feedback for adjustments to the school plan.

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So What’s a Driver To Do?

• Intervene in the moment as safety allows

• Let the victim of the behavior know you heard/saw it and will report it.

• Inform the appropriate school staff about the incident

• Have a representative on the district School Health Leadership Team

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Collaborate With Administration

• Meet with building principals– Share your support of the Bullying, Harassment,

Hazing District Policy

• Get clarification on the use existing reporting methods and consistently use this method -or-

• Share a method and discuss implementation

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Have a Plan!

• Consistent message– Bullying, Harassment, Hazing are not

tolerated.

• Consistent consequences– All events will be addressed.

• Consistent follow-through– Students can count on the appropriate people

being informed of the incident.

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Consistency Is Key!

• Consistent staff interventions in ALL school settings with:

• Hate speech

• Indirect harassment

• Peer aggression

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Action Planning• Acquaint yourself with the district’s Bullying, Harassment,

Hazing Prevention Policy

• Find out if your district has a School Health Leadership Team, Wellness Team, etc… and ask to have a representative

• All Bus Drivers meet with the Superintendent and Transportation Director to discuss:

– Professional Development in this area

– Developing a consistent and coordinated approach to dealing with bullying/harassment

• Focus on:

– Improved communication and coordination with school staff ( i.e. building principals, duty teachers)

– Consistent policy implementation plan

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THANK YOU!