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

2 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

3 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.

4 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.”

5 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

6 Maine’s Best Practices in Bullying and Harassment Prevention A Guide for Schools and Communities Maine Governors Children’s Cabinet 2006

7 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

8 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

9 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

10 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

11 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”)

12 Bullying Takes Many Forms Direct: 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.

13 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.

14 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.

15 What Data Tells Us About Student Behavior Out of 644 schools reporting, there were 9,754 student prohibitive behavior incidents during the 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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% 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

21 What Happens After Bullying 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

22 Cross-Systems Prevention and Coordinated School Health Programs

23 Our Shared Desired Outcome All Maine students attend school and can learn feeling that schools are safe, healthy, fair and responsive.

24 Coordinated School Health Programs The Eight Components Healthy and Safe School Environment Health Promotion for Staff Health Promotion for Staff Physical Education Health Education Health Services Counseling, Psychological, and Social Services Nutrition Services Nutrition Services Family and Community Involvement

25 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

26 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

27 Cross Systems Prevention Eight Critical Elements In 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.

28 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.

29 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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31 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

32 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

33 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.

34 Consistency Is Key! Consistent staff interventions in ALL school settings with: Hate speech Indirect harassment Peer aggression

35 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

36 THANK YOU!