November 10, 2010

To all Reviewers:

Attached is the initial draft of Watertown’s Anti-bullying Plan. Thank you in advance for
reading it and getting back to us with your comments, corrections, additions, critiques.
We need your input to make sure the document addresses all the issues!

You will notice some symbols and differing type face which are explained below.

***
indicates information is missing. In most cases, this has been requested of the
appropriate group. However, if you have the information, please insert it.

Bold Italic font

indicates that the text came directly from the model plan. This text can be
modified to more accurately fit Watertown’s Plan. However, it seemed important
to note which language had already been provided by DESE for school districts.
In the final draft, this will be removed and the entire document will have the same
font.

Appendix A through H
The actual materials which will appear in the Appendices have not been
distributed with this draft. However, a list of the proposed Appendices appears at
the end of the document. With the final draft, each Appendix will be filled with its
proper materials to assist DESE and the public in understanding fully certain
topics, groups, individuals mentioned in the Plan.

Please send feedback by November 16th for Section V (Reporting procedures) to Jason
DelPorto at jdelporto@watertown.k12.ma.us
For all other sections, please send feedback by November 16th to Barbara Gortych at
bgortych@watertown.k12.ma.us.

Thanks in advance for your help in reviewing Watertown’s Plan.

Happy Reading!

Barbara Gortych, Coordinator of Assessment & Guidance

Jason DelPorto, Assist. Principal, Watertown Middle School

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 Watertown Public Schools

Bullying Prevention and Intervention Plan

December 2010

2
Introduction to the Plan

In compliance with MGL.c.71§370, the Watertown Public Schools has created this
Bullying Prevention and Intervention Plan.

This plan is rooted in the belief that bullying prevention involves a multi-layered
approach to 1) create a welcoming community, 2) raise awareness of aspects of
community and school culture which support bullying behaviors, 3) provide educational
opportunities for the community, for parents, for all school staff, and for students, 4)
provide clear policies and guidelines for behavior to all the above groups, and 5) devise
protocols and action plans to deal with both the disciplinary and the therapeutic response
of the school to bullying behaviors. We believe that involvement of not only community
members, but community groups, as well as school personnel, students and parents, in a
cohesive and all inclusive effort to raise awareness to the issues contributing to bullying
will be the most effective way to create an environment where these issues eventually
become a less destructive force in our town.

Introduction to the Watertown

Watertown is a community of about 34,000 residents, living in 4.5 square miles. It is

noted for its role in American Revolution, its rich cultural heritage, diversity of language,
and strong community spirit. Originally agricultural, then a manufacturing center,
Watertown is now a middle class community with diversified services in manufacturing,
retail trade, health, education and other professional areas. It is located just 4 miles
northwest of Boston. The community represents a rich diversity in its ethnic heritage with
29 % of students speaking English as a second language.

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THE PLAN

I. LEADERSHIP

A. Public Involvement in Developing the Plan

(Establish partnerships with community agencies)

Watertown Public Schools has involved a wide variety of groups, both school and
community-based, in the development of this Plan.

Steering Committee
A steering committee, Peaceful Community, Peaceful Schools Advisory, was formed in
October 2010, composed of school and community members to begin planning.

The Advisory Committee operates under the auspices of Jean Fitzgerald, Ph.D., Assistant
Superintendent and will continue to meet as a standing committee to review and revise as
the plan is implemented. The group is chaired by Barbara Gortych, Ph.D., Coordinator of
Assessment and Guidance, k-12 and by Jason Del Porto, Assist. Principal, Watertown
Middle School

Members of this committee include:

Jeannette Belcher-Schepis, PTO President, Hosmer School

Peter Centola, Watertown Recreation Director
Mena Ciarlone, Coordinator of Elementary Curriculum,
Watertown Public Schools
Cindy Crimmin, Principal, Cunniff Elementary, Watertown Public
Schools
David Downes, Watertown Educational Foundation
Laura Kurman, MA, LMFI, Wayside Youth and Family Support Network
Mike Lehif, Athletic Director, Watertown Public Schools
Duffy Peet, Interning Minister, Unitarian Church, Watertown Public Schools
Beckett Rhodes, ***, Wayside Youth and Family Support Network
Marilyn Salvas, Information Systems Specialist, Watertown Public Schools
David Sampson, Sgt., Watertown Police
Stephanie Sunderland-Ramsey, ***, Wayside Youth and Family Support
Network
Ken Swift, Watertown High School SRO, Watertown Police
2 Students from Peer Leadership Group

Possible other members:

Faith-based groups

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This Advisory Committee has been working with the Superintendent, Assistant
Superintendant, and Principals to assign different aspects of the plan development to
appropriate people.

In particular, the committee worked to develop a general plan for 1) reporting behaviors
in school and 2) planning tiers of community and parent education in the form of a
speaker series, and 3) for developing a theme and “tag line” for the anti-bullying
activities.

Special Note about Wayside Youth and Family Support Network, Watertown
In addition to this oversight committee, Watertown Schools also has had a working
relationship for many years with Wayside Youth and Family Support Network in the
town. This year the district, in conjunction with Wayside, was awarded a GRAA grant (of
one million dollars over three years) to address **** and issues related to bullying
(*****). The program sponsored by this grant will be called Watertown Healthy Youth
(WHY).

Wayside Youth Guidance also has provided leadership around adolescent issues in the
Watertown via the annual Report on the Well-being of Watertown Youth (see Appendix
A) which documents the results of the 2009 Watertown Youth Risk Behavior Survey and
Youth Needs Assessment, released in August 2010. This is the eleventh year that the
survey has undertaken in conjunction with the Watertown Youth Coalition and Wayside.

B. Assessing Needs and Resources

At present, Watertown Public Schools maintains a wide variety of very effective

programming which is helpful to students and parents involved in bullying incidents, as
either targets or aggressors. These are detailed below.

(Assess the adequacy of current programs)

(Assess available resources including curricula, training, and behavioral health
services)

Elementary
At the elementary level, the four principals (Ann Hardiman and William McCarthy of the
Hosmer, Dari Donovan of the Lowell, and Cindy Crimin of the Cunniff) met last spring
and chose “Caring Schools, Caring Communities” as the Anti-bullying curriculum they
would use in the fall 2010. All elementary faculty underwent training on September,
2010. The program went into immediate use. It provides for a weekly lesson in each
classroom delivered by the teacher with daily check-ins.

Middle School
At the Middle School level, last year (in the 2009-2010), the Middle School, under the
direction of Principal Kimo Carter and Asst. Principal Jason DelPorto, chose to use the
“Get Real Program” as an anti-bullying curriculum. This program provides a film and

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guided discussion initially, with follow-up discussions throughout the year. Its use was
seen as very successful in the last school year and it will continue to be used this year.

High School
At the High School, a group led by Associate Headmaster, Annemarie Boudreau,
attended an anti-bullying workshop in the fall of 2010 and worked on a curriculum
selection. They chose ***** which will be implemented in January, 2010.
****describe

(Review current policies and procedures)

(Revise and develop policies and procedures)

Current Steps in Developing Anti-bullying Resources, Policies, and Procedures

In August, the Watertown School Board rewrote the Student-To-Student

Harassment/Bullying Policy (see Appendix B). It was posted and went through a period
of public review after which it was approved by the school board.

Also in August, all five principal reviewed their Student Handbooks to update them in
regard to clarity around bullying policies (See Appendix C).

In October, a subgroup of the PCPSA, made up of a variety of community members and

school personnel, worked on clarifying and refining the reporting policies for the district
and their implementation electronically. The actual policies which were developed will
be described later in this Plan under Section V.

Review of available data on bullying and behavioral incidents

(Review available data on bullying and behavioral incidents)

The data from the 2009 Watertown Youth Risk Behavior Survey (released in August
2010) included a focus on bullying. The definition of bullying in that survey was as
follows:

“When 1 or more students tease, threaten, spread rumors about, hit, shove, or hurt
another student over and over again. It is not bullying when 2 students of about
the same strength or power argue or fight or tease each other in a friendly
way….This includes physical, verbal, over the internet, through texting, voice
mail, damaging belongings, stealing and spreading rumors.”

For Watertown High School students, the three main conclusions from the bullying data
in this survey appear below.

1. “26.4 % report peer pressure/bullying as their greatest challenge, up slightly

from 24% in 2007.”
2. “33.6% reported ever having been bullied or harassed, up slightly from 31.1%
in 2008.”

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 3. “Students who reported being bullied or harassed also reported more drug use,
higher rates of depression and sociality, having sex, carrying a weapon in the
past 30 days, and more use of diet pills to lose weight in the past 30 days.”

For Watertown Middle School Students, the three main conclusions from the bullying
data in this survey appear below.

1. “36.1 % report peer pressure/bullying as their greates challenge, up

soignificantly from 28.5% in 2007.”
2. “41.3% reported ever having been bullied, up significantly from 32.5% in
2008.”
3. “Students who reported being bullied were also shown to be at higher risk for
smoking cigarettes, dringking alcohol, suicidality, riding in a car with a driver
who had been drinking, and being in physical fights.”

As part of their cooperative work with Watertown on the GRAA Grant, Wayside plans to
do another survey at the beginning of 2011 with a focus on how students, parents and
faculty/staff view the climate in schools to provide updated information.

More? On data kept on suspensions, etc?***

C. Planning & Oversight

(Modified Model:)

Various aspects of this Plan will be overseen by different individuals or group. These
are listed briefly below. However, their roles and functions will be further described
throughout this document.

1. Principal -- receiving reports on bullying.

2. Principal or designee – collecting and analyzing building- and/or school-wide

data on bullying to assess the present problem and to measure improved
outcomes.

3. Advisory Committee in conjunction with Marilyn Salvas, Information Systems

Specialist, and principals -- creating a process for recording and tracking
incident reports, and for accessing information related to targets and
aggressors.

4. Coordinators of Advisory Committee -- planning for the ongoing professional

development that is required by the law.

5. Principals and individual school triage*** groups – planning supports that

respond to the needs of targets and aggressors.

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 6. Principals w/ faculty/staff - choosing and implementing the curricula that the
school or district will use.

7. Asst. Superintendant, School Board, Principals, with community review –

developing new or revising current policies and protocols under the Plan,
including an internet Safety Policy, and designating key staff to be in charge of
implementation of them.

8. Assist. Superintendant and Principals –amending student and staff handbooks

and codes of conduct.

9. Coordinators of Advisory Committee -- leading the parent or family

engagement efforts and drafting parent information materials.

10. Advisory Committee, in conjunction with feedback from schools, parents and
communities -- reviewing and updating the Plan each year, or more frequently.

D. Developing Priority Statements

(From the model Plan :)

The district expects that all members of the school community will treat each other
in a civil manner and with respect for differences.

The district is committed to providing all students with a safe learning environment
that is free from bullying and cyberbullying. This commitment is an integral part of
our comprehensive efforts to promote learning, and to prevent and eliminate all
forms of bullying and other harmful and disruptive behavior that can impede the
learning process.

We understand that members of certain student groups, such as students with

disabilities, students who are gay, lesbian, bisexual, or transgender and homeless
students may be more vulnerable to becoming targets of bullying, harassment, or
teasing. The school or district will take specific steps to create a safe, supportive
environment for vulnerable populations in the school community, and provide all
students with the skills, knowledge, and strategies to prevent or respond to bullying,
harassment, or teasing.

We will not tolerate any unlawful or disruptive behavior, including any form of
bullying, cyberbullying, or retaliation, in our school building, on school grounds,
or in school-related activities. We will investigate promptly all reports and
complaints of bullying, cyberbullying, and retaliation, and take prompt action to
end that behavior and restore the target’s sense of safety. We will support this
commitment in all aspects of our school community, including curricula,
instructional programs, staff development, extracurricular activities, and parent or
guardian involvement.

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The Bullying Prevention and Intervention Plan (“Plan”) is a comprehensive
approach to addressing bullying and cyberbullying, and the school or district is
committed to working with students, staff, families, law enforcement agencies, and
the community to prevent issues of violence. In consultation with these
constituencies, we have established this Plan for preventing, intervening and
responding to incidents of bullying, cyberbullying, and retaliation. The principal is
responsible for the implementation and oversight of The Plan.

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II. Training and Professional Development

(From the Model Plan:)

A. Annual Staff Training on the Plan

Annual training for all school staff on the Plan will include staff duties under the
Plan, an overview of the steps that the principal or designee will follow upon receipt of
a report of bullying or retaliation, and an overview of the bullying prevention curricula
to be offered at all grades throughout the school or district. Staff members hired after
the start of the school year are required to participate in school-based training during
the school year in which they are hired unless they can demonstrate participation in an
acceptable and comparable program within the last two years.

B. Ongoing Professional Development

The goal of professional development is to establish a common understanding of tools

necessary for staff to create a school climate that promotes safety, civil communication,
and respect for differences. Professional development will build the skills of staff
members to prevent, identify, and respond to bullying. As required by M.G.L.c. 71§370,
the content of school-wide and district-wide professional development will be informed
by research and will include information on:

i. developmental (or age-)appropriate strategies to prevent

bullying;
ii. developmentally (or age-) appropriate strategies for
immediate effective interventions to stop bullying incidents;
iii. information regarding the complex interaction and power
differential that can take place between and among an
aggressor, target and witnesses to the bullying;
iv. research findings on bullying, including information about
specific categories of students who have been shown to be
particularly at risk for bullying in the school environment;
v. information on the incidence and nature of cyberbullying;
and
vi. internet safety issues as they relate to cyberbullying.

Professional development will also address ways to prevent and respond to bullying or
retaliation for students with disabilities that must be considered when developing
students Individualized Education Programs (IEPs). This will include a particular
focus on the needs of students with autism or students whose disability affects social
skills development.

Additional areas identified by the school or district for professional development

include:
Promoting and modeling the use of respectful language;

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 Fostering an understanding of and respect for diversity and difference
Building relationships and communicating with families
Constructively managing classroom behaviors
Using positive behavioral intervention strategies
Applying constructive disciplinary practice, teaching students skills,
including positive communication, anger management and
empathy for others;
Engaging students in school or classroom planning and decision-
making, and maintaining a safe and caring classroom for all
students.

C. Written notice to staff

The school or district will provide all staff with an annual written notice of the
Plan by publishing information about it, including sections related to staff
duties, in the school and district employee handbook and the code of conduct.

D. Training in Watertown

1. Summer, 2010

A number of administrators attended MARC (Massachusetts Aggression

Reduction Center, Bridgewater State College) sponsored training around
the new law.

2. August, 2010

A complete review of the law was presented to a meeting of the principals

in August of 2010. Also present at this meeting as a resource, was a
member of the Watertown Police, *** Dave Sampson. As part of this
meeting, there was rich discussion about implementation of the plan.

In August 2010, the Assistant Superintendant, Dr. Jean Fitzgerald, guided

principals through an understanding of the law and its implications for
student handbooks. As a result, student handbooks for schools at all levels
were revised so that their policies were in agreement with the
requirements of the new law.

3. September 2010

As part of a Professional Development Day, all Middle and High School

staff attended a presentation on the new law led by the Kimo Carter,
Middle School Principal, Steve Watson, High School Principal, and
Barbara Gortych, Coordinator of Assessment and Guidance.

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On the same day as the above referenced training, the staff from the
elementary schools participated in training in the new anti-bullying
curriculum “Caring Schools, Caring Communities” with professional
trainers from that program.

4. September 2010– June 2011 Professional Development Offering

As part of the grant received by the school district and Wayside Youth
Guidance, a course is being offered as part of the district’s PD offerings.
The course is entitled: Creating and Promoting a Welcoming and
Sustaining School Culture. Its aim is move the participants through
training in creating welcoming school environments from September
through March. This training includes speakers from ****Then from
March through June, this group will develop a plan to offer this type of
training to the rest of the district for the 2011-2012 school year in every
school.

5. Announcement to Middle School Students and Parents in September

2010

In September, 2010, each class (6,7,8) attended an assembly in which the

new law and its implications were discussed. Similarly, parents attending
“Back to School Night” were also informed of the nature of the law and its
impact.

6. Letter for all parents before Jan 1, with copy to Faculty/Staff

A letter will be sent to all parents before January 1, 2011 informing them
of aspects of the new law and of the Plan which the District has created.
The purpose of this letter is to establish a partnership with parents around
implementation of the new law, to be sure that parents are not “blind-
sided” by the consequences of the new law in January, and to engage them
in process of dealing with these issues as a community

7. Assemblies?/Student education before Jan 1****

Will the principals address this?

8. Training for faculty/staff after Jan 1 (including bus drivers, custodians,

cafeteria staff, cab drivers, volunteers, secretaries, etc.)****

Dates: TBA

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Training:
1) Will be based on the MARC Training Manuals on how to
deal with bullying behavior in school
2) Will include education about the protocols developed for
reporting and dealing with targets and aggressors

Trainers: B. Gortych
J. DelPorto
others????***

9. Community/Teacher Training

December 15, 2010

Wayside and Watertown Schools, as part of the GRAA grant (WHY
Watertown Healthy Youth), will bring Michael Thompson (author of
Raising Cain**) to speak during the day to faculty/staff and in the
evening to address parents and members of the community around***

Spring 2011
In the spring, Wayside and Watertown Schools are planning to bring
another speaker to Watertown. At this stage of planning, we are
hoping to engage Michael Fowlin, a national known speaker (see
Appendix D), who presents specifically about diversity and bullying.
We have chosen him at the urging of students at the High School. We
are planning two presentations: one for the High School students and
one for staff, parents and community.

January-June 2011
The World in Watertown is “Watertown’s human rights group.” It
focuses the promotion and protection of non-discriminatory practices.
In the past, it has sponsored a number of programs including the
Martin Luther King Unity Breakfast, the Hate Crime Forum, and most
recently an effort to establish Watertown as a No Place for Hate
community. Members of this group are in the process of planning a
series of several events that will be coordinate with the Plan in
Watertown. Under discussion is a film/discussion series or the use of
local theatre facilities for skits, improvisations, etc. that address the
issues. These events would be open to parents, faculty/staff and the
larger community.

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10. Student Education

Curriculum
As mentioned earlier in this Plan, students will participate in
specialized curricula that are appropriate to their age and
developmental level and are integrated into their school day.

Elementary staff has been trained in and have been using since
September 2010 Caring Schools, Caring Communities.

The Middle School trained its staff and implemented the “Let’s Get
Real” curriculum in the 2009-2010 school year. It is using the same
program this year. Use of the curriculum this year began in the fall of
2010 and will continue throughout the year.

The High School ****

Other Presentations

The Elementary schools are planning to bring in T.I.G.E.R for the

spring at that level. This program ***

We are also hoping to bring Michael Fowlin to the High School in the
spring to deal with diversity issues. Dr. Fowlin’s presentation
combines his knowledge of psychology and his acting talent to
“promote an atmosphere of world-wide inclusion, not just tolerance
towards all people”. (See Appendix D)

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III. ACCESS TO RESOURCES AND SERVICES

A. Identifying Resources

Members of the Advisory Committee and staff have contributed to the

following list of resources.

Current Resources at each level (Elementary, Middle School and High

School) are identified below. These resources have been put in place to
assist students who are experiencing either emotional or behavioral
concerns. The wide variety of services are currently available to be
included in plans for students involved in bullying incidents, both as
aggressors and as targets.

Elementary

1) Guidance Counselors

All elementary schools are served by Guidance Counselor/s based full

time at each school. There is one Guidance Counselor at the Cunniff, one
at the Lowell, and there are two at the Hosmer School. Counselors at this
level work with students, teachers and parents around developmental
issues and school adjustment issues. They also participate in the
elementary curriculum “Caring Schools, Caring Communities”.

2) Extra Support for Students

Extra support for students is available at two schools (Lowell and Hosmer)
in the form of an “Opportunity Room. At the third elementary (Cunniff),
this type of service is addressed by a full-time Social worker who is
contracted from the Walker School.

3) Supplementary Services

In all three elementary schools, there are groups being run by the
Academy of Physical and Social Development (see Appendix H). These
groups deal with improving social skills and anger and behavior
management.

Middle School

1) Guidance Counselors

There are three full-time Guidance Counselors at the Middle School.

They are offer individual drop-in counseling services, peer mediation, and
social skills groups. They also assist on the Middle School Anti-bullying

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Curriculum “Let’s Get Real”. Guidance Counselors also are a key link in
the communication network between school and home.

2) ISP (Integrated Support Program)

The Middle School also provides the Integrated Services Program. This
program maintains a classroom for scheduled and unscheduled “respite
services” for students experiencing difficulty coping. Staff includes Social
Work Interns from the Academy of Physical and Social Development, a
part-time Social Worker (contracted from Colony Care Associates, a
private clinic), several aides and a coordinating special education teacher.
Also available as part of this program is a sub-separate classroom for
students with major issues around depression and anxiety.

Consulting to the ISP are Ken Barringer, Director of The Academy of

Physical and Social Development, Mike Ferullo, MSW, from Colony
Care Associates, and Arlene Shainker, Secondary Special Education
Coordinator. Also involved in the weekly staff meetings of this program
are the Asst. Principal Jason Del Porto and the Special Education Team
Chair, Penelope Giannokopoulos.

Services offered as part of ISP include individual school adjustment

counseling, respite, and specialized group work (focusing on dealing with
anger management, anxiety, and social skills).

3) Student Groups

The D Team
The D Team meets after school once a week and focuses on various events
happening around the world. For example, in February we organized a
bake sale to raise money for the Susan G. Komen for the cure as Feb is
breast cancer awareness month. This month we are organizing Mix It Up
At Lunch Day which is today, and International Stand Up to Bullying Day
which is Friday 11/19. The club is open to students in all three grades. It
is a safe place for students to meet who want to bring awareness to our
school in hopes to change the school culture. A large bulletin board
display by this group is visible near the entrance to the school, across from
the school office.

4) Antibullying Curriculum

For all grades (6, 7, 8), the Middle School is using the Anti-bullying
curriculum “Let’s Get Real. (See Appendix I for more information).

Additionally, curriculum in each grade also targets issues related to

bullying. In sixth grade the Health curriculum functions in this way. In

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seventh grade, there is a collaborative program with the Brown Center,
and in eighth grade, the Facing History and Ourselves curriculum is used.
***

5) Monitoring Group

Each week at the Middle School the SST (Student Services Team) meets
to review students who may appear to be encountering difficulty coping
with the purpose of making recommendations for additional supports. This
group is led by the Asst. Principal and includes Guidance staff, the part-
time ISP social worker, consultants working as part of ISP programs (Ken
Barringer, Director of the Academy of Physical and Social Development,
Michael Ferullo, Colony Care Associates), the nurse, ISP teacher and
teacher leader, and the Health teacher.

High School

1) Guidance Counselors

There are three full time and one part-time Guidance counselors at the
High School. They offer individual drop-in counseling services and
college selection support. Additionally, they meet with students around the
Naviance computer-based program which offers not only support for
college planning, but resources for personality and vocational assessment.

2) ISP (Integrated Support Program)

There is an ISP program at the High School which is similar to that at the
Middle School. An important part of this program is the CAP (Counseling
and Academic Support) program which allows students to sign up for one
period a day (and when necessary, more) of counseling and academic
support.

Also part of ISP are sub-separate classes for students with internalizing
(anxiety and depression) and externalizing symptoms (behavioral issues).

Counseling services around school adjustment are offered through a

number of staff: Nicole Camp, HS School Psychologist, Mike Ferullo,
MSW of Colony Care (Group work), Allyn Carey, MSW, a therapist with
the Academy and interns from the Academy.

3) Additional Counseling

Additional counseling is being offered at the High School by a half-time

counselor provided by Wayside Youth and Family Support Network and
funded by the aforementioned GRAA Grant (part of the WHY program).

17
This counselor is available for referrals of students who are encountering
problems coping in school and, as such, would also be available to
aggressors or targets.

4) Student Groups

Watertown Youth Coalition Peer Leaders.

The Watertown Youth Coalition Peer Leaders are a group of around 20
Watertown high school students who earn community service hours
working with coalition and community members to improve the health and
well being of Watertown’s young people. Peer leadership is a key part of
the Watertown Youth Coalition and is based on a youth empowerment
model in which students are trained as leaders and encouraged to become
active, vocal partners in the work of the Youth Coalition. (hope this is not
too wordy)

Ambassadors for Change

Ambassadors for Change is comprised of a group of students nominated
by both faculty and students with the goal of changing and improving the
school climate.

5) Anti-bullying Curriculum

The high school is in the process of selecting an anti-bullying curriculum

to be implemented in January of 2010.

6) Student Monitoring Groups

Each week at the High School the SST (Student Services Team) meets to
review regular education students who may appear to be encountering
difficulty coping and makes recommendations for additional supports.
This group is led by the Asst. Principal (Annemarie Boudreau) and
includes Guidance staff, the nurse, the vocational counselor (Mary Russo),
the High School Psychologist (Nicole Camp), Coordinator of Guidance k-
12 (Barbara Gortych), and the Secondary Special Education Coordinator
(Arlene Shainker).

Also meeting weekly at the High School is the Gatekeepers Group which
reviews each week students who are on IEPs who appear to need further
support for emotional/behavioral issues. As part of their meeting, they
process events and information and may make recommendations for
additional services for a student. This group is lead by Arlene Shainker,
Secondary Special Education Coordinator and also includes Barbara
Gortych, Coordinator of Assessment and Guidance, consultants working
as part of ISP programs (Ken Barringer, Director of the Academy,
Michael Ferullo, Colony Care), and Nicole Camp, School Psychologist.

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 7) Community Resources

a) Academy of Physical and Social Development

b) Wayside Youth and Family Support Network

c) Colony Care Associates

d) Watertown Boys and Girls Club

e) Juvenile Justice System

f) Watertown Education Collaborative

g) Project Alliance

h) Advocates Program

i) Government Agencies: DCF, DMR, DMH, Mass. Rehab.

e) More???? Suggestions????

B. Identifying Needs

1) There is a need for a coordinated list of resources for

counseling and support.
Guidance Counselors are currently assembling through the use
of a Google Doc, a list of resources available in the community
for students who may be targets or aggressors in bullying
situations.

2) There is a need to reach out to the ELL and LD families in the

district.
We need to involve ELL and LD teachers more in the Plan, to
establish resources in the community specific to culturally
diverse student population, in particular, for translation
services.

3) There is a need for more information and access to

government-sponsored resources.
Although all guidance counselors were trained last year in how
to access resources from the CSA (Rosie D funds). Information
about these resources should be reviewed

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 4) There is a need to provide principals with a booklet of
resources. These would include staff resources, consultation
resources, evaluation resources (Risk Assessments),
government resources for programming and funding, and
community therapeutic and support resources.

5) ???***Suggestions????

E. Students with Disabilities

(from the model plan: )

As required by M.G.L.c.71B§ 3, as amended by Chapter 92 of the Acts of

2010, when the IEP Team determines the student has a disability that
affects social skills development or the student may participate in or is
vulnerable to bullying, harassment, or teasing because of his/her
disability, the Team will consider what should be included in the IEP to
develop the student’s skills and proficiencies to avoid and respond to
bullying, harassment, or teasing.

In Watertown, this consideration will be part of the agenda for every Team
meeting, beginning in January 2010. It is anticipated that as we move
through the cycle of annual reviews and three year evaluations, eventually,
the IEPs of all special education students will have been adjusted to deal
specifically with this issue if it present for a specific student.

F. Referral to outside services

As mentioned earlier, a guide to resources, accompanied by suggested protocols

for use, will be prepared and distributed to all principals to assist in referrals to
outside services when necessary.

More?

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IV. ACADEMIC AND NON-ACADEMIC ACTIVITIES

(Modified Model Plan :)

A. Specific bullying prevention approaches

Watertown Public Schools will be using curricula designed for specific age groups
These are listed below:

Elementary: Caring Schools, Caring Communities (see Appendix E)

Middle School: Let’s Get Real (see Appendix F)
High School: *****

Please see Appendices for specific information about each curriculum.

In general, these curricula are informed by current research which, among other
things, emphasizes the following approaches:

Using scripts and role plays to develop skills

Empowering students to take action by knowing what to do when they witness
other students engaged in acts of bullying or retaliation, including
seeing adult assistance
Helping students understand the dynamics of bullying and cyberbullying,
including the underlying power imbalance
Emphasizing cybersafety, including safe and appropriate use of electronic
communication technologies
Enhancing students’ skills for engaging in healthy relationships and respectful
communications
Engaging students in a safe, supportive school environment that is respectful of
diversity and difference

Additionally, before January 1, 2011, a letter will be sent to parents (with a copy to all
teachers) informing them of the new Anti-bullying law and its impact upon families,
students and the schools.

Further, (before January 1, 2011?) individual schools will devise ways which are age-
appropriate to inform students of the nature of the law and Watertown’s Plan to
implement it. In particular, it will be important for students to understand 1) that the
scope of the school’s jurisdiction has been expanded in regard to bullying and
cyberbullying, 2) that there is a Plan which will be implemented to inform them about
how to deal with these issues, 3) that the Plan also will specify interventions to provide
discipline and new ways of coping to aggressors and support and safety plans for targets,
and 4) their parents and community groups are informed about this and supportive of
creating a safer school/community environment.

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V. PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND
RETALIATION

A. Reporting bullying or retaliation. Reports of bullying or retaliation may be

made by parents or guardians, students, staff members or other members
of the community, and may be made orally of written. Oral reports made
by or to staff members shall be recorded in writing on the specified district
reporting forms. A school or district staff member is required to report
immediately to the principal or designee any instance of bullying or
retaliation the staff member becomes aware of or witnesses. Reports
made by students, parents or guardians, or other individuals who are not
school or district staff members may be made anonymously using the
districts community reporting mechanism located on the Watertown Public
Schools website, the call in phone line**** or by mailing a letter to the
central office.

To support the community in reporting incidents The Watertown Public School

will:
a. include a copy of the districts reporting form in beginning of the year
packets to students, parents or guardians.
b. make the forms available in the school’s main office, the guidance
office, nurses office, central office and other locations determined
necessary by the administration.
c. post the Incident Report Form on the district’s website
d. make the Incident Report Forms available in the most prevalent
language(s) of origin of students and parents or guardians

At the beginning of each school year, The Watertown Public Schools will provide
the school community, including administrators, staff, students, and parents or
guardians, with written notice of its policies for reporting acts of bullying and
retaliation. A description of the reporting procedures and resources, including the
name and contact information of the principal or designee, will be incorporated
into each of the schools student/parent and on the Watertown Public Schools
website, and in the information about the plan that is made available to parents or
guardians.

1. Reporting by Watertown Public School staff

A staff member will report immediately to the principal or designee when he/she
witnesses or becomes aware of conduct that may be bullying or retaliation. Staff
members are expected to use the districts reporting form as a means of
communication but are not limited to this vehicle. Staff can use other means of
communicating the report if necessary. The requirement to report to the principal
or designee does not limit the authority of the staff member to respond to
behavioral or disciplinary incidents consistent with Watertown Public School
policies and procedures for behavior management and discipline.

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 2. Reporting by Students, Parents or Guardians, and others

The Watertown Public Schools expects students, parents or guardians, and other
who witness or become aware of an instance of bullying or retaliation involving a
student to report it to the principal or designee of that students school. Reports
may be made anonymously, but no disciplinary action will be taken against the
alleged aggressor solely on the basis of an anonymous report. Students, parents or
guardians, and others may request assistance from a staff member to complete a
written report. Students will be provided practical, safe, private and age-
appropriate ways to report and discuss an incident of bullying or retaliation with a
staff member, or with the principal or designee.

B. Responding to a report of bullying or retaliation.

1. Safety

Before fully investigating the allegations of bullying or retaliation, the principal

or designee will take steps to assess the need to restore a sense of safety to
the alleged target and/or to protect the alleged target from possible further
incidents. Responses to promote safety may include, but not be limited to,
creating a personal safety plan; pre-determined seating arrangements for the
target and/or the aggressor in the classroom, at lunch, or on the bus;
identifying a staff member who will act as a “safe person” for the target; and
altering the aggressor’s schedule and access to the target. The principal or
designee will take additional steps to promote safety during the course of
and after the investigation, as necessary.

The Principal or designee will implement appropriate strategies for protecting

from bullying or retaliation a student who has reported bullying or retaliation,
a student who has witnessed bullying or retaliation, a student who provides
information during an investigation, or a student who has reliable information
about a reported act of bullying or retaliation.

2. Obligation to Notify Others

a. Notice to parents or guardians. Upon determining that bullying or retaliation has

occurred, the principal or designee will promptly notify the parents or guardians of
the target and the aggressor of this, and of the procedures for responding to it. There
may be circumstances in which the principal or designee contact the parents or
guardians prior to any investigation. Notice will be consistent with state regulations
at 603 CMR 49.00

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b. Notice to Another School or District. If the reported incident involves students
from more than one school district, charter school, non-public school, approved
private special education day or residential school, or collaborative school, the
principal or designee first informed of the incident will promptly notify by telephone
the principal or designee of the other school(s) of the incident so that each school
may take appropriate action. All communication will be in accordance with state and
federal privacy laws and regulations, and 603 CMR 49.00.

c. Notice to Law Enforcement. At any point after receiving a report of bullying or

retaliation, including after an investigation, if the principal or designee has a
reasonable basis to believe that criminal charges may be pursued against the
aggressor, the principal or designee will notify the Watertown Police Department.
Notice will be consistent with the requirements of 603 CMR 49.00 and locally
established agreements with the local law enforcement agency. Also, if an incident
occurs on school grounds and involves a former student under the age of 21 who is
no longer enrolled in school, the principal or designee shall contact the Watertown
Police Department if he or she has a reasonable basis to believe that criminal charges
may be pursued against the aggressor.

In making this determination, the principal or designee will, consistent with the Plan
and with applicable school or district policies and procedures, consult with the
school resource officer, if any, and other individuals the principal or designee deems
appropriate.

C. Investigation. The principal or designee will investigate promptly all

reports of bullying or retaliation and, in doing so, will consider all available
information known, including the nature of the allegation(s) and the ages
of the students involved.

During the investigation the principal or designee will, among other things,
interview students, staff, witnesses, parents or guardians, and others as
necessary. The principal or designee (or whoever is conducting the
investigation) will remind the alleged aggressor, target, and witnesses that
retaliation is strictly prohibited and will result in disciplinary action.

Interviews may be conducted by the principal or designee, other staff

members, as determined by the principal or designee, and in consultation
with the schools counselor, as appropriate. To the extent practicable, and
given his/her obligation to investigate and address the matter, the principal
or designee will maintain confidentiality during the investigation process.
The principal or designee will maintain a written record of the
investigation.
D. Determinations. The principal or designee will make a determination
based upon all the facts and circumstances. If, after the investigation,

24
 bullying or retaliation is substantiated, the principal or designee will make
steps reasonably calculated to prevent recurrence and to ensure that the
target is not restricted in participating in school or in benefitting from
school activities. The principal or designee will:

a. determine what remedial action is required, if any.

b. determine what responsive actions and/or disciplinary action is

necessary.

Depending upon the circumstances, the principal or designee ma choose to

consult with the students’ teacher(s) and/or school counselor, and the targets’ or
the aggressors’ parents or guardians, to identify any underlying social or
emotional issue(s) that may have contributed to the bullying behavior and to
assess the level of need fro additional social skills development.

The principal or designee will promptly notify the parents or guardians of the
target and the aggressor about the results of the investigation and, if bullying or
retaliation is found, what action is being taken to prevent further acts of bullying
or retaliation. All notice to parents must comply with applicable state and federal
privacy laws and regulations. Because of the legal requirements regarding the
confidentiality of student records, the principal or designee cannot report specific
information to the target’s parents or guardian about the disciplinary action take
unless it involves a “stay away” order or other directives that the target must be
aware of in order to report violations.

E. Responses to Bullying. District plan to build student skills or strategy to

remediate or prevent further bullying.

1. Teaching Appropriate Behavior Through Skill-building

Upon the principal or designee determining that bullying or retaliation

has occurred, the law requires that the school or district use a range of
responses that balance the need for accountability with the need to
teach appropriate behavior. Skill building approaches that the principal
or designee may consider include:

a. Safety plan for aggressor (possible interventions)

i. Regular check-ins with guidance or counselor
ii. Remedial school-based classes/counseling
iii. Evaluations (as needed)
iv. Change of schedule to insulate from further aggression
v. Provide relevant educational projects/activities
vi. Implement a range of behavioral support/modification plans
to promote appropriate behavior

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 vii. Meeting with parents and guardians to engage parental
support and to reinforce the anti-bullying curricula and social
skills building activities at home

2. Taking Disciplinary Action

If the Principal or designee decides that disciplinary action is appropriate, the disciplinary
action will be determined on the basis of facts found by the principal or designee,
including the nature of the conduct, the age of the student(s) involved, and the need to
balance accountability with teaching of appropriate behavior. Discipline will be
consistent with the Plan and with the school’s or district’s code of conduct.

Discipline procedures for students with disabilities are governed by the federal
Individuals with Disabilities Education Improvements Act (IDEA), which should be read
in cooperation with state laws regarding student discipline.

If the principal or designee determines that a student knowingly made false allegations of
bullying or retaliation, that student may be subject to disciplinary action.

3. Promoting Safety for the Target and Others

The principal or designee will consider what adjustments , if any, are needed in the
school environment to enhance the target’s sense of safety and that of others as well. One
strategy that principals or designee may use is to increase adult supervision at transition
times and in locations where bullying is known to have occurred or is likely to occur.

Within a reasonable period of time following the determination and the ordering of
remedial and/or disciplinary action, the principal or designee will contact the target to
determine whether there has been a recurrence of the prohibited conduct and whether
additional supportive measures are needed. If so, the principal or designee will work with
appropriate school staff to implement them immediately.

26
Watertown Public Schools
BEHAVIORAL REFERRAL
REPORTING FLOW CHART

BEHAVIORAL INCIDENT

REPORT ORIGIN
ONLINE FORM/POLICE/PARENTS/STUDENT
ANONYMOUS/STAFF/OTHER

DOCUMENTATION DATABASE

REPORTED TO
SCHOOL PRINCIPAL/DESIGNEE

DOCUMENTATION

INVESTIGATION
(PARENT NOTFICATION)

BULLYING DECISION/ACTION

DATABASE

INTERVENTION/DISCIPLINE
PARENT/STAFF/STUDENT(S)/POLICE

DOCUMENTATION

SAFETY/INTERVENTION PLANS
AGRESSOR&TARGET
STUDENT/PARENTS/GUIDANCE/ADMIN

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VI. COLLABORATION WITH FAMILIES

(From the Model Plan:)

A. Parent Education and Resource

The district will offer education programs for parents and guardians that are focused
on the parental components of the anti-bullying curricula and any social competency
curricula used by the district or school. The programs will be offered in collaboration
with various community and school-related organizations.

B. Notification Requirements

Each year the district will inform parents or guardians of enrolled students about the
anti-bullying curricula that are being used. This notice will include information about
the dynamics of bullying, including cyberbullying and online safety. The school or
district will send parents written notice each year about the student-related sections of
the Plan and the school’s or district’s Internet safety policy (see Appendix B). All
notices and information made available to parents or guardians will be in hard copy
and electronic formats, and will be available in the language(s) most prevalent among
parents or guardians. The school or district will post the Plan and related information
on its website.

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VI. PROHIBITION AGAINST BULLYING AND RETALIATION

(from the Model Plan: )

Acts of bullying, which include cyberbullying, are prohibited:

1) on school grounds and property immediately adjacent to school grounds, at a

school-sponsored or school-related activity, function, or program whether on or
off school grounds, at a school bus stop, on a school bus or other vehicle
owned, leased or used by a school district or school; or through the use of
technology or an electronic device owned, leased, or used by a school district or
school, and

2) at a location, activity, function, or program that is not school-related through

the use of technology or an electronic device that is not owned, leased, or used
by a school district or school, if the acts create a hostile environment at school
for the target or witnesses, infringe on their rights at school, or materially and
substantially disrupt the education process or the orderly operation of a school.

Retaliation against a person who reports bullying, provides information during an

investigation of bullying, or witnesses or has reliable information about bullying is also
prohibited.

As stated in M.G. L. c.71§370, nothing in this Plan requires the district or school to
staff any non-school related activities, functions or programs.

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VIII. DEFINITIONS

Aggressor is a student who engages in bullying, cyberbullying, or retaliation.

Bullying, as defined in M.G.L. c. 71§370, is the repeated use by one or more students of
a written, verbal, or electronic expression or a physical act or gesture or any
combination thereof, directed at a target that:

i. causes physical or emotional harm to the target or damage

to the target’s property
ii. places the target in reasonable fear of harm to himself or
herself or of damage to his or her property
iii. creates a hostile environment at school for the target
iv. infringes on the rights of the target at school; or
v. materially and substantially disrupts the education process
or the orderly operation of a school

Cyberbullying, is bullying through the use of technology or electronic devices such as

telephones, cell phones, computers, and the Internet. It includes, but is not limited to,
email, instant messages, text messages, and Internet postings. See M.G.L. c. 71§ 370
for the legal definition of cyberbullying.

Hostile environment , as defined in M.G. L. c. 71 § 370, is a situation in which bullying

causes the school environment to be permeated with intimidation, ridicule, or insult
that is sufficiently severe or pervasive to alter the conditions of a student’s education.

Retaliation is any form of intimidation, reprisal, or harassment directed against a

student who reports bullying, provides information during an investigation or bullying,
or witnesses or has reliable information about bullying.

Staff includes, but is not limited to, educators, administrators, counselors, school
nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to
extracurricular activities, support staff, or paraprofessionals.

Target is a student against whom bullying, cyberbullying, or retaliation has been

perpetrated.

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IX. RELATIONSHIP TO OTHER LAWS

(from the Model Plan: )

Consistent with state and federal laws, and the policies of the school or district, no
person shall be discriminated against in admission to a public school or any town or in
obtaining the advantages, privilege and courses of study of such public school on
account of race, color, sex, religion, national origin, or sexual orientation. Nothing in
the Plan prevents the school or district from taking action to remediate discrimination
or harassment based on a person’s membership in a legally protected category under
local state, or federal law, or school or district policies

In addition, nothing in the Plan is designed or intended to limit the authority of the
school or district to take disciplinary action or other action under M.G.L. c.71§37H or
37H1/2 , other applicable laws, or local school or district policies in responses to
violent, harmful, or disruptive behavior, regardless of whether the Plan covers the
behavior.

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APPENDICES

A Report on the Well-Being of Watertown Youth, Results of the 2009 Watertown

Youth Risk Behavior Survey and Youth Needs Assessment
Prepared by the Watertown Youth Coalition, August 2010

B School Board Policies on Bullying and Internet use

C Bullying Policies from Student Handbooks of all schools in Watertown

D Information on speaker, Michael Fowlin

E Information on the Elementary Curriculum: Caring Schools, Caring

Communities”

F Information on the Middle School Curriculum: “Let’s Get Real”

G Information on the High School Curriculum:***

H Information on the Academy of Physical and Social Development

I Information on speaker, Michael Thompson

J Referral Form

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 Watertown Public Schools
Behavioral Referral Report
Name of target ____________________________________
Name of aggressor ____________________________________
Name of reporter ____________________________________
Witnesses (optional) ____________________________________
Date and time of incident ________________________________
Place of incident: School ________ Community _______ Electronic/Online
_______

Description/Type (check appropriate boxes)

Verbal Aggression: Intimidation:
Mocking, teasing, or using Excluding
sarcasm Tormenting
Intimidating Phone Calls Threatening gestures
Spreading rumors Ridicule
Threats
Making noises at someone

Physical Aggression: Sexual:

Pushing/Shoving Touching
Kicking Dirty jokes or language
Punching Unwanted flirting
Chasing Nicknames
Tripping Identity discrimination
Pinching
Spitting
Slapping
Invading personal space

Racial: Written:
Derogatory comments or names Threatening notes
about physical, behavioral, or Inappropriate drawing/notes
cultural differences

Other:
______________________________________________________________________________________
_

Additional info/context
______________________________________________________________________________________
______________________________________________________________________________________
______________

Follow up: ___ Referred to guidance, ___Referred to administration,

___ Teacher intervention, ___ Parent contact (when)
____________________________________
___ Mediation

33
 Notes___________________________________________________________________
_______
________________________________________________________________________
_______
________________________________________________________________________
_______
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___________________________________________________

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