Bullying Prevention and Intervention Plan

Watertown Public Schools

December 2010

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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 all students and staff feel
welcome and treated with respect and dignity.

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I. LEADERSHIP

A. Public Involvement in Developing the Plan

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

Advisory Committee
The Watertown Public Schools Bullying Prevention Advisory Committee, Peaceful
Community, Peaceful Schools Advisory, composed of school and community members,
was formed in October 2010.

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.

In addition to the leaders mentioned above, members of this committee include:

Jeannette Belcher-Schepis, PTO President, Hosmer Elementary School

Peter Centola, Watertown Recreation Director
Mena Ciarlone, Coordinator of Elementary Curriculum,
Watertown Public Schools
Ann Cox, Teacher, Hosmer School
Cindy Crimmin, Principal, Cunniff Elementary School, Watertown Public
Schools
David Downes, Watertown Educational Foundation
Laura Kurman, MA, LMFT, Wayside Youth and Family Support Network
Mike Lehif, Athletic Director, Watertown Public Schools
Duffy Peet, Interning Minister, Unitarian Church, Watertown
Beckett Rhodes, M.A., LMHC, Peer Leader Advisor, Wayside Youth Coalition,
Wayside Youth and Family Support Network
Marilyn Salvas, Information Systems Specialist, Watertown Public Schools
David Sampson, Sgt., Watertown Police Department
Stephanie Sunderland-Ramsey, Chairperson Watertown Youth Coalition, and
Program Coordinator, Wayside Youth and Family Support
Network
Ken Swift, Watertown High School SRO, Watertown Police Department
Sasha Grodsky, Watertown Youth Coalition Peer Leader/student, Watertown
High School
Sandra Hernandez, Watertown Youth Coalition Peer Leader/student Watertown
High School

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This Advisory Committee has been working with the Superintendent, Assistant
Superintendant, and Principals to develop a general plan for 1) reporting behaviors in
school and 2) planning tiers of community and parent education, and 3) for developing a
theme and “tag line” for the anti-bullying activities.

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 Grant to Reduce
Alcohol Abuse (one million dollars over three years) to reduce youth alcohol abuse in
Watertown. The Watertown Healthy Youth (WHY) project will greatly enhance efforts to
reduce underage alcohol use and will address the clear and concerning correlation
between high risk drinking behaviors and those who report being bullied. WHY will
work to reduce risks related to bullying and support youth with skills to overcome and
prevent bullying and related behaviors.

The Wayside Youth and Family Support Network also has provided leadership around
adolescent guidance issues in 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 been 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 evidence-based

programming which is helpful to students (and their families) involved in bullying
incidents, as either targets or aggressors. These are detailed below. For further
information, please see Appendices E, F, and G.

Elementary
At the elementary level, the four principals 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 in September, 2010. The program went into
immediate use. It provides for a weekly lesson in each classroom delivered by the
classroom teacher with daily check-ins.

Middle School
At the Middle School level, in the 2009-2010 school year, the Middle School, under the
direction of the Principal and Asst. Principal, chose to use the Let’s Get Real program as
an anti-bullying curriculum. This program provides a film and 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.

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High School
The High School will begin training in January 2010 to implement the Olweus Bullying
Prevention Program for the spring of 2010. The program will be incorporated into
curriculum in Health and Physical Education classes for all grades.

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

In August 2010, 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 six principals reviewed their Student Handbooks in order to update
them around bullying policies (See Appendix C).

In October, a subgroup of the Advisory committee, 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. At the same time, another
subgroup of the Advisory committee met to work on plans for speakers/educational
presentations as well as a name and tag line for the Bullying Prevention Plan.

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

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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 greatest challenge, up

significantly 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 to provide updated information in the spring of 2011 with a focus on
how students, parents and faculty/staff view the climate in schools.

Further, on an annual basis, the Watertown Public Schools will collect and analyze
building-specific data on the prevalence and characteristics of bullying (e.g., focusing on
identifying vulnerable populations and “hot spots” in school buildings, on school
grounds, or on school buses).

C. Planning & Oversight

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 behavioral incidents that could later be

determined to be 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 the district’s 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/training that is required by the law.

5. Principals and individual school triage groups – planning supports that respond to
the needs of targets and aggressors.

6. Principals w/ faculty/staff - choosing and implementing the curricula that the

school or district will use.

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 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. Superintendent and Assistant Superintendent in conjunction with the Advisory

Committee, with feedback from schools, parents and community -- reviewing and
updating the Plan each year, or more frequently, as needed.

D. Developing Priority Statements

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

Watertown Public Schools 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.

Watertown Public Schools understands that members of certain student groups, such
as students with disabilities, students who are gay, lesbian, bisexual, or transgender,
students who speak languages other than English or come from different cultures, and
homeless students may be more vulnerable to becoming targets of bullying,
harassment, or teasing. The district will take specific steps to create a safe, supportive
environment for vulnerable populations in the school community, and provide all
students and staff with the skills, knowledge, and strategies to prevent or respond to
bullying, harassment, or teasing.

Watertown Public Schools 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.

The Bullying Prevention and Intervention Plan (“the Plan”) is a comprehensive

approach to addressing bullying and cyberbullying, and the Watertown Public

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Schools 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

A. Annual Staff Training on the Plan

Annual training for all Watertown Public Schools staff 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 will be 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;
Fostering an understanding of and respect for diversity and difference
Building relationships and communicating with families
Constructively managing classroom behaviors

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 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.
Maintaining a safe and caring classroom for all students.

C. Written Notice to Staff

The district will provide all staff with an annual written notice of the Plan by publishing
information about it, including sections related to staff duties, on the Watertown Public
Schools website.

D. Training in Watertown

In anticipation of the requirements of the new anti-bullying legislation in Massachusetts,

Watertown Public Schools has been actively involved in seeking out and providing
training to staff since the early summer of 2010. Provided below is a record of previous
training and planned future training.

Training prior to December 1, 2010

.
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, Sergeant David 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.

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3. September 2010

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

staff attended a presentation on the new law by the Middle School
Principal, the High School Principal, and the Coordinator of Assessment
and Guidance.

On the same day as the above referenced training, the staff from the
elementary schools participated in training in the new Elementary 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 and
Family Support Network, 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 with expertise in working
with multicultural groups, a strength-based approach to teaching and
guidance of youth, understanding the social and emotional lives of
children, and appropriate interventions by adults as well as proven ways to
prevent and resolve behaviors associated with bullying. 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 grade (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.

Future proposed training after December 1, 2010

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 relevant 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

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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

Training:
Training will be based on the MARC (Massachusetts Aggression
Reduction Center) Training Manuals on how to deal with bullying
behavior in school. Specifically, it will include education about the
protocols developed for reporting and dealing with targets and
aggressors directly.

Trainers: B. Gortych
J. DelPorto
Others: TBA

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 and How to Raise Responsible Children) to speak during
the day to faculty/staff and in the evening to address parents and
members of the community around learning about the social lives o f
children and how we can help them survive and thrive in today’s
complex world. See Appendix H.

Spring 2011
In the spring, Wayside and Watertown Schools are planning to bring to
Watertown Michael Fowlin, a national known speaker (see Appendix
D), who presents specifically about diversity and bullying. He was
chosen at the urging of students at the High School. Two presentations
are planned: 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 on 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 and the Hate Crime Forum.
Members of this group are in the process of planning a series of
several events that will be coordinate with the Plan in Watertown.

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 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.

10. Student Education

Curriculum
Students will participate in specialized curricula that are appropriate to
their age and developmental level and are integrated into their school
day.

Since September 1, 2010. The elementary staff has been trained in and
has implemented the Caring Schools, Caring Communities curriculum.

The Middle School trained its staff and implemented the Let’s Get
Real curriculum in the 2009-2010 school year. The same program will
continue to be implemented for the 2010-11 academic year.

The High School will be using the Olweus Bullying Prevention

Program. Training for facilitators will begin in early 2011, with
implementation in classes expected in the spring of 2011.

Other Presentations

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

spring at that level. ***

The district will bring Michael Fowlin to the High School for students,
faculty and the community in the spring to address diversity issues. Dr.
Fowlin’s presentation called “You Don’t Know Me Till You Know
Me” 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 presently 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 two of the three elementary schools, there are groups being run by the
Academy of Physical and Social Development. 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 staff from The Academy of Physical and Social
Development, social workers from Colony Care Associates, and the
Secondary Special Education Coordinator. Also involved in the weekly
staff meetings of this program are the Asst. Principal and the Special
Education Team Chair.

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 (Diversity) Team

The D Team is a student group which is overseen by a guidance counselor
and meets after school once a week with a focus on various world events.
For example, in February (Breast Cancer Awareness Month) they
organized a bake sale to raise money for Susan G. Komen for the Cure. In
November, they organized “Mix It Up At Lunch Day” on which all
students were to sit with different peers at lunch, an antibullying
technique. Further, on November 19, they recognized International Stand
Up to Bullying Day in the Middle School.

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 F for more information).

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Additionally, curriculum in each grade also targets issues related to
bullying. In sixth grade the Health curriculum functions in this way. In
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, 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 counselor 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: HS School Psychologist, a Social Worker from Colony
Care (Group work), and therapists 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).
This counselor is available for referrals of students who are encountering

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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.

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 will begin to train facilitators in the Olweus Bullying
Prevention Program in early 2011, with a plan to implement it in the
spring of 2011.

6) Student Monitoring Groups

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

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 the Secondary
Special Education Coordinator and also includes the Coordinator of
Assessment and Guidance, consultants working as part of ISP programs,
and the School Psychologist.

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7) Community Resources

a) Academy of Physical and Social Development

(Private clinic for youth offering group and individual
counseling, and school consultation)

b) Wayside Youth and Family Support Network

(Clinic for youth and families offering group and individual
counseling)

c) Colony Care Associates

(Private clinic for all ages offering individual and family
counseling and school consultation)

d) Watertown Boys and Girls Club

(Organization which offers recreational activities for
students after school and on weekends)

e) Juvenile Justice System

(Courts which oversee CHINS petitions and other issues)

f) Watertown Education Collaborative

(Agency which offers workshops for educators and
programs for students with a variety of issues)

g) Project Alliance
(A program sponsored by the District Attorney’s office
which offers workshops for educators)

h) Advocates Program
(A program which will come to schools for crisis
intervention in severe student mental health matters)

i) Watertown Police Department

(The Watertown Police department has a Memo of
Understanding with the Watertown Schools which provides
for cooperation and support. There is also a Safety
Resource Officer (SRO) at the High School full time.)

i) Government Agencies:
DCF (Department of Children and Families)
DMR (Department of Mental Retardation)
DMH (Department of Mental Health)
Mass. Rehabilitation Services

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B. Identifying Needs

1) There is a need for a coordinated list of resources for counseling and support.
Guidance Counselors are currently assembling a list of resources available in the
community for students who may be targets or aggressors in bullying situations.
This document will be made available to all principals.

2) There is a need to reach out to the families of children who speak English as a
second language or who are experiencing learning differences. Further it will be
important to involve ELL and Special Education teachers in the Plan, and 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 (Community Service Agency), information about
these resources should be reviewed

E. Students with Disabilities

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.

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IV. ACADEMIC AND NON-ACADEMIC ACTIVITIES

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: Olweus Bullying Prevention Program (see Appendix G)

Please see Appendices E, F, G 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 will be 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 or in
writing. 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 district’s community
reporting mechanism located on the Watertown Public Schools website, the call in
phone line, or by mailing a letter to the office of the Superintendent.

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 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 school’s student/parent handbooks and on the Watertown Public
Schools website, and in the information about the plan that is made available to
parents or guardians. Such information will also be provided in languages other
than English.

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 district’s reporting form as a means of
communication but are not limited to this vehicle. Staff can also 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

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 to behavioral or disciplinary incidents consistent with Watertown Public School
policies and procedures for behavior management and discipline.

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

The Watertown Public Schools expects students, parents or guardians, and others
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 student’s 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 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 school’s
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.

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D. Determinations

The principal or designee will make a determination based upon all the facts and
circumstances. If, after the investigation, 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 may choose to

consult with the student’s teacher(s) and/or school counselor, and the target’s or
the aggressor’s 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 for 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 guardians 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:
***Add discipline info and discipline ranges***

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)

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 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
vii. Meeting with parents and/or guardians to engage parental
support and to reinforce the anti-bullying curricula and social
skills building activities at home
viii. Evaluate alternative transportation when necessary

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.

The following are some examples of disciplinary actions that may be taken:

1. Written apology
2. Lunch detention
3. After school detention
4. In school suspension
5. Out of school suspension
6. Filing C.H.I.N.S. (Child In Need of Services)

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 designees 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

25
and whether additional supportive measures are needed. If so, the principal or
designee will work with appropriate school staff to implement them immediately.

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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

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 (see earlier Sections on
Education/Community and Staff presentation plans).

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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VII. PROHIBITION AGAINST BULLYING AND RETALIATION

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

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: Olweus Bullying Prevention

Program

H Information on speaker, Michael Thompson

I 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

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 Notes___________________________________________________________________
_______
________________________________________________________________________
_______
________________________________________________________________________
_______
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___________________________________________________

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