2016-2017 Student Handbook | Page 52

2 .
Meet with parents to develop a family agreement to ensure the parent and the student understands
school rules and expectations ;
3 .
Explain the long-term negative consequences of harassment , intimidation , and bullying on all involved ;
4 .
Ensure understanding of consequences , if harassment , intimidation , and bullying behavior continues ;
5 .
Meet with school counselor , school social worker , or school psychologist to decipher mental health issues
( e . g ., what is happening and why ?);
6 .
Develop a learning plan that includes consequences and skill building ;
7 .
Consider wrap-around support services or after-school programs or services ;
8 .
Provide social skill training , such as impulse control , anger management , developing empathy , and problem
solving ;
9 .
Arrange for an apology , preferably written ;
10 .
Require a reflective essay to ensure the student understands the impact of his or her actions on others ;
11 .
Have the student research and teach a lesson to the class about bullying , empathy , or a similar topic ;
12 .
Arrange for restitution ( i . e ., compensation , reimbursement , amends , repayment ), particularly when
personal items were damaged or stolen ;
13 .
Explore age-appropriate restorative ( i . e ., healing , curative , recuperative ) practices ; and
14 .
Schedule a follow-up conference with the student .
Personal – Target / Victim
1 .
Meet with a trusted staff member to explore the student ’ s feelings about the incident ;
2 .
Develop a plan to ensure the student ’ s emotional and physical safety at school ;
3 .
Have the student meet with the school counselor or school social worker to ensure he or she does not
feel responsible for the bullying behavior ;
4 .
Ask students to log behaviors in the future ;
5 .
Help the student develop skills and strategies for resisting bullying ; and
6 .
Schedule a follow-up conference with the student .
Parents , Family , and Community
1 .
Develop a family agreement ;
2 .
Refer the family for family counseling ; and
3 .
Offer parent education workshops related to bullying and social-emotional learning .
Examples of Remedial Measures – Environmental ( Classroom , School Building , or School District )
1 .
Analysis of existing data to identify bullying issues and concerns ;
2 .
Use of findings from school surveys ( e . g ., school climate surveys );
3 .
Focus groups ;
4 .
Mailings – postal and email ;
5 .
Cable access television ;
6 .
School culture change ;
7 .
School climate improvement ;
8 .
Increased supervision in “ hot spots ” ( e . g . locker rooms , hallways , playgrounds , cafeterias , school
perimeters , buses );
9 .
Adoption of evidence-based systemic bullying prevention practices and programs ;
10 .
Training for all certificated and non-certificated staff to teach effective prevention and intervention
skills and strategies ;
11 .
Professional development plans for involved staff ;
12 .
Participation of parents and other community members and organizations ( e . g ., Parent Teacher
Associations , Parent Teacher Organizations ) in the educational program and in problem-solving bullying
issues ;
13 .
Formation of professional learning communities to address bullying problems ;
14 .
Small or large group presentations for fully addressing the actions and the school ’ s response to the
actions , in the context of the acceptable student and staff member behavior and the consequences of
such actions ;
15 .
School policy and procedure revisions ;
16 .
Modifications of schedules ;
17 .
Adjustments in hallway traffic ;
18 .
Examination and adoption of educational practices for actively engaging students in the learning process
and in bonding students to pro-social institutions and people ;
19 .
Modifications in student routes or patterns traveling to and from school ;
20 .
Supervision of student victims before and after school , including school transportation ;
21 .
Targeted use of monitors ( e . g ., hallway , cafeteria , locker room , playground , school perimeter , bus );
22 .
Targeted use of teacher aides ;
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