Maple Grove BPIAP

Bullying Prevention and Intervention Action Plan 2019 / 2020

Providing students with an opportunity to learn and develop in a safe and respectful society is a shared responsibility in which the board and our schools play an important role. Schools with bullying prevention and intervention strategies foster a positive learning and teaching environment that supports academic achievement for all students and that helps students reach their full potential. Bullying prevention and intervention strategies must be modeled by all members of the school community.

from HDSB Bullying Prevention and Intervention Administrative Procedure


Definition of Bullying

Bullying means aggressive and typically repeated behaviour by a student where,

a) the behaviour is intended, or the student ought to know that the behaviour would be likely to have that effect of,

  • causing fear or distress to another individual, including physical, psychological, social or academic harm, harm to the person’s reputation or property, or
  • creating a negative environment at the school for another individual, and

b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education.

Bullying behaviour includes the use of any physical, verbal, electronic, written or other means. For the purposes of the definition of bullying, bullying by electronic means (commonly known as cyber-bullying), including, creating a web page or blog in which the creator assumes the identity of another person or impersonating another person as the author of content or messages posted on the internet; communicating material electronically to more than one individual or posting material on a web-site that may be accessed by one or more individuals

from Accepting Schools Act 2012


WELL-BEING MEMBERSHIP

  • Kristine Lukawecky (Vice Principal), Monica Lynch (Teacher), Carole Liu (Youth Settlement Specialist), Alison Hodd (School Council Co-Chair), Consultation with Dawn Freeland (Community Liason Officer)


Types Of Bullying That Exist In Our School

(as identified through school based data and information)


The following strengths were noted in the results of our Student “Have Your Say” Survey. Of the students who responded:

  • 80% reported, “I am able to work through issues and arguments with my peers.”
  • 87% reported, “I am generally comfortable telling my teachers when I don’t understand something or when I need help.”
  • 91% reported, “I maintain healthy relationships with others.”
  • 87% reported, “I have good relationships with my peers.”
  • 93% reported, “My school promotes opportunities for students to get involved.”
  • 92% reported, “I think about the impact of my actions on others. “
  • 93% reported, “I try to help people when they need it.”


The following areas of need were noted in the results of our Student “Have Your Say” Survey. Of the students who responded:

  • 62% reported, “I feel that I have the opportunity to voice my opinions with adults in my school about issues affecting the school and peers.”
  • 78% reported, “I feel like I belong/fit in.”
  • 87% reported, “I feel safe to be me at school.”
  • 75% reported, “I see people like me in the resources we use and in the physical surroundings of my school.”
  • 71% reported, “Students at my school treat each other with respect.”
  • 86% reported, “Individual differences and diversity are honoured and valued at my school.”
  • 84% reported, “I practice safe use of social media.”
  • 65% reported, “I maintain a healthy balance of screen time and media free time.”


Anecdotal Evidence shows that our students struggle with:

  • Managing their social media (including texting, Google Hangouts, Snap chat, Instagram etc.) appropriately
  • Refraining from using harmful language that they may hear used in songs, video games, on the internet
  • Reporting concerns to staff and parents as they get older (e.g., feel a need to handle their own problems)


Data from our Spring 2019 “Have Your Say” Parent/Guardian Survey Shows:

30% of parents who responded to the survey reported that their child had been bullied in the last year. They reported that this bullying was based on:

  • peer group power 35%
  • social status 10%
  • size 6%
  • strength 5%
  • intelligence 5%
  • race 4%
  • religion 4%
  • age 4%
  • ethnic origin 3%
  • family circumstances 3%
  • gender 3%
  • sexual orientation 1%
  • gender expression 1%
  • disability 1%
  • receipt of special education 1%


Data from our November 2018 “Tell Them From Me” Survey Shows:

  • Incidents of bullying occur most frequently during recess (60%) or during lunch (11%), with an additional 13% during class time and 11% after school
  • Incidents of bullying occur most frequently in less structured locations, such as outside (48%), classrooms during lunch (19%) and hallways (11%)


School Bullying Prevention SMART Goal

Every student will learn in a safe, equitable and inclusive environment that meets student well-being and self-regulation needs.

  • By June 2020, 90% of students will respond positively with regards to their sense of belonging on the Have Your Say Survey such as, “I feel safe to be me at school” (Spring 2019 is 87%), “Individual differences and diversity are honoured and valued at my school” (Spring 2019 86%)
  • By June 2020, 80% of students will respond positively to the prompt, “ I see people like me in the resources we use and in physical surroundings at my school.” (Spring 2019 is 75%)
  • By June 2020, 70% of students will respond positively on the Have Your Say Survey that they feel that, “I have the opportunity to voice my opinions with adults in my school about issues affecting the school and peers.” (Spring 2019 is 62%)
  • By June 2020, 80% of students will respond positively on the Have Your Say Survey that, “Students at my school treat each other with respect.” (Spring 2019 is 71%)


Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

(for whole school, and those students at risk of bullying behaviours)

School Wide Consistency of Language and Expectations:

    • Teachers will greet students at their classroom doors at the beginning of each period
    • Staff will be visible during transition times and will actively circulate during recess supervision
    • Sharing ongoing messages with School Council and through newsletters to ensure families are familiar with language and expectations (e.g., differences between bullying, conflict, mean and rude behaviour)
    • Monthly Sharing Assemblies


Building Relationships

    • Homeroom teachers will hold weekly Community Circles using the equity prompts provided by our Equity Leads and to address specific issues of concern (e.g., safe and respectful use of technology and social media, use of language that is racist, sexist, homophobic etc.)
    • Staff will focus on building relationships through the Significant 72 throughout the year
    • House Activities (cross-grade groupings build additional relationships within the school held 4 times per year)
    • Staff will use Collaborative Problem Solving to teach lagging skills and solve problems
    • Staff will use Restorative Practices to repair harm and restore relationships


Building Equity

    • Land Acknowlegment (Staff Meetings, Council, Assemblies)
    • Days of Significance Announced Daily
    • Days of Particular Significance on School Sign & Newsletter
    • Anthony McLean - Building a Positive School Climate Assembly
    • Inspiration Republic - Black History Month Assembly
    • Orange Shirt Day - Indigenous
    • Day of Pink - LGBTQ2I+
    • Autism Awareness Day - Ability
    • Newcomer Sessions
    • Welcome Ambassodors
    • First Language Read Alouds
    • Focus on diversifying Library Resources
    • On-going Equity discussions as part of community circles
    • Equity Leads attend Board Level Equity PD
    • Equity Leads share PD with staff during monthly Staff Meetings
    • Deep Diversity Staff Book Club
    • HDSB Human Rights Symposium
    • Rainbow Network Conference


Community Partnerships:

    • GLOW Girls Program (Big Brothers, Big Sisters)
    • Adventure Canada Program (Big Brothers, Big Sisters)
    • Game On Program (Big Brothers, Big Sisters)
    • Therapy Dog (weekly visits for at-risk students)
    • Safe Schools Social Worker support as needed
    • CYC Support as needed
    • Indigenous Knowledge Keeper
    • Ontario Arts Council Indigenous Artist in the Schools Program
    • Welcome Centre
    • Youth Settlement Worker and Cultural Broker/Interpreters
    • Community Police Officer Workshops
    • Halton Women’s Place


Wellbeing in a Digital Age

    • “Screenagers” film viewing for parents/guardians
    • “Screenagers” film viewing for intermediate students and teachers’ guide


Student Voice and Leadership

    • We Schools & Equity Team
    • Free 2 B Me & GSA Conference
    • Monthly Sharing Assemblies with increased student voice
    • House Activities 4 times per year
    • Wide variety of clubs/sports etc., something for everyone
    • Student Senate


Bullying Intervention and Support Strategies

(for individuals who cause harm, are impacted by harm and are witness to harm)

  • Progressive Discipline/Code of Conduct
  • Clear expectations
  • Staff will be visible in halls during transition times
  • Staff will wear vests and circulate while on recess supervision
  • Use of community circles to build relationships and empathy
  • Use of class meetings to provide students and teachers with an opportunity to voice concerns and problem-solve solutions
  • Students will be taught to differentiate between bullying, conflict, mean, rude behaviour and will be encouraged to stand up to bullying and to report incidents of bullying to a teacher
  • Staff will listen to reports of harm and take action using Collaborative Problem Solving, Restorative Practices and Progressive Discipline
  • When responding to a bullying/harm incident, staff will do the following:
    • Acknowledge the incident/affirm
    • Assess student safety
    • Gather information/Ask questions
    • Make a plan with the students involved
    • Act and follow up with students
    • Contact parents of both the individual who has caused harm as well as those impacted by harm
    • Inform SERTS, Administration as required
  • Zones of Regulation will be used in classrooms with the support of the CYC to support student self-regulatio
  • Staff will be encouraged to attend CPS and Restorative Practices training sessions offered by the Board
  • Families will be encouraged to access community resources (ROCK, Nelson Youth Centre, Woodview) as needed/appropriate
  • ASIST trained staff member in the building
  • MDST involvement with high-needs students
  • CYC involvement where needed with individual students or groups of students and for class-wide education around bullying and problem solving
  • HDSB reporting protocol Bill 157
  • On-going messaging in assemblies
  • On-going class conversations with Teachers
  • On-going messaging during staff meetings
  • 1:1 conversations privately with individual students
  • On-going communication with parents/guardians


Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community

For Staff:

  • Wellbeing Team to provide Professional Development for staff on Significant 72
  • Admin will attend Police Board Protocol Training
  • Two staff members to participate as Equity Leads and attend Board-wide PD sessions
  • One staff member to participate in the Gender Expansive and LGBTQ2I+ Positive Spaces Project
  • Equity Leads to lead professional development at Staff Meetings and PD Days throughout the year on Unconscious Bias, Culturally Responsive and Relevant Pedagogy
  • Staff Book Club on Deep Diversity
  • Human Rights Symposium
  • Rainbow Network Conference
  • Four staff members to attend FASD workshop throughout the year
  • Continued informal PD sessions to build capacity around CPS, Mindfulness, Community Circles, Zones of Regulation, and Self-Reg
  • School-wide cross curricular activities to build community and increase a sense of belonging between students-students, staff-students and staff-staff
  • Week at Glance Reminders for Staff/Suggestions
  • Sharing Assemblies with classroom take back connections
  • Orange Shirt Day, Day of Pink and Autism Awareness Resources Shared with staff


For Parents/Guardians:

  • Bullying Prevention Plan posted on school website and shared with staff, students, and parents
  • Important information shared in weekly classroom updates, on school website, in monthly newsletters and at School Council meetings
  • “Screenagers” viewing for Parents/Guardians
  • Bullying Prevention: It’s All Up to Us - Information Guide for Parents and Guardians (Halton District School Board - 2010)
  • Encouragement of parent involvement in school life (e.g., Reading Program, Lunch Helpers, School Council Events, Field Trip Volunteers, House Activities, Sharing Assemblies, First Language Read Alouds, Welcome Ambassadors)
  • Days of Particular Significance posted in Monthly Newsletter and on Sign
  • Land Acknowledgement read at School Council Meetings


For Students:

  • Encourage and celebrate involvement in co-curricular activities
  • House Activities 4 times per year to develop relationships student-student, staff-student and staff-staff
  • Engagement in leadership opportunities for students (We day, Student Senate, GSA Conference, Sharing Assemblies, House Activities)
  • Student Equity Leadership Team
  • Free to Be Me Club (GSA)
  • Land Acknowledgement read at assemblies
  • Days of Significance Announced Daily
  • Anthony McLean “Building a Positive School Culture” Assembly
  • Inspiration Republic “Black History Month” Assembly
  • Orange Shirt Day, Day of Pink and Autism Awareness Day activities and learning
  • Workshops with Community Officer
  • Consistency of school-wide language and expectations
  • Provide opportunities for contribution to the school and broader community
  • School-wide cross curricular activities to build community and increase a sense of belonging between students and staff
  • Use of CPS and Restorative Practices
  • Halton Women’s Place Workshops
  • Unlearn
  • Clear identification of safe places at Maple Grove for students with high anxiety


Bullying Prevention and Awareness Responsibilities for:

Staff:

  • Greet students at the door
  • Act as positive role models
  • Use community circles to build relationships
  • Significant 72 - select at-risk students to connect with and build a positive relationship (focus on girls)
  • Keep students engaged in learning
  • Teach students the difference between bullying/conflict/mean/rude behaviour
  • Teach students to use accurate language (e.g., pulled my hood vs. choked, hit vs. punched etc.)
  • Integrate bullying prevention strategies and equity work into the daily classroom program and curriculum (e.g., team building activities, Unlearn activities, equity prompts etc.)
  • Identify and reinforce positive student behaviour and identify and respond to inappropriate student behaviour using consistent school-wide language
  • Circulate and connect with students when supervising students at recess and during lunch
  • When students use inappropriate language (e.g., racist, sexist etc.), state that the language is harmful, educate/explain why it is harmful, and request a change in future behaviour
  • Follow the protocol/investigate student concerns
  • Use CPS strategies to de-escalate and address situations when necessary
  • Use Restorative Practice strategies to repair harm and restore relationships
  • Advocate for students
  • Let students know that they can share concerns in a variety of ways (e.g., conversation, email, note)
  • Participate in Teacher TTFM/Have Your Say in the spring


Students:

  • Treat one another with respect and kindness
  • Understand the difference between bullying/conflict/mean/rude behaviour
  • Include others in games, outdoor play and classroom activities
  • Utilize peaceful and appropriate strategies to solve problems
  • Take responsibility for their own behaviour and change it if necessary
  • Let others know when behaviour is harmful or unkind (activate the bystander)
  • Report unsafe/disrespectful behaviour to an adult (activate the bystander)
  • Describe actions using accurate language (e.g., pulled my hood vs. choked me; punched vs. hit me)
  • THINK before you SPEAK
  • STOP, THINK, ACT - choose positive ACTION
  • Primary - Kelso’s Choices


Parents:

  • Act as positive role models
  • Understand the difference between bullying/conflict/mean/rude behaviour
  • Model correct/accurate use of language (e.g., bully vs. mean behaviour; punch vs. hit etc.)
  • Be aware of classroom expectations, behaviour policies, Code of Conduct, Use of Personal Technology, homework deadlines, upcoming events and school philosophy (e.g., check the following regularly - Google Classroom, teacher emails, school newsletter, school website, sign)
  • Communicate in a consistent, effective, positive and productive manner with classroom teachers/administrators
  • Work closely with staff to improve student achievement and behaviour
  • Participate in Parent TTFM/Have Your Say Survey in the spring


Monitoring and Review Process/Timelines

This plan has been shared with staff and parents via: (Underline)

  • Staff Meeting (December 2019
  • School Council Meeting (December 2019)
  • Newsletter (December 2019)
  • School Website (required)
  • Other


Resources/Reference: Safe and Accepting Schools Policy

HDSB Admin Procedure Bullying Prevention and Intervention

HDSB Admin Procedure Positive School Climate

TTFM Survey

Have Your Say Survey

Safe Schools Social Workers

Public Health Nurses