SCHOOL-WIDE BULLY PREVENTION PLAN

 

NAME OF SCHOOL: J. Douglas Hodgson E.S.

PRINCIPAL: Elaine Fournier

DATE: October 28th, 2013

 

The purpose of this plan is to outline our school plan for Bully Prevention and Intervention.

It was created collaboratively through our Safe and Accepting School Team, our school staff, reviewed with our School Council and available on our web-site for perusal by the larger community

This plan will be reviewed on an annual basis as part of our School Improvement Plan.

 

 

Definition of Bullying: is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or ought reasonably to be known to cause) fear and distress and/or harm to another person’s body, feelings, self-esteem, or reputation.  Bullying occurs in a context where there is a real or perceived power imbalance.

 

Our School Committee:

J. Douglas Hodgson E.S.– Elaine Fournier (Principal), Theresa Riley (Non-Teaching Rep), Marg Cox(Community Rep), Judi Paul (Community Rep), Ann Harop (Parent Rep), Peter Smith (Parent Rep), Fiona Williams (Parent Rep), Kris Baird (Parent Rep), Linda Boore (Parent Rep).

 

This plan was developed on: October 28th, 2013

Our most recent school climate survey was conducted on: Spring 2013

 

P– Prevention Strategies

Strategies we use to enhance our positive school climate

Specific strategies we use to prevent bullying from occurring in our school

Education and awareness strategies for our students

Education and awareness strategies for our school community

Training and In-service for Staff

R– Reporting Strategies

If a student is being bullied, how should they communicate?

If a parent wishes to report bullying, how should they do this?

If another student wishes to report bullying, how should they do this?

Are there a variety of ways that students and parents can safely communicate incidents to the school?

I-Intervention Strategies

What are our progressive discipline steps and are all stakeholders aware of them?

What is our process for investigating reports of bullying?

Strategies for identifying potential bullies and intervening in their behaviour

Methods for communicating with parents of involved parties

Methods for documenting incidents and follow up for bullying incidents

  • All incidents are investigated and focus on the individual child on a case by case basis and take into account mitigating circumstances including whether or not the child has special needs
  • Reporting mechanisms adhere to Bill 157 and Progressive Discipline steps are outlined in the agenda
  • Communication pertaining to specific instances adheres to the process outlined in Bill 157
  • Restorative Justice practices are being used by staff and Board personnel are providing support when needed

S– Support Strategies

Is there a support plan in place for the victim?

Process for restorative practices

Support strategies for bullies

Strategies for bystanders

Communication of support plans to parents

Outside Agencies that can be accessed

  • Support plans for victims are individualized and put into place when needed
  • The process for restorative justice provides support for the victim and learning opportunities for the bully
  • Support strategies for the bully are in consultation with Board personnel
  • Strategies for bystanders are part of ongoing classroom instruction
  • Communication of support plans is done by the Principal/Vice-principal and is communicated in person or on the phone
  • Ongoing opportunities for French Immersion and English Streamed students to come together
  • The school has an ongoing working relationship with the following Outside Resource agencies: Point in Time, Kawartha Pine Ridge District Health Unit, Ontario Provincial Police, and YWCA
  • Family Fun Night provides integration and friendship for potentially marginalized students
  • Alternative outside recess options (e.g. organized all season games)
  • Alternative recess options (DS club, reading club, computer club) provide opportunities for integration and friendship for potentially marginalized  students
  • SNAP (Stop Now and Plan) program for grade four students
  • Girls Space program offers an opportunity for self-esteem building and health relationships for grade seven and eight girls

 

 

M– Monitoring and Communication

Data collection

Climate surveys

Goal setting

Communication of data

  • Data is collected via student reflection sheets/office referrals and tracking sheets
  • Climate surveys are conducted every two years by the Board
  • Goal setting is reviewed annually
  • Data is communicated to the School Council, The Safe and Accepting School Team (individual student information is not shared)
  • Student reflection sheets are signed by parents and phone and in person conversations take place as needed

 

 

Other:

Date Plan Created: October 28th 2013