Transcript A Discussion of Meanness and Bullying in the Middle School

CLARK LANE MIDDLE SCHOOL PARENT SERIES No. 2
February 16, 2012
James Sachs, Principal
Lynn Lynch, Assistant Principal
“I start with a simple premise that no school
can be a great school until it is a safe school.”
“When we tolerate a culture that allows children to bully and
harass each other because of race, color, national origin,
gender stereotyping, or disability, we are failing to live up to
principles of fairness and equity that are deeply rooted in our
Constitution. Students should not be threatened physically,
isolated socially, or hurt emotionally based on their skin
color, their ethnicity, any physical or mental disabilities,
their sex, their sexual orientation, their gender identity,
religion or any other reason. Through our collective efforts,
we're going to be able to reduce this harassment and make
schools a better place for students to learn.”
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-U.S. Secretary of Education Arne Duncan, March 11, 2011
White House Conference on Bullying.
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In a 2009 Survey, 20 % of public school students
reported being bullied in the past twelve
months.
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During the 2007-2008 school year, 25% of public
school students reported that bullying occurred
among students on a daily or weekly basis. The
highest frequency was reported by middle school
students.
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In 2007, 4% of 12-18-year-old students reported
having been cyberbullied during the school year.
* 2011 CDC National Center for Injury Prevention Bullying Fact Sheet.
“The repeated use by one or more students of a written, verbal or
electronic communication (such as cyber-bullying), or a physical act
or gesture. . . . . .directed at another student attending school in
that same school district that:
causes physical or emotional harm to such student or damage to
such student’s property;
places such student in reasonable fear of harm to himself or herself
or of damage to his property;
creates a hostile environment (a situation in which bullying among
students is sufficiently severe or pervasive to alter the condition of
the school climate) at school for such student;
infringes on the rights of such student at school;
substantially disrupts the education process or orderly operation of
a school.”
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race,
color,
religion,
ancestry,
national origin,
gender,
sexual orientation,
gender identity and expression,
socioeconomic status,
academic statues,
physical appearance,
mental, physical or developmental or sensory disability,
or by association with an individual or group who has or is perceived to
have one or more of such characteristics.”
or by association with an individual or group who has or is
perceived to have one or more of such characteristics.”
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On school grounds
At a school-sponsored or school-related activity,
function or program whether on of off school
grounds,
At a bus stop, on a school bus/transportation vehicle,
or
Through the use of an electronic device or electronic
mobile device owned, leased or used by the
local/regional BOE
Outside of the school setting if such bullying:
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Creates a hostile environment at school for the student
against whom such bullying was directed
Infringes on the rights of the student against who such
bullying was directed at school, or
Substantially disrupts the education process or the
orderly operation of a school
 The
district and all schools have a Safe School
Climate Plan that outlines:
Safe School Climate Specialists at all levels
 Safe School Climate Committee Structures
 Procedures for reporting bullying
 Actions to address reported bullying
 Student Safety Report Plan
 Written Safety Report Plan
 Proactive Measures taken and planned to address
mean-spiritedness and bullying in our schools
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Student Code of Conduct revised to reflect new motto
(Reflect…Respect…Respond!) and re-state expectations in a positive
fashion (August)
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Re-designed “Help Form” in student handbook (August)

Conducted interactive student assemblies, led by administration, to
discuss and define new school motto and expectations (September)

Established a Safe School Climate Committee to respond to Public Act No.
11-232 (September)
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Strong, on-going initiatives to respond to school climate and impact all
aspects of daily life at CLMS so that a positive, safe, productive learning
environment exists
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Established a Mentoring Committee to design new Mentoring Program
(September)
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All students and all teachers participate; altered daily schedule twice per month
to permit 25 minute mentoring period, teacher to student ratio is 1:10-12
Some activities focus on safe school climate
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CALI Basic Training for 6 staff members: Improving School Climate to
Support Student Achievement (October)
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Reviewed suggested implementation time-line provided by the State and
developed time-line for CLMS (October)
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Completed Safe School Climate Rubric - assessed school’s climate
according to The National School Climate Standards (November)
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Surveyed student population: “Being Connected and Feeling Safe”
Mentoring Activity #4 to collect data for Fall 2011 (November)
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New SAFE (Student Alliance for Everybody) Student Mentor-Leader
program (January) Eighth graders helping in 6th and 7th grade groups!!!
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Professional conferences supportive of middle school adolescents,
culture, teaching and learning (throughout the year)
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5 STAT team members attended “Motivating the Unmotivated: Practical
Strategies” Conference (January)
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Team field trips to provide team-building experiences
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Student supports and interventions are solid via SRBI/STAT, 504, PPT
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Secure building – security cameras within the school and outside of school
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Emergency information clearly defined; reviewed throughout the year
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Development and use of new student “Recognition Referral” for
acknowledgement of students who “go above and beyond” (January)
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Curriculum addresses acceptance, tolerance, personal differences, and
peace
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Evacuation drills and “secure the building” drills practiced regularly
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Communication with parents/guardians – email, CLMS website,
PowerSchool parent portal
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In-School Suspension and office detention classroom offers reflection
assignment and both academic and social/emotional support
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Classroom often serves dual purpose - provides support to students in
need with or without an assigned suspension
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Team assemblies and recognition events to promote positive school
culture
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School Resource Officer collaborates with staff, students and parents
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After-school activities on-going throughout the year – ACES, Connections,
Justice League, Clubs, Athletics
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Collaboration with WYSB – new public service announcement contest
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PTO Parent Series – topics relevant to various aspects of adolescent life
 Defining
what is means to be an UPSTANDER
 SCENARIO brainstorming sessions
 Looking at why we fear to be the UPSTANDER
 Looking at peaceful resolution
 Looking at causes of conflict / meanness
 Becoming part of the PEACE DELCARATION
 Viewing a PSA (to support contest)
 Challenging the students to be UPSTANDERS!!
 David
and a classmate are warming up and
talking in the Field House. A pretty mean kid
named Frank comes up to David and his
friend and points to another kid Jim and tells
David and his friend to spread a horrible and
untrue rumor about the student. David says
he knows it’s not true, but Frank says that he
better tell people or he’ll beat him up.
David’s a pretty tough person and he knows
the rumor isn’t true but he’s a little afraid of
what Frank might do. What shall David do?
http://www.cdc.gov/ViolencePrevention/pub/m
easuring_bullying.html
 http://www.stopbullying.gov/
 http://www.stopbullying.gov/topics/cyberbullyi
ng/
 http://www.stopbullying.gov/topics/lgbt/
 http://www.cga.ct.gov/coc/bullying.htm
 http://www.pbs.org/wgbh/pages/frontline/digit
alnation/relationships/predators-bullies/
 http://www.bing.com/videos/search?q=bullying+
psa+contest&qpvt=bullying+psa+contest&FORM=
VDRE#
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