Bullying Policy
Bullying, like other violent or disruptive behavior, is conduct that interferes with a student’s ability to learn and/or a teacher’s ability to educate students in a safe environment. No teacher, administrator, volunteer, contractor, or another employee of the school district shall permit, condone, or tolerate bullying. Any person who believes he or she has been the target or victim of bullying or any person with knowledge or belief of conduct that may constitute bullying or prohibited conduct under this policy shall report the alleged acts immediately to an appropriate school district official designated by this policy. A person may report bullying anonymously.
“Bullying” means intimidating, threatening, abusive, or harming conduct that is objectively offensive and:
A teacher, school administrator, volunteer, contractor, or other school employees shall be particularly alert to possible situations, circumstances, or events that might include bullying. Any such person who witnesses. observes. receives a report of, or has other knowledge or belief of conduct that may constitute bullying or other prohibited conduct shall make reasonable efforts to address and resolve the bullying or prohibited conduct and shall inform the building report taker (generally, the building principal) immediately.
Bullying Prohibition Policy
Bullying Prohibition Reporting Form
- An actual or perceived imbalance of power exists between the student engaging in the prohibited conduct and the target of the prohibited conduct, and the conduct is repeated or forms a pattern; or
- Materially and substantially interferes with a student’s educational opportunities or performance or ability to participate in school functions or activities or receive school benefits, services, or privileges.
Parent Involvement
Parent Involvement Matters
"When schools, families, and community groups work together to support learning, children tend to
do better in school, stay in school longer, and like school more."- Report from the Southwest Educational Development Laboratory
Families whose children are doing well in school exhibit the following characteristics:
Students with involved parents are more likely to:
(Henderson & Mapp, 2002).
- Establish a daily family routine.
Examples: Providing time and a quiet place to study, assigning responsibility for household chores, being
firm about bedtime and having dinner together.
- Monitor out-of-school activities.
Examples: Setting limits on TV watching, checking up on children when parents are not home, arranging
for after-school activities and supervised care.
- Model the value of learning, self-discipline, and hard work.
Examples: Communicating through questioning and conversation, demonstrating that achievement
comes from working hard.
- Express high but realistic expectations achievement.
Examples: Setting goals and standards that are appropriate for children's age and maturity, recognizing
and encouraging special talents, informing friends and family about successes.
- Encourage children's development/progress in school.
Examples: Maintaining a warm and supportive home, showing interest in children's progress at school,
helping with homework, discussing the value of a good education and possible career options, staying in
touch with teachers and school staff.
- Encourage reading, writing, and discussions among family members.
Examples: Reading, listening to children read, and talking about what is being read.
- Earn higher grades and test scores, and enroll in higher-level programs;
- Be promoted, pass their classes, and earn credits;
- Attend school regularly;
- Have better social skills, show improved behavior, and adapt well to school; and
- Graduate and go on to postsecondary education"
