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

Types of bullying that exist in our school

(as identified through school based data and information)

As identified through Orchard Park’s 2018-2019 TTFM survey, 25% of students in Grades 4-8 reported being victims of at least one type of bullying at Orchard Park.

13% of Bullying was identified as Physical
28% of Bullying was identified as Verbal
30% of Bullying was identified as Social
- Reasons why students feel excluded as identified through 2018-19 TTFM
  - Other Reasons 38%
  - Appearance 15%
  - High or Low Grades 13%
  - Skin Colour 6%
7% of Bullying was identified as Cyber

School Bullying Prevention SMART Goal

By the end of June 2020 all the students at Orchard Park will receive education on the definition of bullying, be able to recognize the difference between being unkind and bullying and know strategies to stand up for themselves and others. The prevalence of students reporting being victims of at least one type of bullying will decrease by 5%.

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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

Whole School

Dare to Care Program (K to Grade 8)
My Life online Certification Program (Grades 4 - 8)
unLearn Workshops (Grades 7 - 8)
Recognize positive student behaviour, focusing on OP’s pillars of Courage, Honesty, Respect and Patience
Participation in Bullying Awareness Week including activities for each class
Parent Communication in regards to Bullying Prevention Plan & Definition of Bullying via the Panther Press
Support as needed by Halton Police Community Officer
Active arts program - Glee Club, Band, French Choir, Intermediate Choir
Green Panthers (Eco Team)
Active Intramural programs run by student athletic council
Many staff trained in Restorative Practices
Inclusive Practices
Staff Greeting all students each morning
Mental Health Awareness Week activities
Teaching strategies for dealing with conflict on the playground (walk away, count to 10, take deep breaths, take turns, make a deal and when that doesn’t work seek an adult).

Students at Risk of Bullying

Child and Youth Counsellor (CYC) working with the grade 5 Class Around Conflict Resolution & Pro-social Skills (using Minds Up)
Introduction of GSA club
Reviewing Kelso Choice with primary students
Promoting their participation in extracurricular
Teaching students to use “I” messages

Bullying Intervention and Support Strategies

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

-Progressive discipline that considers mitigating circumstances consistent with the expectations of Bill 212 (e.g. ongoing communication with parents, review of expectations, loss of privileges, recess and/or periods spent in office, suspension)

-Child and Youth Counsellor Intervention

-Collaborative Problem Solving (CPS) Approach through use of CPS Team

-Safe environment for students to talk to adults

-Restorative Practices with victims and perpetrators

-Ongoing communication with parents of perpetrators, victims, and witnesses

-Ongoing work with Community Liaison Officer from Halton Police

-Involve a Safe Schools Social Worker if needed

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

School Staff:

Safe Schools Conference - May 2019
Collaborative Problem Solving Check-Ins for Staff
Unlearn Workshops for Educators
My Life Online certification program delivered by staff.
Chris Vollum Presentation March 2019
Review of TTFM data around student engagement and safety
Use a common language to promote, reinforce, and celebrate positive behaviour and

respect for self and others

Community/Parents:

Dare to Care Evening

Bullying Prevention and Awareness Responsibilities for:

Staff:

Empower students to be positive leaders in their classroom, school, and community
Recognize different forms of bullying and be willing to step in when they observe a student being bullied
Respond when students report bullying
Maintain consistent standards of behaviours for all students (announcement, classroom reminders) with the addition of our OP Pillar Chart everyone is clear on the expectations
Model respect for all students, staff, parents, volunteers, and members of the school community
Report and respond to any incidents that endanger the safety and well-being of any member of the school community
Use the OP Pillars to promote, reinforce, and celebrate positive behaviour and respect for self and others
Creating opportunities for students to build community via Panther Packs, sports teams, extracurriculars
ensure that there are clear consequences for bullying that are consistently enforced.

Students:

Contribute positively to the climate of the school through Paw Pause reflection after incidents have occurred
Use the OP’s Pillars to set goals and reflect on personal goals
Take responsibility for their own actions
Recognize different forms of bullying and be willing to step in when they observe a student being bullied
Understand what bullying is, and be an Upstander when needed
Respect the personal safety, property, and rights of all members of the school community
Acceptance of all students at Orchard Park
Recognize the importance of reporting any bullying they encounter to their teachers/admin

Parents:

Encourage and assist children in following the school’s rules of behaviour (listed in school agenda)
Encourage and assist children in taking responsibility for their own actions when Panther Pause are filled in
Show an active interest in children’s school work and personal development
Assist school staff in dealing with disciplinary issues involving children
Attend the wellness night to broaden their own understanding of bullying

Monitoring and Review Process/Timelines

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