Bullying
WVDE Counselor Conferences
March 20-21, 2014
March 24-25, 2014
By
Shelly K. Stalnaker, Coordinator
West Virginia Department of Education
Office of Secondary Learning
1
Would you want to walk in
their shoes?
“Hey” – Short Film on Bullying
http://www.youtube.com/watch?v=H
1CqaelVnkY&feature=player_detailpa
ge
Session Objectives
1. Bullying definition(s).
2. Policy 4373 requirements
regarding bullying.
3. Bullying resources.
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How bullying defined?
• Let’s examine the definitions.
-WV Legislative
-U.S. Department of Education
-Clinical
-FBI
-WVDE
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U.S. Department of
Education
Bullying Definition: Bullying is unwanted,
aggressive behavior among school aged
children that involves a real or perceived
power imbalance. The behavior is repeated, or
has the potential to be repeated, over time.
Bullying includes actions such as making
threats, spreading rumors, attacking someone
physically or verbally, and excluding someone
from a group on purpose. (What is Bullying |
StopBullying.gov)
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WV Legislative Definition
WV Legislative Definition:
"Harassment, intimidation or bullying" means any
intentional gesture, or any intentional electronic,
written, verbal or physical act, communication,
transmission or threat that: (see H.B. 3225,
amending and reenacting § 18-2C-2 and § 18-2C-3,
effective June 2011)
http://www.legis.state.wv.us/WVCODE/Code.cfm?c
hap=18&art=2C#02C
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WV Legislative Definition
(1) a reasonable person under the circumstances should know will
have the effect of any one or more of the following:
(A) Physically harming a student;
(B) Damaging a student's property;
(C) Placing a student in reasonable fear of harm to his or her person; or
(D) Placing a student in reasonable fear of damage to his or her
property; or
(2) Is sufficiently severe, persistent or pervasive that it creates an
intimidating, threatening or emotionally abusive educational
environment for a student; or
(3) Disrupts or interferes with the orderly operation of the school.
(b) As used in this article, an electronic act, communication,
transmission or threat includes but is not limited to one who is
administered via telephone, wireless phone, computer, pager or any
electronic or wireless device whatsoever, and includes but is not
limited to transmission of any image or voice, email or text message
using any such device
FBI Definition
Cyberbullying and Sexting: Law Enforcement
Perceptions and Definition: Willful and
repeated harm inflicted through the use of
computers, cell phones, and other electronic
devices,” cyberbullying has become a growing
concern.1 It includes sending threatening
texts, posting or distributing libelous or
harassing messages, and uploading or
distributing hateful or humiliating images or
videos to harm someone else.
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Clinical Definition
Clinical Definition: Bullying occurs when a
person is exposed repeatedly and over time to
negative actions on the part of one or more
persons… bullying has four elements:
(a) an imbalance of power (physical,
intellectual, or emotional)
(b) the action is repeated over time,
(c) the action is intentional, and
(d) there is an unequal display of emotion
(Olweus, 1993).
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WVDE
Follows WV Legislative Definition:
"Harassment, intimidation or bullying" means
any intentional gesture, or any intentional
electronic, written, verbal or physical act,
communication, transmission or threat that:
(see H.B. 3225, amending and reenacting § 182C-2 and § 18-2C-3, effective June 2011)
http://www.legis.state.wv.us/WVCODE/Code.c
fm?chap=18&art=2C#02C
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(1) a reasonable person under the circumstances should know will
have the effect of any one or more of the following:
(A) Physically harming a student;
(B) Damaging a student's property;
(C) Placing a student in reasonable fear of harm to his or her person; or
(D) Placing a student in reasonable fear of damage to his or her
property; or
(2) Is sufficiently severe, persistent or pervasive that it creates an
intimidating, threatening or emotionally abusive educational
environment for a student; or
(3) Disrupts or interferes with the orderly operation of the school.
(b) As used in this article, an electronic act, communication,
transmission or threat includes but is not limited to one who is
administered via telephone, wireless phone, computer, pager or any
electronic or wireless device whatsoever, and includes but is not
limited to transmission of any image or voice, email or text message
using any such device
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Commonality of Definitions
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Policy 4373
-Effective Date---July 1, 2012
-Repeal of Former Rule. -- This legislative rule repeals W. Va.
§126CSR18, “Racial, Sexual, Religious/Ethnic Harassment and
Violence” (Policy 2421) filed December 16, 1996 and effective
January 16, 1997; W. Va. §126CSR20, “Regulations for Alternative
Education Programs for Disruptive Students” (Policy 2418) filed
July 14, 2000 and effective August 14, 2000; W. Va. §126CSR23,
“Substance Abuse and Tobacco Control” (Policy 2422.5) filed May
16, 2005 and effective July 1, 2005; W. Va. §126CSR98, “Student
Handbook – Student Right and Responsibilities” (Policy 4372)
filed November 23, 1998 and effective December 23, 1998; and
repeals and replaces W. Va. §126CSR99, “Student Code of
Conduct” (Policy 4373) filed December 16, 2002 and effective
July 1, 2003.
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….. These regulations require county boards of
education to design and implement
procedures to create and support continuous
school climate/culture improvement
processes within all schools that will ensure an
orderly and safe environment that is
conducive to learning. Public schools must
create, encourage, and maintain a safe, drugfree, and fear-free school environment in the
classroom, on the playground, and at schoolsponsored activities. …..
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Policy 4373
Section 1-Addressing Inappropriate Behavior with
Meaningful Interventions and Consequences
Purpose: Provide schools with policy that creates and
ensures an orderly and safe environment that is
conducive to learning. This policy requires that all
schools respond immediately and consistently to any
behavior that disrupts the learning environment in a
manner that effectively deters future incidents and
affirms respect for individuals. Inappropriate
behaviors include but are not limited to incidents of
harassment, intimidation, bullying, substance abuse
and/or violence. …………………………………
http://wvde.state.wv.us/policies/p4373-new.pdf
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Level 1=Minimally Disruptive Behaviors ...
Level 2=Disruptive and Potentially
Harmful Behaviors …(County policies may reclassify
Level 2 and 3 inappropriate behaviors depending on the severity)
Level 3=Imminently Dangerous, Illegal
and/or Aggressive Behaviors-are willfully
committed and are know to be illegal
and/or harmful to people and/or
property. **(Harassment/Bullying/Intimidation P.51-54)
Level 4=Safe Schools Act Behaviors-are
consistent with those addressed in WV
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Code §18A-5-1a(a) and (b)
Where was Bullying located
in Policy 4373?
Level 3
P. 51-54
ElectronicManualTest
(WVDE Manual)
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Behavior
Definition
Harassment A student will not bully/intimidate/harass another student.
/ Bullying/
According to West Virginia Code §18-2C-2, “harassment,
Intimidation intimidation or bullying” means any intentional gesture, or
any intentional electronic, written, verbal or physical act,
communication, transmission or threat that:
• A reasonable person under the circumstances should
know will have the effect of harming a student, damaging a
student’s property, placing a student in reasonable fear of
harm to his or her person, and/or placing a student in
reasonable fear of damage to his or her property;
•Is sufficiently severe, persistent or pervasive that it creates
an intimidating, threatening or emotionally abusive
educational environment for a student; or
Disrupts or interferes with the orderly operation of the
school.
•An electronic act, communication, transmission or threat
includes but is not limited to one which is administered via
telephone, wireless phone, computer, pager or any electronic or
wireless device whatsoever, and includes but is not limited to
transmission of any image or voice, email or text message using
any such device.
•Acts of harassment, intimidation, or bullying that are reasonably
perceived as being motivated by any actual or perceived
differentiating characteristic, or by association with a person who
has or is perceived to have one or more of these characteristics,
shall be reported using the following list: race; color; religion;
ancestry; national origin; gender; socioeconomic status; academic
status; gender identity or expression; physical appearance; sexual
orientation; mental/physical/developmental/
sensory disability; or other characteristic.
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When harassment, intimidation or bullying are of a racial, sexual
ligious/ethnic
nature, the above
definition
applies
to all cases
regardless
and/or
religious/ethnic
nature,
the above
definition
applies
to all
of whether
they involve
students,
staff
or the students,
public. Detailed
definitions
cases
regardless
of whether
they
involve
staff or
the
related
to inappropriate
of this
nature are as
follows: of
public.
Detailed
definitionsbehavior
related to
inappropriate
behavior
this nature are as follows:
Sexual harassment consists of sexual advances, requests for sexual
favors, sexually motivated physical conduct or other verbal or physical
conduct or communication of a sexual nature when:
submission to the conduct or communication is made a term or
condition, either explicitly or implicitly, of obtaining or retaining
employment, or of obtaining an education; or
submission to or rejection of that conduct or communication by an
individual is used as a factor in decisions affecting that individual's
employment or education; or that conduct or communication has the
purpose or effect of substantially or unreasonably interfering with an
individual's employment or education; or
creating an intimidating, hostile or offensive employment or
educational environment.
Amorous relationships between county board employees and students
are prohibited.
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• Sexual harassment may include but is not limited
to:
• verbal harassment of a sexual nature or abuse;
• pressure for sexual activity;
• inappropriate or unwelcome patting, pinching or
physical contact;
• sexual behavior or words, including demands for
sexual favors, accompanied by implied or overt
threats and/or promises concerning an individual's
employment or educational status;
• behavior, verbal or written words or symbols
directed at an individual because of gender; or
• the use of authority to emphasize the sexuality of a
student in a manner that prevents or impairs that
student's full enjoyment of educational benefits,
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climate/culture or opportunities.
• Racial harassment consists of physical, verbal or
written conduct relating to an individual's race
when the conduct:
• as the purpose or effect of creating an
intimidating, hostile or offensive working or
academic environment;
• has the purpose or effect of substantially or
unreasonably interfering with an individual's work
or academic performance; or
• otherwise adversely affects an individual's
employment or academic opportunities.
22
• Religious/ethnic harassment consists of physical,
verbal or written conduct which is related to an
individual's religion or ethnic background when the
conduct:
• has the purpose or effect of creating an
intimidating, hostile or offensive working or
academic environment;
• has the purpose or effect of substantially or
unreasonably interfering with an individual's work
or academic performance; or
• otherwise adversely affects an individual's
employment or academic opportunities.
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• Sexual violence is a physical act of aggression or force or the
threat thereof which involves the touching of another's
intimate parts, or forcing a person to touch any person's
intimate parts. Intimate parts include the primary genital
area, groin, inner thigh, buttocks or breast, as well as the
clothing covering these areas. Sexual violence may include,
but is not limited to:
• touching, patting, grabbing or pinching another person's
intimate parts, whether that person is of the same sex or the
opposite sex;
• coercing, forcing or attempting to coerce or force the
touching of anyone's intimate parts;
• coercing, forcing or attempting to coerce or force sexual
intercourse or a sexual act on another; or
• threatening to force or coerce sexual acts, including the
touching of intimate parts or intercourse, on another.
• threatening or forcing exposure of intimate apparel or body
parts by removal of clothing.
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•
• Racial violence is a physical act of
aggression or assault upon another
because of, or in a manner reasonably
related to, race.
• Religious/ethnic violence is a physical
act of aggression or assault upon
another because of, or in a manner
reasonably related to, religion or
ethnicity
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Interventions and Consequences
• Upon receipt of a complaint of racial, sexual and/or
religious/ethnic harassment or violence that has
been substantiated through investigation, the
appropriate school official shall take action
appropriate to the status of the offender (student,
staff or public guest).
• Such action for students may include all options
listed above. Actions for staff may include but not
be limited to, warning, suspension, termination,
revocation of licensure, notification of law
enforcement and/or human services.
• Actions for public guests may include but not be
limited to removal from school property and school
sponsored functions, notification of law
enforcement and/or human services.
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Mandatory Reporting
• Required by law.
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Why #2: Legislative expansion of harassment/
intimidation/bullying…and reporting requirements.
Legislative Reporting Requirement: …A requirement that
each county board shall input into [WVEIS] and compile
an annual report regarding the means of harassment,
intimidation or bullying that have been reported to them,
and the reasons therefore, if known. The West Virginia
Department of Education shall compile the information
and report it annually beginning July 1, 2012, to the
Legislative Oversight Committee on Education
Accountability.
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Best Practices
1. Know your school
-Norms
-
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Why #1: School Climate
Reinforcing appropriate behavior
and preventing discipline problems
are important to ensuring a positive
and supportive school climate
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Why is School Climate Important?
Why is School Climate Important?
• Some students experience barriers to learning
(social, economic, health) that even the best
instruction cannot overcome (Adelman &
Taylor, 2000; Osher, Dwyer, & Jackson, 2004).
Source: Osher & Weissberg 2011 @ safesupportiveschools.ed.gov
Why is School Climate Important?
…It is imperative that the state shift the
focus from merely compelling students to
attend school to instead providing vibrant
and engaging programs that … inspire
students…
Source: §18-8-6. The High School Graduation Improvement Act.
Incident Based Reporting
Step 1: Specify the Incident
(Refer to Handout)
• District/School
• Date and Time of Day the incident took place
• Type of Incident
• overall, what was the nature of the incident?
• Location the incident took place
• Number Students and/or Staff Involved
Step 2: Provide Information for Each
Person Involved
• Identify the Person
• IEP Status (for students involved)
• Discipline Offense Code
• This may be different for each person involved.
• Propose new codes to identify targets/victims/innocent
bystanders
• Was it BULLYING?????
• How Severe was the offense?
• What was the persons Motivation
• Number Students and/or Staff Involved
Step 2: Provide Information for Each
Person Involved (Cont’)
• Who dealt with the offense for this person
• Disposition – what was the response to the
offense for this person?
• This may be different for each person involved.
• Propose new codes to expand current list of disposition
codes
• If response is suspension/expulsion, for How
Many Days?
Step 3: Use the Data—
Reports, Charts, Crosstabs
• Number and/or Average Incidents per
Day/Month/Year/etc.
• Number and/or Average Students per
Incident.
• Incidents and/or Discipline Reports by
•
•
•
•
•
•
Problem Behavior
Location.
Time of day
Student
Staff/Teacher
Etc…
Step 3: Use the Data—Examples
Step 3: Use the Data—Examples
Step 3: Use the Data—Examples
Step 3: Use the Data—Examples
Step 3: Use the Data—Examples
Step 3: Use the Data—Examples
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Step 3: Use the Data—Examples
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Step 3: Use the Data—Examples
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On-Line Resources
U.S. Department of Education
What is Bullying | StopBullying.gov
What is Cyberbullying |
StopBullying.gov
Who is at Risk | StopBullying.gov
Prevent Bullying | StopBullying.gov
Respond to Bullying | StopBullying.gov
Get Help Now | StopBullying.gov
Why We Don’t Use the Word “Bully” to
Label Kids | Blog | StopBullying.gov
Bullying Prevention Training Center |
StopBullying.gov
Home | StopBullying.gov
Visit the StopBullying.gov’s new Bullying
Prevention Training Center to access core resources,
the Bullying Prevention Training Module and
Community Action Toolkit, and eleven new, audiencespecific user guides. These guides were developed in
collaboration with over 40 partner organizations from
the public and private sectors, which provided review
and insightful feedback to the content. The user
guides, available in English and Spanish, provide
relevant statistics and best practices for each of the
following groups:
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-Parents and caregivers
-School administrators
-Health and safety professionals
-Law enforcement officers
-Elected officials
-Business professionals
-Faith leaders
-Youth organization leaders and mentors
-Early education and childcare providers
-Mental health professionals
-Local recreation leaders
Labels and Kids/Training Center/Be More than a Bystander/Youth
Engagement /What You Can Do /Updates/Videos
http://www.stopbullying.gov/index.html /Federal & State AntiBullying Laws Policies & Laws | StopBullying.gov
– SDFSBullypage (Video)
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FBI
– FBI — Cyberbullying and Sexting
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• West Virginia Department of Education
– http://wvde.state.wv.us/policies/p4373-new.pdf
– http://wvde.state.wv.us/healthyschools/documents/1hourPoli
cy4373OverviewPresentation3-2012.pptx
– Bullying Prevention
– http://wvde.state.wv.us/healthyschools/documents/BullyingR
esources.doc
– http://wvde.state.wv.us/healthyschools/documents/BestPract
icesinBullyingPrevention.pdf
– http://links.govdelivery.com/track?type=click&enid=ZWFzPTE
mbWFpbGluZ2lkPTIwMTIxMDA0LjEwOTgwODExJm1lc3NhZ2V
pZD1NREItUFJELUJVTC0yMDEyMTAwNC4xMDk4MDgxMSZkYX
RhYmFzZWlkPTEwMDEmc2VyaWFsPTE3MTg4NTI0JmVtYWlsa
WQ9cmh1bGxAYWNjZXNzLmsxMi53di51cyZ1c2VyaWQ9cmh1
bGxAYWNjZXNzLmsxMi53di51cyZmbD0mZXh0cmE9TXVsdGl2Y
XJpYXRlSWQ9JiYm&&&103&&&http://www.ed.gov/blog/2012
/10/giving-teachers-tools-to-stop-bullying-free-trainingtoolkit-now-available/
– http://www.eyesonbullying.org/
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http://links.govdelivery.com/track?type=click&enid=ZWFzPTEmb
WFpbGluZ2lkPTIwMTIxMDA0LjEwOTgwODExJm1lc3NhZ2VpZD1NR
EItUFJELUJVTC0yMDEyMTAwNC4xMDk4MDgxMSZkYXRhYmFzZWlk
PTEwMDEmc2VyaWFsPTE3MTg4NTI0JmVtYWlsaWQ9cmh1bGxAY
WNjZXNzLmsxMi53di51cyZ1c2VyaWQ9cmh1bGxAYWNjZXNzLmsx
Mi53di51cyZmbD0mZXh0cmE9TXVsdGl2YXJpYXRlSWQ9JiYm&&&1
03&&&http://www.ed.gov/blog/2012/10/giving-teachers-tools-tostop-bullying-free-training-toolkit-now-available/
– http://www.eyesonbullying.org/
– https://msisac.cisecurity.org/cyber-pledge/
– http://www.stopbullying.gov/
– http://www.safetyzone.org/publications.html
– http://www.psa-links.org/
– http://kidshealth.org/parent/emotions/behavior/bullies.html
– http://www.aacap.org/publications/factsfam/80.htm
– http://www.naspcenter.org/factsheets/bullying_fs.html
– http://www.bam.gov/
– http://kathynoll.com/
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U.S. Government Resources
http://www2.ed.gov/policy/gen/guid/scho
ol-discipline/index.html (Duncan Video
and other Discipline resources)
Department of Education and Justice Issue
School Discipline to Promote Safe Schools
http://www.justice.gov/crt/about/edu/doc
uments/dclspan.pdf (Spanish Version)
Departments of Education and Justice Issue
School Discipline Guidance to Promote
Safe, Inclusive Schools
SAMHSA
– Search Results: Bullying
• Search Results: bullying prevention
• Helping Parents Talk to their Children about
Bullying SAMHSA - SAMHSA News,
September/October 2008, Volume 16,
Number 5
• Media Guidelines for Bullying Prevention |
SAMHSA Newsroom
– Best Practices | StopBullying.gov
– Additional on same site.
Video
• flickspire - Famous Failures
• A Must See for At-Risk, Struggling
Students!
Teddy
• Motivating others.
• Believing in others.
• Make a difference
• flickspire - Make A Difference
– Essence and power compassion has
• Mary@MakeADifference.com
The Magic Pebbles
Make A Difference Story P. 15
Gifts by the Side of the Road - FlashBook
of SELECTED Stories
Students
They are our future,
invest in them!
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Questions or Suggestions
Contact Information
Shelly K. Stalnaker
shestaln@access.k12.wv.us
Coordinator, Safe Schools, Alternative Education, Character
WVDE Office of Secondary Learn
Building 6, Room 603
304-558-5325
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