Core Values form the basis of Capital Prep’s goal in creating and maintaining a culture of respect and empathy for all individuals. The following policy is a proactive, educational approach to reducing acts of bullying. Our mission is to reduce and educate around issues of “mean” and inappropriate behavior to keep from elevating to a level of recurring acts which would constitute “bullying”.

I. PURPOSE

The Hartford Board of Education as well as Capital Preparatory Magnet School has determined that a safe, secure and civil environment in school is necessary for students to learn and achieve high academic standards. Harassment or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a student’s ability to learn and a school’s ability to educate its students. Demonstration of appropriate behavior, treating others with civility,respect, and refusing to tolerate harassment or bullying is expected of administrators, faculty, staff, and volunteers to provide positive examples for student behavior.

II. DEFINITIONS

(2011). Bullying prevention and intervention. Retrieved from Connecticut State Statute website: http://www.hartfordschools.org/board-of-education/documents/5141-BullyingPreventionandIntervention9.20.11.pdf

For purposes of this policy, the State of Connecticut, the District of Hartford and Capital Preparatory Magnet School define the following:

Bullying Defined

The repeated use by one or more students of a written, verbal, or electronic communication, such as cyberbullying, or a physical act or gesture repeatedly directed at or referring to another student attending school in the same school district, that:

  1. causes physical or emotional harm to such student or damage to such student’s property;
  2. places such student in reasonable fear of harm to himself or herself, or of damage to his or her property;
  3. creates a hostile environment at school for such student; (bullying among students is sufficiently severe and pervasive as to alter the conditions of
    the school climate);
  4. infringes on the rights of such student at school; or substantially disrupts the education process or the orderly operation of a school.

“Bullying” expressly includes, but is not limited to:

Written, verbal, or electronic communications, or physical acts or gestures that are based on any actual or perceived differentiating characteristics, such as race, ancestry, national origin, gender, sexual orientation, gender identity and expression, socioeconomic status, academic status, physical appearance, or mental, physical 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.

Cyberbullying Defined

Any act of bullying through the use of the Internet, interactive and digital technologies, cellular mobile telephone or other mobile electronic devices or any electronic communications

Bystander

Since bystander support of harassment or bullying can support these behaviors, CPMS prohibits both active and passive support for acts of harassment or bullying. The staff should encourage students to support students who walk away from these acts when they see them, constructively attempt to stop them, or report them to the designated authority.

III. INCIDENTS THAT ARE INVESTIGATED

Incidents that are investigated occur:

  1. On school grounds, at a school-sponsored or school-related activity, function or programwhether on or off school grounds, at a school bus stop, on a school bus or other vehicleowned, leased or used by a local or regional board of education, or through the use ofan electronic device or an electronic mobile device owned, leased or used by local orregional board of education and
  2. Outside of the school setting if such bullying (i) creates a hostile environment at schoolfor the student against whom bullying was directed, (ii) infringes on the rights of thestudent against whom such bullying was directed at school, or (iii) substantially disruptsthe education process or the orderly operation of a school.

IV. REPORTING INCIDENTS

Who MAY report bullying:

  • Students through written reports or anonymous reports.
  • Parents through written reports only.

Who MUST report bullying:

  • School employees who witness acts of bullying or receive reports of bullying.

Who MAY receive bullying complaints:

  • Any school employee may receive and MUST report any bullying complaint received, whether anonymous or by an identified parent or student.

For purposes of this policy it is also prohibited to discriminate and/or retaliate against a person who reports or assists in the investigation of a bullying complaint. These rights include:

  • students, parents and staff who report bullying.

V. PROCEDURES

The Hartford School District Bullying Policy states that “students shall be subject to school discipline” that may include expulsion. Capital Preparatory Magnet School requires its school administrators to develop and implement procedures that ensure both the appropriate consequences and remedial responses to a student or staff member who commits one or more acts of bullying. The following factors, at a minimum, shall be given full consideration by teachers and school administrators in the development of the procedures for determining appropriate consequences and remedial measures for each act of mean or inappropriate behavior, harassment, or bullying.

VI. RECEIVING, AND REPORTING BULLYING COMPLAINTS

The school employee who receives a bullying complaint must:

  • Within one school day of receipt orally notify the Safe School Climate Specialist of the complaint.
  • Within two school days of such notification file a written report (presumably with the Safe School Climate Specialist.)
  • Within forty-eight hours of completion of investigation school officials must notify parents of any student who commits a verified act of bullying and the parents of any student against whom any such act of bullying was committed.
  • Investigation must be completed “promptly”

Ways for a student to report bullying:

  • Verbally to any teacher or staff member
  • Written report in boxes around school
  • Written e-mail to teachers

Ways for parents to report bullying:

  • E-mail to teacher or staff member

Ways for a teacher/staff member to report bullying:

  • Verbally to Safe School Climate Specialist
  • E-mail to Safe School Climate Specialist

 

TIER 1
(3 Referrals = Move up to Tier 2)

Students who engage in mean, inappropriate or potential bully-like behaviors will:

  • Be given a “CORE Reflection Assignment” by teacher or staff member, in addition to any other disciplinary measure determined by teacher, staff or administrator.
  • Reflection will be signed by student, guardian and advisor.
  • A hard copy will be given to Safe School Climate Specialist.
  • A digital copy will be used in E-Portfolio under Empathy.

*The victim should be counseled by the instructor who witnessed the incident and determine further actions. Instructor should indicate on referral if victim requires any intervention.
Instructor or staff member should follow these procedures when recording an incident:

  • Fill out a Referral and e-mail it to Safe School Climate Specialist. CC advisor of student being referred.
  • Submit student’s Reflection Assignment to Safe School Climate Specialist.
  • Advisor will speak to parent about incident and record in Phone Log.
  • If the incident occurs in class, it is highly suggested that no assignment be accepted and graded until “CORE Reflection Assignment” is signed by parent and advisor and approved by teacher.


TIER 2
(1 Additional referral = Move to Tier 3)

  • Safe School Climate Specialist will determine intervention, discipline or combination based on reports. Examples of intervention and discipline are not limited to but listed below. Note that disciplinary action is not always required.
    • Morning Supportive Intervention OR
    • SAT Team with Parent OR
    • Administration Meeting OR
    • Student Court OR
    • Detention OR
    • Suspension OR
    • Expulsion OR
    • Any combination of the above.

*Victim – if the same victim has been the target of mean behavior or bullying their guardian and advisor should be informed.

*Safe School Climate Committee will determine if further intervention for victim is required, such as counseling.

 

TIER 3

  • Consequence determined by administrator.

*Victim – if the same victim has been the target of mean behavior or bullying their guardian and advisor should be informed.

*Safe School Climate Committee will determine if further intervention for victim is required, such as counseling.

VII. PREVENTION, INTERVENTION, CONSEQUENSES and EXPLAINED

Consequences and appropriate remedial actions for a student or staff member who commits one or more acts of harassment or bullying may range, or be in-conjunction with both positive and corrective behavioral interventions. Behaviors, if they continue, may lead up to and include suspension or expulsion, in the case of a student, or suspension or termination in the case of an employee, as set forth in the board of education’s approved code of student conduct or employee handbook.

Consequences for a student who commits an act of bullying shall be unique to the individual incident and will vary in method and severity according to the nature of the behavior, the developmental age of the student, and the student’s history of problem behaviors and performance, and must be consistent with the board of education’s approved code of student conduct. Remedial measures shall be designed to: correct the problem behavior; prevent another occurrence of the behavior; and protect the victim of the act. Effective discipline should employ a school-wide approach to bullying offenses and the associated consequences.

Examples of Remedial Measures

  • Supportive Intervention Workshop/Service Experience
    • Set a time, place, and person to help the bully reflect on the offending behavior, maintaining an emotionally-neutral and strength-based approach. (MORNING DETENTION WORK SHOP)
    • Corrective instruction and in-depth explanation of implications
    • Framing the aggressive behavior as a failed attempt to solve a real problem or reach a goal. Student is assisted in finding a better way to solve the problem or meet the goal
    • Relevant learning or service experience
  • Peer support group (if possible and appropriate)
  • Transformative conferencing with advisor, SAT member and guardian
    • Review of past interventions and supports
    • Behavioral assessment or evaluation
    • Behavioral management plan, with benchmarks that are closely monitored
    • In School Counseling
    • Therapy