HOLLY ACADEMY ADMINISTRATIVE TEAM JULIE KILDEE DIRECTOR Bachel - - PowerPoint PPT Presentation

HOLLY ACADEMY ADMINISTRATIVE TEAM

JULIE KILDEE – DIRECTOR

Bachel helor

• r of Scien

ence ce Degre ree e in El Element mentary y Ed Educ ucat ation ion Major in English Language Arts Minor in Social Studies University of Michigan – Flint Master’s Degree in Early Childhood Education Oakland University Master ers, s, plus us 30 Marygrove College Ed Educ ucati tion

• n Specia

cialist list Degree ree in Ed Educ ucat ational ional Administ nistra rati tion

• n

Oakland University (post-master certificate) Profess ession ional Teachi ching ng Certi tificat cate e (Stat tate e of MI) Admini inist stra rati tive e Certi tifica cate (Stat ate e of MI)

JEN POTTEIGER – CURRICULUM DIRECTOR

Bachelor helors s of Science ence in Education tion Major in Elementary Education Minot State University Minot, ND Master ers s in K-12 2 Litera eracy cy Reading Specialist degree University of Michigan – Flint Basic c K-12 2 Admini inist stra rati tive e Certif tifica icate Eastern Michigan University Professional essional Teachi ching g Certif tificat cate e (Sta tate e of MI) Admin inist stra rativ tive e Certif tifica cate (Stat ate e of MI)

JENNIFER BURNS – SPECIAL ED DIRECTOR

Bachel helor

• rs

s of Scien ence ce in El Elemen menta tary y Ed Educ ucat ation ion Language Arts (BX) 6-8 and Early Childhood Education Pre K-K University of Michigan Master ers s of Ar Arts s in Em Emoti tion

• nal

al Imp mpairm airmen ent Eastern Michigan University El Element mentary y and Seconda condary y Admini inist strat rator

• r K-12

12 Profess ession ional Teachi ching ng Certi tificat cate e (Stat tate e of MI) Direct ctor

• r of Spec

ecial ial Ed Educ ucat ation ion (Stat ate e of MI) Admini inist stra rati tive e Certi tifica cate (Stat ate e of MI)

KEN KANDER – FINANCE DIRECTOR

Bachelor helor of Arts s in Math h and Psycho hology logy Case Western Reserve University Master er of Science ence in Profess ession ional al Ac Acco counta tancy cy Walsh College

BULLYING IS. . .

An int ntentional entional writt tten, en, verbal rbal or physi sical cal act incl clud uding ng but not

• t limited

ed to one shown wn to be moti

• tivat

ated ed by any charac aracteri eristic stic such ch as:

• race

ce

• colo

lor,

• religion

ligion

• ances

estr try

• nati

tional

• nal origin

gin

• gender

er

• sexual

ual orientati entation

• n
• mental

ntal or physi sical cal disabil sability ty or ot

• ther

er distinguishing stinguishing charact aracteristi eristics cs.

GOVERNOR SNYDER SIGNS ANTI-BULLYING LAW

“This legislation sends a clear message that bullying is wrong in all its forms and will not be tolerated.”

• Rick

k Snyde yder, 2011

• Snyder signed the house version of the law on

December 6th.

• The Holly Academy adopted their anti-bullying policy

in 2007.

• In 2014, the law was amended to include language

specific to cyberbullying.

BULLYING AND OTHER AGGRESSIVE BEHAVIOR TOWARD STUDENTS

The Board of Directors believes that a safe and civil environment in school is necessary for students to learn and achieve high academic standards. It is the policy

• f the Academy to provide a safe and nurturing educational environment for all of its
• students. Appropriate behavior, treating others with civility and respect, and refusing

to tolerate harassment or bullying is expected of students, as well as administrators, faculty, staff, visitors, and volunteers. BULLYING G AND CYBERBULL BERBULLYING G ARE PROHIB IBITED.

• TED. Bullying and cyberbullying of a student, whether by other students,

staff, visitors, Board members, parents, guests, contractors, vendors and volunteers, is prohibited. All pupils are protected under this policy, and bullying and cyberbullying are prohibited without regard to its subject matter or motivating animus.

SIMPLY STATED, BULLYING…

• Is intimidating or subjecting a person to hostility or ill

treatment .

• Involves actions which cause another person to feel

afraid, humiliated, embarrassed, threatened or shamed.

• Occurs in a relationship in which there is an

imbalance of power.

• Is repeated over time.

BULLYING HAPPENS IN FIVE WAYS

Verbal

• Teasing, jokes, ignoring/isolation, gossip, threats

Physi sical

• Blocking someone’s path, physical restraint, pushing, kicking

Cyber

• social networking, text messaging, email (rumors, mean, embarrassing)

Sexual al

• Teasing, touching, slapping, pictures, emails, graffiti

Property ty

• Hiding belongings, theft, arson, extortion, vandalism, destruction

BULLYING IS NOT. . .

• A normal childhood activity
• A rite of passage
• The target’s fault

DIFFERENTIATING BULLYING FROM NORMAL PEER CONFLICT/MEAN BEHAVIOR

Normal conflict/ ct/me mean an behavior

• r

Equal power or are friends Happens occasionally Accidental Not serious Equal emotional reaction Not seeking power Remorse-will take responsibility Effort to solve the problem Bullyi ying ng Imbalance of power Repeated negative actions Intentional Physical or emotional harm Unequal emotional reaction Seeking control/material things No remorse-blames target No effort to solve the problem

WHAT TO DO IF YOU SUSPECT YOUR CHILD IS BEING BULLIED . . .

Talk with your child

• If your child is being bullied, they need to have a voice in how the

situation is handled. Conta tact ct the scho hool

• l
• Set up a meeting with your child’s teacher(s) and/or administrator.
• Develop a plan for keeping your child safe, particularly during vulnerable

times (class breaks, lunch, recess).

• Find out what activities or counseling options are available for your child.

Conta tact ct police…

• If the actions are criminal (assault, theft, serious threats, vandalism).

RECOMMENDATIONS . . .

If you susp spect ect your child d is being ng bullied lied

• Don’t encourage your child to fight back - - two wrongs

don’t make a right.

• Listen to your child; do not ignore your child’s plea for

help.

• Discern whether the incident fits the traits of bullying.
• Don’t confront the other child directly.
• Avoid bringing your child and the bully together to elicit

an apology or resolve the issue.

ENCOURAGE YOUR CHILD TO FOLLOW THE 3 STEPS

THREE REE STE TEPS PS TO STAND ND UP

1.

• 1. STOP

OP!! (use the bully’s name) Johnny (describe the unwant anted d actio ion) n) stop hitting ting me! STOP OP, , JO JOHNNY! STOP OP HITTIN ING G ME!!

• 2. WALK

K awa way y and remove yourself lf from the situatio uation

• 3. TALK to s

someone ne about it.

• It needs to be documented.
• Do not hold it in.
• It is not normal nor is it ok.
• If people do not know they cannot help.

ZERO TOLERANCE

A series of revisions to Michigan’s Zero Tolerance laws took effect August 1, 1, 2017. . These se changes nges re require ire district tricts s to conduct uct a thorough ugh re review of local al stude dent nt disci cipl pline ne policies icies and procedures

• dures. In particu

icular ar, school

• ols

s should uld be aware of the followi wing: ng:

• The new law requi

quires es consid siderati eration

• n of seven

en fa fact ctor

• rs

s in EVERY case e of suspen pensi sion

• n or expulsion

sion EXCEPT PT FIREA EARM RMS. S.

• Ad

Admin inist strat ator

• rs

s can use the new fa fact ctor

• rs

s as justi tifica icatio tion n to not

• t susp

uspen end d

• r expel a student, even for a “zero tolerance” offense, except

FIREA REARM RMS. S.

• There

e is a rebutta ttable e presum umpti ption

• n that

t any suspen pensi sion

• n over 10 days

s is unjustified “unless the district can demonstrate that it considered each

• f the factors”.
• Districts

tricts must t consi sider der using ng restor

• rat

ativ ive e practi tices ces as an alterna nati tive e to or in additi tion

• n to suspen

ension. sion.

THE SEVEN FACTORS

1.

• 1. Student ‘s age

2.

• 2. Student’s disciplinary history

3.

• 3. Seriousness

usness of offen ense se 4.

• 4. Wheth

ether er the student dent has a disability ability 5.

• 5. Whet

ether er the violati tion

• n thre

reatene ned d health/ th/saf safet ety 6.

• 6. Wheth

ether er to use restor

• rat

ativ ive e practi tices ces 7.

• 7. Wheth

ether er lesser ser interven enti tion

• n is appropria

iate

RESTORATIVE PRACTICES

The new laws require quire that t schools

• ls consi

side der r using restorati rative e practi ctices ces in addition

• n to
• r in place of suspe

uspens nsion

• n or expulsion
• sion. The new law define

nes s restora

• rati

tive practi tices es as “practices that emphasize repairing the harm to the victim and the school community caused by a pupil’s misconduct.” They y may include ude

• Victi

tim-offender nder conferen rences es

• Opportunity for the offender to accept responsibility and “repair the harm”

They y may requ quire the offender nder to

• Apologiz

gize

• Partici

cipa pate in communi nity ty servi vice ce, , rest stora rati tion, n, or counse nseling ling

• Pa

Pay r resti stituti ution

QUESTIONS?

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th at 8

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