Instructional Technology Plan...The Instructional Technology Plan goals were developed using the SMART goal writing process. The goals were written to be specific, measurable, action

Fredonia Central School District

Instructional Technology Plan

July1, 2018 to June 30, 2021


425 East Main Street

Fredonia, NY 14063

District website: www.fredonia.wnyric.org

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Table of Contents

I.

II.

III.

III.

III.

IV.

V.

VI.

page 3

page 4

page 8

page 12

page 15

page 21

page 23

LEA Information

Strategic Technology Planning

Action Plan – Goal #1



NYSED Initiatives Alignment

Administrative Management Plan

Appendix:

1. Policy 8271 – Children’s Internet Protection Act

2. Policy 7552 – Bullying Peer Abuse in the Schools

I. LEA Information

1. What is the name of the district administrator responsible for entering the

Instructional Technology Plan data?

Joseph Reyda

2. What is the title of the district administrator responsible for entering the Instructional

Technology Plan data?

Director of Instruction/CIO

II. Strategic Technology Planning

1. What is the overall district mission?

The Fredonia Central School District and community will maintain a continuing

partnership to provide an educational environment for the children of the community that will

insure that all children are valued, all children learn and all children possess the knowledge and

attitudes needed to reach their full potential intellectually, personally, socially and productively.

2. What is the vision statement that guides instructional technology use in the district?

We believe that technology is a tool for learning that expands our instructional practice

and is the vehicle that maximizes the potential of all teachers and children. The Fredonia Central

School District has the responsibility for developing curriculum and applying instructional

methods enriched with technology and insuring that our students and teachers are proficient

users of these new technologies.

3. List three goals that will drive the attainment of the vision.

1. Our teachers will use a variety of methods and strategies for applying technology to maximize student learning.

2. Our students will use technology as a tool in all aspects of the curriculum to build understandings from the earliest practical point. The use of technology will support critical thinking, collaboration, creativity, and communication.

3. We will commit resources to acquire and support technology in our district. We will evaluate technology to insure that it supports the teaching and learning process while aligning to district goals.

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4.

5.

Do you want a fourth goal that will drive attainment of the vision?

No.

Do you want a fifth goal that will drive attainment of the vision?

No.

6. Summarize the planning process used to develop answers to the Instructional

Technology Plan questions and/or your district comprehensive instructional technology plan.

Please include the stakeholder groups participating and the outcomes of the instructional

technology plan development meetings.

The district’s Instructional Technology Plan Survey was formulated using a variety of

input methods including Federal and State standards and initiatives, surveys, meetings, formal

and informal discussions. The district used a variety of teacher, administrator, and community

groups to develop this plan. The district’s Curriculum Council (a group comprised of district-

wide grade level and department Instructional Leaders and the building level administration from

all three buildings) held monthly meetings to discuss the development of this plan. The Site-Base

Teams from the elementary, middle and high school (groups comprised of building level

teachers, administrators, and parents) also reviewed the proposed plan to offer their insights and

observations. Finally, the Fredonia Board of Education was involved in the development process

through public presentations regarding the SMART Schools Bond Act and the Instructional

Technology Plan.

7. Please describe the professional development plan for building the capacity of

educators and administrators in the attainment of the instructional technology vision..

The Fredonia Central School District will provide professional development

opportunities for every district employee to continue to acquire the knowledge and skills

necessary for educating students. All teachers in the Fredonia Central School District, regardless

of their certification type, will be involved in professional development activities, including

planning, delivery, application and/or evaluation of professional development activities, for a

minimum of forty hours per year. This average reflects the five in-service days that are

mandatory for all staff.

The Fredonia Central School District recognizes that professional development must be

continuous and ongoing to effect systemic change. The Fredonia Central School Board of

Education, administration, Site-Base Teams, and Instructional Leaders collaborate to identify

areas of need and to create specific curricular goals. The professional development plan is

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reviewed on an annual basis to reflect the changing needs of the students of the Fredonia Central

School District.

The Fredonia Central School District uses many internal and external resources to help

meet its professional development goals. The fiscal resources include the Federal Title Grant, the

IDEA grants, and local district funds. Staff resources include Instructional Leaders, a Mentor

Coordinator and Mentor Teachers, and Turnkey trainers. Service providers include the State

University of New York at Fredonia (SUNY Fredonia), the Jamestown Community College

(JCC), Erie 1 BOCES and Erie 2 Chautauqua-Cattaraugus BOCES.

8. How will the instructional technology goals be measured and evaluated during and

after implementation? Be sure to include any tools or metrics that are part of this evaluation

process.

The Instructional Technology Plan goals were developed using the SMART goal writing

process. The goals were written to be specific, measurable, action oriented, rigorous, and timed.

Each goal will be measured by benchmarks. Some benchmarks will focus on the process: are we

doing what we said we were going to do? Other benchmarks focus on the outcome: are we

seeing early signs of progress towards the results? These benchmarks will be reviewed at regular

intervals during each year of the Instructional Technology Plan. We intend to use student,

teacher, and administrator feedback through online surveys to collect benchmark data.

Additionally, we will use student test data (including Regents results, ELA, math, and science

state assessments, STAR Reading and Math assessment results, and AIMS web results) to

evaluate the integration of technology as a tool in all aspects of the curriculum.

III. Action Plan – Goal #1

1. Goal #1

Our teachers will use a variety of methods and strategies for applying technology to

maximize student learning.

2. Select the NYSED goal that best aligns with this district goal.

5. Provide access to relevant and rigorous professional development to ensure educators

and leaders are proficient in the integration of learning technologies.

3. Target Student Population(s). Check all that apply.

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4.

All students Migrant students

Pre-K-2 Homeless students

Grades 3-5/6 Economically disadvantaged students

Middle School Students between the ages of 18-21

High School Students who are targeted for dropout prevention

or credit recovery programs

Students with disabilities Other

ELL/MLLs

List the action steps that correspond to Goal #1 from your answer to Question 1, above.

Action step 1, Category – Professional Development, Stakeholder - Director of Instruction/CIO,

Anticipated month of completion – January, Anticipated year of completion – 2021, Anticipated

cost - $10,000

o Description - We will design our annual staff in-service days to include specific

technology integration options for teachers. We will first survey all teachers to

determine what types of technology instruction techniques would be most appropriate.

We will also provide teachers with end-of-session evaluation forms to determine the

effectiveness of the trainings. Our building level administrator will work with all teachers

to encourage and support technology in the classroom.

Action step 2, Category – Budgeting, Stakeholder - Director of Instruction/CIO, Anticipated

month of completion – January, Anticipated year of completion – 2021, Anticipated cost -

$170,000

o The district will provide current and common developmentally appropriate technology

to all grade levels and departments. We recognize teachers may require different

technology devices depending on their grade level or department. The district will

evaluate what technology best meets the needs of students at each grade level and

then provide those devices to teachers. The district will create a regular replacement

cycle for all classroom technology.

Action step 3, Category – Staffing, Stakeholder - Superintendent, Anticipated month of

completion – January, Anticipated year of completion – 2019, Anticipated cost – N/A

o The district will establish a District Technology Integrator position to provide specific

technology- based professional development for all teachers and staff.

Action step 4, Category – Evaluation, Stakeholder - Building Principal, Anticipated month of

completion – June, Anticipated year of completion – 2019, Anticipated cost – N/A


1. Goal #2

Our students will use technology as a tool in all aspects of the curriculum to build

understandings from the earliest practical point. The use of technology will support critical

thinking, collaboration, creativity, and communication.


1. Develop a strategic vision and goals to support student achievement and engagement

through the seamless integration of technology into teaching and learning.









ELL/MLLs

4. List the action steps that correspond to Goal #2 from your answer to Question 1, above.

Action step 1, Category – Curriculum, Stakeholder - Director of Instruction/CIO, Anticipated

month of completion – June, Anticipated year of completion – 2021, Anticipated cost - $40,000

o Based on need, we will review, revise or create curricular units incorporating technology

(reading, speaking, writing, and critical thinking) across all subject areas.

Action step 2, Category – Professional Development, Stakeholder - Director of Instruction/CIO,

Anticipated month of completion – January, Anticipated year of completion – 2019, Anticipated

cost - N/A

o The district will provide specific technology based on professional development for all

teachers on how to best implement technology instruction in the classroom. Teachers will

be provided with an evaluation survey at the completion of the training to evaluate the

effectiveness of the training.

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Action step 3, Category – Budgeting, Stakeholder - Director of Instruction/CIO, Anticipated

month of completion – January, Anticipated year of completion – 2021, Anticipated cost – N/A

o The district will provide to all students developmentally appropriate technology that is

consistent across departments and grade levels. The district will determine what

technology is best suited for each department and grade level through the study of

instructional best practices. The district will provide current technology to classrooms

and create an annual equipment replacement cycle to maintain peak performance of

technology.

Action step 4, Category – Implementation, Stakeholder - Classroom Teachers, Anticipated

month of completion – January, Anticipated year of completion – 2018, Anticipated cost – N/A

o The district's classroom teachers will incorporate current technology practices into their

everyday classroom instruction. Teachers will be provided with specific professional

development in Google Apps for Education. Teachers will use technology to

communicate with their students and with their students' families.


1. Goal #3

We will commit resources to acquire and support technology in our district. We will

evaluate technology to insure that it supports the teaching and learning process while aligning to

district goals.


2. Provide technology-enhanced, culturally- and linguistically-responsive learning

environments to support improved teaching and learning.









ELL/MLLs

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4. List the action steps that correspond to Goal #3 from your answer to Question 1, above.

Action step 1, Category – Evaluation, Stakeholder - Director of Instruction/CIO, Anticipated

month of completion –December, Anticipated year of completion – 2018, Anticipated cost –

N/A

o The district will evaluate technology to insure that it supports the teaching and learning

process while aligning to district goals.

Action step 2, Category – Collaboration, Stakeholder - Director of Technology, Anticipated

month of completion –December, Anticipated year of completion – 2018, Anticipated cost –

N/A

o The district will identify specific technology that will support the teaching and learning

process that aligns to district goals.

Action step 3, Category – Budgeting, Stakeholder - Business Administrator, Anticipated month

of completion –April, Anticipated year of completion – 2019, Anticipated cost – $140,000

o The district will allocate general budget funds to purchase appropriate technology that

will support the teaching and learning process that align to district goals.

Action step 4, Category – Implementation, Stakeholder - Director of Technology, Anticipated

month of completion –August, Anticipated year of completion – 2019, Anticipated cost – N/A

o The district will distribute appropriate technology that will support the teaching and

learning process that align to district goals.

IV. NYSED Initiatives Alignment

1. Explain how the district use of instructional technology will serve as a part of

comprehensive and sustained effort to support rigorous academic standards attainment and

performance improvement for students.

It is the belief of the Fredonia Central School District that students should learn the

technology skills necessary to learn in the 21st century through the integration of technology into

the curriculum. Therefore, the National Educational Technology Standards for All Students

(ISTE) program has been adopted for the instruction and assessment of students. The technology

foundation standards for students are divided into six broad categories. These standards include

the following: Creativity and Innovation; Communication and Collaboration; Research and

Information Fluency; Critical Thinking, Problem Solving, and Decision Making; Digital

Citizenship; and Technology Operations and Concepts. Standards within each category are to be

introduced, reinforced, and mastered by students. These categories provide a framework for

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linking performance indicators found within the Profiles for Technology Literate Students to the

standards.

2. Students with disabilities may be served through the use of instructional technology as

well as assistive technology devices and services to ensure access to and participation in the

general curriculum. Describe how instruction is differentiated using technology to support the

individualized learning needs of this student group.

Students with disabilities attending the Fredonia Central School District in both general

education and special education classroom environments are insured equitable access to

instruction, materials, and assessments. The Instructional Technology Plan assures that all

students, including general education and special education, have adequate access to technology

throughout the district. Students with disabilities who may need additional technology support

are provided appropriate devices according to the Committee on Special Education

recommendations.

3. How does the district utilize technology to address the needs of Students with

Disabilities to ensure equitable access to instruction, materials, and assessments? Check all

that apply.

Class lesson plans, materials, and assignment instructions are available to students and

families for ‘anytime, anywhere’ access (such as through class website or learning

management system).

Direct instruction is recorded and provided for students to access asynchronously (such as

through a learning management system or private online video channel).

Technology is used to provide additional ways to access key content, such as providing

videos or other visuals to supplement verbal or written instruction or content.

Text to speech and/or speech to text software is utilized to provide increased support for

comprehension of written or verbal language.

Assistive technology is utilized.

Technology is used to increase options for students to demonstrate knowledge and skill.

Learning games and other interactive software are used to supplement instruction.

Other (please identify in Question 3a, below)

4. Please select the professional development that will be offered to teachers of Students

with Disabilities that will enable them to differentiate learning and to increase their student

language and content learning with the use of technology. Check all that apply.

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Technology to support writers in the elementary classroom.

Technology to support writers in the secondary classroom.

Research, writing and technology in a digital world.

Enhancing children’s vocabulary development with technology.

Reading strategies through technology for students with disabilities.

Choosing assistive technology for instructional purposes in the special education classroom.

Using technology to differentiate instruction in the special education classroom.

Using technology to increase options for students with disabilities to demonstrate their

knowledge and skills.

Multiple ways of assessing student learning through technology.

Electronic communication and collaboration.

Promotion of model digital citizenship and responsibility.

Integrating technology and curriculum across core content areas.

Helping students with disabilities to connect with the world.


5. How does the district utilize technology to address the needs of English Language

Learners/Multilingual Learners to ensure equitable access to instruction, materials, and

assessments? Check all that apply.

Class lesson plans, materials, and assignment instructions are available to students and

families for ‘anytime, anywhere’ access (such as through class website or learning management

system)

Direct instruction is recorded and provided for students to access asynchronously (such as

through a learning management system or private online video channel)/

Technology is used to provide additional ways to access key content, such as providing

videos or other visuals to supplement verbal or written instruction or content.

Text to speech and/or speech to text software is utilized to provide increased support for

comprehension of written or verbal language.

Home language dictionaries and translation programs are provided through technology.

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Hardware that supports ELL/MLL student learning, such as home-language keyboards,

translation pens, and/or interactive whiteboards, is utilized.

Technology is used to increase options for students to demonstrate knowledge and skill, such

as through the creation of a produce or recording of an oral response.

Learning games and other interactive software are used to supplement instruction.

Other (please identify, in Question 5a, below)

6. The district’s instructional technology plan addresses the needs of English Language

Learners/Multilingual learners to ensure equitable access to instruction, materials, and

assessments in multiple languages.

Yes.

6a. If Yes, check one.

In the five (5) most spoken languages in the district.

6b. If ‘Other” was selected in 6a, above, please explain here.

7. Please select the professional development that will be offered to teachers of English

language learners/multilingual learners that will enable them to differentiate learning and to

increase their student language and content learning with the use of technology. Check all

that apply.

Technology to support writers in the elementary classroom.

Technology to support writers in the Secondary classroom.

Research, writing and technology in a digital world.

Writing and technology workshop for teachers.

Enhancing Children’s Vocabulary Development with technology

Writer’s workshop in the Bilingual classroom.

Reading strategies for English Language Learners.

Moving from learning letters to learning to read.

The power of technology to support language acquisition.

Using technology to differentiate instruction in the language classroom.

Multiple ways of assessing student learning through technology.

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Electronic communication and collaboration.

Promotion and model digital citizenship and responsibility.

Integrating technology and curriculum across core content areas.

Web authoring tools.

Helping students connect with the world.

The interactive whiteboard and language learning.

Use camera for documentation.


8. How does the district use instructional technology to facilitate culturally responsive

instruction and learning environments?

The district uses instructional technology to strengthen relationships and connections with

families to assist in building a culturally responsive learning environment to enhance student

learning.

The district uses instructional technology to facilitate classroom projects that involve the

community.

The district uses instructional technology to develop and organize coherent and relevant

units, lessons, and learning tasks that build upon students’ cultural backgrounds and experiences.

The district uses instructional technology to assist in varying teaching approaches to

accommodate diverse learning styles and language proficiencies.

The district uses instructional technology to enable students to communicate and collaborate

with students in different schools or districts in New York State, the United States, or with

different countries.

The district uses instructional technology to facilitate collaborative classroom projects among

heterogeneous student groups.

The district does not use instructional technology to facilitate culturally responsive

instruction.

Other (please identify in question 8a, below)

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V. Administrative Management Plan

1. Staff Plan / Full-time Equivalent (FTE)

District Technology Leadership 1.00

Instructional support 0.00

Technical support 3.00

Totals: 4.00

2.

Investment Plan

Anticipated Item or Service – Internet Connectivity, Estimated Cost - $40,000, Potential Funding

Source(s) - Smart Schools Bond Act

Anticipated Item or Service –Peripheral Devices , Estimated Cost - $250,000, Potential Funding

Source(s) - Smart Schools Bond Act

Anticipated Item or Service – Network and Infastructure , Estimated Cost - $170’000, Potential

Funding Source(s) - Smart Schools Bond Act

Anticipated Item or Service – End user Computing Devices, Estimated Cost - $170,000, Potential

Funding Source(s) - BOCES Co-Ser purchase

3. Has the school district provided for the loan of instructional computer hardware to

students legally attending nonpublic schools pursuant to Education Law, section 754?

Not Applicable (There are no non-public schools in the district.)

4. Please indicate whether or not the district has a public website.

The district has a public website.

4a. Provide the URL of the district’s public website.

5.

http://www.fredonia.wnyric.org

Please indicate whether or not the district has assigned a specific person with

responsibility for Information Security.

No.

6. Please indicate whether or not the district has assigned a specific person with

responsibility for Information Privacy.

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http://www.fredonia.wnyric.org/

No.

7. Has a district-wide information security and/or privacy audit ever been performed in

the district?

No.

8. Does the school district provide for educating minors about appropriate online

behavior, including interacting with other individuals on social networking websites and in

chat rooms?

Yes.

9. Does the school district provide for educating minors about cyberbullying awareness

and response?

Yes.

10. Does the district have an Internet Safety Policy?

Yes.

10a. Please upload the district’s Internet Safety Policy

8271 – Children’s Internet Protection Act (Appendix #1)

11. Does the district have a Cyberbullying Policy?

Yes.

11a. Please upload the district’s Cyberbullying Policy.

7552 – Bullying Peer Abuse in the Schools (Appendix #2)

12. Does the district have a Parents’ Bill of Rights for Data Privacy and Security?

Yes.

12a.

first posted?

What year was the Parents’ Bill of Rights for Data Privacy and Security policy

2016

12b.

and Security.

Please provide the URL to the district’s Parents’ Bill of Rights for Data Privacy

http://www.fredonia.wnyric.org/Page/111

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http://www.fredonia.wnyric.org/Page/111

13. Does the district have an information breach policy that addresses the district’s

planned response to an information breach?

No. The district does not have such a policy.

14. Provide a direct link to the district’s technology plan as posted on the district’s website.

http://www.fredonia.wnyric.org/domain/32

VI. Appendix

1. Children’s Internet Protection Act: Internet Content Filtering/Safety Policy

2. Bullying: Peer Abuse in the Schools Policy

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http://www.fredonia.wnyric.org/domain/32

Appendix #1

Children’s Internet Protection Act: Internet

Content Filtering/Safety Policy


Policy #8271

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2013 8271

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Instruction

SUBJECT: CHILDREN'S INTERNET PROTECTION ACT: INTERNET CONTENT

FILTERING/SAFETY POLICY

In compliance with the Children's Internet Protection Act (CIPA) and Regulations of the

Federal Communications Commission (FCC), the Fredonia Central School District has adopted and

will enforce this Internet safety policy that ensures the use of technology protection measures (i.e.,

filtering or blocking of access to certain material on the Internet) on all District computers with

Internet access. Such technology protection measures apply to Internet access by both adults and

minors with regard to visual depictions that are obscene, child pornography, or, with respect to the use

of computers by minors, considered harmful to such students. The District will provide for the

education of students regarding appropriate online behavior including interacting with other

individuals on social networking websites and in chat rooms, and regarding cyberbullying awareness

and response. Further, appropriate monitoring of online activities of minors, as determined by the

building/program supervisor, will also be enforced to ensure the safety of students when accessing the

Internet.

Further, the Board of Education's decision to utilize technology protection measures and other

safety procedures for staff and students when accessing the Internet fosters the educational mission of

the schools including the selection of appropriate teaching/instructional materials and activities to

enhance the schools' programs; and to help ensure the safety of personnel and students while online.

However, no filtering technology can guarantee that staff and students will be prevented from

accessing all inappropriate locations. Proper safety procedures, as deemed appropriate by the

applicable administrator/program supervisor, will be provided to ensure compliance with the CIPA.

In addition to the use of technology protection measures, the monitoring of online activities

and access by minors to inappropriate matter on the Internet and World Wide Web may include, but

shall not be limited to, the following guidelines:

a) Ensuring the presence of a teacher and/or other appropriate District personnel when

students are accessing the Internet including, but not limited to, the supervision of

minors when using electronic mail, chat rooms, instant messaging and other forms of

direct electronic communications. As determined by the appropriate building

administrator, the use of email and chat rooms, as well as social networking websites,

may be blocked as deemed necessary to ensure the safety of such students;

b) Monitoring logs of access in order to keep track of the websites visited by students as a

measure to restrict access to materials harmful to minors;

c) In compliance with this Internet Safety Policy as well as the District's Acceptable Use

Policy, unauthorized access (including so-called "hacking") and other unlawful activities

(Continued)

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2013 8271

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Instruction


FILTERING/SAFETY POLICY (Cont'd.)

by minors are prohibited by the District; and student violations of such policies may result

in disciplinary action; and

d) Appropriate supervision and notification to minors regarding the prohibition as to

unauthorized disclosure, use and dissemination of personal identification information

regarding such students.

The determination of what is "inappropriate" for minors shall be determined by the District

and/or designated school official(s). It is acknowledged that the determination of such "inappropriate"

material may vary depending upon the circumstances of the situation and the age of the students

involved in online research.

The terms "minor," "child pornography," "harmful to minors," "obscene," "technology protection

measure," "sexual act," and "sexual contact" will be as defined in accordance with CIPA and other

applicable laws/regulations as may be appropriate and implemented pursuant to the District's

educational mission.

Under certain specified circumstances, the blocking or filtering technology measure(s) may be

disabled for adults engaged in bona fide research or other lawful purposes. The power to disable can

only be exercised by an administrator, supervisor, or other person authorized by the School District.

The School District shall provide certification, pursuant to the requirements of CIPA, to

document the District's adoption and enforcement of its Internet Safety Policy, including the operation

and enforcement of technology protection measures (i.e., blocking/filtering of access to certain

material on the Internet) for all School District computers with Internet access.

Internet Safety Instruction

In accordance with New York State Education Law, the School District may provide, to students

in grades K through 12, instruction designed to promote the proper and safe use of the internet. The

Commissioner shall provide technical assistance to assist in the development of curricula for such

course of study which shall be age appropriate and developed according to the needs and abilities of

students at successive grade levels in order to provide awareness, skills, information and support to aid

in the safe usage of the internet.

Under the Protecting Children in the 21st Century Act, students will also be educated on appropriate

interactions with other individuals on social networking websites and in chat rooms, as well as

cyberbullying awareness and response.

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2013 8271

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Instruction


FILTERING/SAFETY POLICY (Cont'd.)

Access to Inappropriate Content/Material and Use of Personal Technology or Electronic Devices

Despite the existence of District policy, regulations and guidelines, it is virtually impossible to

completely prevent access to content or material that may be considered inappropriate for students.

Students may have the ability to access such content or material from their home, other locations off

school premises and/or with a student's own personal technology or electronic device on school

grounds or at school events.

The District is not responsible for inappropriate content or material accessed via a student's own

personal technology or electronic device or via an unfiltered Internet connection received through a

student's own personal technology or electronic device.

Notification/Authorization

The District's Acceptable Use Policy and accompanying Regulations will be disseminated to

parents and students in order to provide notice of the school's requirements, expectations, and student's

obligations when accessing the Internet.

The District has provided reasonable public notice and has held at least one (1) public hearing or

meeting to address the proposed Internet Safety/Internet Content Filtering Policy prior to Board

adoption. Additional public notice and a hearing or meeting is not necessary when amendments are

made to the Internet Safety Policy in the future.

The District's Internet Safety/Internet Content Filtering Policy must be made available to the

FCC upon request. Furthermore, appropriate actions will be taken to ensure the ready availability to

the public of this policy as well as any other District policies relating to the use of technology.

The Internet Safety/Internet Content Filtering Policy is required to be retained by the school for

at least five (5) years after the funding year in which the policy was relied upon to obtain E-rate

funding.

47 United States Code (USC) Sections 254(h) and 254(l)

47 Code of Federal Regulations (CFR) Part 54

Education Law Section 814

Appendix #2

Bullying: Peer Abuse in the Schools


Policy #7552

2013 7552

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Students

SUBJECT: BULLYING: PEER ABUSE IN THE SCHOOLS

The Board of Education is committed to providing a safe and productive learning environment

within its schools. Bullying of a student by another student is strictly prohibited on school property, in

school buildings, on school buses, and at school sponsored events and/or activities whether occurring

on or off campus. The Board of Education shall require the prohibition of bullying - along with the

range of possible intervention activities and/or sanctions for such misconduct - to be included in the

District Code of Conduct for all grade levels.

For purposes of this policy, the term "bullying" among children is defined, in general, as: "a

variety of negative acts carried out repeatedly over time. It involves a real or perceived imbalance of

power, with a more powerful child or group attacking those who are less powerful." Bullying can take

three (3) forms:

a) Physical (including, but not limited to, hitting, kicking, spitting, pushing, taking personal

belongings);

b) Verbal (including, but not limited to, taunting, malicious teasing, name calling, making

threats); and

c) Psychological (including, but not limited to, spreading rumors; manipulating social

relationships; or engaging in social exclusion, extortion, or intimidation).

The District also prohibits "Internet bullying" (also referred to as "cyber-bullying") including the

use of instant messaging, email, websites, chat rooms, and text messaging when such use interferes

with the operation of the school; or infringes upon the general health, safety and welfare of District

students or employees.

However, it is important to note that a single negative act as enumerated above may also

constitute "bullying" (if not more serious misconduct) based upon the particular circumstances such as

the seriousness of the act and/or the intent of the actor.

Any student who believes that he/she is being subjected to bullying behavior, as well as any

other person who has knowledge of or witnesses any possible occurrence of bullying, shall report the

bullying to any staff member or the Building Principal. The staff member/Building Principal to whom

(Continued)

7552

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2013

Students

SUBJECT: BULLYING: PEER ABUSE IN THE SCHOOLS (Cont'd.)

the report is made (or the staff member/Building Principal who witnesses bullying behavior) shall

investigate the complaint and take appropriate action to include, as necessary, referral to the next level

of supervisory authority and/or other official designated by the District to investigate allegations of

bullying. Investigation of allegations of bullying shall follow the procedures utilized for complaints of

harassment within the School District. Allegations of bullying shall be promptly investigated and will

be treated as confidential and private to the extent possible within legal constraints.

Prohibition Against Retaliation

The Board prohibits any retaliatory behavior directed against complainants, victims, witnesses,

and/or any other individuals who participate in the investigation of allegations of bullying. Follow-up

inquiries and/or appropriate monitoring of the alleged bully and victim shall be made to ensure that

bullying behavior has not resumed and that all those involved in the investigation of allegations of

bullying have not suffered retaliation.

Personnel at all levels are responsible for taking corrective action to prevent bullying behavior of

which they have been made aware at School District sites or activities and/or reporting such behavior

to their immediate supervisor. Further, staff training shall be provided to raise awareness of the

problem of bullying within the schools and to facilitate staff identification of and response to such

bullying behavior among students.

Prevention and intervention techniques within the District to prevent against bullying behavior

and to support and protect victims shall include building-level and classroom-level strategies and

activities as determined by administration. Individual intervention will be provided by appropriate

staff members to bullies, victims and their parents to help ensure that the bullying stops.

Rules against bullying shall be publicized District-wide and shall be disseminated as appropriate

to staff, students and parents. Disciplinary sanctions for violation of this policy shall be outlined in the

District Code of Conduct as enumerated above and may also be incorporated in staff and student

handbooks.

NOTE: Refer also to Policies #3410 -- Code of Conduct on School Property

#3420 -- Anti-Harassment in the School District

#7551 -- Sexual Harassment of Students

#7553 -- Hazing of Student

District Code of Conduct

Documents

Instructional Technology Plan...The Instructional Technology Plan goals were developed using the SMART goal writing process. The goals were written to be specific, measurable, action