HOLLY ACADEMY ADMINISTRATIVE TEAM
JULIE KILDEE – DIRECTOR Bachel helor or 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 on Specia cialist list Degree ree in Ed Educ ucat ational ional Administ nistra rati tion on 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 ors 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 onal al Imp mpairm airmen ent Eastern Michigan University El Element mentary y and Seconda condary y Admini inist strat rator or K-12 12 Profess ession ional Teachi ching ng Certi tificat cate e (Stat tate e of MI) Direct ctor or 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 ot limited ed to one shown wn to be moti otivat ated ed by any charac aracteri eristic stic such ch as: race ce • • colo lor, • religion ligion • ances estr try • nati tional onal origin gin gender er • • sexual ual orientati entation on mental ntal or physi sical cal disabil sability ty or ot other 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 6 th . 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 of 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 or Bullyi ying ng Equal power or are friends Imbalance of power Happens occasionally Repeated negative actions Accidental Intentional Not serious Physical or emotional harm Equal emotional reaction Unequal emotional reaction Not seeking power Seeking control/material things Remorse-will take responsibility No remorse-blames target Effort to solve the problem 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 ol • 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 ools s should uld be aware of the followi wing: ng: • The new law requi quires es consid siderati eration on of seven en fa fact ctor ors s in EVERY case e of suspen pensi sion on or expulsion sion EXCEPT PT FIREA EARM RMS. S. • Ad Admin inist strat ator ors s can use the new fa fact ctor ors s as justi tifica icatio tion n to not ot susp uspen end d or expel a student, even for a “zero tolerance” offense, except FIREA REARM RMS. S. • There e is a rebutta ttable e presum umpti ption on that t any suspen pensi sion on over 10 days s is unjustified “unless the district can demonstrate that it considered each of the factors”. • Districts tricts must t consi sider der using ng restor orat ativ ive e practi tices ces as an alterna nati tive e to or in additi tion on 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. Wheth 4. ether er the student dent has a disability ability 5. 5. Whet ether er the violati tion on thre reatene ned d health/ th/saf safet ety 6. 6. Wheth ether er to use restor orat ativ ive e practi tices ces 7. 7. Wheth ether er lesser ser interven enti tion on is appropria iate
RESTORATIVE PRACTICES The new laws require quire that t schools ols consi side der r using restorati rative e practi ctices ces in addition on to or in place of suspe uspens nsion on or expulsion sion. The new law define nes s restora orati 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
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