Anti-bullying Programs in Orange County Schools

R1

Recommend a county wide compatible information system for reporting incidents of bullying be explored by all school districts.

R2

Recommend all countywide schools agree upon the same definition of bullying.

R3

Each district review standardized procedures to protect a bully victim and bystanders’ confidentiality as stated in Education Code 234.1

R4

By January 2013, Orange County Superintendent of Schools creates an oversight committee to monitor the mandates and implementation contained in Assembly Bills, AB1156, AB9, and AB746.

R5

Recommend Orange County Superintendent of Schools create a committee for the purpose of standardizing a definition of bullying to be used by all schools county wide when recording a bullying incident.

R6

Recommend each district explore the development of a county wide standard information system for recording incidents of bullying.

R7

All schools post anti-bullying/anti-harassment policy in offices, staff lounges and student government meeting areas as prescribed in Education Code 234.1. REQUIREMENTS AND INSTRUCTIONS: In accordance with California Penal Code Sections 933 and 933.05, the 2011-2012 Grand Jury requires responses from each agency affected by the recommendations presented in this section. The responses are to be submitted to the Presiding Judge of the Superior Court. The California Penal Code Section 933(c) requires any public agency which the Grand Jury has reviewed, and about which it has issued a final report, to comment to the Presiding Judge of the Superior Court on the findings and recommendations pertaining to matters under the control of the agency. Such comment shall be made no later than 90 days after the Grand Jury publishes its report (filed with the clerk of the Court); except that in the case of a report containing findings and re commendations pertaining to a department or agency headed by an elected County official (e.g. District Attorney, Sheriff, etc.), such comment shall be made to the Presiding Judge with an information copy sent to the Board of Supervisors. Furthermore, California Penal Code Sections 933.05(a), (b), (c), details, as follows, the manners in which such comment(s) are to be made: (a) As to each grand jury finding, the responding person or entity shall indicate one of the following: (1) The respondent agrees with the finding (2) The respondent disagrees wholly or partially with the finding, in which case the response shall specify the portion of the finding that is disputed and shall include an explanation of the reasons therefore. (b) As to each grand jury recommendation, the responding person or entity shall report one of the following actions: (1) The recommendation has been implemented, with a summary regarding the implemented action. (2) The recommendation has not yet been implemented, but will be implemented in the future, with a time frame for implementation. (3) The recommendation requires further analysis, with an explanation and the scope and parameters of analysis or study, and a time frame for the matter to be prepared for discussion by the officer or head of the agency or department being investigated or reviewed, including the governing body of the public agency when applicable. This time frame shall not exceed six months from the date of publication of the grand jury report. (4) The recommendation will not be implemented because it is not warranted or is not reasonable, with an explanation therefore. (c) If a finding or recommendation of the grand jury addresses budgetary or personnel matters of a county agency or department headed by an elected officer, both the agency or department head and the Board of Supervisors shall respond if requested by the grand jury, but the response of the Board of Supervisors shall address only those budgetary or personnel matters over which it has some decision making authority. The response of the elected agency or department head shall address all aspects of the findings or recommendations affecting his or her agency or department. Comments to the Presiding Judge of the Superior Court in compliance with the Penal Code Section 933.05 are required from the: Responding Agency Findings Recommendations Orange County School Districts F1, F2, F3, F4, R1, R2, R3, R6, R7 Orange County Superintendent of Schools R4, R5, Appendix: A School Programs: The 2011-2012 Grand Jury completed interviews at elementary, middle and high school level with administration officials. From those interviews, it became apparent that various programs/clubs are in place to help students deal with bullying situations and to support student growth in problem solving behavior issues. The following are brief summaries of programs that were brought to the attention of this Grand Jury. This is a sampling of programs and not a complete list. Rachel‘s Challenge: “Start a Chain Reaction” In memory of Rachel Scott—a victim of the Columbine High School Shootings Rachel’s Challenge is a program that is designed to inspire, equip and empower students K-12 to make a positive difference in their world. A powerful partnership can replace bullying and violent behavior on a school campus with kindness and compassion so students can learn in a safer, more respectful environment. Rachael’s Challenge objectives for schools are: Create a safe learning environment for all students by re-establishing civility and delivering proactive antidotes to school violence and bullying. Improve academic achievement by engaging students’ hearts, heads and hands in the learning process. Provide students with social/emotional education that is both colorblind and culturally relevant. Train adults to inspire, equip and empower students to affect permanent positive change. Cyber Saavy Safety Week: High school students participate in a school-wide program to encourage safe use of the internet. Each grade level takes part in a specific lesson facilitated by their teacher. Lessons included in the program are as follows: 9th grade—Social Networks and Cyber Bullying 10th grade—Social Networks and On line Predators 11th grade—Passwords and Phishing 12th grade—Digital Footprint and Online Reputation Too Good For Violence/Drugs: “Too Good For Drugs/Violence” is a supplemental curriculum taught to 4th-8th graders. The program consists of 10 lessons teaching strategies for dealing with peer pressure and how to make good decisions. The four focus strands are: (1) conflict resolution, (2) anger management, (3) respect for self and others and (4) effective communication. Parents are invited to participate in completing lessons at home. Web Days-Welcome Everybody: WEB “Welcome Every Body” is a middle school program designed to help incoming students succeed socially and academically as they transition from elementary school. Setting foot for the first time in a middle school can be intimidating. WEB is built on the belief that students can help students succeed. WEB leaders are positive role models motivating leading and teaching incoming students about the school. Activities include orientation, picnics, scavenger hunts, movie afternoons and WEB focus days. Pal-Peer Assistance Leadership: The PAL “Peer Assistance Leadership Program” is a school-based peer-to-peer youth development program for students in grades 4-12 built upon a philosophy of students helping students. Established in 1980 by the Orange County Department of Education, the PAL program addresses the underlying causes of violence, tobacco, alcohol and drug use by youth. The program encourages PAL students and their peers to make healthy life decisions and provides opportunities to create a supportive and safe school environment. PAL supports students healthy lifestyles by building resiliency and assets through youth leadership, mentoring, conflict resolution, cross-age teaching, peer helping, service learning and prevention activities. The PAL program can enhance and support all student leadership programs in schools. PBIS—Positive Behavior Intervention and Support: This nationwide program is widely used. PBIS is a system change method that promotes positive student behaviors through strategies incorporated into the classroom. This is a four year training program that works with teachers to increase their behavioral skills to change teacher behavior in order to change student behavior. PBIS is designed to positively affect not only the student behavior but student quality of life. BRIDGES—Building Bridges To Understanding: The BRIDGES program has partnered with Orange County schools that have demonstrated a commitment to this mission and to creating a campus that is safe, welcoming and equitable. BRIDGES is a multi-year program designed to improve inter-group relations by partnering with schools and communities to create, advocate and sustain a safe, inclusive climate that respects society’s diversity. BRIDGES trains teams of people to help create a safe environment free of anti-harassment/bullying. Gay-Straight Alliance: Gay-straight alliances are student organizations found in high schools that are intended to provide a safe and supportive environment for lesbian, gay, bisexual and transgender youth and their straight allies. The goal of gay-straight alliances is to make their school community safe and welcoming to all students regardless of sexual orientation or gender identity. They participate in national campaigns to raise awareness such as the Day of Silence, National Coming out Day, and No Name Calling Week. Appendix: B Sample of Survey Questions used during interviews with site administrators entitled, ‗Anti- Bullying/Anti-Harassment Survey‘ are as follows: 1. May we see/have redacted bullying/harassment incident reports for 2010-2012 and so far this year? 2. How many bullying or harassment incidents were reported and recorded in your incident reports for school year 2010-2011? 3. How many so far for the current school year? 4. What anti-bullying/anti-harassment student programs and clubs have been made available to your school this year and last? 5. Are you familiar with the programs GLISEN, BRIDGES, and PBIS? If so, please explain your understanding or knowledge of these programs and their implementation, if any, at your school. 6. Does your district or your school decide what anti-bullying/anti-harassment student programs will be offered? 7. Who decides on the implementation of these programs? 8. What is the frequency of the programs? 9. For how many years has your school been offering these programs? 10. Are your students surveyed following these programs? If so, how is this done? 11. How are the results of these surveys used and who reviews them? 12. What training programs have been presented to the administration and teachers each school year? 13. Does your district or your school decide which training programs are recommended for use? 14. Who decides the actual implementation of these training programs? 15. Are teacher training programs assessed or evaluated for appropriateness and effectiveness, and if so, by whom and how are the results used? 16. Did bullying or harassment incidents reports increase or decrease after programs were presented to the students? 17. Have anti-bullying/anti-harassment incident reports increased or decreased after training programs were completed by the administration and teachers? 18. What is your school/district‘s protocol for student/teacher incident report entries? 19. How does your school and/or district determine if a bullying/harassment incident will be included in the formal incident reports? 20. What additional efforts have the administration and/or teachers implemented on campus or in classrooms to help create an anti- bullying/anti-harassment atmosphere? 21. If your district suggests the use of anti-bullying/anti-harassment programs how, if at all, are the schools tracked or monitored for program implementation? 22. Please indicate the person, and/or committee, and/or department that would monitor program implementation. 23. Mandatory Postings (AB354, Ed Code 234.1 (D) Do you have any anti-bullying/anti-harassment policies posted and where are they? (Office, staff lounge, student gov‘t room, etc.) 24. Please provide copies of any materials available for students and staff regarding anti-bullying programs. Appendix: C Following is a list of O.C. districts surveyed by mail requesting all anti-bullying/anti- harassment programs/clubs recommended to schools in the district. 1. Anaheim School District 2. Anaheim Union High School District 3. Brea Olinda Unified School District 4. Buena Park School District 5. Capistrano Unified School District 6. Centralia School District 7. Cypress School District 8. Fountain Valley School District 9. Fullerton Joint Union High School District 10. Fullerton School District 11. Garden Grove Unified School District 12. Huntington Beach City School District 13. Huntington Beach Union High School District 14. Irvine Unified School District 15. La Habra City School District 16. Los Alamitos Unified School District 17. Lowell Joint School District 18. Magnolia School District 19. Newport-Mesa Unified School District 20. Ocean View School District 21. Orange Unified School District 22. Placentia-Yorba Linda Unified School District 23. Saddleback Valley Unified School District 24. Santa Ana Unified School District 25. Savanna School District 26. Tustin Unified School District 27. Westminster School District

R8

What is the frequency of the programs?

R9

For how many years has your school been offering these programs?

R10

Are your students surveyed following these programs? If so, how is this done?

R11

How are the results of these surveys used and who reviews them?

R12

What training programs have been presented to the administration and teachers each school year?

R13

Does your district or your school decide which training programs are recommended for use?

R14

Who decides the actual implementation of these training programs?

R15

Are teacher training programs assessed or evaluated for appropriateness and effectiveness, and if so, by whom and how are the results used?

R16

Did bullying or harassment incidents reports increase or decrease after programs were presented to the students?

R17

Have anti-bullying/anti-harassment incident reports increased or decreased after training programs were completed by the administration and teachers?

R18

What is your school/district‘s protocol for student/teacher incident report entries?

R19

How does your school and/or district determine if a bullying/harassment incident will be included in the formal incident reports?

R20

What additional efforts have the administration and/or teachers implemented on campus or in classrooms to help create an anti- bullying/anti-harassment atmosphere?

R21

If your district suggests the use of anti-bullying/anti-harassment programs how, if at all, are the schools tracked or monitored for program implementation?

R22

Please indicate the person, and/or committee, and/or department that would monitor program implementation.

R23

Mandatory Postings (AB354, Ed Code 234.1 (D) Do you have any anti-bullying/anti-harassment policies posted and where are they? (Office, staff lounge, student gov‘t room, etc.)

R24

Please provide copies of any materials available for students and staff regarding anti-bullying programs.

R25

Savanna School District

R26

Tustin Unified School District

R27

Westminster School District