Bullying Intervention and Prevention Plan
HOPKINTON PUBLIC SCHOOLS
BULLYING PREVENTION AND INTERVENTION PLAN
Updated September 2024 by the HPS Bullying Prevention and Intervention Planning Committee
Hopkinton Public Schools Electronic Form
A paper form remains available as well
Updated March 2024 by the HPS Bullying Prevention and Intervention Planning Committee
Revised September 2024 Pursuant to DESE
Annual Reporting to the Department of Elementary and Secondary Education ..............10
RESPONDING TO REPORTS OF BULLYING 11
Restoring a Sense of Safety for the Target 11
Notification to Appropriate Parties 11
MEMORANDUM OF UNDERSTANDING 14
CONSEQUENCES AND FOLLOW-UP ACTIONS 15
Planning for and Implementing Responses to Bullying 15
Referral to Outside Services 17
MONITORING AND EVALUATING BULLYING DATA 17
Views of Climate and Learning (VOCAL) Survey Data 17
MetroWest Adolescent Health Survey Report 17
Finding Root Causes and Identifying Solutions 18
Data Storage and Records6 Retention 18
CLASSROOM AND SCHOOL-WIDE CURRICULUM 19
Curriculum in Use or Planned 19
Parent/Guardian Information 19
ROLES AND RESPONSIBILITIES OF INDIVIDUALS AND GROUPS 20
District Climate Team (DCT) 20
Athletic Captains Leadership Training 21
Schools, Parents/Guardians, and Community Partner to Prevent Bullying 22
Professional Development Planning 23
Professional Development for Faculty and Staff 23
Professional Development for Non-Instructional Support Staff 24
INTRODUCTION
Purpose and Development of the Plan
The Hopkinton Bullying Prevention and Intervention Planning Committee developed this Bullying Prevention and Intervention Plan to comply with the Chapter 92 Act Relative to Bullying in Schools legislation signed into law by Governor Deval Patrick on May 3, 2010. The legislation mandated that each district create a plan to be filed with the Massachusetts Department of Elementary and Secondary Education (DESE) by December 31, 2010. M.G.L. c. 71, § 37O requires schools to take active steps to prevent and respond to bullying.
Additionally, in accordance with An Act Relative to Bullying in Schools, Chapter 86 of the Acts of 2014, which amended G.L. c. 71 §37O, the District recognizes that certain identities, including race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have 1 or more of these characteristics, may render people more vulnerable to becoming a target of bullying or harassment based on actual or perceived differentiating characteristics. Additionally, Chapter 86 requires school districts, charter schools, approved private day or residential schools, and collaborative schools, to administer a Department-developed student survey at least once every four years to assess “school climate and the prevalence, nature and severity of bullying in schools.”
The Plan is a comprehensive approach to addressing bullying and cyberbullying, and the District is committed to working with students, staff, families, law enforcement agencies, and the community to prevent issues of violence. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, cyberbullying, and retaliation. The principal is responsible for the implementation and oversight of the Plan except when a reported bullying incident involves the principal or the assistant principal as the alleged aggressor. In such cases, the Superintendent or designee shall be responsible for investigating the report, and other steps necessary to implement the Plan, including addressing the safety of the alleged target. If the Superintendent is the alleged aggressor, the School Committee, or its designee shall be responsible for investigating the report, and other steps necessary to implement the Plan, including addressing the safety of the alleged target.
This plan serves as a component for professional development of district employees.
Prohibition against Bullying and Retaliation
Consistent with School Committee Policy Bullying Prevention and Intervention (JICFB)1, acts of bullying, which include cyberbullying and retaliation, are prohibited:
- On school grounds;
- On property immediately adjacent to school grounds;
- At school-sponsored or school-related activities, functions, or programs, whether on or off school grounds;
- At school bus stops;
- On school buses or other vehicles owned, leased, or used by the school district; or
- Through the use of technology or an electronic device owned, leased, or used by the Hopkinton Public Schools.
Both bullying and cyberbullying are also prohibited at a location, activity, function, or program that is not school-related or through the use of technology or an electronic device that is not owned, leased, or used by the Hopkinton Public Schools if the act or acts in question:
- Create(s) a hostile environment at school for the target or witness;
- Infringe(s) on the rights of the target or witness at school; and/or
- Materially and substantially disrupt(s) the educational process or the orderly operation of a school.
Retaliation is prohibited against any person who reports bullying, provides information during an investigation of bullying, or witnesses bullying, or has reliable information about bullying.
Cyberbullying and harassment (defined fully below) include bullying or harassment through the use of technology or any electronic communication and is prohibited under Massachusetts’ anti-bullying law.
DEFINITIONS
Note: “Bullying” and “cyberbullying” appear at the end of this section, rather than in alphabetical order, in order to first define some words that appear in those definitions.
Aggressor/Perpetrator – a student or school staff member who engages in behavior defined as bullying, cyberbullying, or retaliation under state law (M.G.L. c. 71, §370) or District policy. School staff includes, but is not limited to, educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisers to an extracurricular activity and paraprofessionals. Aggressors/Perpetrators target others based upon their perception of an unequal physical and/or psychological power relationship. The aggressor/perpetrator, the more powerful based on popularity or establishment of fear, targets/bullies students they perceive as mentally, emotionally, or physically weaker, or simply different from the aggressor/perpetrator (e.g., physical attributes, apparel, possessions). Aggressors/Perpetrators intend to harm their target(s) and do so repeatedly.
Bystander – a person who observes bullying behavior that he/she/they has witnessed and may or may not assist in the situation.
CMR — Code of Massachusetts Regulations
Differentiating Characteristics – As identified in An Act Relative to Bullying in Schools, Chapter 86 of the Acts of 2014, there may be categories of differentiating characteristics that may make certain students more vulnerable to bullying including: race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics.
Discrimination – Peer harassment or bullying behavior based on federal protected classes, age, disability, national origin, race, religion, sex, genetic information and veteran status, as well as traits historically associated with race, color, ancestry, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics.
Harassment – is conduct of a verbal, written, electronic, or physical nature, which may include use of cell phones or the internet, or other conduct that may be physically threatening, harmful, or humiliating, directed towards a person of a protected class based on their race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics. Harassment creates a hostile environment when the conduct is sufficiently severe, pervasive, or persistent so as to interfere with or limit a student’s ability to participate in or benefit from the services, activities, or opportunities offered by a school.
Hostile environment (as defined in M.G.L. c. 71, §370) – a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.
M.G.L. – Massachusetts General Law
Parent – A student’s mother, father, or guardian.
Retaliation – prohibited behavior that can take the form of intimidation, reprisal, or harassment directed against a student who reports or provides information about bullying, or against witnesses or those who report or have information about bullying
Staff – includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals.
Target/Victim – a student who is the recipient of bullying, cyberbullying, or retaliation.
Bullying (as defined in M.G.L. c. 71, §370) – ''Bullying'', the repeated use by one or more students or by a member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional, of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target/victim that:
- Causes physical or emotional harm to the target/victim or damage to the target’s/victim’s property;
- Places the target/victim in reasonable fear of harm to himself/herself/themself or of damage to his/her/their property;
- Creates a hostile environment at school for the target/victim;
- Infringes on the rights of the target at school;
- Materially and substantially disrupts the education process or the orderly operation of a school;
- Is based upon their perception of an unequal power relationship.
Cyberbullying – is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, tablets, and the internet. It can include, but is not limited to: email, instant messages, text messages, group chats, social media postings, and other internet postings. See M.G.L. c. 71, §370 for the full legal definition of cyberbullying.
Distinguishing Bullying from Other Behaviors
Bullying directed at a person on the basis of their race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics is a violation of the Hopkinton Public Schools Non-Discrimination Policy. Aggressors/Perpetrators of bullying target others based upon their perception of an unequal power relationship. In addition, bullying directed at a person on the basis of race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics violates federal civil rights non-discrimination statutes2 and state law3. Severe cases of bullying directed at students due to race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics may fit the definition of a hate crime under Massachusetts law.4
Bullying is sometimes confused with other behaviors that might be undesirable but do not fit the definition of bullying. Bullying is not:
- A conflict, quarrel, or a problem to be resolved between two people who are perceived as having equal power, such as between two classmates who ordinarily get along and are in the midst of a disagreement.
- Teasing that occurs occasionally between friends without the intent of harming the other. Teasing can be upsetting or offensive to the recipient, and must always be discouraged, but the intention is not to harm or to have power over another person as is the case with bullying.
Effects of Bullying Behavior (including cyberbullying)
Both aggressors/perpetrators and targets are at risk for short-term and long-term adjustment difficulties. These include:
- Lowered academic achievement and aspirations
- Increased anxiety
- Loss of self-esteem and confidence
- Depression and post-traumatic stress
- General deterioration in physical health
- Self-harm and suicidal thinking
- Feelings of alienation in the school environment, such as fear of other children
- Absenteeism from school
REPORTING AND REGULATORY PROTOCOLS
Bullying Plan and Policy Dissemination
Each school provides information about the bullying plan to parents and students in the Student Handbook’s Code of Conduct, which must include but is not limited to the following:
- That all students are afforded the same legal protections regardless of their status under the law, and are protected against retaliation,
- How to report bullying and cyberbullying,
- Disciplinary consequences of bullying behavior,
- The right to due process, and
- That a student who knowingly makes a false accusation of bullying or retaliation is also subject to disciplinary action.
Parents or guardians must provide their signature at the start of the school year acknowledging that they have read the Handbook (which also contains other required information). (Also see Schools and Parents Partner to Prevent Bullying on page 20.)
This Bullying Prevention and Intervention Plan is available on the district homepage and each school’s web page. The district Bullying Prevention Policy is included in the plan but also included on the School Committee’s policy page, which is linked from the district homepage.
The Employee Handbook also includes information about bullying prevention and intervention.
Reporting Protocols
Reporting protocols provide a safe and easy means of reporting by staff members, targets, bystanders, or parents and allow for anonymous reporting (which legislation requires must be verified before action can be taken). Principals will ensure that all students, staff, and parents understand how to report bullying, and they also provide and publicize a safe and inconspicuous means of reporting anonymously.
Each principal ensures that students understand that bystanders or anyone who becomes aware of bullying has an obligation to report, are protected under the law from retaliation, and will have their confidentiality maintained to the extent possible.
Annual Reminders about Reporting
The Central Office will inform parents at the beginning of each school year about how to submit a report and to whom the report is submitted, including the choice of anonymous verbal or written reports. In these yearly reminders, the Superintendent or designee will provide the definition of bullying and cyberbullying, the prohibition of bullying, cyberbullying, and retaliation, as well as the signs of possible bullying.
Accessing the Report Form
The report form is available in all school and district offices as a paper copy and on each school’s website as a form that can be printed out and either handwritten or filled in electronically. The form is also linked on the second page of this document.
How to File a Report
Anyone who suspects bullying should file a report regardless of whether or not they are absolutely sure what they observed or were told fits the definition of bullying, or if the incident was a repeated offense. (The principal or principal designee5 is responsible for making these determinations.) The form includes information on the signs of bullying and the definition of bullying, cyberbullying, and retaliation, so that the person completing the form can reference this information as they fill out the form.
A bystander or someone who becomes aware of bullying may first provide a report of bullying to the principal or, in the case of students, to any adult in the school via phone call, electronic communication, or at an in-person or virtual meeting. If a student notifies an adult in the school, that adult will immediately notify the principal verbally and in writing.
The Hopkinton Public Schools Bullying Report Form is easily accessed in any school office, on any school’s webpage, and on the second page of this electronic document. Please note that people who may struggle to access the form for any reason may report bullying via phone call, electronic communication, or at an in-person or virtual meeting with a building administrator.
Anyone reporting bullying has several options:
- Use the online reporting form
- Send via conventional mail (can be anonymous or include reporter’s name)
- Hand deliver to the principal’s office
- Phone, communicate electronically, or hold an in-person or virtual meeting with a building administrator.
The school or school district may create additional methods of report submission at any time and will immediately communicate this change to parents or staff.
Maintaining Report Records
Each principal maintains a record of all reports in a safe and confidential manner. (See also Data Storage and Records Retention on page 17.)
Annual Reporting to the Department of Elementary and Secondary Education
Pursuant to An Act Relative to Bullying in Schools, Chapter 86 of the Acts of 2014 at Section 4(k), the Hopkinton Public Schools will report the following information to DESE per their reporting protocols:
- The number of reported allegations of bullying or retaliation;
- The number and nature of substantiated incidents of bullying or retaliations;
- The number of students disciplined for engaging in bullying or retaliation; and
- Any other information required by the department.
RESPONDING TO REPORTS OF BULLYING
Restoring a Sense of Safety for the Target
The District’s first response to a report of bullying is to inform the alleged target’s parent/guardian about the report and, if necessary, set up a meeting to restore a sense of safety for a target after assessing the target’s need for protection. A Support Plan may be developed and offered to a student identified as an alleged target of bullying, which may include the implementation of specific steps to keep the aggressor/perpetrator and target apart during the school day and school events, and the assessment of other steps that might be necessary to keep the target safe from further bullying. These steps may include, but are not limited to, requesting teachers to keep students apart during class activities or temporarily re-assigning the aggressor/perpetrator to another class. Protections are extended to students who are bullied by a member of the staff when the staff member is named as an aggressor/perpetrator in a bullying report.
Further, the principal or principal designee will initiate a series of check-ins with the reporter, typically involving an assistant principal and/or school counseling personnel, to ensure protection for any student or staff member who reports bullying. These steps take place prior to an investigation, as restoring safety is the first priority. Parents/guardians are involved in developing the Support Plan and/or interim safety/support measures.
Notification to Appropriate Parties
1. Notice to Parents/Guardians
The District will formally notify parents/guardians of both the alleged target and the alleged aggressor, orally and in writing, that bullying, harassment or retaliation has been reported and an investigation will take place. Notice will be consistent with state regulations at 603 CMR 49.00. If the alleged aggressor is a staff member, the notification goes directly to the employee with copies also forwarded to the Superintendent and Human Resources Director.
2. Notice to Another School or District
If the reported incident involves students from outside of the District, the principal or principal designee must promptly notify the principal of the other school(s) of the incident so that each school may take appropriate action. All communication will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00.
3. Notice to Law Enforcement
At any point after receiving a report of bullying, harassment, or retaliation, if the principal or principal designee has a reasonable basis to believe that criminal charges may be pursued against an alleged aggressor, they will notify the Hopkinton Police Department. Notice is consistent with the requirements of 603 CMR 49.00 and the Memorandum of Agreement between the Hopkinton Public Schools and the Hopkinton Police Department.
4. Notice to the Department of Children and Families
If a reported incident results in a mandated reporter having a reasonable cause to believe that a child under the age of 18 years is suffering from abuse and/or neglect, the matter will be reported to DCF in a manner consistent with state law and district policy.
5. Notice to Relevant Service Providers
In the event that a student needs social or emotional support during the period of investigation, the building level administrator will ensure support from the appropriate service provider(s).
INVESTIGATION
The principal5 or principal designee thoroughly investigates each allegation of bullying. The Hopkinton Public Schools’ Bullying Investigation Form is used to guide the principal or principal designee through the investigation process. The principal or principal designee may elicit school counselors’ assistance in interviewing targets if this makes the target more comfortable and therefore more likely to disclose details of the bullying behavior directed at him/her/them.
Unless there are important mitigating circumstances (e.g., report is provided at dismissal, a snow storm results in early dismissal, the student is absent from school, the investigator goes home sick, etc.), the principal or principal designee will begin an investigation the same day if the report is received in the morning, or the next day if the report is received in the afternoon. Investigation into reports received on Friday afternoon or the afternoon preceding a day when school is not in session should begin no later than the next school day, and earlier if that is practicable or the situation warrants quick action. The investigation will be concluded as quickly as possible.
The principal or principal designee must determine through the investigation if the bullying behavior constitutes a violation of civil rights law. If the bullying is directed at a student because of race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have 1 or more of these characteristics and creates a hostile environment for the target, the school must respond according to district harassment/non-discrimination policy or possibly federal civil rights statutes.
During the investigation, the principal or principal designee conducts interviews, beginning with the alleged target. Interviews are conducted with two adults present so that one is free to ask questions while paying close attention to the student and the other is able to take notes. If possible, at least one of the adults should be someone the student knows and trusts.
Student, staff, and community witnesses are interviewed, as is the alleged aggressor(s). The principal or principal designee instructs all parties of the importance of the investigation, their obligation to be truthful, and the fact that retaliation against someone who participates in a bullying or harassment investigation is strictly prohibited and may result in disciplinary action. Relevant documents and other available evidence (e.g. screenshots, emails) are collected. To the extent practicable, and given their obligation to investigate and address the matter, the principal or principal designee maintains confidentiality during the investigation process. The principal or principal designee keeps a written record of the investigation.
Procedures for investigating reports of bullying, harassment and retaliation are consistent with District procedures for investigations. As needed, the principal or principal designee consults with the District’s legal counsel about the investigation.
MAKING DETERMINATIONS
When the investigation is complete, the principal or principal designee considers all of the information and evidence gathered and makes a determination based upon the facts and circumstances.
Massachusetts regulations require that parents of both the aggressor/perpetrator and target be given notice promptly upon investigation and determination that bullying or retaliation has occurred.
The principal or principal designee will notify the parents/guardians of the alleged target and the alleged aggressor about the results of the investigation and, if bullying or retaliation is found, what action(s) is being taken to prevent further acts of bullying, harassment or retaliation. Notices to parents/guardians are in compliance with applicable state and federal privacy laws and regulations. Because student and personnel records are confidential, the principal or principal designee cannot report specific information to the target’s parents/guardians about disciplinary actions taken unless they involve a “stay away” order or other directives that the target must be aware of in order to report violations. Reports, whether they result in a finding of bullying or not, will be entered into PowerSchool, the District’s Student Information System.
The principal or principal designee informs the parent/guardian of the target about the Department of Elementary and Secondary Education’s Problem Resolution System and the process for accessing that system, regardless of the outcome of the bullying or retaliation determination. Following the determination and the ordering of safety, remedial, and/or disciplinary measures, the principal or principal designee ensures ongoing contact with the target to determine whether the prohibited conduct recurs and whether additional supportive measures are needed. The principal or principal designee ensures the protection from bullying or retaliation for anyone who: reports bullying or retaliation; witnesses bullying or retaliation; provides information during an investigation; has reliable information about a reported act of bullying or retaliation.
MEMORANDUM OF UNDERSTANDING
The Hopkinton Public Schools and Hopkinton Police Department maintain a Memorandum of Understanding (MOU) that reflects the recent changes in the laws that pertain to harassment, bullying, and cyberbullying.
The MOU purpose is an agreement to “coordinate…efforts and share information in order to prevent violence involving the students of the Hopkinton Public Schools…and to promote a safe and nurturing environment in the school community” (p. 1)
Designated Liaisons for the schools and police will meet regularly with the Middlesex County District Attorney’s Office (commonly called Community Based Justice, or CBJ meetings) for the following purposes related to bullying:
- to discuss incidents of violence or bullying (as defined under G.L. c. 71, §370) in school or outside of school that affects students in the school;
- to identify strategies to reduce such activities and to promote a safe and nurturing school environment;
- to discuss community resources available for students at risk of harm from violence, abuse, and neglect;
- to develop violence prevention and intervention programs, identification, protocol, and curricula as required by G. L. c. 12 §32; and
- to outline the necessary action plan for implementation of such strategies (p.2).
RELATIONSHIP TO OTHER LAWS
Consistent with state and federal laws and the policies of the Hopkinton Public Schools, no person shall be discriminated against in admission to a public school in any town or in obtaining the advantages, privilege and courses of study of such public school on account of race, traits historically associated with race, traits historically associated with race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have 1 or more of these characteristics. Nothing in the Plan prevents the school or district from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected category under local state, or federal law, or school or district policies. In addition, nothing in the Plan is designed or intended to limit the authority of the school or district to take disciplinary action or other action under M.G.L. c.71§37H or 37H1/2, other applicable laws, or local school or district policies in responses to violent, harmful, or disruptive behavior, regardless of whether the Plan covers the behavior.
CONSEQUENCES AND FOLLOW-UP ACTIONS
Discipline
Each school’s handbook includes developmentally appropriate responses (consequences/disciplinary action) to bullying, cyberbullying, and retaliation. Handbooks are accessible on each school’s webpage.
When the principal or principal designee has verified that these prohibited activities have occurred, consequences will be applied consistently as defined in the handbook. Each school will accept anonymous reporting of bullying behavior. No disciplinary action may be taken before a thorough investigation has occurred. No disciplinary action may be taken on the basis of an anonymous report without an investigation.
If a student knowingly made false allegations of bullying, harassment or retaliation, that student may be subject to disciplinary action.
To ensure that parents/guardians have had advance notice of the provisions for bullying in each school’s handbook, parents/guardians sign verification that they have read the handbook at the start of the school year. These signatures are kept on file for the year.
Students with Disabilities
Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvements Act (IDEA) and Section 504 of the Rehabilitation Act of 1973, which should be read in cooperation with state laws regarding student discipline. If a student with a disability is determined to be an aggressor/perpetrator, the principal or principal designee will consult with the Director of Student Services (or designee) before determining consequences.
Planning for and Implementing Responses to Bullying
When the principal or principal designee determines that bullying or retaliation has occurred, Hopkinton Public Schools use a range of responses balancing the needs for safety, accountability, and education. The first priority is developing a response to ensure that the bullying or harassment stops.
A safety plan is developed with administrators, parents, and school counselors, and is shared with all teachers, specialists, and staff who work with the students to ensure implementation. Some of the supports that the principal or principal designee may consider include but are not limited to the following:
● offering individualized skill-building sessions based on the school’s/district’s anti-bullying and harassment curriculum;
● restorative practices, such as mediations or restorative circles
● providing relevant educational activities for individual students or groups of students, in consultation with guidance counselors and other appropriate school personnel;
● implementing a range of academic and nonacademic positive behavioral supports to help students understand prosocial ways to achieve their goals;
● meeting with parents and guardians to engage parental support and to reinforce the anti-bullying, harassment curricula and social skills building activities at home;
● adopting behavioral plans to include a focus on developing specific social skills; and
● making a referral for evaluation (e.g., safety evaluation, psychological evaluation, special education evaluation).
Social-Emotional Support
Administrators and counselors should carefully consider any attempt to bring the target and aggressor/perpetrator together in restorative practices. Since bullying occurs in situations where the perception of power is unequal, these approaches are complex.
Target
The target may need social and emotional support to manage the impact of the bullying they have experienced and to learn strategies he/she/they could employ to counter bullying behavior they may encounter in the future. In all cases of verified bullying, the district will offer the support of a school counselor, adjustment counselor, or psychologist to assess the student’s needs and to support him/her/them after the bullying has been resolved. Counseling will continue until the counselor is reasonably certain that the student can focus on his/her/their schoolwork and participate in school activities.
In cases of bullying where the student has been traumatized, the district’s Student Services Department may be asked to make recommendations to the principal for outside counseling services that the parents may wish to access and which may be covered by their health insurance.
Reporter
At times a reporter may need social and emotional support from the emotional impact of coming forward. In cases where the reporter has suffered trauma, the district’s Student Services Department may be asked to counsel or make recommendations for outside counsel.
Aggressor
Aggressors may require direct teaching about appropriate pro-social behavior, and school counseling to help them stop their bullying behavior and prevent additional students from becoming targets. Without counseling, bullying behavior could continue and be directed at different targets. Restorative practices are implemented, as appropriate.
Referral to Outside Services
School counselors and social workers have an established practice of providing parents and students with referral information and assistance with accessing needed therapeutic resources in the larger community. Counselors and social workers will, on request, provide information about mental health resources in the community.
MONITORING AND EVALUATING BULLYING DATA
Data Collection
The District collects data on bullying in order to evaluate if efforts to reduce bullying behavior are successful over time. The district’s information systems manager mantains a database to collect and monitor instances of bullying, cyberbullying, and retaliation that will allow administrators to disaggregate data to identify patterns, if any (e.g., higher rates at particular grade levels or gender, bullying directed at particular populations, etc.).
School bullying reports are shared with all district principals. Each year, the Superintendent or designee reports statistics about bullying, improvements that have been noted, and any areas that require further work to reduce bullying or cyberbullying. In addition, the District administers surveys to students to gather perception data on students’ experiences and attitudes toward school.
Views of Climate and Learning (VOCAL) Survey Data
In addition to the annual collection of data from schools, and in accordance with state law, the Hopkinton Public Schools administers an anonymous DESE student survey to assess the climate of schools and the prevalence of bullying. The survey is administered to students in grades 4, 5, 8 and 10. DESE provides the results of this survey to districts annually, and this data is reviewed by district administrators and educators.
MetroWest Adolescent Health Survey Report
The Hopkinton Public Schools biannually administers the MetroWest Adolescent Health Survey; data from this survey is used to assess the prevalence of many behaviors, including the incidence of bullying. The data is provided to high school, middle school, and district administration.
Reporting Requirements
A principal must report all allegations of bullying to the Superintendent, semiannually, by June 30 and December 30. The Superintendent will report alleged incidents of bullying to the Department of Elementary & Secondary Education (DESE), as required. In Hopkinton, principals report all allegations and findings of bullying to the Superintendent as they occur. Annually, the Superintendent reports publicly statistics about the number of reported incidents of bullying and whether these reports resulted in findings.
Finding Root Causes and Identifying Solutions
The district climate team will work with the Superintendent and building administration, as needed, to evaluate bullying prevention efforts, using the bullying data collected each year. The principals (and the Director of Student Services if students with disabilities are involved) will organize the staff to search for root causes if bullying behavior is not decreasing and to determine appropriate solutions to address the root causes. This information will be part of the annual bullying report.
Data Storage and Records6 Retention
Massachusetts Records Retention regulations require that all student discipline records (considered the “temporary record”) shall be destroyed no later than seven years after the student transfers, graduates, or withdraws from the school system, which include documentation of “the discipline of students for infraction of school policy,” be retained up to seven (7) years after the student has left the district. If a student moves to another school, his/her/their records are sent to the receiving school. All such student records, except the transcript, shall be destroyed according to the district’s record retention policy. The Principal is the custodian of the bullying report forms and investigation notes and forms in his/her/their school. Per Massachusetts’ regulations about discipline records, bullying reports and investigation forms will be passed on to the principal of the receiving school. The only exception will be report or investigation forms of behavior that were not substantiated after an investigation; these forms will be shredded.
The Family Educational Rights and Privacy Act (FERPA - 20 U.S.C. §1232g; 34 CFR Part 99) gives parents the right to see their child’s educational record. According to the U.S. Department of Education, “Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.”
The district Information Systems Manager oversees the secure storage of bullying data and provides access to the data on a “need to know” basis, that is, those who need the data to perform job functions such as report writing. Those with a “need to know” may include Principals, Assistant Principals, Director of Student Services, Assistant Superintendent, and Superintendent.
CLASSROOM AND SCHOOL-WIDE CURRICULUM
Guiding Principles
The Hopkinton Public Schools recognizes that a bullying prevention curriculum encompasses both planned lessons and units that follow a learning progression from grade to grade as well as what is taught through the purposeful structuring of school experiences. Curriculum is thus constructed broadly in this plan. For example, a school that emphasizes respect in the daily conduct of school events and expects respect to be demonstrated by all students and staff, teaches powerful lessons about behavior that is antithetical to bullying behavior. Therefore, the district’s bullying prevention curriculum includes both whole school efforts that are developmentally appropriate and integrated into all activities, as well as a planned, sequenced curriculum that is taught directly to all students.
Curriculum in Use or Planned
Students engage in explicit and embedded social-emotional instruction, which includes units focused on bullying prevention. The Hopkinton Public Schools is exploring additional explicit bullying prevention curricula, composed of various PreK-12 research-based programs.
The HPS Wellness Department is currently reviewing Hopkinton’s wellness curriculum. The release of the 2023 Massachusetts Comprehensive Health and Physical Education curriculum framework will inform this review, which includes bullying prevention instruction. Instruction in topics related to bullying prevention exists across the disciplines of each grade.
School-Wide Integration
All District educators share the responsibility for creating a safe and inclusive school environment that promotes the well-being of all students and actively discourages bullying. To encourage integration of the anti-bullying theme in PreK-8 classrooms, the schools’ librarians have assembled a list of books and resources, including the Massachusetts School Library Association List of Books for young children, middle readers, young adults, and professionals.
Parent/Guardian Information
Consistent with state law, provisions for informing parents/guardians about the district’s bullying prevention curriculum shall include, but not be limited to, how parents/guardians can reinforce the curriculum at home and support the school district or school plan, the dynamics of bullying, and online safety and cyberbullying.
ROLES AND RESPONSIBILITIES OF INDIVIDUALS AND GROUPS
The district believes that everyone associated with the school has particular responsibilities to carry out in order to prevent bullying and intervene if it should occur. Accordingly, the following structures have been put into place:
District Climate Team (DCT)
The District Climate Team, composed of building and central office administrators, teachers, and paraprofessionals, fosters the theme of respect and inclusion in our schools. The team operates with the premise that an emphasis on respect and inclusion will produce less bullying than a campaign against bullying.
The Hopkinton Public Schools District Climate Team adheres to the following beliefs: “School climate reflects how members of the school community experience the school, including interpersonal relationships, teacher and other staff practices, and organizational arrangements. School climate includes factors that serve as conditions for learning and that support physical and emotional safety, connections and engagement.”
School Councils
Each school’s School Improvement Plan, which the School Council’s work informs and which the School Committee approves, will outline goals and actions to promote a positive school climate.
Special Education Teams
The Massachusetts bullying legislation addresses particular requirements of children with disabilities. When IEP Teams are developing an Individual Education Plan, they must consider the needs of children with disabilities that may make them likely to bully or become targets. Specifically, whenever the evaluation of the Individualized Education Program team indicates that the child has a disability that affects social skills development or that the child is vulnerable to bullying, harassment, or teasing because of the child’s disability, the Individualized Education Program shall address skills and proficiencies needed to avoid and respond to bullying, harassment, and teasing. M.G.L. c. 71B, § 3.
At a student’s annual IEP meeting, the topic of bullying is addressed with the family, and an opportunity to discuss student-specific concerns is provided.
SEPAC
The Hopkinton Special Education Parent Advisory Committee assists the district in developing district-wide disability awareness as one means of prevention, by helping non-disabled students to accept and respect students with disabilities. By partnering with the schools, SEPAC helps to promote inclusion in activities in the school community
Wellness Committee
This committee includes the Nurse Leader, Wellness Coordinator, and Assistant Superintendent, as well as wellness professionals and parents from the community. The committee, among other roles and responsibilities, addresses health and wellness issues that arise in our schools and advises school administrators when appropriate.
All Staff
All staff members are responsible for demonstrating and encouraging respectful and inclusive behavior, learning the signs of bullying and cyberbullying, intervening to stop any observed bullying behavior, and reporting any bullying behavior or retaliation that is discovered (either observed directly or behavior that has been reported).
Parents
The HPS will disseminate our anti-bullying policies and procedures to parents and students and post the policies on the schools’ web pages. Once per year, the Superintendent’s Office will share the Bullying Prevention and Intervention Plan with families.
- All parents are responsible for reading the information that the district provides on bullying, cyberbullying, and retaliation, and reporting any of this activity that they may witness or learn about.
- Parents of targets are also responsible for reporting any bullying, cyberbullying, or retaliatory behavior directed at their children so that the school can address this behavior.
- Parents of aggressors/perpetrators are responsible for partnering with the school to help their child understand the consequences of his/her/their bullying and to change his/her/their behavior.
Athletic Captains Leadership Training
The captains for all district athletic teams will engage in leadership training at the start of each season, if not beforehand. This training will incorporate many areas of leadership development including training on bullying prevention, spotting bullying behavior, reporting bullying, cyberbullying and retaliatory behavior. Each captain will receive a copy of the Massachusetts Anti-Hazing Law and sign off on receipt and acknowledgment of this law.
Athletic Coaches
As part of the coaches’ pre-season training, all coaches will receive anti-bullying training, including training on bullying prevention, spotting hazing, bullying behavior, and reporting bullying, cyberbullying and retaliatory behavior.
Students
All students are expected to demonstrate respectful behavior and report bullying rather than remain a passive bystander. Students are responsible for reporting bullying, cyberbullying, or retaliatory behavior to a staff member in the school.
Partnerships
The Hopkinton Public Schools works collaboratively with community partners to engage and strategize to develop and promote a positive school climate.
Schools, Parents/Guardians, and Community Partner to Prevent Bullying
Parents and the schools are mutually dependent upon one another to prevent bullying and address it effectively if it does occur. The district has the primary role of providing information to parents so that they understand the district’s anti-bullying efforts, as well as communicating with parents when bullying occurs.
In choosing what information to provide to parents, the district is responsive to parental requests, using the Hopkinton Parent Teacher Organization (HPTO), the Special Education Parent Advisory Council (SEPAC), English Learner Parent Advisory Council (ELPAC), or other Hopkinton Public School district organizations to help identify topics of need and interest. Information is provided to parents each year via online tools, workshops, and/or presentations.
The community of Hopkinton shares responsibility for the well-being of all its children. A successful partnership includes key community members working together to communicate a consistent message and employ common strategies that increase positive behavior and promote respect.
The community has many organizations and individuals who can collaborate in a united effort to prevent bullying behavior by promoting a culture of mutual respect and inclusivity by disseminating information to families and children. These local organizations and include, but are not limited to:
- Hopkinton Youth and Family Services
- Hopkinton Police Department
- Local Pediatric Practice(s)
- Youth organizations such as local athletics
- Houses of worship and faith-based organizations
- Hopkinton Public Health Department
- Hopkinton Public Library
- Hopkinton Freedom Team
- Local businesses that serve students
PROFESSIONAL DEVELOPMENT
Purpose
The overall purpose of professional development for all staff (teachers—including substitutes, nurses, professional support staff such as counselors, PT, OT, librarians; paraprofessionals, administrative assistants, administrators, cafeteria workers, bus drivers, and coaches, etc.) is to:
- Ensure a high degree of understanding and ability to comply with the requirements of the law and this plan;
- Help staff plan and employ strategies to develop respectful behavior; and
- Build capacity to teach the anti-bullying curriculum with fidelity so that the research-based outcomes can be achieved. Professional development is differentiated to meet the varying needs of Hopkinton staff members
Professional Development Planning
The Assistant Superintendent and Principals will create and conduct a professional development needs assessment, as well as plan and carry out professional development activities each year. The plan must be carried out in accordance with professional development guidelines issued by the Department of Elementary and Secondary Education (DESE).
Professional Development for Faculty and Staff
In the Hopkinton Public Schools, professional development activity begins with a mandatory training on the requirements of the law, definitions, the details of this plan, how to recognize bullying behavior or a student who may be bullied or cyberbullied, and how to file a report when necessary. For new professional staff, this is conducted through a contracted, online professional learning service, and for veteran professional staff, the District produces its own online training materials. Instructional staff members who are hired after the year has begun will undergo the same training online within the first month of hire.
The District’s Bullying Prevention and Intervention Plan is reviewed in person with all staff annually at regularly scheduled meetings. In addition to professional staff, this includes administrative assistants, paraprofessionals, custodians, maintenance, tech support, cafeteria workers, campus aides, bus drivers to reflect the unique contexts and needs of these employees.
Subsequent training is offered to staff as needed. This may include, for instance, strategies to create a respectful classroom or implementation of anti-bullying curriculum. Remedial training takes place when faculty or staff, in the opinion of administration, need more professional learning on the topic.
The District’s professional development will include the following content:
- Developmentally appropriate strategies to prevent bullying incidents;
- Developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents;
- Information regarding the complex interaction and power differential that can take place between and among aggressor/perpetrator, target, and witnesses to the bullying;
- Research findings on bullying, including information about specific categories of students who have been shown to be particularly at-risk for bullying in the school environment;
- Information on the incidence and nature of cyberbullying; and
- Internet safety issues as they relate to cyberbullying.
Professional Development for Non-Instructional Support Staff
The district will modify the curriculum for other groups. At a minimum, these staff members will annually become familiar with this Bullying Prevention and Intervention Plan, and in particular how to spot and report bullying behavior.
REVIEW & RESOLUTION
Periodic Plan Review
The bullying legislation requires that the DESE “biennially update the model plan and the list of resources, curricula, best practices, and research and shall post them on its website. Therefore, in the fall of 2025, the Superintendent will again convene a committee of staff, parents, students, and community members to review this plan and resources, and update this plan as necessary.
Problem Resolution System
Any parent/guardian wishing to file a claim or concern, or who is seeking assistance outside of the district may do so by contacting the Department of Elementary and Secondary Problem Resolution System (PRS).
More information about PRS can be found at http://doe.mass.edu/prs. The PRS specialist assigned to Hopkinton can be found at https://www.doe.mass.edu/prs/specialist.html or an email can be sent to the general PRS mailbox at compliance@doe.mass.edu.
For complaints involving federal civil rights laws, parents/guardians may contact:
Administrative agencies with jurisdiction in these matters include:
The Massachusetts Commission Against Discrimination ("MCAD")
One Ashburton Place, Room 601
Boston, MA 02108
(617) 727-3990
The U.S. Department of Education, Office for Civil Rights
5 Post Office Square 8th Floor
Boston, MA 02109-3921
(617) 289-0111
Massachusetts Department of Education
75 Pleasant Street
Malden, MA 02148
(781) 388-3300
1 See the policy mentioned in the Resources section of this plan.
2 The federal anti-discrimination statutes enforced by the Office of Civil Rights include: Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, §504 of the Rehabilitation Act of 1973, and/or Americans with Disabilities Act of 1990 (Title II).
3 M.G.L. Chapter 76, Section 5, often referred to as the Massachusetts Gay and Lesbian Students’ Rights Law.
4 See 501 CMR 4.00: Hate Crimes
5 In all situations noting the principal’s responsibilities, it is understood that “designee” may be used interchangeably. However, the principal is ultimately responsible for actions that are required for the schools under the bullying plan.
6 Under Chapter 71 “Section 37L, any student transferring into a new school district must provide the new district with "a complete school record," including, but not limited to, "any incidents involving suspension or violation or criminal acts or any incident reports in which such student was charged with any suspended act." Found at: https://malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71/Section37L
Related District Policies
AC - Non-Discrimination and Civil Rights Notice to Students, Parents & Employees
IJNDB - Internet Acceptable Use Policy for Students & Staff
EEAEC - Student Conduct on School Buses
JICFB - Bullying Prevention and Intervention
Employee and Student Handbooks
Elementary School Handbook (Grades PK-5)
Hopkinton Middle School Handbook (Grades 6-8)
Hopkinton High School Handbook (Grades 9-12)
MGL
Acts of 2010 – Chapter 92: An Act Relative to Bullying