NEW JERSEY’S ANTI-BULLYING BILL OF RIGHTS ACT

1. NEW JERSEY’S ANTI-BULLYING BILL OF RIGHTS ACT N.J.S.A. 18A:37-14 Lincoln School's Back to School Night Presentation September 2012

2. Effective September 1, 2011, N.J.S.A. 18A:37-14, went into effect. • Aim of legislation is to end bullying on & off school grounds • Major amendments to law originally passed in 2002: • Definition of harassment, intimidation, & bullying (HIB)_ • District roles and responsibilities • Mandatory training for all District employees, volunteers, and related service providers New Jersey Anti-Bullying Bill Of Rights Act

3. Harassment, intimidation or bullying" means … any gesture, any written, verbal or physical act, or any electronic communication, as defined in N.J.S.A. 18A:37-14;whether it be a single incident or a series of incidents, that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory [handicap] disability, or by any other distinguishing characteristic… …that substantially disrupts or interferes with the orderly operation of the school or the rights of other students…

4. Anti-Bullying Coordinator Anti-Bullying Specialists • Coordinate and strengthen district HIB policy to prevent identify, and address HIB • Collaborates with anti-bullying specialist, Board of Education and Superintendent • Chairs School Safety Team • Assists with investigation of reported HIB incidents • Provides Data to NJDOE • Assists with investigation of reported HIB incidents • Acts with ABC as primary school official responsible for prevention, identification, and addressing HIB • Assists Principal in defining range of responses • Provides input to local board on annual re-evaluation, reassessment, and review of policy

5. Anti-Bullying Coordinator Anti-Bullying Specialist • Mrs. Mary Emmons Principal, Lincoln School memmons@garwoodschools.org • Mrs. Theresa Parkhill World Languages teacher/SAC tparkhill@garwoodschools.org Our District's HIB Staff

6. In considering whether a response beyond the individual is appropriate the administration shall consider the following: • The nature and circumstances of the act, • the degree of harm, nature and severity of behavior • past incidences or patterns of behavior, and context in which the alleged incidents occurred. • Possible remedial actions and consequences include, but are not limited to the following: Remedial Actions– Restitution, peer group support, Behavior Management Plan, parent conferences, student treatment/therapy Consequences - Detention, in-school or out-of school suspension, in severe cases, can include police or legal action or expulsion

7. Normal conflict Equal power or are friends Happens occasionally Accidental Not serious Equal emotional reaction Not seeking power Remorse-will take responsibility Effort to solve the problem Bullying Imbalance of power Repeated negative actions Intentional Physical or emotional harm Unequal emotional reaction Seeking control/material things No remorse-blames target No effort to solve the problem Differentiating Bullying from Normal Conflict

8. Possible signs/symptoms of a bullied child Warning signs that a child may be bullying at school • Is your child afraid to go to school? • Does he/she come home from school with clothing or items damaged? • Does your child appear sad or depressed about going to school? • Does he/she come home from school with physical injuries, such as bruises, cuts, or scratches? • Does your child seem socially isolated with few, if any, friends? • Does the child have a strong need to dominate and subdue others? • Is the child intimidating his/her siblings or children in the neighborhood? • Is the child hot tempered, easily angered, or impulsive with a low frustration level? • Is the child defiant or aggressive toward adults including teachers or their own parents? • Is the child hanging out with “the wrong crowd?” • Spending more time with younger or less powerful kids • A lack of empathy for others The Parents’ Role in Preventing Bullying…

9. 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. • Don’t confront the other child directly. • Avoid bringing your child and the bully together to elicit an apology or resolve the issue. • Let the school know! Recommendations if you suspect your child is being bullied…

10. Here are some ways parents can discuss the issue of bullying with their child: • Take time each day to have a conversation with your child about their day-to-day activities.Remember, if a child is comfortable talking about school, friends, and activities, they will feel comfortable talking about becoming a target of bullying. • Parents should lead by example with signs and expressions of kindness. Remember that children learn from watching and observing their parents. • Parents should learn the signs and symptoms of bullying and of a bully. Knowing this information helps parents distinguish between normal conflict and bullying. • Parents should encourage their child to stand-up to help those who are being bullied. Bystanders can be very effective in stopping bullying behavior.

11. Bullies prey on an imbalance of power. • They may be seeking attention. • They need to make themselves feel more important. • They need a particular reaction from the other members of the group. • Bullies believe their behavior is exciting and makes them more popular. What motivates a bully?

12. Essential Lesson One: Recognizing bullying and normal conflict • Essential Lesson Two: Recognizing aggressive, passive and assertive behavior • Essential Lesson Three: Using “I” messages • Essential Lesson Four: Telling or tattling/reporting or ratting • Essential Lesson Five: Bystander strategies • Essential Lesson Six: Conflict resolution Bullying Busting Curriculum

13. Together, the students, staff, parents, and the entire Lincoln School community need to take a stand against bullying in order to promote a safe, respectful, and nurturing learning environment. As we move forward, the District will continue to provide information and training opportunities for staff, students, and parents. Additional information can be found on the Garwood School website: www.garwoodschools.org If you have any questions, please feel free to e-mail me at: memmons@garwoodschools.org Thank you for your time.