Mohawk Gardens 2023-2024 Well Being and Bullying Prevention/Intervention Action Plan

Well-Being and Bullying Prevention/Intervention Action Plan

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Well-Being Team Membership

Principal and/or Vice Principal

Sarah Baylor

Teacher(s) including the Human Rights and Equity advocate(s)

Julie Fabris, Hudson Sowery-Quinn, Blair Miskie

Non-Teaching Staff Members

Parent(s)

Community Partner(s)

Healthy schools and communities

Christine Robinson

Student(s)

Well-Being Contact Person (must be a staff member)

Julie Fabris

Contact Email Address

fabrisj@hdsb.ca

Human Rights and Equity advocate(s)

Blair Miskie

Email Address(es)

Miskiebl@hdsb.ca

Reflecting on Data

The greatest areas of need for individual schools will be identified through reflecting on ‘Have Your Say’ data in the categories: Bullying, Safety, and School Climate and Sense of Belonging as outlined in the Halton District School Board's Bullying Prevention and Intervention Plan 2022-2024

To involve our community

Be more transparent with student learning and initiatives

To incorporate more student voice and choice

To promote positive student mental health

To involve the inclusion and affirmation of diverse identities, perspectives and social realities as represented in the Ontario Human Rights code

Well-Being Goals and Measures

The goals and measures for the SIPSA Well-Being Plans have been identified for all schools based on board level data.

SIPSA Goals

By June 2024, there will be a 5% decrease in the percentage of students who experience bullying, while addressing disproportionalities* for Indigenous and Black students, gender diverse students, sexually diverse students and students with IEPs.
By June 2024, there will be a 5% increase in the percentage of students feeling safe at school, while addressing disproportionalities* for Indigenous and Black, gender diverse students, sexually diverse students and students with IEPs.
By June 2024, there will be a 5% increase in the percentage of students experiencing a positive school climate and sense of belonging, while addressing disproportionalities* for Indigenous and Black students), gender diverse students, sexually diverse students and students with IEPs.

(*this data will be available at the Board level only - cannot be disaggregated at the school level due to privacy)

Measures

Board

Have Your Say Survey System Results 2024
School Self Assessments
Administrator and Staff Feedback through Superintendent visits

Schools

ongoing evidence gathered through classrooms, student focus groups, school surveys
collection and reflections of observations, conversations and products
suspension data/safe school incident reporting
the end of each school year to monitor progress of the Well-Being and Bullying Prevention/Intervention Action Plan and its impact to reduce the seven forms of bullying * to be rolled out as part of the revised Bullying Prevention and Intervention Plan (January 2023)
School Self Assessment

School Actions: Reaching the Goals

Researched - based actions to engage staff and students - focussing on what schools are to implement.

A number of recommendations are made throughout the PPM No. 144 “Bullying Prevention and Intervention” which directly inform the development of the School Improvement Plan for Student Achievement and Well-Being (SIPSA). All schools are required to include the following actions - for staff and students - in their Well-Being and Bullying Prevention/Intervention Action Plans

Preventative Actions We Will Take To Support Reaching The Goals

review the HDSB Code of Conduct
introduce the seven forms of bullying * to be rolled out as part of the revised Bullying Prevention and Intervention Plan (January 2023)
learn about a bias-free progressive discipline approach as well as mitigating and other factors that influence behaviour
teach prevention and intervention strategies for the seven forms of bullying * to be rolled out as part of the revised Bullying Prevention and Intervention Plan (January 2023)
the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol (release January 2023) are reflected in all intervention strategies and adults must be involved; and, identify ways that this information will be communicated and shared with all stakeholders
engage staff in ongoing learning to consistently and immediately interrupt and address acts of anti-Black racism that they witness or have been made aware of, consistent with the OCT Advisory
work with student groups and other partners to create school-based anti-racism education campaigns to educate all stakeholders on the Human Rights Code
engage staff in ongoing, meaningful learning about The Way Forward - Human Rights, Action and Accountability Plan
create affinity (safe and inclusive spaces) within the school (i.e., GSA, Black Student Advisory, IREN)
engage staff in ongoing learning to consistently and immediately interrupt and address acts of anti-Black racism that they witness or have been made aware of, consistent with the OCT Advisory
identify the school’s response protocol to repair harm and ensure accountability
build healthy relationships - student/student relationships; student/teacher relationships
build supportive learning environments
engage parents and families
promote and provide student leadership opportunities
educators incorporate and regularly review teaching/learning materials (e.g., well-being activities), using the Critically Conscious Guiding Questions to identify and remove barriers to accessibility, negative bias and discrimination.
Implement Culturally Responsive and Relevant Social Emotional Learning (SEL) in the classroom
students have opportunities to connect with nature and the outdoors in order to increase awareness of self and nature
adults know their students as a whole person, not just as a student by learning more about each students’ identity, culture, beliefs, traditions and values
teach the appropriate use of the online reporting tools and the ways for reporting to an entrusted adult

Intervention Actions We Will Take To Support Reaching The Goals:

use ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
respond to any student behaviour that is likely to have a negative impact on school climate or learning environments
staff build their competency in exploring and responding to microaggressions through applying the steps from the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol (release January 2023) to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
provide supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying
adults reach out to students and their parents/caregivers when they are concerned about the student’s physical social or emotional safety and well-being
adults advise students regularly that they are here to support them and make themselves available for supportive conversations
engage parents/caregivers in the Circle of Support by listening and valuing their expertise and knowledge of their child, sharing strategies and developing collaborative goals
identify and connect students to culturally relevant school supports, inclusive clubs and safe spaces
provide ongoing intervention and support to promote and sustain positive student behaviour

employ the school’s response protocol to repair harm and ensure accountability

provide a variety of asset based, anti-oppressive supports and resources for students - from early prevention to more intensive interventions (in cases of persistent bullying)
follow up after bullying incidents with students, parents, teachers, and other school staff as appropriate
participate in ongoing professional learning to build capacity and critical consciousness when addressing bullying
understand the roles and responsibilities of principals, teachers and students

Planning School Strategies: Instruction

Schools select a manageable balance of instructional strategies that are developmentally appropriate and focus on bullying prevention and intervention to be implemented by all staff.

Instructional Prevention Strategies include:

	co-creating developmentally appropriate definitions of the seven forms of bullying * to be rolled out as part of the revised Bullying Prevention and Intervention Plan (January 2023)
	explicitly teaching the five steps from the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol (release January 2023) to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
	including students in decision making and creating opportunities for their involvement (e.g.,students on the Well-Being Team)
	responding to student identity, voice, and choice
	using proactive measures to intentionally create inclusive learning spaces for every student
	creating affinity (safe and inclusive spaces) within the school (i.e., GSA, Black Student Advisory, IREN)
	connecting with historically marginalized and racialized students (ensure consultation with the Indigenous Rights and Education team as necessary for Indigenous students)
	knowing and planning for students’ strengths, areas for growth and interests
	using an Inclusive Design approach to planning
	implementing and monitoring inclusive, culturally responsive, and relevant teaching (CRRP) (The Way Forward: Halton DSB Human Rights Equity Action and Accountability Plan (2020 - 2024; One Page That Matters: Culturally Responsive and Relevant Pedagogy)
	highlighting equity and inclusive education principles in daily classroom instruction and school activities
	engaging student groups and other partners to create school-based anti-racism education campaigns to educate all stakeholders on the Human Rights Code
	implementing and monitoring strategies for supportive learning environments and mental health literacy (Well-Being Expected Practices)
	adults advising students regularly that they are here to support them and make themselves available for supportive conversations

Instructional Intervention Strategies include:

	coaching students how to effectively and intentionally interrupt bullying
	providing opportunities for regular check-ins with students who have been bullied, engaged in bullying or witnessed incidents of bullying
	ensuring every student can identify one caring adult in their school community
	learning about a bias-free progressive discipline approach as well as mitigating and other factors that influence behaviour
	using ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
	applying the steps from the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol (release January 2023) to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
	responding to any student behaviour that is likely to have a negative impact on school climate or learning environments
	employing the school’s response protocol to repair harm and ensure accountability
	responding to any student behaviour that is likely to have a negative impact on school climate or learning environments
	providing supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying
	adults reaching out to students and their parents/caregivers when they are concerned about the student’s physical social or emotional safety and well-being

Planning School Strategies: Student Engagement and Learning

Select a manageable balance of developmentally appropriate strategies that will engage students in to learn about bullying prevention and intervention. All staff opportunities

Prevention Strategies include:

	co-creating definitions of the seven forms of bullying * to be rolled out as part of the revised Bullying Prevention and Intervention Plan (January 2023)
	identifying ways to prevent bullying in their class; in their grade; in their school
	learning and applying the five steps from the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol (release January 2023) to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
	engaging in role play to practice applying the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol (release January 2023) based on bullying scenarios and learning how to ask for help
	understanding and accepting their role and responsibilities as part of bullying prevention
	developing skills for positive and respectful relationships
	engaging in awareness raising strategies (e.g., social-emotional learning, empathy, development of self regulation skills)
	learning through constructivist approaches
	adhering to the Responsible Use Procedures for Information and Communication Technology (ICT) regarding the use of personal electronic devices in school/classrooms
	using mentor texts, social stories and scenarios that align with the Selection of Instructional and Library Resources Administrative Procedure and the Bullying Prevention and Intervention Library Resource List
	participating in accountable talk
	engaging in inquiry-based, experiential learning opportunities
	participating in Bullying Awareness and Prevention Week activities
	working with student groups and other partners to create school-based anti-racism education campaigns to educate all stakeholders on the Human Rights Code
	participating in opportunities related to equity and inclusive education, bullying prevention, and leadership initiatives within the school
	other:

Intervention Strategies include:

	explicitly apply the five steps from the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol January 2023) to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
	effectively interrupt bullying and report real or perceived bullying incidents to an adult or school staff member
	report activities motivated by bias, prejudice or hate to an adult or school staff member as indicated in theDiscriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol ( January 2023)
	other:

Planning School Strategies: Professional Learning

A year-long professional learning plan must be developed to ensure staff have the required knowledge and skills to lead the learning with students. Identify topics that will be part of the professional learning plan.

Prevention

	strengthening inclusive and culturally responsive and relevant teaching
	developing effective classroom management strategies
	understanding and implementing a whole child approach to learning
	understanding learner profiles (e.g., academic, physical, social, emotional, cognitive, self/spirit) and how to differentiate instruction to meet individual student strengths and needs
	reviewing teaching and learning materials and activities regularly to identify and remove barriers to accessibility, negative bias, and discrimination
	developing the skills to intentionally interrupt racism, oppression, and discrimination
	identifying the school’s response protocol to repair harm and ensure accountability
	implementing inclusive design to intentionally plan for ways to challenge existing barriers to student well-being: responding to student voice; designing instruction (CRRP); engaging parents, families, and communities; the environment as the third teacher; analyzing data; building leadership capacity
	creating affinity (safe and inclusive spaces) within the school (i.e., GSA, Black Student Advisory, IREN)
	engaging in ongoing learning to consistently and immediately interrupt and address acts of anti-Black racism that they witness or have been made aware of, consistent with the OCT Advisory
	engaging in ongoing, meaningful learning about The Way Forward - Human Rights, Action and Accountability Plan
	implementing culturally responsive and relevant practice to guide teaching practice (high expectations, critical consciousness (Critically Conscious Guiding Questions), and cultural competence)
	framing teaching and learning around the gradual release model/level of support, based on class and student profiles
	learning to engage families to bring an awareness of bullying prevention and intervention strategies and to recognize the signs of bullying behaviour

Intervention

	understanding the Board’s comprehensive strategy to address incidents of bullying including reporting protocols (staff and student), and appropriate and timely responses
	learning about a bias-free progressive discipline approach as well as mitigating and other factors that influence behaviour
	using proactive measures to intentionally create inclusive learning spaces for every student
	using ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
	responding to any student behaviour that is likely to have a negative impact on school climate or learning environments
	applying the steps from the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol ( January 2023) to interrupt different forms of bullying: stop and identify; explain; support; report; ensure accountability; and, identifying ways that this information will be communicated and shared with all stakeholders
	providing supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying
	ensuring that for students with special education needs, interventions, supports and consequences are consistent with the child’s strengths and needs, as well as with the program goals and learning expectations documented in their Individual Education Plan (IEP)
	promoting and sustaining positive student behaviour
	providing a variety of asset based, anti-oppressive supports and resources for students - from early prevention to more intensive interventions (in cases of persistent bullying)
	following up after bullying incidents with students, parents, teachers, and other school staff as appropriate
	participating in ongoing professional learning to build capacity and critical consciousness when addressing bullying
	understanding the roles and responsibilities of principals, teachers and students

Professional Learning will occur through:

	staff meetings
	professional learning days
	system professional learning opportunities
	school based release time
	self - directed Annual Learning Plans
	other:

Monitoring Students

Schools will identify ways to monitor student well-being throughout the year by considering what will be monitored, by whom, as well as when and how it will be monitored to ensure this important work takes place. Schools must consider and plan for: conversations (e.g., with students, staff, and parents); observations (e.g., walk-throughs); and, products (e.g., intervention plans, notes). Creating intervention cycles to monitor student well-being also supports the identification of students most at risk and provides the opportunity to create intervention plans for these students who may be the bully, the victim, or a witness.

What types of evidence were collected from conversations, observations and products?

We will be collecting observational data and capturing the voices of students. We are asking for student opinions via meetings, suggestion boxes.

What were the greatest successes with students? What grade level(s) experienced the most success? How do you know?

Students continue to share their opinions with staff and admin.

What challenges were encountered? What grade level(s) experienced the most challenges? Why? How could this be improved next year?

What are the next steps? Which students need more support? How can they best be supported?

Monitoring Progress

School administrators and the Well-Being Team will meet on a regular basis to discuss the effectiveness of selected intervention and prevention strategies as well as the use of resources and planned professional development/. The Well-Being Team should determine what strategies are working, what may not be working and what may need adjusting in order to keep the focus on improving student well-being.

When monitoring progress of the School Actions, consider the following questions as a reflection guide:

What evidence of progress towards the goals were collected?

	ongoing evidence gathered through classroom and school surveys
	collection and reflections of observations, conversations and products
	suspension data
	Have Your Say Survey data
	school based surveys/questionnaires
	other:

What successes occurred as a result of the Action Plan? What successes occurred as a result of the teaching and learning of Bullying Prevention and Intervention Strategies?

What resources were used to support teacher and student learning?

What professional learning was considered to be the most important and helpful? Why?

What challenges were encountered when implementing the Action Plan? Why?

What are the next steps? What bullying prevention and intervention strategies need to change?

What needs to be included in the next year’s professional learning plan?

Resources