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2007 Report on Act 117 of 2004: An Act Relating to Bullying Prevention Policies
This is a follow-up to the 2005 report to the House and Senate Committees on Education regarding the programs used by some schools that address incidents of bullying. Using the department's model discipline plan as a guide, schools have developed reporting procedures, trained staff and students, and employed a variety of prevention-oriented strategies.
Building Effective Strategies for Teaching (BEST) Students with Behavioral Challenges (Pyramid of School Discipline)
This publication outlines and describes the components of a comprehensive system of school discipline that is necessary for ensuring safety, a positive climate, the opportunity to learn and teach, and the social/emotional growth of students.
The Bullying and Harassment Paradox
Yes, we’d prefer not having bullying and harassment in our schools, but what if we treated such incidents as opportunities to teach and learn sorely needed contemporary skills? And, what if these skills were readily available in the relationship toolbox of students, teachers, parents, administrators and board members, so that your school became a community of “no bystanders?” “Restorative practices” is an asymmetric tool that the department is encouraging schools to explore. It is compatible with a portfolio of social skills-based strategies that schools consider using, e.g., Responsive Classroom, Positive Behavior Support, Second Step, etc. Use the link above to view an article that outlines a framework for using “restorative practices” that indicated how it might be used at all levels of education and the behavioral as well as academic performance benefits that are invariable benefits. NOTE: A number of schools have already contacted the International Institute for Restorative Practices to initiate professional development training during the summer of 2010.
Contact: Charles Johnson, Safe Schools Consultant, at (802) 828-0371 or charles.johnson@state.vt.us
Bullying Incidents Data Gathering
School districts are required to collect data on the number of reported incidents of bullying and the number of incidents that have been verified and to make such data available to the Commissioner of Education and to the public. This document provides clarifying information for using the Combined Incidence Reporting Software (CIRS) to collect bullying data.
A Guide to Positive School Discipline (2006)
This document is a comprehensive resource for fulfilling the school quality standard which states: “Each school shall maintain a safe, orderly, civil and positive learning environment, which is free from hazing, harassment and bullying and based on sound instructional and classroom management practices and clear discipline and attendance policies that are consistently and effectively enforced”. The document synthesizes several previously published resource materials aimed at helping schools strengthen their approaches to discipline and school climate. Strategies and resources pertaining to the prevention of and response to bullying and harassment are also provided for school staff, students and parents. NOTE: The size of this file is 500K.
Guidelines for Discipline Plan Development
Act 113 requires each Vermont school to develop and implement a school discipline plan. This model plan is a revision of materials originally made available to superintendents, principals, independent school headmasters and school board chairs in December 2001. The new version strengthens the guidance provided by previous materials, particularly in the area of implementation, with an emphasis on promoting prevention efforts, positive approaches to discipline and family-centered practices.
Hazing & Harassment Complaints Reported by Vermont Schools
The department collects statewide hazing, harassment and bullying data from all public schools as required under 16 V.S.A. §164. Statewide statistics from 2001 to the present can be found at this link. Individual school data may be obtained by contacting the school directly. NOTE: This update includes data for the 2006-2007 school year.
- NOTE: The data for the 2003-2004 school year is presented with and without the "other" category. Legally, harassment must be based on a protected category (i.e., sex, sexual orientation, etc.). Many schools wanted to report forms of harassment that were included in their local policy but not covered by state law. The "other" category was created for this purpose. Many of these other forms of harassment were bullying and can now be reported as bullying.
HIV/AIDS Prevention Education for Vermont Youth Needs Assessment Project
Conducted in three phases, this project outlines the results of interviews and focus groups with youth service providers, school administrators, educators and youth from around the state. The reports highlight findings in a variety of HIV/AIDS-related areas.
Preventing and Responding to School Disruption and Violence
This publication provides information and resources pertaining to effective practices for creating a well disciplined school, planning professional development opportunities for working with disruptive and violent students, using time out and planning rooms, and preventing and responding to gangs and gang like activities.
Racial Harassment in Vermont Public Schools: A Progress Report (2003) (PDF)
This report, produced by the Vermont Advisory Committee to the United States Civil Rights Commission, is a follow-up to the original report released in 1999. The purpose of this progress report is to "(1) inform the public, state officials, and civil rights advocates of the continuing problem of racism in Vermont; (2) identify current efforts to address racial harassment and racism in the state; and (3) identify successful exemplary programs and their components that could be replicated and expanded."
Hazing, Harassment, Bullying, Suicide and Substance Abuse Prevention Training Resources(Updated 8/23/10)
This is a list of organizations and individuals who provide hazing, harassment, bullying, suicide prevention and substance abuse prevention training (required by Act 182, sec. 27). For questions or information, contact Barbara Crippen at (802) 828-5937 or barbara.crippen@state.vt.us
Vermont School Crisis Guide for 2008 (Revised)
The Vermont School Crisis Guide is designed to help schools develop their comprehensive emergency plan as required by State Board of Education regulations. The guide has also been designed to record vital information during and after a crisis. The document is intended for use by school leaders and emergency service providers. It may be freely copied and distributed to anyone involved with planning and implementing school safety drills. NOTE: Various additions were made to this document in 2008. New pages are dated in the "bookmarks" section of the PDF document. Use the link above to access the revised PDF document.
- View a School Safety Review Checklist intended for use by school personnel to annually review the safety of school facilities and school safety procedures.
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Building Effective Strategies for Teaching (BEST) Students with Behavioral Challenges Project
The BEST Project is designed to help schools develop effective strategies to respond to challenging student behaviors.
The Crisis Prevention and Management (CPM) Training Project
This publication describes a cost-free program of professional development that is available through the Department of Education which aims at building school capacity to strengthen school climate and effectively and humanely prevent and respond to challenging student behavior and behavioral crises. Revised for 2005.
Harassment Complaint Designees
School districts are required to designate two or more employees to receive harassment complaints pursuant to Act 91 of 2004, An Act Relating to Harassment in Schools. Contact school district administration for the names of individuals designated for your district.
Independent Reviewer Brochure
This document provides basic information for students, parents and staff explaining the "independent review" process available to complainants and schools after a harassment complaint has been filed. Independent review offers a second look at the school’s handling of harassment complaints by a neutral third party.
Independent Review Memo from the Commissioner
This memo from the Commissioner to superintendents, principals and headmasters explains the "nuts and bolts" of setting up an independent review, including recommended items to be included in a contract with an independent reviewer.
Legal & Technical Resources Related to Life-Threatening Chronic Allergies and Illnesses in Schools (Act 158)
This document contains information that may help schools while they are assessing and addressing the needs of students with life threatening allergies and life-threatening chronic illnesses. With a chart of live links to related legal and technical resources and contact numbers for DOE staff that may address specific subtopics within this topic, this will be a useful tool for school staff serving students with these conditions.
SAFE-T™ Program (Sexual Abuse Free Environment for Teens™)
The SAFE-T™ Program is a research-based curriculum that promotes both victim and offender prevention within middle school communities. The curriculum incorporates classroom presentations and activities, home dialogue assignments and school community change projects to help middle school students, educators, staff, parents/guardians and community members with the tools for creating a respectful learning environment for all students.
School Safety Review Checklist
This checklist is intended to be used (in conjunction with the Vermont School Crisis Guide) by school personnel to annually review the safety of school facilities and school safety procedures. This document also may be tailored to the varying needs and size of Vermont schools and is available for download in the following formats:
For questions or for more information, contact Cathy Hilgendorf at (802) 828-5402 or cathy.hilgendorf@state.vt.us.
School Self-Check: Implementing Harassment Policies and Bullying Prevention Plans
This tool, complete with live links to supporting documents, is designed to help schools review implementation of harassment and bullying prevention policies. Although not a comprehensive list of all school district responsibilities, this document highlights key responsibilities and provides quick access to resources for school use in implementing these two important legal mandates.
Student Harassment
This Department of Education model policy may be used by supervisory unions/school districts to formalize policies and procedures for identifying and reporting the unlawful harassment of students based on race, color, religion, national origin, marital status, sex, sexual orientation, gender identity or disability. Vermont law requires schools to adopt a policy "at least as stringent as [this] model policy."
Unsafe School Choice Option Rule
This rule defines "persistently dangerous" schools, as required by the No Child Left Behind Act (NCLBA). Under provisions of NCLBA's Unsafe School Choice Option, a student who attends a "persistently dangerous" school or who is the victim of a violent crime on school grounds, has the same choice options as are available to a student attending a "failing" school, as determined by the accountability system. View Vermont State Board of Education rules and regulations (Rule series 4000).
Vermont Human Rights Commission
All schools are required to have a policy that prevents and prohibits hazing, harassment and discrimination. If you - a student - believe that you have been the victim of harassment or discrimination, a complaint should be filed, in accordance with the school policy, with the appropriate school official. Students may also file a complaint with the Vermont Human Rights Commission which investigates violations of Vermont's public accommodation law.
A World of Difference
The Vermont Department of Education and other partners have developed a cadre of A WORLD OF DIFFERENCE® Institute adult facilitators and trained students who are becoming leaders in the effort to challenge harassment and all forms of bias in Vermont schools. Staff are working to increase the number of student-led peer training teams in schools as well as the number of adult educators who actively prevent harassment and bias from occurring, and who recognize and effectively address it when it does. For more information, contact Charles Johnson at charles.johnson@state.vt.us or (802) 828-0371. For a more detailed description of the A World of Difference program, contact Phil Fogelman, Education Director of the New England Anti-Defamation League at pfogelman@adl.org or psfboston@aol.com.
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