Pinellas County Schools Policy Manual

CHAPTER 1 FOUNDATIONS AND BASIC COMMITMENTS

1.01 Vision

1.02 Mission

1.03 District Strategic Directions

1.04 Decision-Making System

1.05 Non-Discrimination/Affirmative Action

1.06 Beliefs About Parent/Family Involvement

1.07 Family and School Partnership for Student Achievement

1.08 Policy Against Bullying and Harassment

1.09 Decentralized Decision-Making

1.01 VISION

Pinellas County Schools unites with the community to provide a quality education enabling each student to succeed.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:

History: New 9/10/96

1.02 MISSION

The mission of Pinellas County Schools is to create systems that align all resources to assure that each student achieves at her or his highest level.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:

History: New 9/10/96

1.03 DISTRICT STRATEGIC DIRECTIONS

(1) HIGHEST STUDENT ACHIEVEMENT

(a) Highest student achievement is the primary aim of the organization. To assure success, specific areas of student achievement have been identified. The identification of these important areas of student learning helps align all resources and provides accountability.

(b) Accomplishment of this aim will mean that all graduates from Pinellas County Schools will be able to read, write, speak, listen, use mathematics, think critically, solve problems and live responsibly in preparation for success in life’s roles. Learners may need individual modifications in order to progress toward the district goals.

(2) SAFE LEARNING ENVIRONMENT

(a) A safe learning environment is an essential condition to achieving the highest levels of student achievement. District and community resources will be focused to assure that all schools provide an environment in which student responsibility and respect for the learning process are evident.

(b) Successful accomplishment of this aim will mean that each student has a secure and positive place in which to work and learn.

(3) EFFECTIVE AND EFFICIENT OPERATION

(a) An effective and efficient operation is the end result that is achieved through the following four goal areas.

1. Partnerships

a. Partnerships are essential to support student achievement. The establishment and maintenance of productive relationships among members of the community and the school system broadens our capacity to meet the varied needs of all students. Equally important is the establishment and maintenance of productive relationships within and between administrative divisions, departments, schools, curriculum areas and grade levels.

b. Successful accomplishment of this goal area will mean that linkages exist among community and district resources that encourage and assure that groups inside and outside of the school system work together on common student goals. These partnerships will connect departments, grade levels, curriculum areas, elementary, middle and high schools to provide smooth transitions for students and their families.

2. High Performing Work Force

a. A work force capable of performing at the highest levels of effectiveness and efficiency is fundamental to assuring the highest levels of student achievement. Continual improvement requires systems designed to support and encourage opportunities for employee growth and learning throughout the organization.

b. Successful accomplishment of this goal area will mean that employees in every part of the organization understand clearly how their job supports student achievement and are actively engaged in continually improving their skills as individuals and team members. District systems provide improvement and involvement opportunities for employees and employee job satisfaction is evident.

3. Integrated Management System

a. The use of an integrated management system is required to coordinate all activities and resources within the district to achieve the vision and mission. It is essential to creating high performance educational systems capable of delivering world class results.

b. Successful accomplishment of this goal area will mean that processes are continually analyzed to determine alignment and capacity to produce the desired results. All instructional, administrative, and business processes will be carefully integrated to produce highest student achievement.

4. Accountability Systems

a. Accountability systems are essential to monitoring, reporting and improving systems that affect key components of the district. These include student performance, equality of opportunity, student and employee work systems, and business and administrative systems.

b. Successful accomplishment of this goal area will mean that required information and data are available to support these key systems.

(b) Successful accomplishment of this aim will mean that an effective and efficient operation is functioning through the use of partnerships, a high performing workforce, an integrated management system and accountability systems.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43F.S.

Laws Implemented:

History: New 9/10/96; Amended 11/9/99

1.04 DECISION-MAKING SYSTEM

The School Board expects staff, student, and community representatives to participate in decision-making processes throughout the school system. The Superintendent shall develop and sustain a decision-making process that provides opportunities and encourages appropriate input into the critical deliberations required of management to provide quality educational experiences for students.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:

History: New 9/10/96

1.05 NON-DISCRIMINATION/AFFIRMATIVE ACTION

(1) No employee, student, applicant for admissions or applicant for employment shall on the basis of race, color, creed or religion, sex, legal marital status, national origin, age, disability, sexual orientation, or any other basis prohibited by law be excluded from participation in, be denied the benefits of, or be subjected to discrimination/harassment under any educational program, activity, service, or in any employment conditions, policies or practices conducted by the Pinellas County School System. Procedures for filing a complaint are contained in Policy 4.01 Code Of Student Conduct, 8.24 Guidelines To Prevent Sexual Harassment , 8.241 Prohibition Of Harassment and 8.242 Employee Complaints Based Upon Alleged Discrimination/Harassment.

(2) Initial and continuing notification of this policy and the identification, location, address and phone number of the Assistant Superintendent, Office of Equal Opportunity will be provided to employees, applicants for employment, students, applicants for admission, parents, the general public, and bargaining units by various means which will include new employee orientation sessions, staff and faculty handbooks, district newsletters, postings, applications for employment, and through the Student Code of Conduct.

(3) The Superintendent (or designee) shall have the responsibility of ensuring compliance with the provisions of Titles VI, VII, IX, the Equal Employment Opportunity Act of 1972, the Equal Pay Act of 1963, and subsequent Executive Orders.

(4) The Superintendent (or designee) shall devise and implement a system for monitoring compliance procedures and objectives through the Board's Education Equity Act Plan and shall prepare periodic reports which shall detail the status of the district's personnel population in regard to the equality of opportunity offered to all employees and those seeking employment.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: Titles VI, VII, Civil Rights Act of 1964, as amended; Executive Order 11246, as amended; Revised Order No. 4; The Equal Pay Act of 1963, as amended by the Education Amendments of 1972; Title IX of the 1972 Education Amendments; Section 504 of the Rehabilitation Act of 1973; the Age Discrimination Act; Fla. Human Rights Act of 1977; FL Educational Equity Act of 1984; 13.201, et seq., 1012.22 F..S.; 6A-19.001 through 6A-l9.010 SBE Rules.; 1000.05 F.S.

History: New 7/25/79; Amended 4/12/89, 9/12/90, 9/10/96, 4/27/99, 5/27/03

Note: Former 6Gx52-5.01 (changed 9/10/96)

1.06 BELIEFS ABOUT PARENT/FAMILY INVOLVEMENT

(1) Highest Student Achievement – Pinellas County Schools is committed to setting high expectations that result in highest student achievement and believes that:

(a) Collaborative working partnerships with families are critical to attaining highest student achievement for all students.

(b) Higher academic achievement results when family members are actively engaged in supporting education.

(2) Parents’ Responsibilities (For the purpose of this policy, reference to parent is defined to include Legal Guardian.) Together with the parental responsibilities detailed in the Code of Student Conduct, Pinellas County Schools believes that:

(a) In order for students to achieve at the highest level, parents must provide a climate in the home that supports education, set high expectations for student learning and behavior, and be involved in their children’s education.

(b) Students whose parents are involved in the above manner have better grades, higher test scores and better attendance

(c) Regardless of socio-economic status, ethnic/racial background or education level, when parents are involved in their children’s educational process, students achieve more.

(d) When parents and teachers collaborate there are higher expectations for the student's success.

(e) There are significant benefits for learners when parents of students at all ages and all grade levels are directly involved with their education.

(3) School’s Responsibilities – Pinellas County Schools believes that:

(a) Parent and family involvement is a critical component of an effective school. It is not a substitute for high quality educational programs, effective instruction or systemic research-based school improvement;

(b) Parents contribute most effectively to improved student achievement and school effectiveness when they are treated as equal partners and given needed information in a timely manner.

(d) When parents receive frequent and effective communication from a school, their attitude about the school is more positive and their involvement increases. A school’s practices to inform and involve parents are strong determinants in the frequency and quality of parent involvement.

(e) There are many different ways for schools to involve parents in their child’s education. To have long-lasting results, parent and family involvement activities must be planned, continuous, inclusive and comprehensive.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:

History: New 3/13/01

1.07 FAMILY AND SCHOOL PARTNERSHIP FOR STUDENT ACHIEVEMENT

(1) Parent/Family Involvement (See also 1.06 BELIEFS ABOUT PARENT/FAMILY INVOLVEMENT)

(a) The Pinellas County School Board recognizes that a child’s education is a responsibility shared by the school and family. To support the school district’s strategic direction of highest student achievement for all students and to educate all students effectively, the schools and parents must work together as knowledgeable partners. The District shall foster and support active parent involvement by using the components listed below including, but not limited to, the following implementation strategies:

(b) Although parents are diverse in culture, language and needs, they share the school’s commitment to the educational success of their children. Pinellas County Schools, in collaboration with parents, shall establish programs and practices that enhance parent involvement and reflect the specific needs of students and their families.

(c) To this end, the Pinellas County School Board supports the development, implementation and regular evaluation of a parent involvement program in each school to involve parents at all grade levels in a variety of roles. The parent involvement programs will be comprehensive and collaborative in nature. The program will adhere to the following components of successful parent involvement programs:

1. Communication between home and school is regular, two-way and meaningful.

2. Responsible parenting is promoted and supported.

3. Parents play an integral role in assisting student learning.

4. Parents are welcome in the school, and their support and assistance are sought.

5. Parents are full partners in the educational decisions that affect children and families.

6. Community resources are made available to strengthen school programs, family practices and student learning.

(d) The Pinellas County School Board supports professional development opportunities for staff members to enhance understanding of effective parent involvement strategies. The Board also recognizes the importance of administrative leadership in setting expectations and creating a climate conducive to parental participation. Engaging parents is essential to improved student achievement.

(e) School personnel will treat parents and students with respect and courtesy. Parents are expected to treat school personnel courteously and respectfully, and instill this kind of behavior in their children.

(f) Professional development opportunities will be made available to administrators, teachers and staff to promote family friendly schools and enhance family and community partnerships.

(g) For the purposes of this policy, the term “parent” refers to any adult – mother, father, older sibling, aunt, uncle, grandparent, guardian, mentor – who plays a significant role in the care of a student or students enrolled in Pinellas County Schools.

(h) When the term “school” is used in this policy, it is used in the broadest possible sense. It refers not only to the customary kindergarten through grade 12 programs, but also to the early childhood, adult education, and charter school programs.

(i) When federal guidelines permit such use, federal funds may be used to purchase food items when used to support parent training and meetings.

(2) Statutory Requirement. As required by the Florida's Family and School Partnership for Student Achievement Act each school board must adopt policies that strengthen family involvement in education. These policies must be developed with input from teachers, administrators, families, students, and key community based organizations and businesses. The policies must address the following four areas:

(a) Opportunities for parental involvement in the development, implementation, and evaluation of family involvement programs. The district will:

1. Encourage parents to become active participants of the School Advisory Councils (SAC), PTA, support organizations and school-based committees. At the District level, parent involvement opportunities will include various District planning committees, District Monitoring and Advisory Committee (DMAC), Title I District Advisory Council, countywide SAC organization and Pinellas County Council of PTAs. In these roles, parents will be able to participate in meetings and resolve problems.

2. Use a variety of communication tools on a regular basis to facilitate two-way interaction between the home and the school. The use of best practices for parent/teacher conferences will be expected (by accentuating the positive with opportunities for improvement) and school personnel will use flexible and creative methods to accommodate the schedules of parents. Immediate contact between parent and teacher should occur when concerns arise.

3. Encourage communications with parents regarding positive student behavior and achievement.

4. Provide staff training on effective communication techniques, parent/teacher conferences, and the importance of regular two-way communication between the school and the family.

5. Make a reasonable effort to reach out to all parents, not just those who attend parent meetings.

6. Make a reasonable effort to assist parents in understanding the needs and rights of their exceptional children.

7. Direct schools to offer support to parents regarding educational issues. Parent Advocates will serve as liaisons between families and schools, train parents in effective communication skills and provide support to parents responding to educational issues.

8. Distribute a student expectations guide to parents at the beginning of the school year outlining grade level expectations and suggestions of how parents can foster learning at home.

9. Make available information and provide opportunities to guide parents on ways to assist with homework, give feedback to teachers, and how parents can help their children improve skills and perform well on assessments.

10. Publish a parent guide annually and make it available to parents providing information needed to make decisions about their child’s education and how to assist in their child’s progress.

11. Make a reasonable effort to communicate with parents in their primary language or in the language in which they feel comfortable.

(b) Opportunities for parents to participate on school advisory councils and in school volunteer programs and other activities. The Community Involvement Program will administer a program to utilize parent volunteers at the school and district level, provide ample training on volunteer procedures and school protocol, tutor and mentor training and encourage parent participation in school and related activities. School staff has a responsibility to involve parents in the school’s decision-making efforts. Likewise, parents have a responsibility to contact the school and seek out ways in which they might participate in and influence decisions that will affect the children. Furthermore, the district will:

1. Provide parents with current information regarding changes in school policies, discipline, assessment tools, and student and school performance data. The district will encourage parents to participate as partners when setting school goals, developing or evaluating programs and policies, or responding to performance data.

2. Encourage and support the formation of PTAs or other parent groups in order to identify and respond to issues of interest to parents.

3. Direct each school to work with parents and school staff to develop a unique plan to incorporate parent/family involvement in the individual School Improvement Plans.

4. Encourage parents to be involved in the development, implementation and annual evaluation of the parent involvement program as outlined in the School Improvement Plan, and to be included as members of School Improvement Teams.

5. Encourage parents to visit their schools for beginning of the year events such as "Back-to-School Night," "Open House" and new student orientations. These events will be used to disseminate information on school policies, discipline procedures, assessment tools and school goals.

6. Encourage parents to attend additional activities (such as parent workshops and training) throughout the year.

7. Direct schools to make the school building a welcoming place, clearly accessible to parents.

(c) Links with community services. The district will:

1. Afford opportunities for school personnel, students and parents to learn about different cultures, cultural practices and cultural preferences so that understanding and communication can be promoted.

2. Provide the Family/Multicultural Center to serve as a resource center providing parents information and training opportunities to learn about parenting skills, health, safety, nutrition, home environments that support education and other topics of child and adolescent development.

3. Distribute information to students and parents regarding cultural, recreational, academic, health, social and other resources that serve families within the community.

4. Seek the active participation of area businesses, agencies and faith-based organizations to encourage community support of our schools, through financial, goods and services, and volunteer contributions.

5. Encourage members of the community to participate in the volunteer programs at their local school.

6. Develop partnerships with local organizations, such as the Juvenile Welfare Board, the Pinellas Education Foundation, community agencies, local city and county governments, and faith-based organizations to advance student learning and assist schools and families. Student participation in community service will be encouraged.

7. Seek and foster partnerships with outside business, community and faith-based organizations, such as the Pinellas Education Foundation, to sponsor student incentive programs such as Doorways and S.A.V.E.

(d) Parental choices and responsibilities. The district will:

1. Provide Family Education and Information Centers to serve as information centers offering parents the opportunity to register children for school, learn about the many programs and school choices available in the district, including countywide magnet and fundamental programs, academies, ESE, ESOL programs, Title I and other academic support programs.

2. Expect parents to recognize that their right to access does not transcend the rights of students and teachers to an orderly instructional environment.

3. Encourage parents to become involved in the education of their children.

(3) No Child Left Behind (NCLB)

(a) The district will implement the strategies outlined in this policy to integrate parent involvement into school improvement plans. Additional strategies to include direct consultation with parents and the inclusion of these parents as members of the District’s planning committees formed to implement NCLB will ensure parent involvement activities improve student academic achievement and school performance.

(b) The Family Service Team, chaired by the Supervisor of Community Involvement and comprised of parents, teachers, principals, District personnel, and community agency representatives, will coordinate the district’s parent/family involvement efforts, provide technical assistance, direction and support to assist schools in planning and implementing effective parent involvement strategies.

(c) The district will implement school based monitoring of parent participation to evaluate the effectiveness of increased parent participation. The Superintendent will report the findings to the School Board and the Department of Education and will make the findings available to the community on an annual basis. The district will use the findings in designing new strategies for parent/family involvement and school improvement.

(d) Pinellas County Schools is committed to setting high expectations that result in highest student achievement and believes that while parent/family involvement is not a substitute for high quality educational programs, effective instruction or systemic research-based school improvement, it is a critical component of an effective school. The district encourage development of additional parent/family involvement strategies and, encourages the use of practices suggested for successful programs such as outlined in the guidelines of the National PTA National Standards for Parent/Family Involvement Programs.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 1002.23 F.S.

History: New 4/13/04; Amended 12/12/06

(a) It is the policy of the School Board that all of its students, employees, and volunteers learn and work in an environment that is safe, secure, and free from harassment and bullying of any kind. The School Board will not tolerate bullying and harassment of any type. Conduct that constitutes bullying and harassment, as defined herein, is prohibited. This policy shall be interpreted and applied consistently with all applicable State and federal laws and the School Board's collective bargaining agreements. Conduct that constitutes bullying, harassment or discrimination, as defined herein, and in section 1006.147, F.S., is prohibited

(a) Bullying means systematically and chronically inflicting physical hurt or psychological distress on one or more students or employees and may involve but is not limited to:

(b) Harassment means any threatening, insulting, or dehumanizing gesture, use of data or computer software, or written, verbal or physical conduct directed against a student or employee that:

1. Places a student or employee in reasonable fear of harm to his or her person or damage to his or her property.

2. Has the effect of substantially interfering with a student’s educational performance, opportunities, or benefits.

3. Has the effect of substantially disrupting the orderly operation of a school.

1. Retaliation against a student or employee by another student or employee for asserting or alleging an act of bullying or harassment. Reporting an act of bullying or harassment that is not made in good faith is considered retaliation.

2. Perpetuation of conduct listed in the definition of bullying or harassment by an individual or group with intent to demean, dehumanize, embarrass, or cause emotional or physical harm to a student or school employee by:

b. Accessing or knowingly and willingly causing or providing access to data or computer software through a computer, computer system, or computer network within the scope of the district school system.

c. Acting in a manner that has an effect substantially similar to the effect of bullying or harassment.

3. Cyberstalking, which is defined as engaging in a course of conduct to communicate, or to cause to be communicated, words, images, or language by or through the use of electronic mail or electronic communication, directed at a specific person, causing substantial emotional distress to that person and serving no legitimate purpose. See s. 784.048(1)(d), F.S.

(d) In addition, “bullying,” “cyberstalking” and “harassment,” (hereinafter referred to as “bullying,” as defined in Section (2), for the purpose of this Policy) also encompass, but are not limited to, unwanted harm towards a student or employee in regard to their real or perceived: sex, race, color, religion, national origin, age, disability (physical, mental, or educational), marital status, socio-economic background, ancestry, ethnicity, gender, gender identity or expression, linguistic preference, political beliefs, sexual orientation, or social/family background or being viewed as different in its education programs or admissions to education programs and, therefore, prohibits bullying of any student or employee by any School Board member, School Board employee, consultant, contractor, agent, visitor, volunteer, student, or other person in the school or outside the school at school-sponsored events, on school buses, at a school bus stop, and at training facilities or training programs sponsored by the District. For acts of harassment against Federally identified protected categories, and acts of harassment, including sexual harassment, which do not meet the definition of bullying, refer to School Board Policies 8.24, 8.241, and 8.242.

(3) Description of the type of behavior expected from each student and employee:

(a) The School Board expects students to conduct themselves as appropriate for their levels of development, maturity, and demonstrated capabilities, and expects students and employees to conduct themselves appropriately with a proper regard for the rights and welfare of other students and school staff, the educational purpose underlying all school activities, and the care of school facilities and equipment.

(b) The School Board believes that standards for student behavior must be set cooperatively through interaction among the students, parents/legal guardians, staff, and community members producing an atmosphere that encourages students to grow in self-discipline. The development of this atmosphere requires respect for self and others, including obeying and responding to those who hold lawful authority, as well as for district and community property on the part of students, staff, and community members. Since students learn by example, school administrators, faculty, staff, and volunteers will demonstrate appropriate behavior, treat others with civility and respect, and refuse to tolerate harassment or bullying.

4. Through the use of data or computer software that is accessed through a computer, computer system, or computer network within the scope of the district school system.

(d) Student rights shall be as outlined in this policy and in the Code of Student Conduct. To positively reinforce good conduct, self-discipline, good citizenship, and academic success, the Superintendent shall continue and, as needed, expand the district’s student recognition programs and publicly congratulate students exhibiting exemplary qualities in these areas.

(4) Consequences for a student or employee who commits an act of bullying or harassment:

(a) Concluding whether a particular action or incident constitutes a violation of this policy requires a determination based on all of the facts and surrounding circumstances. The physical location or time of access of a computer-related incident cannot be raised as a defense in any disciplinary action. Consequences and appropriate remedial action for students who commit acts of bullying or harassment may range from positive behavioral interventions up to and including suspension or expulsion, as outlined in the Code of Student Conduct. Consequences and appropriate remedial action for an employee found to have committed an act of bullying or harassment may be disciplined in accordance with district policies, procedures, and agreements. Additionally, egregious acts of harassment by certified educators may result in a sanction against an educator’s state issued certificate. (See State Board of Education Rule 6B-1.006, FAC, The Principles of Professional Conduct of the Education Profession in Florida.) Consequences and appropriate remedial action for a visitor or volunteer, found to have committed an act of bullying or harassment shall be determined by the school administrator after consideration of the nature and circumstances of the act, including reports to appropriate law enforcement officials.

(5) Consequences for a student or employee who is found to have wrongfully and intentionally accused another of an act of bullying or harassment:

(a) Consequences and appropriate remedial action for a student found to have wrongfully and intentionally accused another as a means of bullying or harassment range from positive behavioral interventions up to and including suspension or expulsion, as outlined in the Code of Student Conduct. Consequences and appropriate remedial action for an employee found to have wrongfully and intentionally accused another as a means of bullying or harassment may be disciplined in accordance with district policies, procedures, and agreements. Consequences and appropriate remedial action for a visitor or volunteer, found to have wrongfully and intentionally accused another as a means of bullying or harassment shall be determined by the school administrator after consideration of the nature and circumstances of the act, including reports to appropriate law enforcement officials. Accusations made in good faith, even though subsequently determined to be false, shall not be subject to discipline, consequences, or remedial action as called for by this section.

(6) Reporting an act of bullying or harassment, including provisions for anonymous reporting:

(a)At each school, the principal or the principal’s designee is responsible for receiving complaints alleging violations of this policy. All school-based employees are required to report alleged violations of this policy to the principal or the principal’s designee. Other employees are required to report alleged violations of this policy to their supervisor. All other members of the school community, including students, parents/legal guardians, volunteers, and visitors are encouraged to report any act that may be a violation of this policy anonymously or in-person to the principal or principal’s designee.

(b) The principal of each school in the district shall establish and prominently publicize to students, staff, volunteers, and parents/legal guardians, how a report of bullying may be filed either in-person or anonymously and how this report will be acted upon. The victim of bullying, anyone who witnessed the bullying, and anyone who has credible information that an act of bullying has taken place may file a report of bullying. An employee, school volunteer, student, parent/legal guardian or other persons who promptly reports in good faith an act of bullying or harassment to the appropriate official and who makes this report in compliance with the procedures set forth in the district policy is immune from a cause of action for damages arising out of the reporting itself or any failure to remedy the reported incident. Submission of a good faith complaint or report of bullying or harassment will not affect the complainant or reporter’s future employment, grades, learning or working environment, or work assignments.

(c) Written and oral reports shall be considered official reports. Reports may be made anonymously, but formal disciplinary action may not be based solely on the basis of an anonymous report.

(7) Investigation of whether a reported act of bullying or harassment is within the scope of the district school system and, if not, referral of such an act to the appropriate jurisdiction:

(a) A principal or designee will assign a designee(s) who is trained in investigative procedures to initiate an investigation of whether an act of bullying or harassment is within the scope of the school district.

(b) The trained designee(s) will provide a report on results of investigation with recommendations for the principal to make a determination if an act of bullying or harassment falls within the scope of the district and will act according the following protocols:

1. If it is within the scope of the district, further investigation will commence in accordance with subsection (8) herein;

2. If it is outside scope of the district, and reasonably suspected to be a criminal act, refer to appropriate law enforcement, and inform parents/legal guardians of all students involved.

3. If it is outside scope of district, and determined not a criminal act, inform parents/legal guardians of all students involved.

(8) Prompt investigation of a report of bullying or harassment and the persons responsible for the investigation:

(a) The investigation of a reported act of bullying or harassment is deemed to be a site-related activity and begins with a report of such an act.

(b) At each school or site in the district, the Procedures for Investigating Bullying and/or Harassment include:

1. The principal/site administrator or designee selects a designee(s), employed by the School District, trained in investigative procedures to initiate the investigation. The designee(s) may not be the accused perpetrator (harasser or bully) or victim.

2. Each individual (victim, alleged perpetrator, and witnesses) will be interviewed separately and at no time will the alleged perpetrator and victim be interviewed together.

3. The investigator shall collect and evaluate the facts including, but not limited to:

a. Description of incident including nature of the behavior; context in which the alleged incident occurred, etc.;

f. The identity of the perpetrator, including whether the perpetrator was in a position of power over the student allegedly subjected to bullying or harassment;

j. Whether the conduct adversely affected the student victim’s education or educational environment or the employee victim’s work environment.

4. Whether a particular action or incident constitutes a violation of this policy requires a determination based on all the facts and surrounding circumstances and includes:

a. Recommended remedial steps necessary to stop the bullying and/or harassing behavior.

(c) Where the victim is a student, according to the severity of the infraction, the principal or designee shall promptly notify the parent/legal guardian of the victim via telephone or personal conference of any actions being taken to protect the victim. The frequency of notification will depend on the severity of the bullying incident.

(d) Where the victim is not a student, the principal’s or designee’s report will be made to the employee victim’s supervisor and the same process described above will be followed if the alleged bullying or harassment was not alleged to occur at a school, but another district site..

(e) The initial filing of incidents and completion of the investigative procedural steps shall be completed within 10 school days.

(9) Determination of disciplinary sanctions or consequences and due processes for a person who commits an act of bullying under this policy:

(a) Concluding whether a particular action or incident constitutes a violation of this policy requires a determination based on all of the facts and surrounding circumstances, followed by the determination of disciplinary sanctions appropriate to the perpetrator’s position within the District.

1. Consequences and appropriate interventions for students who commit acts of bullying may range from positive behavioral interventions up to, but not limited to suspension, reassignment or expulsion as outlined in the Student Code of Conduct.

2. Consequences and appropriate interventions for a school/district employee found to have committed an act of bullying will be instituted in accordance with School Board Policy. Additionally, egregious acts of bullying by certified educators may result in a sanction against an educator’s state issued certificate (Rule 6B-1.006 F.A.C.).

3. Consequences and appropriate intervention for a visitor or volunteer, found to have committed an act of bullying shall be determined by the school administrator after consideration of the nature and circumstances of the act, including reports to appropriate law enforcement officials.

4. These same actions will apply to persons, whether they be students, school employees, or visitors/volunteers/independent contractors, who are found to have made wrongful and intentional accusations of another as a means of bullying.

5. If a complaint of bullying or harassment is made by the alleged victim during or after the commencement of an investigation into employee or student misconduct, it shall not be a defense to the allegations of employee or student misconduct but may be considered as a mitigating factor under school board policy, if appropriate.

(10) Providing immediate notification to the parents/legal guardians of a student victim of bullying or harassment and the parents/legal guardians of the student perpetrator of an act of bullying or harassment as well as notification to all local agencies where criminal charges may be pursued against the perpetrator:

(a) The principal, or designee, shall by telephone and/or in writing by first-class mail, report the occurrence of any incident of bullying as defined by this policy to the parent or legal guardian of all students involved on the same day an investigation of the incident has been initiated. Notification must be consistent with the student privacy rights under the applicable provisions of the Family Educational Rights and Privacy Act of 1974 (FERPA).

(b) If the bullying incident results in the perpetrator being charged with a crime, the principal, or designee, shall by telephone and/or in writing by first class mail, inform parents/legal guardian of the student victim(s) involved in the bullying incident about the Unsafe School Choice Option (No Child Left Behind, Title IX, Part E, Subpart 2, Section 9532) that states “A student attending a persistently dangerous public elementary school or secondary school, as determined by the State in consultation with a representative sample of local educational agencies, or a student who becomes a victim of a violent criminal offense, as determined by State law, while in or on the grounds of a public elementary school or secondary school that the student attends, be allowed to attend a safe public elementary school or secondary school within the local educational agency, including a public charter school.”

(c) Once the investigation has been completed, appropriate local law enforcement agencies will be notified by telephone and/or in writing to determine whether to pursue criminal charges.

(11) Referral of victims and perpetrators of bullying or harassment for counseling:

(a) The Superintendent shall establish a procedure to refer victims and perpetrators of bullying or harassment for counseling, including a protocol for intervening when bullying or harassment is suspected or when a bullying incident is reported. The procedure shall include:

1. A process by which the teacher or parent/legal guardian may request informal consultation with school staff (specialty staff, e.g., school counselor, school psychologist, etc.) to determine the severity of concern and appropriate steps to address the concern (the involved students’ parents or legal guardian may be included).

2. A referral process to provide professional assistance or services that includes:

a. A process by which school personnel or parent/legal guardian may refer a student to the school intervention team (or equivalent school-based team with a problem-solving focus) for consideration of appropriate services. (Parent or legal guardian involvement is required at this point.)

b. If a formal discipline report or formal complaint is made, the principal or designee must refer the student(s) to the school intervention team for determination of counseling support and interventions. (Parent or legal guardian involvement is required at this point.)

3. A school-based component to address intervention and assistance as determined appropriate by the intervention team that includes:

a. Counseling and support to address the needs of the victims of bullying or harassment

b. Interventions to address the behavior of the students who bully and harass others (e.g., empathy training, anger management)

c. Intervention which includes assistance and support provided to parents/legal guardians, if deemed necessary or appropriate

(12) Providing instruction to students, parents/legal guardians, teachers, school administrators, counseling staff, and school volunteers on identifying, preventing, and responding to bullying or harassment:

(a) The School Board seeks to ensure that schools sustain healthy, positive, and safe learning environments for all students. It is important to change the social climate of the school and the social norms with regards to bullying. This requires the efforts of everyone in the school environment – teachers, administrators, counselors, school nurses other non-teaching staff (such as bus drivers, custodians, cafeteria workers, and/or school librarians), parents/legal guardians, and students.

(b) Students, parents/legal guardians, teachers, school administrators, counseling staff, and school volunteers shall be given instruction at a minimum on an annual basis on the district's Policy and Regulations against bullying and harassment. The instruction shall include evidence-based methods of preventing bullying and harassment, as well as how to effectively identify and respond to bullying in schools.

(a) The School District will conduct training for students, parents, teachers, area/district staff, school administrators, student support staff, counseling staff, bus drivers, School Resource Officers/Deputies, and school volunteers on identifying, preventing, and responding to bullying. At the beginning of each school year, the school principal/designee and or appropriate area/district administrator shall provide notice of this policy, as well as the process for reporting incidents, investigation and appeal, to students, school staff, parents, or other persons responsible for the welfare of a pupil through appropriate references in the Student Code of Conduct, the school website, and/or through other reasonable means.

(14) Regularly reporting to a victim’s parents/legal guardians the actions taken to protect the victim:

(a) The principal or designee shall by telephone and/or in writing report the occurrence of any incident of bullying as defined by this policy to the parent or legal guardian of all students involved on the same day an investigation of the incident has been initiated. According to the level of infraction, parents/legal guardians will be notified by telephone and/or writing of actions being taken to protect the child; the frequency of notification will depend on the seriousness of the bullying or harassment incident. Notification must be consistent with the student privacy rights under the applicable provisions of the Family Educational Rights and Privacy Act of 1974 (FERPA).

(a) The procedure for including incidents of bullying in the school’s report of data concerning school safety and discipline data is required under F.S. 1006.09(6). The report must include each incident of bullying and the resulting consequences, including discipline, interventions and referrals. In a separate section, the report must include each reported incident of bullying or harassment that does not meet the criteria of a prohibited act under this policy, with recommendations regarding said incident.

(b) The School District will utilize Florida’s School Environmental Safety Incident Reporting (SESIR) Statewide Report on School Safety and Discipline Data, which includes bullying/harassment in its codes.

(c) Discipline, referral data, investigations, interventions, and actions of discipline shall be recorded on the specified data system, as with other infractions from the Code of Student Conduct.

(16) Publication of the policy, including publication in the Code of Student Conduct and in all employee handbooks:

(a) At the beginning of each school year, the Superintendent or designee shall, in writing, inform school staff, parents/legal guardians, or other persons responsible for the welfare of a student of the district’s student safety and violence prevention policy. The Superintendent shall also make all contractors contracting with the district aware of this policy. This information shall be published in the Code of Student Conduct and all employee handbooks.

(b) Each school principal shall develop an annual process for discussing the school district policy on bullying and harassment with students in a student assembly or other reasonable format. Reminders of the policy and bullying prevention messages such as posters and signs will be displayed around each school and on the district school buses.

The Board adopts a policy of decentralized decision-making, the primary focus of which shall be improved student achievement.

The Board defines decentralized decision-making as a process of empowering parents, teachers, school principals and community members in a spirit of collegiality and collaboration with the authority and responsibility for decision-making at the local school level. The process involves the individuals responsible for implementing decisions in making those decisions. In general, decisions should be made at the level closest to the issue being addressed.

1. Those most closely affected by decisions ought to play a significant role in making those decisions;

2. The school is usually the most viable organizational unit within which to make changes; and

3. Changes have a greater degree of being effective and long-lasting when carried out by people who feel a sense of ownership and responsibility.

In order for decentralized decision-making to be effective, it is important that the Board, administration, staff and community make a commitment to:

1. A system-wide culture that supports norms of collegiality and collaboration with a demonstrated commitment to shared decision-making;

2. Professional development to acquire the skills needed for shared decision-making at the school level; and

3. Ongoing cross-school collaboration by administration and staff to support professional development, best instructional practices and enhanced organizational learning.

District Mission, Vision, Strategic Plan, Policies, and Collective Bargaining Agreements

The District mission, vision, strategic plan, policies, collective bargaining agreements, beliefs, priorities and policies shall continue to be established at the District level and approved by the Board. These establish the broad framework within which decisions can be made. The process for establishing the framework shall involve staff and the community. The collective bargaining agreements with the employee associations may also establish parameters for decision-making.

Role and Responsibility; School Plan for Implementation of Decentralized Decision-making

The Superintendent shall propose processes and procedures for Board approval for the implementation of decentralized decision-making to include a delineation of which responsibilities will remain at the central administration, which will remain with the school principal, and which will be made by a shared decision-making body at the school. School Advisory Councils shall continue to be the sole body responsible for final decision-making at the school relating to school improvement and education accountability as prescribed by sections 1001.42(16) and 1008.345 F.S. Subject matters appropriate for school-level decision-making shall include the following:

1. Development of educational priorities for the building, based on the District’s priorities, while taking into account the specific needs of students;

2. Development of new programs to meet the unique needs of a school’s student population;

3. Development of scheduling to meet instructional objectives within the school day;

4. Allocation of the school’s resources to best meet the needs of the students;

5. Determination of professional development programs to meet faculty needs; and

The procedures shall also include guidelines for monitoring and assessing effectiveness of decentralized decision-making in relation to meeting the curricular and instructional goals of the school. The Board, central administration, school principal and the decentralized decision-making body will share the responsibilities and accountability. The procedures shall provide for the development of individual school plans for implementation of decentralized decision-making, which shall be subject to Board approval. Such plans shall address the extent to which local-level decision-making is appropriate to the school site consistent with the Board’s commitments under State and Federal statutes, regulations, State Board rules, court order(s), and other applicable law and policy.

Although many other members of the school community will be involved in making decisions, the school principal is the only one in a school building responsible for the whole school and will have the unique perspective and responsibility of seeing all aspects of the school. Just as the superintendent must be the educational leader of the District, so the school principal must be the instructional leader of the school. School principals assume increased authority and responsibility under a system of decentralized decision-making.

School principals are provided greater discretion in determining budget priorities, establishing staffing patterns and developing educational programs to meet District wide goals.

Along with the increased authority for making decisions comes increased accountability. Schools will be expected to develop specific educational objectives and instructional strategies for meeting District program goals and any state-mandated school improvement requirements.

While school principals will play a pivotal role in a system of decentralized decision-making, effective leadership is not the sole responsibility of the school principal. Under a system of decentralized decision-making others in the school community — including teachers, parents, students, and the business community — will participate in designing programs that will meet the school’s educational objectives.

The Board expects teachers to be involved in educational decisions, including but not limited to, decisions about school climate, selection of materials, teaching methods and strategies, staff development and goal setting at the school level.

It shall be the school principal’s responsibility to determine the level of staff involvement regarding educational decisions.

Other staff members will assume responsibilities for decisions about their work. Parents and other community members should play an active role in helping schools interpret and serve the needs of children.

The Superintendent is responsible for achieving District goals, communicating shared values and building support for the schools throughout the entire community. The central administration will provide technical and professional support to the schools.

Finally, the Board will provide continuing support of the decentralized decision-making process to ensure its enduring success.