Bullying Prevention and Intervention Plan

Bullying Prevention and Intervention Plan - Document
If you would like to report an incident, please contact an adult or a school administrator in your child's building. 


September 2023
The Burlington Public Schools prohibits bullying, cyberbullying and retaliation in school buildings, on school grounds, and in school-related activities. The District expects that all members of the school community will treat each other in a civil manner and with respect for differences. This commitment is an integral part of our comprehensive efforts to promote learning, and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process.

We recognize that certain students may be more vulnerable to becoming targets of bullying, harassment, or teasing based on actual or perceived characteristics, including race (which extends to natural and protective hairstyles), color, religion, ancestry, national origin, sex, sexual orientation, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, mental, physical, developmental or sensory disability, pregnant or parenting status, or by association with a person who has or is perceived to have one or more of these characteristics. The Burlington Public Schools will take specific steps to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing.

We will promptly investigate all reports and complaints of bullying, cyberbullying, and retaliation, and take prompt action to end bullying and restore a target’s sense of safety. We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent or guardian involvement. The Burlington Public Schools is committed to working with students, staff, families, law enforcement agencies, and the community to prevent issues of violence.

With the input of stakeholders, the Burlington Public Schools has adopted this Bullying Prevention and Intervention Plan as required under M.G.L. c. 71, § 37O, and the Plan will continue to be reviewed and updated at least once every two years. An Incident Reporting Form is attached as Appendix A.

I. LEADERSHIP

Public Involvement with the Bullying Prevention and Intervention Plan.
As required by M.G.L. c. 71, § 37O, the initial Bullying Prevention and Intervention Plan was developed in consultation with teachers, school counselors and school psychologists, professional support personnel, administrators, community representatives, local law enforcement agencies, and parents/ guardians representing all grade levels. All aforementioned parties met three times as a committee prior to submitting the initial Bullying Prevention and Intervention Plan to a public comment period and the School Committee for adoption. In conducting its biannual review and update of this Bullying Prevention and Intervention Plan, the District has again consulted with key stakeholders.

Assessing needs and resources. This Bullying Prevention and Intervention Plan is the Burlington Public School’s blueprint for enhancing capacity to prevent and respond to issues of bullying within the context of other healthy school climate initiatives. As part of the planning process, school leaders, with input from families and staff, assessed the adequacy of current programs; reviewed current policies and procedures; reviewed available data on bullying and behavioral incidents; and assessed available resources including curricula, training programs, and behavioral health services. Additionally, the Burlington Public Schools has established partnerships with community agencies, including law enforcement and mental health providers.

At least once every four years, the District administers a Department of Elementary and Secondary Education (DESE) student survey to assess the school climate and the prevalence, nature, and severity of bullying within the District’s schools. The District will use this data to further inform its decision making regarding bullying prevention interventions within its schools.

C. Planning and oversight.
The building principal or their designee is responsible for the following tasks under the Bullying Prevention and Intervention Plan: 1) receiving reports on bullying; 2) collecting and analyzing building- and/or school-wide data on bullying to assess the present problem and to measure improved outcomes; 3) creating a process for recording and tracking incident reports, and for accessing information related to targets and aggressors; 4) planning for ongoing professional development as required by law; 5) planning supports that respond to the needs of targets and aggressors; 6) choosing and implementing the curricula that the school or district will use; 7) developing new or revising current policies and protocols under the Bullying Prevention and Intervention Plan, including an internet safety policy, and designating key staff to be in charge of implementation of them; 8) amending student and staff handbooks and codes of conduct; to, among other things, make clear that bullying of students by school staff or other students will not be tolerated 9) leading the parent or family engagement efforts and drafting parent information materials; and 10) reviewing and updating the Plan at least biannually as required by law.

D. Data Collection and Reporting. The District will collect and report to DESE its annual bullying data, including: the number of allegations of reported bullying or retaliation; the number and nature of substantiated incidents of bullying and retaliation; the number of students disciplined for engaging in bullying or retaliation; and any other information required by DESE.

II. TRAINING AND PROFESSIONAL DEVELOPMENT


This Bullying Prevention and Intervention Plan reflects the requirements under M.G.L. c. 71, § 37O to provide ongoing professional development for all staff, including but not limited to, educators, administrators, school counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, and paraprofessionals. The law lists six topics that must be included in professional development.

A. Annual staff training on the Bullying Prevention and Intervention Plan. Annual training for all school staff on the Bullying Prevention and Intervention Plan will include staff duties under the “Plan,” an overview of the steps that the principal or designee will follow upon receipt of a report of bullying or retaliation, and an overview of the bullying prevention curricula to be offered at all grades throughout the Burlington Public Schools. Staff members hired after the start of the school year are required to participate in school-based training during the school year in which they are hired, unless they can demonstrate participation in an acceptable and comparable program within the last two years.

B. Ongoing professional development. The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences. Professional development will build the skills of staff members to prevent, identify, and respond to bullying. As required by M.G.L. c. 71, § 37O, the content of school-wide and district-wide professional development will be informed by research and will include information on:

(i) developmentally (or age-) appropriate strategies to prevent bullying;
(ii) developmentally (or age-) appropriate strategies for immediate, effective interventions to stop bullying incidents;
(iii) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying;
(iv) research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment;
(v) information on the incidence and nature of cyberbullying;
(vi) Internet safety issues as they relate to cyberbullying;
(vii) engaging staff and those responsible for the implementation and oversight of the Plan to distinguish between acceptable staff behaviors designed to correct misconduct and/or to instill accountability in the school setting and bullying;
(viii) strategies to prevent and respond to bullying or retaliation involving students with disabilities, with a particular focus on students with an autism diagnosis or students whose disability affects social skills development, including steps to be taken by IEP Teams.

C. Written notice to staff. The Burlington Public Schools will provide all staff with an annual written notice of the Bullying Prevention and Intervention Plan by publishing information about it, including sections related to staff duties in the school or district employee handbook and the code of conduct.

III. ACCESS TO RESOURCES AND SERVICES

A key aspect of promoting positive school climates is ensuring that the underlying emotional needs of targets, aggressors, families, and others are addressed. The Bullying Prevention and Intervention Plan describes the strategies for providing supports and services necessary to meet these needs. In order to enhance the Burlington Public Schools’ capacity to prevent, intervene early, and respond effectively to bullying, available services reflect an understanding of the dynamics of bullying and provide approaches to address the needs of targets and aggressors. The Bullying Prevention and Intervention Plan includes a strategy for providing counseling or referral to appropriate services for aggressors, targets, and family members of those students.

A. Identifying resources. The Burlington Public Schools offers counseling with school counselors, school social workers/adjustment counselors, and/or school psychologists. Referrals are also made to private local agencies, such as: Burlington Youth and Families, INTERFACE Referral Service, Cartwheel Care, Lahey or Family Counseling Associates.

B. Counseling and other services. Counseling and related services will be available to all Burlington Public School students. Such services are provided by school counselors, school social workers/adjustment counselors, and/or school psychologists during the school day. Burlington Youth and Families and other private service providers are available for counseling outside of school and also provide embedded services during the school day. School staff, including, but not limited to school counselors, school social workers/adjustment counselors, and school psychologists, will work to develop safety plans for students who have been targets of bullying or retaliation, providing social skills programs to prevent bullying, and offering education and/or intervention services for students exhibiting bullying behaviors.

C. Students with disabilities. As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the TEAM will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, or teasing.

D. Referral to outside services. The Burlington Public Schools has followed a protocol for referring students and families to outside services. This protocol helps students and families access appropriate and timely services. Such referrals comply with relevant laws and policies.

IV. ACADEMIC AND NON-ACADEMIC ACTIVITIES

The law requires each school or district to provide age-appropriate instruction on bullying prevention in each grade that is incorporated into the school’s or district’s curricula. Curricula must be evidence-based. Effective instruction will include classroom approaches, whole school initiatives, and focused strategies for bullying prevention and social skills development.
Burlington Public Schools utilizes a multi-tiered approach to bullying prevention. Research suggests that a comprehensive approach to bullying prevention is the most effective. This includes universal strategies aimed at building an inclusive school climate where clear behavioral expectations are taught, reinforced and consistently addressed; selective prevention to address the needs of students who have greater needs than the general student population; and intensive strategies for students whose needs are not addressed in selective prevention. Burlington Public Schools multi-tiered approach can be found here.

A. Specific bullying prevention approaches. Bullying prevention curricula will be presented within the classroom or in a small-group setting. The bullying prevention curricula will be informed by current research which, among other things, emphasizes the following approaches:

- using scripts and role plays to develop skills;
- empowering students to take action by knowing what to do when they witness other students engaged in acts of bullying or retaliation, including seeking adult assistance;
- helping students understand the dynamics of bullying and cyberbullying, including the underlying power imbalance;
- emphasizing cybersafety, including safe and appropriate use of electronic communication technologies;
- enhancing students’ skills for engaging in healthy relationships and respectful communications; and
- engaging students in a safe, supportive school environment that is respectful of diversity and difference.

Initiatives will also teach students about the student-related sections of the Bullying Prevention and Intervention Plan. The Bullying Prevention and Intervention Plan will be presented and reviewed with students within each of their respective school buildings and/or classrooms.

B. General teaching approaches that support bullying prevention efforts. The following approaches are integral to establishing a safe and supportive school environment. These underscore the importance of our bullying intervention and prevention initiatives:

- setting clear expectations for students and establishing school and classroom routines;
- creating safe school and classroom environments for all students, including for students with disabilities, lesbian, gay, bisexual, transgender students, and homeless students;
- using appropriate and positive responses and reinforcement, even when students require discipline;
- using positive behavioral supports;
- encouraging adults to develop positive relationships with students;
- modeling, teaching, and rewarding pro-social, healthy, and respectful behaviors;
- using positive approaches to behavioral health, including collaborative problem-solving, conflict resolution training, teamwork, and positive behavioral supports that aid in social and emotional development;
- using the Internet safely; and
- supporting students’ interest and participation in non-academic and extracurricular activities, particularly in their areas of strength.

V. POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND RETALIATION.

A. Reporting bullying or retaliation. Reports of bullying or retaliation may be made by staff, students, parents or guardians, or others, and may be oral or written. Oral reports made by or to a staff member shall be recorded in writing. A school or district staff member is required to report immediately to the principal or designee any instance of bullying or retaliation the staff member becomes aware of or witnesses. Reports made by students, parents or guardians, or other individuals who are not school or district staff members, may be made anonymously. The Burlington Public Schools has made available to all members of the school community an Incident Reporting Form, a copy of which is attached to this Plan. The Incident Reporting Form will also be made available on the school’s website, in the school’s main office, the counseling office, the school nurse's office, and other locations determined by the principal or designee. The Incident Reporting Form will be made available in the most prevalent language(s) of origin of students and parents or guardians.

At the beginning of each school year, the Burlington Public Schools will provide the school community, including but not limited to, educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors for athletic activities, paraprofessionals, other staff, students, and parents or guardians, with written notice of its policies for reporting acts of bullying and retaliation. A description of the reporting procedures and resources, including the name and contact information of the principal or designee and information about the Bullying Prevention and Intervention Plan, will be incorporated in student and staff handbooks.

1. Reporting by Staff

A staff member will report immediately to the principal or designee when they witness or become aware of conduct that may be bullying or retaliation. If the principal or assistant principal is the alleged aggressor, the staff member will make the report to the Superintendent. The above requirement to report does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or district policies and procedures for behavior management and discipline.

2. Reporting by Students, Parents or Guardians, and Others

The school or district expects students, parents or guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee, or to the Superintendent if the principal or assistant principal is the alleged aggressor. Use of an Incident Report Form is not required as a condition of making a report. Additionally, reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents or guardians, and others may request assistance from a staff member to complete a written report. Students will be provided practical, safe, private and age-appropriate ways to report and discuss an incident of bullying with a staff member, or with the principal or designee.

B. Responding to a report of bullying or retaliation.

1. Safety
Before fully investigating the allegations of bullying or retaliation, the principal or designee will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents. Responses to promote safety may include, but not be limited to, creating a personal safety plan; pre-determining seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus; identifying a staff member who will act as a “safe person” for the target; and altering the aggressor’s schedule and access to the target. The principal or designee will take additional steps to promote safety during the course of and after the investigation, as necessary.

The principal or designee will implement appropriate strategies for protecting from bullying or retaliation a student who has reported bullying or retaliation, a student who has witnessed bullying or retaliation, a student who provides information during an investigation, or a student who has reliable information about a reported act of bullying or retaliation.

2. Obligations to Notify Others

a. Notice to parents or guardians. Upon determining that bullying or retaliation has occurred, the principal or designee will promptly notify the parents or guardians of the target and the aggressor of this, and of the procedures for responding to it. There may be circumstances in which the principal or designee contacts parents or guardians prior to any investigation. Notice will be consistent with state regulations at 603 CMR 49.00.

b. Notice to Another School or District. If the reported incident involves students from more than one school district, charter school, non-public school, approved private special education day or residential school, or collaborative school, the principal or designee first informed of the incident will promptly notify by telephone the principal or designee of the other school(s) of the incident so that each school may take appropriate action. All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00.

c. Notice to Law Enforcement. At any point after receiving a report of bullying or retaliation, including after an investigation, if the principal or designee has a reasonable basis to believe that criminal charges may be pursued against the aggressor, the principal will notify the local law enforcement agency. Notice will be consistent with the requirements of 603 CMR 49.00 and locally established agreements with the local law enforcement agency. Also, if an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the principal or designee shall contact the local law enforcement agency if they have a reasonable basis to believe that criminal charges may be pursued against the aggressor.

In making this determination, the principal will, consistent with the Bullying Prevention and Intervention Plan and with applicable school and/or district policies and procedures, consult with the school resource officer, if any, and other individuals the principal or designee deems appropriate.

C. Investigation. The principal or designee will promptly investigate all reports of bullying or retaliation and, in doing so, will consider all available information known, including the nature of the allegation(s) and the ages of the students involved, except when a reported bullying incident involves the principal or the assistant principal as the alleged aggressor. In such cases, the Superintendent or designee shall be responsible for investigating the report, and other steps necessary to implement the Plan, including addressing the safety of the alleged victim. If the Superintendent is the alleged aggressor, the School Committee, or its designee shall be responsible for investigating the report, and other steps necessary to implement the Plan, including addressing the safety of the alleged victim.

If, at any time before or during the bullying investigation and determination process, the principal determines that discrimination or harassment based on a protected category may have occurred, the principal will notify the relevant administrator and will ensure that the District’s applicable discrimination/harassment grievance procedures are followed.

During the investigation the principal or designee will, among other things, interview students, staff, witnesses, parents or guardians, and others as necessary. The principal or designee (or whoever is conducting the investigation) will remind the alleged aggressor, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action.

Interviews may be conducted by the principal or designee, other staff members as determined by the principal or designee, and in consultation with the school counselor, as appropriate. To the extent practicable, and given their obligation to investigate and address the matter, the principal or designee will maintain confidentiality during the investigative process. The principal or designee will maintain a written record of the investigation.

Procedures for investigating reports of bullying and retaliation will be consistent with school or district policies and procedures for investigations. If necessary, the principal or designee will consult with legal counsel about the investigation.

D. Determinations. The principal or designee will make a determination based upon all of the facts and circumstances. If, after investigation, bullying or retaliation is substantiated, the principal or designee will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school or in benefiting from school activities. The principal or designee will: 1) determine what remedial action is required, if any, and 2) determine what responsive actions and/or disciplinary action is necessary.

Depending upon the circumstances, the principal or designee may choose to consult with the students’ teacher(s) and/or school counselor/school social worker/or school psychologist, and the target’s or aggressor’s parents or guardians, to identify any underlying social or emotional issue(s) that may have contributed to the bullying behavior and to assess the level of need for additional social skills development.

The principal or designee will promptly notify the parents or guardians of the target and the aggressor about the results of the investigation and, if bullying or retaliation is found, what action is being taken to prevent further acts of bullying or retaliation. All notice to parents will comply with applicable state and federal privacy laws and regulations. Notice to the target’s parents will include information about the availability of the DESE Program Resolution System (PRS), the process for seeking assistance from or filing a claim at PRS, and the contact information for PRS: Program Resolution System Office, Massachusetts Department of Elementary and Secondary Education, 75 Pleasant Street, Malden, MA 02148-4906, Telephone: 781-338-3700; TTY: N.E.T. Relay: 1-800-439-2370. Because of the legal requirements regarding the confidentiality of student records, the principal or designee cannot report specific information to the target’s parent or guardian about any disciplinary or remedial action taken in regard to the aggressor, unless it involves a “stay away” order or other directive that the target must be aware of in order to report violations.

E. Responses to Bullying

1. Teaching Appropriate Behavior Through Skills-building

Upon the principal or designee determining that bullying or retaliation has occurred, the law requires that the school or district use a range of responses that balance the need for accountability with the need to teach appropriate behavior. M.G.L. c. 71, § 37O(d)(v). Skill-building approaches that the principal or designee may consider include:

▪ offering individualized skill-building sessions based on the Burlington Public Schools anti-bullying curricula;
▪ providing relevant educational activities for individual students or groups of students, in consultation with school counselors, school social workers/adjustment counselors, or school psychologist, and other appropriate school personnel;
▪ implementing a range of academic and nonacademic positive behavioral supports to help students understand pro-social ways to achieve their goals;
▪ meeting with parents and guardians to engage parental support and to reinforce the anti-bullying curricula and social skills building activities at home;
▪ adopting behavioral plans to include a focus on developing specific social skills; and
▪ making a referral for evaluation.

2. Taking Disciplinary Action

If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior. Discipline will be consistent with M.G.L. c. 71, Section 37H3/4, the Bullying Prevention and Intervention Plan and the Burlington Public Schools’ code of conduct.

Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act (IDEA), which should be read in cooperation with state laws regarding student discipline.

If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action.

Anonymous bullying reports may not result in discipline.

3. Promoting Safety for the Target and Others

The principal or designee will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well.

Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the principal or designee will work with appropriate school staff to implement them immediately.

F. Responding to Bullying by School Staff

If bullying by school staff is substantiated, any remedial or disciplinary action in regard to the staff member will be implemented consistent with state law and any applicable collective bargaining agreement. .

VI. COLLABORATION WITH FAMILIES

This Bullying Prevention and Intervention Plan includes strategies to engage and collaborate with students’ families in order to increase the capacity of the school or district to prevent and respond to bullying. Resources for families and communication are essential aspects of effective collaboration.

A. Parent education and resources. The school or district will offer education programs for parents and guardians that are focused on the parental components of the anti-bullying curricula and any social competency curricula used by the district or school. The programs will be offered in collaboration with the PTO, PTA, School Councils, Special Education Parent Advisory Council, or similar organizations.

B. Notification requirements. Each year the Burlington Public Schools will inform parents or guardians of enrolled students about the anti-bullying curricula that are being used. This notice will include information about the dynamics of bullying, including cyberbullying and online safety. The Burlington Public Schools will send parents written notice each year about the student-related sections of the Bullying Prevention and Intervention Plan and the district's Internet safety policy. All notices and information made available to parents or guardians will be in hard copy and electronic formats, and will be available in the language(s) most prevalent among parents or guardians. The school or district will post the Plan and related information on its website.

VII. PROHIBITION AGAINST BULLYING AND RETALIATION


The following statement is incorporated directly from M.G.L. c. 71, § 37O(b), and describes the law’s requirements for the prohibition of bullying.

Acts of bullying, which include cyberbullying, are prohibited:
(i) on school grounds and property immediately adjacent to school grounds, at a school-sponsored or school-­related activity, function, or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school; or through the use of technology or an electronic device owned, leased, or used by a school district or school, and
(ii) at a location, activity, function, or program that is not school-­related through the use of technology or an electronic device that is not owned, leased, or used by a school district or school, if the acts create a hostile environment at school for the target or witnesses, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school.

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is also prohibited.

As stated in M.G.L. c. 71, § 37O, nothing in this Bullying Prevention and Intervention Plan requires the district or school to staff any non-school related activities, functions, or programs.

VIII. DEFINITIONS

Aggressor is a student or a member of a school staff who engages in bullying, cyberbullying, or retaliation towards a student.

Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or a member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker. Custodian, bus driver, athletic coach, advisor to an extracurricular activity, or paraprofessional, of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:

i. causes physical or emotional harm to the target or damage to the target’s property;
ii. places the target in reasonable fear of harm to himself or herself or of damage to his or her property;
iii. creates a hostile environment at school for the target;
iv. infringes on the rights of the target at school; or
v. materially and substantially disrupts the education process or the orderly operation of a school.

Cyber­bullying, is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying.

Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.

Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.

Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals.

Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.

IX. RELATIONSHIP TO OTHER LAWS

Consistent with state and federal laws, and the policies of the Burlington Public Schools, no person shall be discriminated against in admission to a public school of any town or in obtaining the advantages, privilege and courses of study of such public school on account of race, color, sex, religion, national origin, or sexual orientation. Nothing in the Bullying Prevention and Intervention Plan prevents the school or district from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected category under local, state, or federal law, or school or district policies.

In addition, nothing in the Bullying Prevention and Intervention Plan is designed or intended to limit the authority of the school or district to take disciplinary action or other action under M.G.L. c. 71, §§ 37H or 37H½, M.G.L. c. 71, §§41 and 42, other applicable laws, or local school or district policies in response to violent, harmful, or disruptive behavior, regardless of whether the Bullying Prevention and Intervention Plan covers the behavior.


Bullying Prevention and Intervention Plan
Adopted by the Burlington Public Schools from the Massachusetts Department of Elementary and Secondary Education September, 2023.


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