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A 16-year-old boy broke up a bullying incident. Days later, police say he was fatally shot by one of the boys involved

By Christina Maxouris, CNN

February 10, 2020

In this CNN article, a 16-year-old boy was shot and killed days after he broke up a fight involving the shooting suspect.

The teenager, Reynolds, was shot and killed in Arlington, Texas.

Police officers arrested a "male juvenile suspect" the same day.

One of the policeman said that Reynolds, a 10th grader, saw another student getting picked on and decided to intervene and stop the fight.

One of the youths involved was captured on security cameras shooting Reynolds with a .40 caliber gun.

This was a tragic loss of a young life. The community is sad and distraught.

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Requires that the discipline of a student with disabilities for bullying complies with federal law under the Individuals with Disabilities Education Act (IDEA) (U.S. Department of Education, 2020). The Office for Civil Rights
(Administrative Law) is part of the U.S. Department of Education. It further states and follows (U.S. Department of
Education, 2014):

Section 504 of the Rehabilitation Act of 1973 (Section 504)

Title II of the Americans with Disabilities Act of 1990

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As an instructional coach and reading interventionist at Dumas High School, the professional perspective about bullying is that it has a very negative impact on a students emotionally and academically. This presentation will  provide resources for educators to use regarding bullying at school and online. Due to escalating circumstances on our campus,  this padlet will provide legal and ethical responsibilities regarding bullying. Teachers need to understand how to prevent, handle, documents, and report acts of bullying.
This topic was chosen due to the importance of spreading updated news, laws, and protocols to educators. Together we can make a difference. and stop bullying (ASPA, 2019).

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Assistant Secretary for Public Affairs (ASPA). (2019). Get help now.  https://www.stopbullying.gov/resources/get-help-now

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If you or someone you know is being bullied, there are things you can do to keep yourself and others safe from bullying.

If you or someone you know is involved in cyberbullying, it is important to document and report the behavior.

If you have done everything you can to resolve the situation and nothing has worked, or someone is in immediate danger, there are ways to get help.

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If you have done everything you can to resolve the situation and nothing has worked, or someone is in immediate danger, there are ways to get help. Find out more at StopBullying.gov.

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I interviewed the former principal of Dumas High School about bullying. He has been in education for over twenty years. From being a coach to a principal, he has seen this on the field and in the classroom. He explained some of the incidents that happened while he was a baseball coach. He described how some of the upperclassmen hazed and bullied the freshman and sophomores at the field house and in the dugout. He said he talked to the JV and Varsity teams and warned them of their behavior. He said, "I do not have room on my teams for bullies; you will treat everyone with respect" (Beesley, 2020). He said he only had to kick one team member off the team in his coaching career, but it had to be done. It made a big impact at the time. Bullying is a very dangerous behaviour.
As a former principal, Mr. Beesley had to deal with both bullying on campus and online. Beesley, "we take this topic very seriously; our school needs to be a safe place for all learners" (Beesley, 2020).
Beelsey's top three best practices for this topic (Beesley, 2020):

Have  definitions and steps to take in the school handbook

Have open communication with parents

Tell students to speak up

"Bullying is an epidemic" (Beesley, 2020). Currently teachers watch continuing education videos over this topic each year for the district. Teachers are required to watch for signs of bullying in the halls, classrooms, and field. Mr. Beesley discussed the importance of following the campus protocol. He said, "We have to focus on having positive and safe campuses" (Beelsey, 2020).
As a educator for over twenty five years, students cannot learn if they are scared. Dumas High School has three licensed counselors that can help resolve issues that arise. Dumas High School also has a full time police officer on campus. He can interview, investigate, and file criminal charges against bullies. Our school district takes this very seriously. Prevention strategies are in place at DISD.
Mr. Beesley is currently the Assistant Superintendent for Personnel for Dumas ISD.
https://www.dumasisd.org/362299_3?personID=217548

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The National Education Association  (NEA) states, "Every student deserves a safe, welcoming, affirming learning environment that is free from bullying" (NEA, 2020). They take a strong stance against any form of bullying for any student across America. Every student deserves a safe, and welcoming learning environment (NEA, 2020).

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The National Education Association (NEA). (2020). Preventing violence & bullying. https://www.nea.org/professional-excellence/school-climate/bullying

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https://www.nea.org/professional-excellence/school-climate/bullying

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There is no place for bullying in our schools. Educators know that this isn't about politics, but simply that every student deserves a safe, welcoming, affirming learning environment. In fact, research shows that learning is stunted when the most basic need to feel safe and respected is not met.

So, what can you do to protect your students from bullies? One of the most important things you can do as an educator is to educate yourself about bullying in our schools. NEA provides two types of professional learning opportunities for our members:

Blended Learning

Blended learning courses may be offered through your local or state association. Contact your state or local association if you are interested in starting a cohort in your affiliate. The following Bully Free courses are currently available:

What is Bullying and Sexual Harassment

How do I Intervene?

Building Connections Between Home and School

How do I Advocate to Intervene and Eliminate Bullying?

Micro-credentials

NEA offers 7 micro-credentials that support bully-free schools. To find out more about NEA micro-credentials, go to the NEA Micro-credential Website. The following micro-credentials are available at nea.certificationbank.com:

Or, you may view the entire Bully Free stack of micro-credentials.

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There is no place for bullying in our schools. Educators know that this isn't about politics, but simply that every student deserves a safe, welcoming, affirming learning environment. In fact, research shows that learning is stunted when the most basic need to feel safe and respected is not met.

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Maxouris, C. (2020, February 10). A 16-year-old boy broke up a bullying incident. Days later, police say he was fatally shot by one of the boys involved.
https://www.cnn.com/2020/02/08/us/texas-high-school-boy-shot-bullying/index.html

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U.S. Department of Education. (2014, October 21). Bullying of students with disabilities addressed in guidance to america's
schools.
https://www2.ed.gov/about/offices/list/ocr/index.html

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Brett Beesley on Bullying [Personal interview]. (2020, November 9).

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texas high school student was shot after breaking up a bullying incident

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A 16-year-old boy broke up a bullying incident. Days later, police say he was fatally shot by one of the boys involved

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A 16-year-old boy was shot and killed days after he broke up a fight involving the shooting suspect, authorities say.

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Despite anti-bullying laws, students are still struggling. Here’s the data from Central Texas school districts

By Tori Larned, KVUE ABC
February 10, 2020

AUSTIN, Texas — Every morning, Haley Pariseau gets ready each morning wondering what the day will bring. It has been a hard year.

Haley is a freshman in Hays Consolidated Independent School District.

She started getting bullied in the fourth grade, but her freshman year was the worst.

She wanted to take her life.

Haley has spastic hemiplegia.

It makes some students see her differently and bully her.

Despite Texas' anti-bullying laws and policies set in place by school districts, the reality is that students still struggle with bullying.

The Texas Education Code (TEC) defines bullying as a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power.

This can be through engaging in written, verbal or electronic means of expression, or physical conduct that causes a change in another student's emotional, mental or behavioral state, or causes puts their safety at risk.

According to the 2017 School Crime Supplement from the National Center for Education Statistics and Bureau of Justice,  20% of students between 12 to 18 years old experienced bullying.

That decreased since 2005 when it was at 27%.

Hays CISD provided KVUE with a statement saying,
"Bullying is not tolerated at any school in Hays CISD – a “No Place for Hate” district.

Social-emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions, according to the Collaborative for Academic, Social and Emotional Learning (CASEL).

Jonah, another student, has cerebral palsy and was bullied.
The medical instruments he wears makes him stand out.

The program focuses on five competency areas: self-awareness, self-management, social awareness, relationship skills and responsible decision making.

SEL goes beyond anti-bullying. It also improves academic performance and cultural awareness.

The Texas Education Code places the responsibility of creating anti-bullying policies on each district.

Districts must create multiple avenues for students to report, with an anonymous app or being able to report to any trusted staff member.

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Larned, T. (2020, February 10). Despite anti-bullying laws, students are still struggling. Here's the data from Central Texas school districts. https://www.kvue.com/article/news/education/schools/central-texas-bullying-in-schools-youth/269-8a0b02ec-f209-478d-ad8b-1d48e525b8d0

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KVUE took a deep dive into parents' concerns about bullying in schools and the progression of anti-bullying tactics in recent years to stop it.

AUSTIN, Texas - Every morning, Haley Pariseau gets dressed, puts on her shoes and walks out the door with a book bag in hand, wondering what the day will bring.

As a freshman in Hays Consolidated Independent School District, she said this year has been the hardest for her. She started getting bullied in the fourth grade, but freshman year was becoming too much to handle.

"I thought I was going to take my life," Pariseau said, as tears welled up in her eyes.

Haley has spastic hemiplegia, a form of cerebral palsy that causes mobility problems on one side of her body. She believes it makes some students see her differently and bully her because of it.

"I've faced not being touched by anyone because they would get my disease," Pariseau said. "I've faced 'go kill yourself.' I've faced physical assault."

She is not alone.

Despite Texas' anti-bullying laws and policies set in place by school districts, the reality is that students still struggle with bullying.

The Texas Education Code (TEC) defines bullying as a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power through engaging in written, verbal or electronic means of expression, or physical conduct that causes a change in another student's emotional, mental or behavioral state, or causes puts their safety at risk.

According to the 2017 School Crime Supplement from the National Center for Education Statistics and Bureau of Justice, nationwide, 20% of students between 12 to 18 years old experienced bullying. That decreased since 2005 when it was at 27%.

KVUE requested data from multiple school districts in Central Texas for the past three school years, from fall 2016 to spring 2019.

Stats: Bullying data in Central Texas school districts

As the graph shows, each district demonstrated fluctuations in the number of confirmed or reported bullying cases. However, no district made consistent improvements throughout the years.

Please note that each district, with the exception of Austin ISD, provided data on confirmed bullying incidents for each school year. Austin ISD provided the total number of reports filed, which may have contributed to why their results were much higher.

Additional factors influencing the differences between districts may include the number of students in the district and a student's willingness to report bullying.

Sabrina Murray, Haley's mother, did not want to stay silent. She felt administrators at Hays CISD fell short when handling her daughter's case.

"From an administration standpoint, they tend to be more reactive than pro-active," said Sabrina Murray.

Beyond her daughter's district, she said schools need to open up communication with parents and be more proactive in preventing bullying.

Hays CISD provided KVUE with a statement, writing in part:
"Bullying is not tolerated at any school in Hays CISD - a "No Place for Hate" district. All district administrators, teachers, and staff are trained to promptly report all allegations of bullying so those allegations may be thoroughly investigated and action can be taken to protect bullying victims. The district welcomes everyone - students, parents, and community members - who join us in denouncing bullying, raising awareness of the issues surrounding bullying, and engaging to keep Hays CISD students safe."
Murray still believes work can be done.

"I definitely think that our students nowadays need more social education," she said.

Social-emotional learning

In the last decade, district leaders across the nation, including in Central Texas, have turned their sights towards tactics addressing how students manage their emotions, stress and how they interact with others.

Social-emotional learning is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions, according to the Collaborative for Academic, Social and Emotional Learning (CASEL).

The program focuses on five competency areas: self-awareness, self-management, social awareness, relationship skills and responsible decision making.

Austin ISD was among the first districts in the country to incorporate SEL practices into their district almost a decade ago. Since then, districts across the state and country have adopted different forms of the program.

"The earlier you teach those skill sets, the longer they have to practice them throughout the course of growing up," said Caroline Chase, assistant director of SEL at Austin ISD.

Among the school districts KVUE researched, each one implemented various forms of the program in their schools.

Most recently, Leander ISD fully implemented SEL during the 2017-2018 school year.

Chase said the program teaches students how to recognize bullying, where bullying tendencies may stem from and how to address those emotions in a positive manner.

SEL goes beyond anti-bullying, Chase said. It also improves academic performance and cultural awareness.

"It really helps them to understand that we all have those moments where we need to take a mindful moment and really get re-centered so we can continue on with our work," Chase explained.

In order for the program to make an impact, everyone must be on board, including teachers who received SEL training and are encouraged to practice it for themselves, Chase said.

While bullying statistics show improvements still need to be made, Chase said SEL is not a short-term fix.

"It is not something you can do in a year or two. It takes a lot of time to really go deep with the work and create environments that are conducive to SEL for everyone" Chase said.

School districts do not only rely on SEL to stop bullying. Districts also have additional support services and protocols in place.

Anti-bullying policies and support

The Texas Education Code places the responsibility of creating anti-bullying policies on each district.

Jefferey Yarbrough, the director of safety and security at Round Rock ISD, said he analyzes other districts' policies, in addition to state protocols being recommended by the state to continually improve their own anti-bullying policy.

"If they are coming into an environment they are not feeling safe, we all lose," said Yarbrough.

He also looks at what ideas did and did not work within their own district.

Yarbrough emphasized that districts must create multiple avenues for students to report, whether that be through an anonymous app or being able to report to any trusted staff member.

Christina Green is a parent of a student at Round Rock ISD. Her son, Jonah, also has cerebral palsy and was bullied.

The medical instruments he wears makes him stand out.

"They saw something that he thought was a baby and really, really honed down on that. Plus, kids are curious, kids make faces, kids say things," Christina Green said, without wanting to publicly reveal more details on what happened.

While she believes RRISD handled the situation effectively, she wishes the school communicated to her the situation sooner.

"As soon as I picked him up, it was 'this happened at school,'" Christina Green said. "I was waiting to hear from a teacher to find out what happened.

Please note, in response to Jonah Green's incident, his elementary school also created a school-wide kindness campaign to highlight that all kids have differences.

Parents in other Central Texas districts also encouraged schools to be more involved, even if they do not perceive a case as bullying.

"Even if a school can't say what definitively happened one way or the other, making the parent aware that it's a possibility lets that parent open that line of communication with their child," said Murray, the Hays CISD parent.

Yarbrough agreed, saying all districts should respond even if there is no disciplinary action.

"We want to make sure that nobody is missed when they feel a certain way," Yarbrough said. "Whether it is bullying or not, we want to make sure we are investigating that, looking into it to determine what exactly is going on so we can make sure we are providing the best solution."

For more information on specific anti-bullying policies, go here. To learn about SEL in your child's district, visit this website.
OTHER KVUE BULLYING COVERAGE:

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Despite anti-bullying laws, students are still struggling. Here's the data from Central Texas school districts

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KVUE took a deep dive into parents' concerns about bullying in schools and the progression of anti-bullying tactics in recent years to stop it.

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The  Department of Special Education and Rehabilitative Services (OSERS) issued a Dear Colleague Letter addressing bullying of students with disabilities.

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Texas Education Code § 37.0832 (State Statutory Law) requires schools to establish policies preventing and mediating incidents of bullying that interfere with student's educational opportunities or substantially disrupt the orderly operation of school activities.

This requires school officials to determine what is a substantial disruption and what activities are protected by the first amendment. Increasingly difficult considering online activities and the courts have even struggled with a clear determination.

These obligations overlap with the same ones listed above in that bullying can be actionable harassment when it is severe, pervasive and objectively offensive.

Many of these issues have overlapping implications. For example, the Department of Special Education and Rehabilitative Services (OSERS) issued a Dear Colleague Letter addressing bullying of students with disabilities. (Federal Administrative Law)

The Texas Education
Code defines bullying as an expression of conduct which the DISD school
board determines (TEA, 2020):
1. Will physically harm a student, damage a student’s property, or put
a student in reasonable fear of harm to his or her person or
property.
2. A severe, persistent, or pervasive act that creates an intimidating,
threatening, or abusive environment for a student.

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Dumas High School Handbook Policy:
The Dumas Independent School District Board of Trustees adopted a district policy prohibiting bullying or any kind of
harassment (Dumas ISD, 2020). The district’s discrimination, harassment, and retaliation policy follows federal, state,
and local laws. FFH (LOCAL) is part of House Bill (HB) 1942 that is part of Texas Education Code § 25.0342 (U.S. Department of Education, 2014).

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Texas Education Agency. (2020). Safe, supportive, and positive school climate. https://tea.texas.gov/about-tea/other-services/mental-health/safe-supportive-and-positive-school-climate

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Dumas ISD. (2020). Dumas school district homepage.
https://www.dumasisd.org/

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U.S. Department of Education. (2014, October 21). Bullying of students with disabilities addressed in guidance to america's schools. https://www.stopbullying.gov/resources/laws/texas

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U.S. Department of Education. (2014, October 21). Bullying of students with disabilities addressed in guidance to america's schools. https://www.ed.gov/news/press-releases/bullying-students-disabilities-addressed-guidance-america%E2%80%99sschools

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Texas Education Agency. (2020). Safe, supportive, and positive school climate. https://tea.texas.gov/about-tea/other-services/mental-health/safe-supportive-and-positive-school-climate

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Local Law- Dumas High School DISD Handbook

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Local Law- Dumas High School DISD Handbook

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At Dumas High school we:
(1) prohibit bullying, including cyberbullying
(2) prohibit retaliation against any person, witness, or another person who in good faith provides information regarding
bullying actions
(3) established a procedure for providing notice of an incident of bullying to parent or guardian quickly
(4) established the actions a student should take to get assistance
(5) have counseling options for a student who is a victim or a witness to bullying
(6) have reporting and investigation procedures
(7) prohibit school officials from disciplining a student who is the victim of bullying
(8) require that the discipline of a student with disabilities for bullying complies with federal law under the Individuals
with Disabilities Education Act (IDEA) (U.S. Department of Education, 2014). The Office for Civil Rights
(Administrative Law) is part of the U.S. Department of Education. It further states and follows (U.S. Department of
Education, 2014):
Section 504 of the Rehabilitation Act of 1973 (Section 504)
Title II of the Americans with Disabilities Act of 1990

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Dumas ISD. (2020). Dumas school district homepage.
https://www.dumasisd.org/

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U.S. Department of Education. (2014, October 21). Bullying of students with disabilities addressed in guidance to america's schools. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.21.htm#21.451

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Ethical Principle- Dumas ISD Code of Conduct: Handbook section on bullying and hazing

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Ethical Principle- Dumas ISD Code of Conduct: Handbook section on bullying and hazing

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Any form of bullying is defined in the teacher code of conduct in the teacher handbook on the Dumas ISD website. This is extremely important for the staff to know the rules, ethical principles, and laws for bullying on our campus incase a case arises.

Bullying

Policy FFI

Bullying is defined by §TEC 37.0832. All employees are required to report student complaints of bullying, including cyber bullying, to campus principal.  The district’s policy includes definitions and procedures for reporting and investigating bullying of students (Dumas ISD, 2020).

Hazing

Policy FNCC

Students must have prior approval from the principal or designee for any type of “initiation rites” of a school club or organization. While most initiation rites are permissible, engaging in or permitting “hazing” is a criminal offense. Any teacher, administrator, or employee who observes a student engaged in any form of hazing, who has reason to know or suspect that a student intends to engage in hazing, or has engaged in hazing must report that fact or suspicion to the designated campus administrator (Dumas ISD, 2020).
https://www.dumasisd.org/29003

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Dumas ISD. (2020). Dumas school district homepage.
https://www.dumasisd.org/29003

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Permission for Counseling - English

Permission for Counseling - Spanish

Analyze state and local data and administer local assessments.

Required workplace videos such as Classroom Conflict and Allergy and Anaphylaxis.

School Forms (such as requests for 2 hour leave), PD Portfolios, and eCourses. Credit request for an outside training

Benefit summaries, claim forms, customer service numbers, provider directories and direct links to the insurance carriers.

Information on employee standards, policies, and procedures

Special population data management system

Health-related fitness assessment tool

Training and support for successful technology integration. Contact Rhonda Artho or Jenetta Baxter for additional help.

Library services provided by Harrington Library Consortium

Education Service Center

One way messaging to help our school stay connected with parents and students.

System to send attendance and other alerts to parents and guardians.

Educator Certification Online System

For help with technology issues, maintenance needs, etc. please submit a ticket to this help desk.

Testing calendars and resources such as TAMS, Test Hound, and Pearson Avocet.

Student Information System

Click here for the TxGradebook Help Guide.

Vehicle Request Form is in Eduphoria. Check the Transportation Schedule Google Calender to confirm trip details.

Sign-in to your school Gmail account with this link.

A list of contract begin and end dates, number of days in contract, and the holiday schedule for each position in the district.

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Dumas Independent School District - Staff Resources

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Permission for Counseling - English Permission for Counseling - Spanish Analyze state and local data and administer local assessments. Required workplace videos such as Classroom Conflict and Allergy and Anaphylaxis. School Forms (such as requests for 2 hour leave), PD Portfolios, and eCourses.

# data[].attributes.attachment_link.readable_text
Permission for Counseling - English

Permission for Counseling - Spanish

Analyze state and local data and administer local assessments.

Required workplace videos such as Classroom Conflict and Allergy and Anaphylaxis.

School Forms (such as requests for 2 hour leave), PD Portfolios, and eCourses. Credit request for an outside training

Benefit summaries, claim forms, customer service numbers, provider directories and direct links to the insurance carriers.

Information on employee standards, policies, and procedures

Special population data management system

Health-related fitness assessment tool

Training and support for successful technology integration. Contact Rhonda Artho or Jenetta Baxter for additional help.

Library services provided by Harrington Library Consortium

Education Service Center

One way messaging to help our school stay connected with parents and students.

System to send attendance and other alerts to parents and guardians.

Educator Certification Online System

For help with technology issues, maintenance needs, etc. please submit a ticket to this help desk.

Testing calendars and resources such as TAMS, Test Hound, and Pearson Avocet.

Student Information System

Click here for the TxGradebook Help Guide.

Vehicle Request Form is in Eduphoria. Check the Transportation Schedule Google Calender to confirm trip details.

Sign-in to your school Gmail account with this link.

A list of contract begin and end dates, number of days in contract, and the holiday schedule for each position in the district.

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Dumas Independent School District - Staff Resources

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Permission for Counseling - English Permission for Counseling - Spanish Analyze state and local data and administer local assessments. Required workplace videos such as Classroom Conflict and Allergy and Anaphylaxis. School Forms (such as requests for 2 hour leave), PD Portfolios, and eCourses.

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https://statutes.capitol.texas.gov/Docs/ED/htm/ED.21.htm#21.451

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(b-1) A superintendent or director of a school district, district of innovation, open-enrollment charter school, regional education service center, or shared services arrangement shall complete an investigation of an educator that involves evidence that the educator may have engaged in misconduct described by Subsection (b)(2)(A) or (A-1), despite the educator's resignation from employment before completion of the investigation.

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https://www.dumasisd.org/

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https://www.stopbullying.gov/resources/laws/texas

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Components of State Anti-Bullying Laws and Regulations

Which Texas laws and regulations cover bullying?

How are bullying and cyberbullying defined in Texas anti-bullying laws and regulations?

Texas anti-bullying laws and regulations include the following definitions of bullying and cyberbullying:

"Bullying":

(A) means a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that satisfies the applicability requirements provided by Subsection (a-1), and that:

(i) has the effect or will have the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm to the student's person or of damage to the student's property;

(ii) is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student;

(iii) materially and substantially disrupts the educational process or the orderly operation of a classroom or school; or

(iv) infringes on the rights of the victim at school; and

(B) includes cyberbullying.

"Cyberbullying" means bullying that is done through the use of any electronic communication device, including through the use of a cellular or other type of telephone, a computer, a camera, electronic mail, instant messaging, text messaging, a social media application, an Internet website, or any other Internet-based communication tool.

Tex. Educ. Code § 37.0832 (2017)

Do Texas anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Texas anti-bullying laws cover off-campus conduct that occurs off school property or outside of a school-sponsored or school-related activity if the cyberbullying:

(A) interferes with a student's educational opportunities; or

(B) substantially disrupts the orderly operation of a classroom, school, or school-sponsored or school-related activity.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Texas school districts are required to adopt a policy concerning bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

Statements prohibiting bullying and retaliation;

Procedures for notifying parents or guardians of the alleged victim and the alleged bully;

Statements regarding actions a student should take to obtain assistance and intervention in response to bullying;

Statements regarding the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying;

Procedures for reporting and investigations;

Provisions related to disciplining of students with disabilities; and

Statements regarding how the district policy will be publicized within the district.

Do Texas anti-bullying laws and regulations include protections for specific groups?

No. There are no specific groups listed under Texas anti-bullying laws or regulations.

Texas schools that receive federal funding are required by federal law to address discrimination on a number of different personal characteristics. Find out when bullying may be a civil rights violation.

Do Texas anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Texas anti-bullying laws encourage districts to establish a district-wide policy to assist in the prevention and mediation of bullying incidents between students that: (a) interfere with a student's educational opportunities and (b) substantially disrupt the orderly operation of a classroom, school, or school-sponsored or school-related activity. Texas anti-bullying laws require school districts to include anti-bullying prevention in the district's health education curriculum.

Do Texas anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Texas anti-bullying law encourage districts to include information of preventing, identifying, responding to, and reporting incidents of bullying in district staff development programs.

Do Texas anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Texas school district policies must establish the actions a student should take to obtain assistance and intervention in response to bullying and must set out the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying.

Do Texas anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Texas school district policies must establish a procedure for providing notice of an incident of bullying to the parents or guardians of the alleged victim and the parents or guardians of the alleged bully within a specified timeframe.

For More Information

Visit the Texas Education Agency's Coordinated School Health: Bullying and Cyber-bullying webpage.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the " Analysis of State Bullying Laws and Policies - December 2011 " (U.S. Department of Education).

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Texas anti-bullying laws and regulations include the following definitions of bullying and cyberbullying: "Bullying": (A) means a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through

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https://tea.texas.gov/about-tea/other-services/mental-health/safe-supportive-and-positive-school-climate

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A positive, safe and supportive school climate fosters safety; promotes a supportive academic, disciplinary, and physical environment; and encourages and maintains respectful, trusting, and caring relationships throughout the school community. Creating a positive, safe and supportive school environment requires schools to identify a framework for understanding school climate, measure the climate to identify areas for improvement, and develop a strategy to implement improvements. Positive school climates improve student achievement, teacher retention, and mental health, among other beneficial outcomes. The resources below help to build a positive, safe and supportive school climate. In addition, there are registries below that provide links to find sample climate surveys.

Below are approved safe, supportive and positive school climate trainings, frameworks, interventions, registries, and supplemental programs. Intended audiences and resource type definitions are also listed below.

* Activities and tools show how 3 Bold Steps can help create positive, lasting change to
o prevent bullying,
o promote social emotional learning in early childhood,
o promote student mental health, and
o prevent youth substance abuse.

Social and School Bonding Activities:
An important component of the RY Program is increasing RY student involvement in healthy social activities and engaging them in activities that increase bonding to their school. The curriculum describes a variety of ways this can be done.
School Crisis Response Plan:
A School Crisis Response Plan is the third component of the RY Program. Such a plan is necessary because many at-risk youth experience depression and suicide-risk behaviors. The RY School Crisis Response Plan prepares school staff members 1) to identify and respond to students who are suicidal and 2) to respond, if necessary, with post-suicide intervention strategies.

Decrease suicide and suicide attempts by increasing student knowledge and adaptive attitudes about depression

Encourage personal help-seeking and/or help-seeking on behalf of a friend

Reduce the stigma of mental illness and acknowledge the importance of seeking help or treatment

Engage parents and school staff as partners in prevention through "gatekeeper" education

Encourage schools to develop community-based partnerships to support student mental health

Substance Use Prevention Specialist (SUPS) - A person working to prevent substance use and misuse through the delivery of evidence-based prevention strategies developed by the Center for Substance Abuse Prevention (CSAP). People working in this capacity for state-funded organizations either hold or are working toward an Associate Prevention Specialist (APS) designation, or Certified Prevention Specialist (CPS) or Advanced Certified Prevention Specialist (ACPS) certifications. If a SUPS is the only Audience listed for a program, practice, training, or resource, it can ONLY be provided by a SUPS.

- Comprehensive school-wide or district-wide approach to implementing strategies or procedures, that is evidence-based and acknowledges the unique needs of your school or district that could include information, training, lessons, interventions, literature, and technical assistance to improve the quality and delivery of behavioral health services across the nation

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Safe, Supportive, and Positive School Climate

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A positive, safe and supportive school climate fosters safety; promotes a supportive academic, disciplinary, and physical environment; and encourages and maintains respectful, trusting, and caring relationships throughout the school community. Creating a positive, safe and supportive school environment requires schools to identify a framework for understanding school climate, measure the climate to identify areas for improvement, and develop a strategy to implement improvements.

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https://www2.ed.gov/about/offices/list/ocr/index.html

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***OCR CORRESPONDENCE NOTIFICATION***

The majority of OCR staff are working remotely because of the pandemic. Therefore, to ensure receipt of your correspondence, please consider emailing or faxing (202-245-8392) it to our office, where it will receive immediate attention. If neither of these options are available to you, mail your correspondence to the address below, and we will process it as soon as conditions allow. You may also contact us at 800-421-3481 or to confirm receipt of your correspondence.
U.S. Department of Education
Office for Civil Rights
Lyndon Baines Johnson Department of Education Bldg
400 Maryland Avenue, SW
Washington, DC 20202-1100

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civil rights; disability discrimination; age discrimination; sex discrimination; racial discrimination; special education; national origin; gender discrimination

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Office for Civil Rights | U.S. Department of Education

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OCR CORRESPONDENCE NOTIFICATION*** The majority of OCR staff are working remotely because of the pandemic. Therefore, to ensure receipt of your correspondence, please consider emailing or faxing (202-245-8392) it to our office, where it will receive immediate attention.

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https://tea.texas.gov/about-tea/other-services/mental-health/safe-supportive-and-positive-school-climate

# data[].attributes.attachment_link.readable_text
A positive, safe and supportive school climate fosters safety; promotes a supportive academic, disciplinary, and physical environment; and encourages and maintains respectful, trusting, and caring relationships throughout the school community. Creating a positive, safe and supportive school environment requires schools to identify a framework for understanding school climate, measure the climate to identify areas for improvement, and develop a strategy to implement improvements. Positive school climates improve student achievement, teacher retention, and mental health, among other beneficial outcomes. The resources below help to build a positive, safe and supportive school climate. In addition, there are registries below that provide links to find sample climate surveys.

Below are approved safe, supportive and positive school climate trainings, frameworks, interventions, registries, and supplemental programs. Intended audiences and resource type definitions are also listed below.

* Activities and tools show how 3 Bold Steps can help create positive, lasting change to
o prevent bullying,
o promote social emotional learning in early childhood,
o promote student mental health, and
o prevent youth substance abuse.

Social and School Bonding Activities:
An important component of the RY Program is increasing RY student involvement in healthy social activities and engaging them in activities that increase bonding to their school. The curriculum describes a variety of ways this can be done.
School Crisis Response Plan:
A School Crisis Response Plan is the third component of the RY Program. Such a plan is necessary because many at-risk youth experience depression and suicide-risk behaviors. The RY School Crisis Response Plan prepares school staff members 1) to identify and respond to students who are suicidal and 2) to respond, if necessary, with post-suicide intervention strategies.

Decrease suicide and suicide attempts by increasing student knowledge and adaptive attitudes about depression

Encourage personal help-seeking and/or help-seeking on behalf of a friend

Reduce the stigma of mental illness and acknowledge the importance of seeking help or treatment

Engage parents and school staff as partners in prevention through "gatekeeper" education

Encourage schools to develop community-based partnerships to support student mental health

Substance Use Prevention Specialist (SUPS) - A person working to prevent substance use and misuse through the delivery of evidence-based prevention strategies developed by the Center for Substance Abuse Prevention (CSAP). People working in this capacity for state-funded organizations either hold or are working toward an Associate Prevention Specialist (APS) designation, or Certified Prevention Specialist (CPS) or Advanced Certified Prevention Specialist (ACPS) certifications. If a SUPS is the only Audience listed for a program, practice, training, or resource, it can ONLY be provided by a SUPS.

- Comprehensive school-wide or district-wide approach to implementing strategies or procedures, that is evidence-based and acknowledges the unique needs of your school or district that could include information, training, lessons, interventions, literature, and technical assistance to improve the quality and delivery of behavioral health services across the nation

# data[].attributes.attachment_link.title
Safe, Supportive, and Positive School Climate

# data[].attributes.attachment_link.description
A positive, safe and supportive school climate fosters safety; promotes a supportive academic, disciplinary, and physical environment; and encourages and maintains respectful, trusting, and caring relationships throughout the school community. Creating a positive, safe and supportive school environment requires schools to identify a framework for understanding school climate, measure the climate to identify areas for improvement, and develop a strategy to implement improvements.

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https://www.ed.gov/news/press-releases/bullying-students-disabilities-addressed-guidance-america%E2%80%99sschools

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WASHINGTON - U.S. Secretary of Education Betsy DeVos announced today the call for nominations for the Presidential Cybersecurity Education Award, which honors two K-12 educators for excellence in cybersecurity education.

Now in its second year, the Presidential Cybersecurity Education Award is presented annually to one elementary educator and one secondary educator who instill in their students skills, knowledge, and passion for cybersecurity.

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WASHINGTON - U.S. Secretary of Education Betsy DeVos announced today the call for nominations for the Presidential Cybersecurity Education Award, which honors two K-12 educators for excellence in cybersecurity education. Now in its second year, the Presidential Cybersecurity Education Award is presented annually to one elementary educator and one secondary educator who instill in their students skills, knowledge, and passion for cybersecurity.

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https://www.dumasisd.org/362299_3?personID=217548

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Dumas Independent School District - Central Staff - Beesley, Brett

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As an educator, it is important to know the four sources of law and what each law states over the acts of bullying. Students should feel safe to go to school and learn. Educators have to look out for all students inside and outside the classroom. As a teacher, I have seen bullying, and it is my job to protect our students and abide by the laws in all four areas. The Texas Administrative Code states the responsibilities clearly over bullying.
Texas Administrative Code (2018) states:
(1) to protect the safety and welfare of Texas schoolchildren and school personnel;
(2) to ensure educators are morally fit and worthy to instruct or to supervise the youth
(3) to fairly and efficiently resolve
disciplinary proceedings

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Reference                           Texas Administrative Code. (2018, October 21). 

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Reference                           Texas Administrative Code. (2018, October 21). 

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https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=1

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(a) In compliance with the Texas Education Code, §21.041(b)(8), the State Board for Educator Certification (SBEC) adopts an Educators' Code of Ethics as set forth in §247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators). The SBEC may amend the ethics code in the same manner as any other formal rule. (b) The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty and good moral character. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. This chapter shall apply to educators and candidates for certification. (c) The SBEC is solely responsible for enforcing the Educators' Code of Ethics for purposes related to certification disciplinary proceedings. The Educators' Code of Ethics is enforced through the disciplinary procedure set forth in Chapter 249 of this title (relating to Disciplinary Proceedings, Sanctions, and Contested Cases) pursuant to the purposes stated therein. (d) As provided in §249.5 of this title (relating to Purpose; Policy Governing Disciplinary Proceedings), the primary goals the SBEC seeks to achieve in educator disciplinary matters are: (1) to protect the safety and welfare of Texas schoolchildren and school personnel; (2) to ensure educators and applicants are morally fit and worthy to instruct or to supervise the youth of the state; and (3) to fairly and efficiently resolve educator disciplinary proceedings at the least expense possible to the parties and the state. (e) The following words, terms, and phrases, when used in this chapter, shall have the following meanings, unless the context clearly indicates otherwise. (1) Abuse--Includes the following acts or omissions: (A) mental or emotional injury to a student or minor that results in an observable and material impairment in the student's or minor's development, learning, or psychological functioning; (B) causing or permitting a student or minor to be in a situation in which the student or minor sustains a mental or emotional injury that results in an observable and material impairment in the student's or minor's development, learning, or psychological functioning; (C) physical injury that results in substantial harm to a student or minor, or the genuine threat of substantial harm from physical injury to the student or minor, including an injury that is at variance with the history or explanation given and excluding an accident or reasonable discipline; or (D) sexual conduct harmful to a student's or minor's mental, emotional, or physical welfare. (2) Applicant--A party seeking issuance, renewal, or reinstatement of a certificate from the Texas Education Agency staff or the State Board for Educator Certification. (3) Code of Ethics--The Educators' Code of Ethics codified in this chapter. (4) Complaint--A written statement submitted to the Texas Education Agency staff that contains essential facts alleging improper conduct by an educator, applicant, or examinee, the complainant's verifiable contact information, including full name, complete address, and phone number, which provides grounds for sanctions. (5) Contested case--A proceeding under this chapter in which the legal rights, duties, and privileges related to a party's educator certificate are to be determined by the State Board for Educator Certification and/or the State Office of Administrative Hearings commencing when a petition is properly served under this chapter. (6) Disciplinary proceedings--Any matter arising under this chapter or Chapter 249 of this title (relating to Disciplinary Proceedings, Sanctions, and Contested Cases) that results in a final order or finding issued by the Texas Education Agency staff, the State Office of Administrative Hearings, or the State Board for Educator Certification relating to the legal rights, duties, privileges, and status of a party's educator certificate. (7) Educator--A person who is required to hold a certificate issued under the Texas Education Code, Chapter 21, Subchapter B. (8) Endanger--Exposure of a student or minor to unjustified risk of injury or to injury that jeopardizes the physical health or safety of the student or minor without regard to whether there has been an actual injury to the student or minor. (9) Good moral character--The virtues of a person as evidenced by patterns of personal, academic, and occupational behaviors that, in the judgment of the State Board for Educator Certification, indicate honesty, accountability, trustworthiness, reliability, and integrity. Lack of good moral character may be evidenced by the commission of crimes relating directly to the duties and responsibilities of the education profession as described in §249.16(b) of this title (relating to Eligibility of Persons with Criminal History for a Certificate under Texas Occupations Code, Chapter 53, and Texas Education Code, Chapter 21), or by the commission of acts involving moral turpitude, but conduct that evidences a lack of good moral character is not necessarily limited to such crimes or acts. (10) Intentionally--An educator acts intentionally, or with intent, with respect to the nature of his or her conduct or to a result of his or her conduct when it is his or her conscious objective or desire to engage in the conduct or cause the result. (11) Knowingly--An educator acts knowingly, or with knowledge, with respect to the nature of his or her conduct or to circumstances surrounding his or her conduct when he or she is aware of the nature of the conduct or that the circumstances exist. A person acts knowingly, or with knowledge, with respect to a result of his or her conduct when he or she is aware that the conduct is reasonably certain to cause the result. (12) Minor--A person under 18 years of age. (13) Moral turpitude--Improper conduct, including, but not limited to, the following: dishonesty; fraud; deceit; theft; misrepresentation; deliberate violence; base, vile, or depraved acts that are intended to arouse or to gratify the sexual desire of the actor; drug or alcohol related offenses as described in §249.16(b) of this title (relating to Eligibility of Persons with Criminal History for a Certificate under Texas Occupations Code, Chapter 53, and Texas Education Code, Chapter 21); or acts constituting abuse or neglect under the Texas Family Code, §261.001. (14) Neglect--The placing or leaving of a student or minor in a situation where the student or minor would be exposed to a substantial risk of physical or mental harm. (15) Recklessly--An educator acts recklessly, or is reckless, with respect to circumstances surrounding his or her conduct or the results of his or her conduct when he or she is aware of but consciously disregards a substantial and unjustifiable risk that the circumstances exist or that the result will occur. (16) Sanction--A disciplinary action by the State Board for Educator Certification, including a restriction, reprimand, suspension, revocation of a certificate, or a surrender in lieu of disciplinary action. (17) Sexual harassment--Unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature. (18) State Board for Educator Certification--The State Board for Educator Certification acting through its voting members in a decision-making capacity. (19) State Board for Educator Certification member(s)--One or more of the members of the State Board for Educator Certification, appointed and qualified under the Texas Education Code, §21.033. (20) Student--A person enrolled in a primary or secondary school, whether public, private, or charter, regardless of the person's age, or a person 18 years of age or younger who is eligible to be enrolled in a primary or secondary school, whether public, private, or charter. (21) Texas Education Agency staff--Staff of the Texas Education Agency assigned by the commissioner of education to perform the State Board for Educator Certification's administrative functions and services. (22) Under the influence of alcohol--A blood alcohol content of .04% or greater and/or lacking the normal use of mental or physical faculties by reason of the introduction of alcohol. (23) Worthy to instruct or to supervise the youth of this state--Presence of those moral, mental, and psychological qualities that are required to enable an educator to render the service essential to the accomplishment of the goals and mission of the State Board for Educator Certification policy and this chapter.

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(a) In compliance with the Texas Education Code, §21.041(b)(8), the State Board for Educator Certification (SBEC) adopts an Educators' Code of Ethics as set forth in §247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators). The SBEC may amend the ethics code in the same manner as any other formal rule.

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Prevention of Bullying- Best Practices for Educators (If not followed you could fall into a compliance risk)

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Prevention of Bullying- Best Practices for Educators (If not followed you could fall into a compliance risk)

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Follow the laws that cover bullying in all four sources of law.

Teach kindness and empathy to students.

Make connections and build relationships in the classroom

Watch for behaviors that could lead up to bullying

Model positivity campus wide

Have an anti-bullying program at school

Have effective conflict management lessons and skills to teach staff

Once an incident has been reported, follow district policies to ensure the safety of the victim

interview witnesses and gather evidence immediately

notify the parents or guardians of affected students, and provide targeted support to the students involved.