Reporting Student Conflict

On April 3, 2024 the Cultural and Family Partnerships team and the Assistant Director of Compliance hosted a "Reporting Student Conflict" event to provide guidance for families on procedures around reporting student conflict .

Topics covered include definitions of various student behaviors, how parents can support their student, examples of mean/unkind behaviors, and the importance of when and why to report incidents of harassment, intimidation and bullying.

Presentation Transcripts

English

Reporting Student Conflict

Click here for link to PPT

(Please see Slides #1 - 22)

Presented by – Equity and Family Partnership Department and Compliance Department

Purpose: Provide guidance for families on procedures around reporting student conflict.

Mean Behavior at School

Mean behavior may not always be bullying.
Many kids experience or participate in mean behavior.
Students' “othering” kids or questioning their sense of belonging. Can be same race or gender, find way or difference to pick on others
Needs to be addressed and reported to an adult at school
Parents need to be aware of their children’s behavior so we can partner together.
- Listen to the feedback from the school
- Refrain from blaming the school or staff
- Consistent expectations for student behavior
- It takes both the school and home partnership to help change behavior

Definitions of Mean, Bullying, Rude and Conflict

Rude

Definition: Inadvertently saying or doing something that hurts someone else.
Example: Burping in someone's face, jumping ahead in line, bragging without thinking.
Characteristics: Usually spontaneous, not meant to hurt someone, based on thoughtlessness or poor manners.

Appropriate Response: Encourage students to use their words to tell the person to stop.

Mean

Definition: Purposefully saying or doing something to hurt someone, usually once or twice.
Example: Criticizing appearance, intelligence, or anything to put someone down.
Characteristics: Intentional, often motivated by anger, impulsive cruelty, can be regretted later, could be a response to a spontaneous event.

Appropriate Response: Share with an adult at school to get additional support with addressing/stopping this behavior.
Students need to be held accountable for being mean.

Bullying

Definition: Intentionally aggressive behavior, repeated over time, involving an imbalance of power.
Example: Repeatedly saying or doing hurtful things with no remorse, often with a power imbalance.
Characteristics: Intentional, repeated, no regret, can be physical, verbal, relational, or through technology.
Bullying is done with a goal to hurt, harm or humiliate.
Bullying is wrong, and the focus should be on stopping it, not finding a middle ground.

Appropriate Response: Share with an adult at school to get additional support with addressing/stopping this behavior.
There are many ways to report bullying.

Conflict

Definition: Disagreement or argument in which both sides express their views.
Example: A disagreement where both parties share their opinions or a situation where it was found that both parties participated in the incident.
Characteristics: Normal part of everyday experience, doesn't necessarily make someone feel unsafe.

What can parents do to support students?

(Mean, rude or conflict)

Identify if behavior is mean, rude, conflict or bullying so you can help your child appropriately work on solutions
Listen for understanding
For conflicts – you can counsel your child or have them get support of school counselor to help mediate or work out the disagreement (some students need to learn how to problem solve or do conflict resolution)
For Rude behaviors – provide students ideas or tools to use to ask student to stop. Coach them on how to involve staff as needed to intervene.
For Mean behaviors - work with student on problem solving step, identify who is a trusted adult to get support
If student has used all tools in their tool belt, and other student behavior is still ongoing, it needs to be reported.
For incidents when your child is the witness, you can still report the incident.
You/your child can report anonymously – Supportive measures will be offered in response to all reports; however, disciplinary actions on the alleged aggressor can only be imposed based on non-confidential reports.
District have policy to prevent Retaliation behavior.
If problem not resolved, continue to report new allegations to the principal and complete a non-confidential HIB form to initiate a full investigation.

Examples of mean/unkind behaviors

Students teasing or commenting about:

Weight
Teeth
Hair
Skin color
Religion
Ableism – physical or learning disabled
Sexual identity – homophobic slurs,
Accent – students from same race or country may pick on others

Talk to your child or get guidance if needed – is the action a mean behavior or does it rise to the level of HIB

Even if it happens once, depending on the action, it can be HIB or needs to be formally reported.

The impact of the act on the student is key as school administrators address the incident.

Every incident is unique, many circumstances or factors involved.

HIB defined

Harassment - refers to any malicious act, which causes harm to any person's physical well-being. It can be discriminatory harassment, malicious harassment, or sexual harassment.
Bullying - refers to unwanted aggressive behavior(s) by another student or group of students that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm on the targeted student, including physical harm, or educational harm. Bullying can also occur through technology and is called electronic bullying or cyberbullying.
Intimidation - refers to implied or overt threats of physical violence.

Washington State Legal Definition

Harassment, intimidation, or bullying means any intentional electronic, written, verbal, or physical act when the intentional electronic, written, verbal, or physical act:

Physically harms a student or damages the student's property; or
Has the effect of substantially interfering with a student's education; or
Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or
Has the effect of substantially disrupting the orderly operation of the school.

When and Why to Report Incidents - HIB

Pattern - Student has used tools and strategies provided by school and the behavior is ongoing.
Power - Student has asked the student to stop or fears saying anything to student(s) due to imbalance of power.
Intentional – behavior targeted at an individual or group of students.
Goal of aggressor – to hurt, harm or humiliate student

*If you are unsure, you should always report anyway and let your school administrator decide.

School focus is to stop the behavior of concern. Goal is to keep students safe.

Who and How to Report incidents - For Parents

Focus on the actions, report facts and details. Work with the school to identify the problem and solution.
ISD Webpage – Safety Concern on top of any ISD webpage -Safety Concern - Issaquah School District 411 (isd411.org)
It is very important to always document in writing about incidents of mean or hateful behavior.
When incidents of hate and mean behavior is not addressed or reported – students suffer, school cannot address the issue, problem builds and escalates
For first time incidents – an email with details should be sent to the school staff.
If incident happened in class, send to the teacher and cc a school administrator* if needed.
If incident happened in lunch, hallway, recess, send the email to the school administrator*
If problem does not stop, send another email to all staff involved. Parent is documenting a pattern of behavior.
Students may report directly to any district staff member when harassment, intimidation, or bullying is taking place.
For parent – written documentation is key to reporting incidents. (In parent's preferred language)

*School Administrator – principal, assistant principal or dean of students

Reports

Anonymous report – no discipline can be assigned based only on an anonymous report. An investigation may or may not occur. Administrators may use the report as informational to gather more data or to watch for that behavior of students involved.
- Usually done by student witnesses or parents who have heard of incidents
- Name of reporter not stated but provide enough details to help school look into the situation.
Informal Reporting
- You can complete the informal reporting form or email school staff.
- Key to reporting: provide details on when and where the behavior occurred, other student witnesses, all details you can provide.
- A follow up conversation will happen with school administrators to gather more information and to talk about what supportive measures might be needed.
Formal Report – HIB Form (online or complete paper) – email or give to school principal

Be sure to include previous documentation/emails and screen shots if applicable.

What happens after reporting:

School administrator or school staff will contact you within 2 school days to confirm receipt.
If additional information is needed, a time to meet (virtual or in person) will be scheduled (parent, school and student).
A non-confidential formal complaint will result in an investigation
- Interview both parties separately
- Interview witnesses
- Discussion with family. Let school know what supportive measures would benefit your student.
- Review of prior complaints involving both complainant and alleged aggressor
- Review any available video footage (parents can request to see the video footage)
Parent will be updated every 5 days regarding the investigation.
After the investigation, a written response will be given to the parent/guardian of both the complainant (person who reported) and the alleged aggressor.

*The parents of the students involved are NOT connected. School will not meet with parents of both parties at the same time.

Equitable Code of Student Conduct – Elementary

The Issaquah School District values equity, diversity and inclusion. As a School District we believe that building and sustaining a school community where our students feel welcomed, respected and safe, regardless of race, ability, religion, gender, sexual orientation, immigration status, language, political view, or social economic standing is an essential foundation to a student’s overall well-being and academic success. Our district and community are made up of people of varying races, ethnic backgrounds, abilities/disabilities, religions, ages, languages, socioeconomic status, immigration status, sexual orientation, gender expressions or identities. The Issaquah School District stands against all forms of hate speech, intolerance, bullying, and harassment.

In order for students to meet our expectations, we provide age appropriate lessons on the topics, student expectations, and reporting mechanisms listed below.

Student expectations include:

Use respectful language in person and on social media that is devoid of hate speech, bias, and micro/macroaggressions.
Respect each individual, even if that person’s identity is different from your own.
Seek to understand your impact on others while seeking to understand others’ intent.
Take responsibility for your words, actions and impact.

We all have a responsibility to report behavior that interferes with having an equitable and inclusive learning environment that honors and respects people of all identities. If you become aware of any actions that violate the expectations above, we expect that you speak up or report through one or more of the following ways:

Tell a teacher, staff member or other trusted adult immediately.
If you are comfortable and safe doing so, speak up in the moment to encourage more equitable and inclusive talk or action, and/or support those being hurt.
Report it anonymously via Issaquah Tip (Be sure to include details such as names of people, time, location and building): Safety Concerns - Report a Tip

Microaggressions

(an indirect, subtle, or unintentional statement, action, or incident against a person or group based on ethnicity, religion, sexual orientation, or similar grounds)

Targeted Hate Speech

(abusive, harmful, or threatening speech or writing that expresses prejudice on the basis of ethnicity, religion, sexual orientation, or similar grounds)

Reclaiming Language

(when a group reclaims words or artifacts that were previously used in a way disparaging of that group)

1^st offense = Additional Education + Restoration (when appropriate)

Subsequent offense(s) = *Discipline + **Education

1^st offense = *Discipline + **Education

Subsequent offense(s) = *Discipline + **Education

Any offense = **Education

When considering discipline, the District strives to keep students in their classroom whenever possible; provide for early involvement of parents to support their own student in meeting behavioral expectations; make reasonable attempt to involve parents and their students in the resolution of behavioral violations for which discipline may be administered; and identify forms of discipline that should be administered before or instead of administering classroom exclusion, suspension, or removal to support students in meeting behavioral expectations. Disciplinary actions must be non-discriminatory, fair, age-appropriate and correspond to the severity of the student’s misbehavior.

Types of discipline = Reteaching, Loss of Privileges, Conference with Admin and/or Parents/Caregivers, Out of School Suspension, Expulsion

*Students who receive special education services for behavioral needs may receive differentiated supports and/or discipline

**Education = Review of the handbook, crafted lessons based on behavior, social-emotional lessons, intent vs impact, use of language based on setting, etc.

Progressive Discipline Plan

The discipline of another student is not shared families or other students.
Our goal is to have a consequence that will help change a student's misbehavior and address that student's need.
Factors in the type of consequence or discipline

1st offense

Type of offense

Severity of offense

Developmental age of the student

Discipline Response to Reports

Unique – based on the specific student doing that specific behavior
- Education – conversation, teaching, counseling
- Resources may include mental health referral
- Social emotional supports,
- Student safety plan such as “No contact”, Recess time play area, lunch time plan
- Different walking paths
- Afterschool or Saturday detention (High school)
- Other consequences
Elementary grades may have Circles or class discussions, work with school counselor or administrator, sit in office to do activity as reflection on behavior

Washington State discipline laws have changed.

Goal of school is to TEACH

Removing students from school is not part of the plan unless extreme situation/circumstances.

Communication with school in person

Important to call school and make an appointment with an administrator.
Follow up with any conversations with an email so you have the information discussed in writing.
Important to keep calm and to work cooperatively with the school.
Recognize that there may be a different side to the story then what is being shared with you at home.
Collaborate to keep your child safe.

What can be shared about incidents?

The student and family that reported the incident is not notified about the consequences of the other student's involved in the incident. (no names shared, no details given, parents not connected with each other)

Follow up after an incident - Tips for parents

Parents need to have ongoing conversations with their child. Check in with your child – Not to continually remind them or traumatize them but a check in
Families should focus on the outcome and the well-being of their child.
If issue is still a concern, send an email to the administrator with details of the incident.
Ask for a weekly check in with the student by school personnel (school counselor, AP, trusted staff) as a supportive measure to help move forward from the incident.

Cyberbullying/Online incidents

Mean and Bullying often happens on Social Media such as Snapchat, Instagram, Discord, TikTok and other apps
These apps have instructions for how to report accounts that are concerning
Take screenshots to document incidents to you can share with the school – documentation
Talk to your students about how to block users and about group chats.
Have a family plan for turning in technology at night so students can focus on sleep.
Inappropriate photos (child pornography) should be shared with police only. Inform the school but DON'T send the photo to the school administrator/school.
Cyberbullying
- Report the incident to school
- Should be reported to the police also since it violates Federal Law
- School will investigate if it is impacting school environment
- Block number and report user's account to the app
- Make sure your children know who is a part of the group chat

Incidents off campus

Fights or incidents between students often happen outside the school boundaries in neighborhoods or in the community.
- Students can still request support from school if there is a known conflict between students that might include alternate passing times, different walking paths, or no contact agreements
- Families can report such incidents to the police – school cannot address problem off campus

Problem solving is part of learning process

Our students are learning and growing
They will make mistakes
We will partner together to help them navigate these situations
We want all our students to feel safe and supported at school
We have partnered with Care Solace to help our students, parents and community to connect to mental health professionals

Questions?

Please contact a Family Partnership Liaison if you have additional questions!

Liliana Medina, 📞: 425-837-7141, 🗨️: 425-331-9555
Wenli Mithal, 📞: 425-837-7106 🗨️: 978-252-3686
Ina Ghangurde, 📞: 425-837-7008 🗨️: 252-563-3498

Student handbook - Student Conduct - Issaquah School District 411 (isd411.org)

Stacy Cho – Assistant Director of Compliance (HIB and Attendance) - ChoS@issaquah.wednet.edu

Lorna Gilmour – Family Partnership Specialist – gilmourl@issaquah.wednet.edu