Bullying Prevention and Intervention Plan
Table of Contents
- Introduction
- Leadership
- Training and Professional Development
- Access to Resources and Services
- Academic and Non Academic Activities
- Policies and Procedures for Reporting and Responding to Bullying and Retaliation
- Problem Resolution System
- Collaboration with Families
- Prohibition Against Bullying and Retaliation
- Definitions
- Relationship to Other Laws
- Appendix A: Bullying Prevention & Intervention Curriculum
- Appendix B: Bullying Prevention & Intervention Resources
- Appendix C: LPS Forms 17
Introduction
The Lawrence Public Schools (LPS) Bullying Prevention and Intervention Plan was developed through collaboration with a diverse group of stakeholders, including teachers, administrators, school nurses, counselors, parents, students, police department representatives, and community members. LPS is committed to providing all students with a safe learning environment, free from bullying and cyberbullying. This commitment is central to our broader efforts to foster a positive learning environment and to eliminate behaviors that disrupt the educational experience.
This plan serves as a comprehensive framework for strengthening our ability to prevent and respond to bullying, while aligning with other district-wide initiatives focused on student well-being. As part of the planning process, we assessed the effectiveness of existing programs, reviewed current policies and procedures, analyzed data on bullying and behavioral incidents, and evaluated available resources, such as curricula, training programs, and behavioral health services. These efforts helped identify areas of strength, as well as gaps in services, enabling us to update procedures and prioritize actions to address bullying prevention and intervention.
Prevention strategies outlined in the plan include professional development for staff, age-appropriate curricula for students, and in-school support services. Lawrence Public Schools recognizes that certain students are more vulnerable to bullying or harassment based on actual or perceived differences, including race, religion, national origin, gender identity, sexual orientation, disability, and other factors. This plan includes specific steps to support these students, ensuring that all students are equipped with the skills and knowledge to prevent and respond to bullying or harassment.
Additionally, the plan provides protections for students who are bullied by school staff, including educators, administrators, nurses, cafeteria workers, custodians, bus drivers, athletic coaches, and paraprofessionals. By taking a comprehensive approach, this plan aims to create an inclusive and supportive environment where every student can thrive, free from the harmful effects of bullying.
Leadership
Each year, LPS will conduct surveys of students, staff, and parents to assess school climate and safety. Additionally, middle and high school students will participate in the biennial Youth Risk Behavior Survey to gather specific data on issues relevant to those age groups. Principals will oversee the administration of these needs assessments, and the data collected will be analyzed by the Office of Student Support Services.
The following district leaders are assigned specific responsibilities under the Bullying Prevention and Intervention Plan:
- Superintendent, Director of Behavioral Health, and Principals: Receive reports on bullying incidents
- Superintendent, Assistant Superintendent for Student Support Services, Director of Behavioral Health, and Principals: Collect and analyze building-level and system-wide data on bullying to assess baseline conditions and measure improvements.
- Assistant Superintendent for Student Support Services, Director of Behavioral Health, and Assistant Superintendent for Community, Family, and Student Engagement: Develop a process for recording and tracking bullying incident reports and for assessing information related to the targets and aggressors.
- Superintendent, Assistant Superintendent, Director of Behavioral Health, and Principals: Plan and implement ongoing professional development for staff as required by law.
- Principals & School Adjustment Counselors: Plan supports for targets and aggressors, ensuring appropriate interventions are provided.
- Superintendent, Assistant Superintendent for Student Support Services, and Director of Behavioral Health: Select and provide schools with an approved list of curricula to address bullying in the district.
- Superintendent, with input from the Director of Information Systems and Technology: Develop procedures and protocols for internet safety.
- Superintendent and Principals: Review and update student and staff handbooks and codes of conduct to address bullying and cyberbullying issues.
- Principals and Assistant Superintendent for Community, Family, and Student Engagement: Lead parent and family engagement efforts and create informational materials for families.
- Superintendent or Designee: Review and update the Bullying Prevention and Intervention Plan at least every two years.
Training and Professional Development
Annual staff training will be provided on the Bullying Prevention and Intervention Plan, covering staff responsibilities, the reporting and investigation steps following a bullying or retaliation report, and an overview of the bullying prevention curricula offered at all grade levels across the district. Staff members hired after the start of the school year will be required to participate in school-based training during the year they are hired.
The goal of professional development is to ensure staff members share a common understanding of the tools needed to foster a school climate that promotes safety, civil communication, and respect for diversity. Training will equip staff to prevent, identify, and respond to bullying. District-wide professional development will be research-informed and include the following topics:
- Developmentally appropriate strategies for bullying prevention.
- Developmentally appropriate strategies for immediate and effective interventions to stop bullying.
- The dynamics and power differences between aggressors, targets, and witnesses in bullying situations.
- Research on bullying, including information on students particularly at risk in the school environment.
- Information on the nature and incidence of cyberbullying.
- Internet safety, with a focus on cyberbullying.
Professional development will also address strategies for preventing and responding to bullying and retaliation for students with disabilities, particularly those with autism or social skills challenges. These considerations will be integrated into the development of Individualized Education Programs (IEPs).
Additional professional development topics identified by the district include:
- Promoting and modeling respectful language.
- Fostering an understanding and respect for diversity.
- Building relationships and communicating effectively with families.
- Managing classroom behavior effectively.
- Using positive behavioral intervention strategies.
- Applying constructive disciplinary practices.
- Teaching students skills such as positive communication, anger management, and empathy.
- Engaging students in school and classroom planning and decision-making.
- Maintaining a safe and supportive classroom environment.
- Distinguishing between acceptable managerial behaviors for correcting misconduct and bullying behaviors.
LPS will provide all staff with an annual written notice of the Plan through handbooks and the district website. The notice will outline staff duties under the Plan, including responsibilities related to addressing bullying by school or district employees.
Access to Resources and Services
LPS will review current staffing and programs that promote positive school environments, with a focus on early intervention and intensive services. This review will help identify resource and service gaps, leading to the development of recommendations and action steps to address those gaps. Referral protocols will also be assessed for their alignment with the Plan, and revised as needed to ensure that student and family needs are met through either in-house services or referrals to outside agencies.
Students with disabilities may be at increased risk of being bullied or engaging in bullying behavior due to differences in social skills, communication, or behavior. LPS is committed to protecting all students, including those with disabilities, from bullying and harassment. In accordance with federal and state laws, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, schools will provide appropriate supports and accommodations to ensure students with disabilities are included in bullying prevention and intervention efforts. If an IEP Team determines that a student’s disability impacts their social skills development or makes them vulnerable to bullying, harassment, or teasing, the Team will incorporate strategies into the IEP to help the student develop the skills needed to prevent and respond to these challenges. IEPs and 504 Plans may also include interventions to support social skills, self-advocacy, and positive peer interactions. If a student with a disability is involved in a bullying incident, the school team will evaluate whether additional supports or services are necessary to maintain a safe and supportive learning environment.
LPS will also identify culturally and linguistically appropriate resources within both the district and the community to support students and families. Staff and service providers will be designated to assist schools in creating safety plans for students who have been targets of bullying or retaliation. This will include the provision of social skills programs to prevent bullying, as well as education and intervention services for students exhibiting bullying behaviors. These resources will be updated annually and posted on the district website and at each school.
Academic and Non Academic Activities
Bullying prevention curricula will focus on the following key strategies:
- Utilizing scripts and role-playing exercises to help students develop essential skills.
- Empowering students to take action when they witness bullying or retaliation, including seeking adult help.
- Helping students understand the dynamics of bullying and cyberbullying, particularly the underlying power imbalances.
- Promoting cyber safety, emphasizing the responsible and safe use of electronic communication.
- Fostering a safe, supportive school environment that values diversity and difference.
The following strategies are critical to creating a safe and supportive school environment:
- Setting clear expectations for students and establishing consistent school and classroom routines.
- Creating safe spaces within schools and classrooms for all students, including those with disabilities, LGBTQ+ students, and homeless students.
- Implementing positive behavioral supports.
- Encouraging adults to build positive, trusting relationships with students.
- Modeling, teaching, and rewarding pro-social behaviors such as collaboration, problem-solving, conflict resolution, teamwork, and positive social-emotional development.
- Promoting safe internet usage.
- Supporting students' involvement in non-academic and extracurricular activities, particularly in areas where they excel or have an interest.
Policies and Procedures for Reporting and Responding to Bullying and Retaliation
Reporting Bullying or Retaliation
Reports of bullying or retaliation can be made by staff, students, parents, or community members, either orally or in writing. Any oral report by a staff member must be documented in writing. Staff must immediately report any observed or reported incidents to the principal or designee. Reports can be submitted anonymously, though no disciplinary action will be based solely on anonymous reports.
LPS offers multiple reporting options, including completing an Incident Reporting Form in person at the school, by phone with school staff, or through a district-wide online submission form (Google Form).
The form is available in student and parent packets, the main office, counseling office, nurse's office, and on the school’s website, and in common native languages.
At the start of each school year, the district will inform the school community about the bullying reporting procedures, including contact details for the principal or designee. This information will be included in handbooks and on the school or district website.
Reporting by Staff
Staff members are required to immediately report any incident they witness or become aware of that may involve bullying or retaliation to the principal or their designee. This reporting requirement does not limit the staff member’s ability to address behavioral or disciplinary issues in accordance with school or district policies and procedures for behavior management and discipline.
Reporting by Students, Parents, or Others
Students, parents, guardians, and other community members who witness or become aware of bullying or retaliation involving a student are encouraged to report it to the principal or their designee. Reports can be made either in writing or orally. If an oral report is made, the staff member receiving the report is required to document the incident. Reports may be made anonymously; however, no disciplinary action will be taken against the alleged aggressor based solely on an anonymous report. Students, parents, guardians, and others may request assistance from a staff member to complete a written report. The district will ensure that students have access to safe, private, and age-appropriate methods for reporting incidents of bullying and discussing these incidents with a staff member or the principal.
Responding to a Report of Bullying or Retaliation
Safety
Before conducting a full investigation into allegations of bullying or retaliation, the principal, superintendent, or their designee will take immediate steps to ensure the safety of the alleged target and prevent further incidents. These steps may include, but are not limited to, creating a personal safety plan, adjusting seating arrangements in classrooms, lunch areas, or on buses, assigning a staff member as a "safe person" for the target, and modifying the aggressor's schedule to limit contact with the target. The principal or designee will also take ongoing steps throughout and after the investigation to maintain safety.
If necessary and appropriate, a Safety Plan will be developed in collaboration with the school and family to ensure transparency and align on strategies to support the student’s safety and well-being. The Safety Plan may include measures such as adjusting seating arrangements, assigning a "safe person," or modifying schedules to limit contact between the target and the aggressor. The principal or designee will continue to take necessary actions to ensure safety for all involved, including students who report bullying or retaliation, witness such behavior, provide information during the investigation, or are otherwise involved.
Investigation Timeline
The principal or designee will begin the investigation within two school days of receiving the initial report of bullying or retaliation. Investigations will be completed as efficiently as possible and no later than 20 school days from the initial report, unless extenuating circumstances require an extension. If an extension is needed, the Superintendent's office must be notified. In such cases, the principal or designee will inform the involved parties in writing of the delay and the reason for it.
Obligations to Notify Others
- Notice to Parents/Guardians Upon Receipt of a Complaint: Upon receipt of a complaint of bullying or retaliation, the principal or designee will notify the parents/guardians of both the target and the alleged aggressor. This notification will occur before the investigation is completed, and will inform the parents/guardians that an investigation is underway.
- Notice to Parents/Guardians: Once the findings of the bullying investigation are determined, the principal, superintendent, or their designee will promptly notify the parents of both the target and the aggressor. This notice will include details of the incident, the findings of the investigation, and the actions being taken. In certain circumstances, the principal may contact parents before the investigation is fully completed. All notices will comply with state regulations under 603 CMR 49.00..
- Notice to Other Schools or Districts: If the incident involves students from multiple schools or districts, the principal or designee will notify the principal or designee of the other school(s) by phone as soon as the incident is reported. All communications will adhere to state and federal privacy laws and regulations, including 603 CMR 49.00.
- Notice to Superintendent’s Office/Human Resources: If applicable, the principal or designee will notify the Superintendent’s office or Human Resources regarding the bullying investigation and any related findings, especially when the incident involves staff members or other personnel. This notification will ensure appropriate follow-up actions are taken in accordance with district policies.
- Notice to Law Enforcement: If, at any point during the investigation, the principal or superintendent believes criminal charges may be pursued, they will notify local law enforcement. This may include incidents involving former students under the age of 21. All communications with law enforcement will be in accordance with state laws and district agreements.
Investigation Procedures
The principal or designee will investigate all reports of bullying or retaliation, considering all available information, including the nature of the allegations and the ages of the students involved. If the incident involves a school administrator, the investigation will be handled by the superintendent or their designee. During the investigation, the principal or designee will interview the involved students, staff, witnesses, and any other relevant individuals. All participants, including the alleged aggressor and target, will be reminded that retaliation is strictly prohibited and may result in disciplinary action. Investigations will be conducted confidentially, following district procedures for investigating harassment or discrimination.
When a report of bullying or retaliation is submitted by staff, students, parents, or other community members the complaint is documented using the Bullying/Retaliation Incident Complaint Form, which is available in both paper and online formats for easy submission. Once the complaint of bullying or retaliation is received, the principal or designee will begin the investigation within 2 school days. The families of both the alleged victim and the alleged aggressor will be notified within 1 school day by sending the Notice of Bullying Investigation. This notice informs families that a report of bullying or retaliation involving their child has been received, and a formal investigation will be conducted in accordance with state law and district policy to ensure a safe and supportive school environment, and includes the LPS Bullying Prevention & Intervention Plan.
During the investigation, the principal or designee reviews the incident history, interviews the alleged victim and aggressor, interviews witnesses, and documents the findings using the Bullying Investigation Form. This form is for internal use only, as it contains identifying information about other students. The information gathered during the investigation helps the principal or designee determine the findings of the investigation.
After completing the investigation, the principal or designee determines whether bullying occurred and sends the Notice of Bullying Investigation Findings to both the alleged victim and aggressor’s families. This notice summarizes the investigation, including the nature of the incident, whether the behavior met the legal definition of bullying or retaliation, actions taken to support the student or address the aggressor, and next steps for ensuring a safe environment. Notices will comply with state and federal privacy laws, and the principal or designee cannot disclose specific disciplinary actions unless it involves a “stay away” order or a directive the target must be aware of to report violations. The notice also informs families of their right to appeal and provides resources for further support.
The Principal or designee will document information related to the bullying or retaliation investigation in PowerSchool. This includes the initial complaint, the steps taken during the investigation, the findings, and any actions or interventions implemented as a result. By documenting these details in PowerSchool, the district ensures accurate and up-to-date records are maintained, which can be easily accessed for future reference and follow-up. This documentation also supports transparency, accountability, and the consistent application of the district’s bullying prevention and intervention policies.
Upon completion of a bullying or retaliation investigation, the Principal or designee will ensure that all required documentation is submitted to the Director of Behavioral Health. This includes the completed Bullying/Retaliation Incident Complaint Form, the Notice of Bullying Investigation, the Bullying Investigation Form, and the Notice of Bullying Investigation Findings. This process helps maintain consistency and accountability in addressing bullying incidents and supports the district's commitment to creating a safe and supportive environment for all students.
Determinations and Actions Following the investigation, the principal, superintendent, or designee will determine whether bullying or retaliation occurred based on the facts gathered. If bullying or retaliation is confirmed, they will take reasonable steps to prevent recurrence and ensure the target can participate fully in school activities. The principal or designee will:
- Determine the appropriate remedial actions, if necessary.
- Identify the necessary responsive actions or disciplinary measures.
In some cases, the principal or designee may consult with the student’s teachers, counselors, or parents/guardians to address any underlying social or emotional issues contributing to the behavior and to assess whether additional social skills development is needed.
Responses to Bullying
Teaching Appropriate Behavior through Skills-Building:
Once the principal or designee has determined that bullying or retaliation has occurred, the district is required by law to implement a variety of responses that balance holding students accountable with the goal of teaching appropriate behavior. The principal or designee may consider the following skill-building approaches:
- Offering individual or small-group sessions focused on developing skills based on the district’s anti-bullying curriculum.
- Providing tailored educational activities for students, in consultation with counselors and other relevant staff members.
- Implementing a range of academic and non-academic positive behavioral supports to encourage prosocial behaviors and help students achieve their goals in a respectful manner.
- Engaging with parents and guardians to promote the reinforcement of anti-bullying teachings and social skills development at home.
- Developing behavior plans that specifically target the improvement of social skills.
- Referring students for further evaluation or additional services if needed.
Taking Disciplinary Action:
If the principal or designee determines that disciplinary action is necessary, the specific consequences will be based on the facts gathered during the investigation, including the nature of the behavior, the age of the students involved, and the need to balance accountability with teaching positive behavior. The disciplinary actions will align with the district’s code of conduct and the broader behavior management plan.
For students with disabilities, the principal or designee must also consider the guidelines provided by the federal Individuals with Disabilities Education Act (IDEA) in addition to state laws related to student discipline. These procedures are outlined in the district's code of conduct.
If the principal or designee finds that a student knowingly made a false report of bullying or retaliation, that student may face disciplinary action.
Promoting Safety for the Target and Others:
The principal or designee will assess any necessary changes in the school environment to ensure the safety and well-being of the target and others. One potential strategy includes increasing adult supervision during transition times and in areas where bullying has occurred or is likely to occur.
After the remedial and/or disciplinary action is taken, the principal or designee will follow up with the target to assess whether the bullying has stopped and if any additional support measures are needed. If further actions are necessary, the principal or designee will collaborate with appropriate staff to implement these measures promptly.
Problem Resolution System
If parents or guardians believe that a school or district has not responded appropriately to bullying allegations, they may seek further assistance through the Massachusetts Department of Elementary and Secondary Education’s Problem Resolution System (PRS). Under Chapter 86 of the Acts of 2014, Section 37O of Chapter 71 of the General Laws was amended to ensure that the district’s Bullying Prevention and Intervention Plan includes information for parents or guardians on how to access the PRS and file a claim or concern outside of the district.
Parents or guardians wishing to file a complaint or seek assistance can do so by visiting the Department's Problem Resolution System website at http://www.doe.mass.edu/prs. Additionally, they can contact the PRS office directly by emailing
Hard copies of this information are available at the Superintendent’s office, and the district will ensure that this information is accessible in both electronic and hard copy formats for all parents and guardians.
This process provides an external mechanism for resolution if concerns regarding the district’s handling of bullying cases arise.
Collaboration with Families
Lawrence Public Schools will offer educational programs for parents focused on the parental components of the district’s anti-bullying and social competency curricula. These programs will be offered in collaboration with the PTO, Presidents’ Council, School Leadership Teams, and the Special Education Parent Advisory Council.
Each year, the district will inform parents about the anti-bullying curricula in use, including information on bullying dynamics, cyberbullying, and online safety. Parents will receive written notification each year about the student-related sections of the Plan and the district’s Internet safety policy. All notices and information will be provided in both hard copy and electronic formats, available in the primary languages spoken by the district’s families. Additionally, the district will post the Plan and related information on its website.
Prohibition Against Bullying and Retaliation
Bullying, including cyberbullying, is strictly prohibited in the following situations:
- On school grounds and property immediately adjacent to school grounds, during school-sponsored or school-related activities, functions, or programs, whether on or off school property, at a bus stop, on a school bus, or any vehicle owned, leased, or used by the district or school; or through the use of technology or electronic devices owned, leased, or used by the district or school.
- At locations, activities, functions, or programs that are not school-related, or through the use of technology or electronic devices owned, leased, or used by the district or school, if the bullying creates a hostile environment at school for the victim or witnesses, violates their rights at school, or significantly disrupts the educational process or the orderly operation of the school.
Retaliation against anyone who reports bullying, provides information during a bullying investigation, or witnesses or has reliable information about bullying is also prohibited.
As per M.G.L. c. 71, s370, this Plan does not require the district or school to staff non-school related activities, functions, or programs.
Definitions
- Bullying: Bullying is the repeated use by one or more students or a school staff member of written, verbal, or electronic expressions, physical acts, gestures, or any combination thereof, directed at a target that:
- Causes physical or emotional harm to the target or damage to the target’s property
- Places the target in reasonable fear of harm to themselves or of damage to their property
- Creates a hostile environment at school for the target
- Infringes on the rights of the target at school
- Materially and substantially disrupts the educational process or the orderly operation of the school
- Cyberbullying: Cyberbullying is bullying through the use of technology or any electronic communication, including, but not limited to, the transfer of signs, signals, writing, images, sounds, data, or intelligence transmitted through wire, radio, electromagnetic, photoelectronic, or photo-optical systems, such as electronic mail, internet communications, instant messages, or facsimile communications. Cyberbullying includes:
- The creation of a web page or blog in which the creator assumes the identity of another person
- The knowing impersonation of another person as the author of posted content, if such impersonation creates any of the conditions described in the bullying definition
- The distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by others, if such distribution or posting creates any of the conditions described in the bullying definition
- Aggressor: An aggressor is a student or a school staff member who engages in bullying, cyberbullying, or retaliation.
- Hostile Environment: A hostile environment exists when bullying creates an atmosphere at school that is permeated with intimidation, ridicule, or insult, which is sufficiently severe or pervasive to alter the conditions of a student's education.
- Retaliation: 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.
- School Staff: School staff refers to all individuals employed by or working under the authority of the school district, including but not limited to educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, extracurricular activity advisors, support staff, and paraprofessionals.
- Target: A target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.
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Type of Aggression & Violence |
Examples of Aggression & Violence |
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Physical Aggression |
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Social/Relational Aggression |
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Verbal/Nonverbal Aggression |
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Intimidation |
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Hazing |
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Dating Violence |
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Each of these behaviors can be harmful and damaging in different ways, and addressing them is crucial for maintaining a safe and supportive environment for everyone involved.
Relationship to Other Laws
In accordance with state and federal laws, as well as school or district policies, no individual shall be discriminated against in admission to a public school or in accessing the benefits, privileges, or courses of study offered by the school based on race, color, religion, ancestry, national origin, sex, socioeconomic status, academic status, gender identity or expression, physical appearance, sexual orientation, mental or physical disabilities, developmental or sensory impairments, or by association with someone who possesses or is perceived to have one or more of these characteristics. The Plan does not prevent the school or district from taking appropriate actions to address discrimination or harassment related to a person’s membership in any legally protected category under local, state, or federal law, or district or school policies.
Furthermore, nothing in the Plan is meant to limit the school or district’s authority to enforce disciplinary actions or take other measures under M.G.L. c. 71, §§ 37H or 37H½, M.G.L. c. 71, §§ 41 and 42, M.G.L. c. 76 § 5, or any other relevant laws, district policies, or collective bargaining agreements, in response to violent, harmful, or disruptive behavior, even if such behavior is not explicitly addressed in the Plan.
Appendix A: Bullying Prevention & Intervention Curriculum
Building Principals, with their School Adjustment Counselor and School Counselors, will select bullying prevention curricula and strategies suited to their school and students. The provided list is a reference, not exhaustive, and schools have the discretion to choose evidence-based resources that best fit their needs.
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Bullying Prevention & Intervention Curricula |
Curricula Description |
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A resiliency-based curriculum for early childhood that teaches social-emotional skills, self-control, and problem-solving to prevent bullying and promote positive relationships. |
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A comprehensive, evidence-based program designed to reduce bullying in schools through a whole-school approach, including staff training, student engagement, and ongoing data collection. |
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A research-based program from Finland that focuses on prevention, intervention, and monitoring, using teacher-led lessons, online learning, and student support systems to reduce bullying incidents. |
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A cooperative learning program that fosters social-emotional skills, peer collaboration, and conflict resolution strategies to create inclusive and supportive school environments. |
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A social-emotional learning program that helps students develop self-regulation, emotional awareness, and interpersonal skills to reduce aggression and improve classroom behavior. |
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A school-wide program that promotes a positive climate by teaching conflict resolution, kindness, and responsibility through daily activities, peer recognition, and adult modeling. |
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A widely used social-emotional learning curriculum that provides age-appropriate lessons on empathy, emotional regulation, and problem-solving to reduce bullying and improve student behavior. |
Appendix B: Bullying Prevention & Intervention Resources
Resources that have identified evidence based bullying prevention and intervention efforts include (but are not necessarily limited to) the following:
- Centers for Disease Control and Prevention (CDC), Preventing Bullying |Violence Prevention Injury Center | CDC
- Cyberbullying Research Center - How to Identify, Prevent and Respond
- The National Center on Safe Supportive Learning Environments, Bullying/Cyberbullying | Safe Supportive Learning (ed.gov)
- Pacer Center, National Center for Bullying Prevention
- The University of Colorado Boulder, Blueprints for Healthy Youth Development
Appendix C: LPS Forms
- LPS Bullying Investigation Steps Outline
- LPS Bullying or Retaliation Incident Complaint Form
- LPS Notice of Bullying Investigation
- LPS Bullying Investigation Form
- LPS Notice of Bullying Investigation Findings
- LPS Student Centered Safety Plan Template
- PowerSchool Documentation Guide
- Details
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