Anti-Bullying Prevention Plan

• Aggressor is a student or a member of a school staff including, but not limited to, an educator,  administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an  extracurricular activity or paraprofessional who engages in bullying, cyberbullying, or retaliation towards a student. 

• Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or by a member  of a school staff of a written,  verbal, or electronic expression or a physical act or gesture 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; or 

  • Materially and substantially disrupts the education process or the orderly operation of a school. 

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

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

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

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

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

Acts of bullying, which include cyberbullying, are prohibited:  

(i) on school grounds and property immediately adjacent to school grounds, at a school sponsored or school-related activity, function, or program whether on or off school  grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or  used by a school district or school; or through the use of technology or an electronic  device owned, leased, or used by a school district or school, and  

(ii) at a location, activity, function, or program that is not school-related through the use of  technology or an electronic device that is not owned, leased, or used by a school  district or school, if the acts create a hostile environment at school for the target or  witnesses, infringe on their rights at school, or materially and substantially disrupt the  education process or the orderly operation of a school.  

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

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

A. Public involvement in developing the Plan

Public involvement for this plan has been an ongoing process. Input and feedback are both encouraged. Teacher and staff input have been done both formally through selected staff and team meetings as well as informally through verbal or electronic communication. Parent input was elicited and received through online feedback. The RPS Bullying Prevention & Intervention Plan is posted for public comment on the District’s website prior to finalizing and implementing the Plan.

B. Assessing needs and resources

At least every two years, the District reviews and assesses what procedures, resources and curriculum are currently in place to address Bullying in Randolph Public Schools, and  to ascertain what additional steps are required to meet the requirements of the law. Principals are trained in the requirements of the law and regularly review the District Bullying Prevention & Intervention Plan.

At RPS, procedures for reporting and intervention are reviewed on a regular basis and modified as necessary.

RPS takes a proactive approach to address bullying, including through direct instruction and presentations for students. Data indicates that the bystanders make the difference in all bullying cases.

Future activities will include surveying parents and students in multiple languages on the effectiveness of programs and suggestions for new programs. At least once every two years, the District will administer a Department of Elementary and Secondary-developed student survey to assess school climate and the prevalence, nature, and severity of bullying in our schools. Additionally, the school or district will annually report bullying incident data to the Department. The data from these surveys will be used to adjust the District’s practices.

C. Planning and oversight

The District has established protocols for documentation and reporting. Many RPS faculty and community members oversee and provide input into various aspects of this Plan in the Randolph Public Schools. These are listed briefly below:

1. Principals/Directors:

• Receive reports on behavioral incidents that could later be determined to be bullying.

• Collect, track and analyze building-and/or school-wide data on bullying to assess the presenting problems, respond to cultural needs and measure improved outcomes.

• Continue to implement the MARC Anti-Bullying curricula and find ways to use it in preventative ways across the school.

• Continue to implement a process for recording and tracking incident reports, and for analyzing trends in the data.

• Periodically review policies and protocols under the Plan, including an Internet Acceptable Use Policy, and designate key staff to be in charge of implementation of them.

• Identify targets and aggressors of bullying and refer them to student support staff.

2. Educators

• Continue to implement the MARC Anti-Bullying curricula and find ways to use it in preventative ways across the school.

• Immediately report any suspected bullying incidents to the school administrator.

3. Information Technology (IT) Members:

• Continue to implement a process for recording and tracking incident reports and share with principals/directors.

4. Teaching and Learning Team:

• Create ongoing professional development that is required by the law and that is responsive to the needs of the RPS community.

5. School Social Workers and School Counselors:

• Plan supports that respond to the needs of identified targets and aggressors.

• Provide referrals for family members of said students, as appropriate

6. Superintendent and District Administrators

• Periodically review policies and protocols under the Plan, including an Internet Acceptable Use Policy, and designate key staff to be in charge of implementation of them.

• Review student and staff handbooks and codes of conduct to assure compliance with the law.

• Review and update the Plan every two years, or more frequently if needed, with input from administrators, faculty, students, parents, and the larger RPS community.

7. Family Resource Center:

• Lead family engagement efforts around anti-bullying and intervention plans in multiple languages.

• Support families’ understanding of the RPS anti-bullying and intervention plan.

• Connect families with schools regarding possible questions around student bullying.

8. School Nurses

• Participate as a key member of the school team that identifies students who are bullied, bully others, or both.

• Maintain documentation of all health office visits, including student complaints or injuries related to bullying complaints.

• Assess students with frequent unexplained somatic complaints explicitly to screen for bullying and stress;

• Share information and observations and alert the school team to signals that may identify students at risk.

9. Director of Students Services

• Maintains a confidential District database on bullying.

D. Priority Statements

Randolph Public Schools is committed to providing all students with a safe learning environment that is free from bullying and harassment.

Randolph Public Schools recognizes that certain students may be more vulnerable to becoming

targets of bullying, harassment, or teasing based on actual or perceived characteristics, including race, color, religion, ancestry, national origin, sex, sexual orientation, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, disability, or by association with a person who has or is perceived to have one or more of these characteristics. The schools and the district work to create a safe, supportive environment for vulnerable populations in the school community, and to provide all students with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing.

Randolph Public Schools will not tolerate any unlawful or disruptive behavior, including any form of bullying, harassment, or retaliation, in our school buildings, on school grounds, or in school-related activities. We will promptly investigate reports, including anonymous reports, and complaints of bullying, harassment, and retaliation, and take action to end that behavior, prevent its recurrence and restore the target’s sense of safety. We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent, guardian or community involvement.

This Bullying and Harassment Prevention and Intervention Plan is a comprehensive approach to addressing bullying and harassment. The Randolph Public Schools are committed to working with students, staff, families, law enforcement and other state or local agencies, and the community to prevent these issues. In consultation with these community groups, we have established this Plan for preventing, intervening and responding to incidents of bullying. The school Principal (or administrative designee) is responsible for the implementation and oversight of the Plan except when a reported bullying incident involves the principal or the assistant principal as the alleged aggressor. In such cases, the Superintendent or designee shall be responsible for implementing the Plan, including addressing the safety and support of the alleged target. If the Superintendent is the alleged aggressor, the School Committee, or its designee shall be responsible for implementing the Plan, including addressing the safety and support of the alleged target. Throughout this document, the term “Principal/ Investigator” is used in describing responsibilities of the school principal which may be taken on by another designated administrator as described in this paragraph.

A. Annual staff training on the Plan

Information about the requirements of MGL c71, & 370, on Bullying is integrated in the District’s annual mandated staff training presentation and provided to all staff within the first week of school. Annual training for Van Drivers includes information about Bullying and a process for reporting incidents to school-based personnel. School-based staff members are provided with instruction as to their responsibilities in accordance with the state law. At the start of the year, staff members are trained on bullying prevention and intervention, including recognizing bullying, a  review (or introduction) to the established school procedures, and are provided with the  appropriate reporting documents. They are also provided a tutorial on our student information system which is where incidents are officially reported and documented.  Staff members hired after the start of the school  year are required to participate in school-based training during the school year in which they are hired. 

B. Ongoing professional development

Annually, on a scheduled professional development early release day, a presentation on Bullying prevention & intervention is provided to all district staff, including educators,  administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches,  advisors to extracurricular activities and paraprofessionals, to prevent, identify and respond  to bullying. The content of this professional development shall include, but not be limited to: 

(i) developmentally appropriate strategies to prevent bullying incidents; 

(ii) developmentally  appropriate strategies for immediate, effective interventions to stop bullying incidents;  

(iii) information regarding the complex interaction and power differential that can take place  between and among anaggressor, target and witnesses to the bullying; 

(iv) research  findings on bullying, including information about specific categories of students who have  been shown to be particularly at risk for bullying in the school environment; 

(v) information  on the incidence and nature of cyberbullying; and 

(vi) Internet safety issues as they relate to  cyberbullying. 

Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing student’s Individualized Education Plans (IEPs). This will include a particular focus on the needs of students with autism or other students whose disabilities might affect social skills development.

C. Written notice to staff

The District’s Bullying and Harassment Prevention and Intervention Plan will be posted on the District website.  Any additional staff duties resulting from updated Bullying prevention & Intervention planning will  be available online to all staff and included in the Employee handbook and code of  conduct.

A. School Resources Officer.  

A School Resource Officer is available for the Randolph Public Schools. The officer is an invaluable resource in providing accurate information about  the law and how it pertains to bullying and aggression violations. The officer is also a  resource to students and families who need advice, appropriate strategies in dealing with  issues, and as an additional adult resource with problems that extend beyond the school  boundaries.  

B. Counseling and other services 

Randolph Public Schools employs licensed Social Workers in all of its schools. Social Workers  provide both individual and group counseling for students with parent/guardian’s consent. When necessary, they develop Functional Behavioral Assessments and Behavioral Intervention Plans for students and work with staff to implement them effectively. The District employs a full time Board Certified Behavior Analyst (BCBA) who works with staff, students and families to develop social skills goals for students with communication, behavioral, and social skills deficits. RPS also partners with local counseling agencies to provide counseling services in other languages when necessary.  

School based counseling may be assigned by building based Administrators and/or as a related service for students with disabilities. Although students might be issued consequences, time is invested with students to problem solve incidents and discuss alternative solutions, which would not result in future consequences for the aggressor and harm to the target. If additional counseling is needed, students are referred to individual Social Workers for additional support. 

When school based counseling or outside counseling is provided, families will be notified in their language using the translation specialists as needed. If counseling is needed in other languages, social workers will connect the families with additional resources. 

C. Students with disabilities

As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when a student’s IEP  Team determines the student has a disability that affects social skills development or the  student may participate in or is vulnerable to bullying, harassment, or teasing because of their disability, the Team will consider what should be included in the IEP to develop the student's  skills and proficiencies to avoid and respond to bullying, harassment, or teasing. At every RPS Initial meeting or Annual Review, the special education Team will determine the need for specific Goals or  interventions necessary for the student. 

D. Referral to outside services.  

Randolph Public Schools employs licensed Social Workers in all of its schools and has partnered with Aspire Mental Health to provide urgent care behavioral health services for students.  In addition, we utilize the services of Care Solace to help us connect students and families with community-based or online behavioral health services.  If individual students or family members require additional social services or legal services, referrals will be made to proper  agencies. Social workers will consult with Principals prior to making referrals to legal agencies.  

A. Specific bullying prevention approaches.  

Anti-bullying programs currently in place:  

RPS utilizes the anti-bullying curriculum developed by the Massachusetts Aggression Reduction Center at Bridgewater State College.  In addition, health teachers utilize the Botvin Life Skills curriculum and RCMS and RHS implement RULER, the social emotional learning program developed by the Yale Center for Emotional Intelligence.  All of the stated resources serve as preventative measures.  Finally, RCMS and RHS have a peer mediation program, which works to teach and aid youth in resolving conflicts positively and respectfully.  

B. General District teaching approaches that support bullying prevention efforts.  

• Setting clear expectations for students in regards to behavior, classroom routines, and  safety  

• Modeling, teaching, and rewarding pro-social, healthy, and respectful student behavior 

• Creating safe school and classroom environments that incorporate an appreciation of  differences for all students, including students with disabilities, lesbian, gay, bisexual,  transgender, and homeless students 

• Using appropriate and positive responses and reinforcement, even when students require discipline, with assistance from social workers

• Implementing techniques that promote positive student-teacher relationships 

• Reinforcing positive approaches to behavior, such as collaborative problem-solving, conflict resolution, teamwork, and opportunities to practice positive behavior and healthy social and emotional 

• Advisory groups and health classes 

• Providing students with media and Internet safety information and authentic dilemmas to discuss in guidance, health, and other disciplines 

• Supporting students’ interest and participation in non-academic and extracurricular activities (particularly in their areas of interest and strength in), after school programs, and clubs and activities 

A. Reporting bullying or retaliation

Reports of bullying or retaliation may be made by staff, students, parents or guardians, or  others, and may be oral or written. Oral reports made by or to a staff member shall be recorded  in writing. A school or district staff member is required to report immediately to the principal or  designee any instance of bullying or retaliation the staff member becomes aware of or  witnesses. Reports made by students, parents or guardians, or other individuals who are not  school or district staff members, may be made anonymously.  

At the beginning of each school year, Randolph Public Schools provides the school community, including administrators, staff, students, and parent/ guardians, with online written notice of its procedures for reporting acts of bullying. A description of the reporting procedures and resources, including the name and contact information of the Principal/Director, is incorporated into each of the schools Student Handbooks, on the Randolph Public Schools website, and in the information about the Plan that is made available to parents/guardians. This information is also provided in languages other than English.

1. Reporting by Staff 

A staff member will report immediately to the principal or designee when the staff member  witnesses  or becomes aware of conduct that may be bullying or retaliation. The requirement to report  to the principal or designee does not limit the authority of the staff member to respond to  behavioral or disciplinary incidents consistent with school or district policies and procedures  for behavior management and discipline.  

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

The school or District expects students, parents or guardians, and others who witness or  become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be  taken against an alleged aggressor solely on the basis of an anonymous report. Students,  parents or guardians, and others may request assistance from a staff member to complete  a written report. Students will be provided practical, safe, private and age-appropriate ways  to report and discuss an incident of bullying with a staff member, or with the principal or  designee. 

To support the community in reporting bullying and/or harassment incidents the Randolph Public Schools:

1. Makes the bullying and harassment Incident Reporting Form online.

2. Makes the Incident Report Forms available in the most prevalent language(s) of origin of students and parents or guardians.

B. Responding to a report of bullying or retaliation  

1. Restore a Sense of Safety for Target 

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

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

2. Notify Appropriate Parties

a. Notice to parents or guardians

The District’s next step is to formally notify parents/ guardians of both the alleged target and the alleged aggressor, orally and in writing, that bullying or retaliation has been reported and an investigation will take place. Parents will be notified in a language they understand.

Notice will be consistent with state regulations at 603 CMR 49.00. If the alleged aggressor is a staff member, the notification goes directly to the employee with copies also forwarded to the Superintendent and Human Resources Director.

b. Notice to Another School or District

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

c. Notice to Law Enforcement

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

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

Notice to the Department of Children and Families

If a reported incident results in a mandated reporter having a reasonable cause to

believe that a child under the age of 18 years is suffering from abuse and/or

neglect, the matter will be reported to DCF in a manner consistent with state law

and district policy.

C. Investigation

The principal or designee will promptly investigate all reports of bullying or retaliation and, in  doing so, will consider all available information known, including the nature of the  allegation(s) and the ages of the students involved.  

During the investigation the principal or designee will, among other things, interview  students, staff, witnesses, parents or guardians, and others as necessary. The Principal or designee instructs all parties of the importance of the investigation, their obligation to be truthful, and the fact that retaliation against someone who participates in a bullying investigation is strictly prohibited and may result in disciplinary action.

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

Principals will forward documentation of Bullying investigations to the Superintendent and the Director of Special Education and Student  Services.  

D. Determinations

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

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

The principal or designee will promptly notify the parents or guardians, in the language they understand, of the target and the  aggressor about the results of the investigation and, if bullying or retaliation is found, what  action is being taken to prevent further acts of bullying or retaliation. All notice to parents  must comply with applicable state and federal privacy laws and regulations, including in a language they understand. Because of  the legal requirements regarding the confidentiality of student records, the principal or  designee cannot report specific information to the target’s parent or guardian about the  disciplinary action taken unless it involves a “stay away” order or other directive that the  target must be aware of in order to report violations. 

E. Responses to Bullying

1. Teaching Appropriate Behavior Through Skills-building 

Upon the principal or designee determining that bullying or retaliation has occurred, the  law requires that the school or district use a range of responses that balance the need  for safety and accountability with the need to teach appropriate behavior. M.G.L. c. 71, § 37O(d)(v).  The first priority in developing a response is to ensure that the bullying or harassment stops: Teaching appropriate behavior through skill-building:  

• Once the principal or designee determines that bullying or retaliation has occurred, the principal, teacher, and school social worker will work with students and relevant staff to ensure that the appropriate consequences are issued. In addition, students will receive appropriate counseling to initiate behavior modification. The school principal or designee will follow up and monitor future behavior. 

• The principal shall contact the social worker, or special education teacher to determine what appropriate intervention(s) and skill building should be put in place for both the target, aggressor, and bystanders. 

• Social workers,, teachers, special educators, nurses, and administrators will respond to bullying incidents with a variety of individualized supports, group interventions, and techniques including but not limited to: 

  • Individual counseling with social workers/counselors 

  • Small group counseling 

  • Other strategies and interventions developed by school

  • Ongoing support and consultation for students, i.e. check-ins with counselors, teachers, the nurse, and/or administrators 

  • Assemblies and special programs that address school climate, bullying, bystanders, etc. 

Taking Disciplinary Action  

• If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found through investigation by the principal or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior. 

• Disciplinary actions will be consistent with the Plan, the school or district’s code of conduct, and state law. If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action as well. 

• Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvements Act (IDEA) and Section 504 of the Rehabilitation Act, which should be read in conjunction with state laws regarding student discipline. The special education department will be consulted to ensure compliance with the  IDEA, Section 504, ADA, and state regulations.

• If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action consistent with the district's Code of Conduct.

Promoting Safety for the Target and Others  

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

• The principal or designee may choose to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur.

• Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the principal or designee will ensure reasonable follow up with the target.

A. Parent education and resources

The school will continue to include the parents as a vital component in the educational  partnership. 

Bullying prevention and intervention strategies are presented in Open House forums and  necessary community meetings as determined by the principal. This will include information on how parents/guardians can reinforce the District’s curriculum at home and support the Plan, the dynamics of bullying, and online safety and cyberbullying. Additionally, all  information will be posted on our website.  

RPS has a Family Resource Center which is available to every parent and guardian group. This  Center has technology to access the internet and has a library of parent help guides.  We will continue to stock the parent Center with helpful and informative information  about bullying and cyberbullying. Cyber bullying will continue to be at the forefront of  bullying incidents with the explosion of social networking sites. We will work with  parents to increase their understanding of technology and provide them with up to date  procedures on how best to monitor their children’s online activity.  

B. Notification Requirements

Each year Randolph Public Schools - An Internet Acceptable Use Policy goes home to all families of  students in the Randolph Public Schools as part of the RPS District /School Handbooks. This  includes the dynamics of bullying, including cyber bullying and online safety. District /School  Handbooks are posted online on the District website.

All notices and information made available to parents or guardians will be in  electronic formats, and will be available in the language(s) most prevalent among parents or  guardians. The school or district will post the Plan and related information on its website. 

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

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

Any parent/ guardian wishing to file a claim or concern, or who is seeking assistance outside of the district may do so by contacting the Department of Elementary and Secondary Problem Resolution System (PRS). More information about PRS can be found at http://doe.mass.edu/prs. The PRS specialist assigned to Randolph can be found at https://www.doe.mass.edu/prs/specialist.html  or an email can be sent to the general PRS mailbox at compliance@doe.mass.edu.