d. Individual interventions with the perpetrator, parents and school
employees, and interventions with the bullied student, parents and school
employees;
e. School-wide training related to safe school climate, which training may
include Title IX/Sexual harassment training, Section 504/ADA Training,
cultural diversity/multicultural education or other training in federal and
state civil rights legislation or other topics relevant to safe school
climate;
f. Student peer training, education and support; and
g. Promotion of parent involvement in bullying prevention through
individual or team participation in meetings, trainings and individual
interventions;
h. Implementation of a positive behavioral interventions and supports
process or another evidence-based model approach for safe school
climate or for the prevention of bullying and teen dating violence,
including any such program identified by the Department of Education;
i. Respectful responses to bullying and teen dating violence concerns
raised by students, parents or staff;
j. Planned professional development programs addressing prevention and
intervention strategies, which training may include school violence
prevention, conflict resolution and prevention of bullying and teen dating
violence, with a focus in evidence based practices concerning same;
k. Use of peers to help ameliorate the plight of victims and include them in
group activities;
l. Avoidance of sex-role stereotyping;
m. Continuing awareness and involvement on the part of school employees
and parents with regards to prevention and intervention strategies;
n. Modeling by teachers of positive, respectful, and supportive behavior
toward students;
o. Creating a school atmosphere of team spirit and collaboration that
promotes appropriate social behavior by students in support of others;
p. Employing classroom strategies that instruct students how to work
together in a collaborative and supportive atmosphere;
q. Culturally competent school-based curriculum focusing on socialemotional
learning, self-awareness and self-regulation.
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