- Maria Montessori
At Rogers Park Montessori School, we believe all children carry within themselves the adults they will become, and we envision a world where a child’s education allows that adult to emerge and grow.
Using the Montessori philosophy of education, our school community inspires each child to reach their highest potential, as an individual and a learner, and to become a vital member of the global community.
what guides us
We are guided by the progression of peace: within self, relationships, school, community, and ultimately, peace throughout the greater world.
- A joy and thirst for discovery
- A sensitive and respectful regard for others
- Empathy and compassion
- The ability to collaborate
- The ability to think analytically
- Pride in academic achievement
- A sense of place and contribution in their community
- An understanding of the interdependence of all that exists within the global environment
Diversity at RPMS includes the collection of our similarities and differences based on characteristics we are born with and/or experiences we have had, including race, religion, family composition and construct, socio-economic level, ethnicity, heritage, gender, gender identity and expression, age, sexual orientation, language, physical abilities, and learning differences and style.
We believe that having a diverse community of students, parents, faculty, and board members, representative of the broader community in Chicago, will foster in our students the ability to value and respect the differences among us, leading them to become more thoughtful and capable citizens of our community and world.
We believe that peace within self and in relationships begins with the sense of belonging and our ability to accept and embrace others. Our inclusive environment is fostered not only by the faculty and staff at RPMS, but by the students’ sincere regard for each other as classmates and community members.
We believe that every human being should be treated with fairness and dignity. We recognize that our world, both locally and globally, at times, falls short of this ideal, and we believe our children should learn skills to help make the world a more just and equitable place for all.
We believe that our world is interconnected and our students, in order to be vital members of the global community, must build cultural competency to navigate that world with respect, empathy, and depth of understanding.
At its root, and underlying these principles, is our Rogers Park Montessori School Mission and dedication to peace education.
Bullying, intimidation, and harassment diminish a student’s ability to learn and a school’s ability to educate. Preventing students from engaging in these disruptive behaviors and providing all students equal access to a safe, non-hostile learning environment are important school goals. Bullying on the basis of actual or perceived race, color, national origin, military status, unfavorable discharge status from the military service, sex, sexual orientation, gender identity, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of being homeless, or actual or potential marital or parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in each of the following situations:
1. During any school-sponsored education program or activity.
2. While in school, on school property, on school buses or other school vehicles, at designated school bus stops waiting for the school bus, or at school-sponsored or school sanctioned events or activities.
3. Through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment.
4. Through the transmission of information from a computer that is accessed at a nonschool-related location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by the school if the bullying causes a substantial disruption to the educational process or orderly operation of a school. This paragraph (item #4) applies only when a school administrator or teacher receives a report that bullying through this means has occurred; it does not require staff members to monitor any nonschool-related activity, function, or program.
Bullying includes cyberbullying and means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:
1. Placing the student or students in reasonable fear of harm to the student’s or students’
person or property;
2. Causing a substantially detrimental effect on the student’s or students’ physical or mental health;
3. Substantially interfering with the student’s or students’ academic performance; or
4. Substantially interfering with the student’s or students’ ability to participate in or benefit from the services, activities, or privileges provided by a school.
Cyberbullying means bullying through the use of technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photo-electronic system, or photo-optical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications. Cyberbullying includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or impersonation creates any of the effects enumerated in the definition ofbullying. Cyberbullying also includes 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 one or more persons if the distribution or posting creates any of the effects enumerated in the definition of bullying.
Restorative measures means a continuum of school-based alternatives to exclusionary discipline, such as suspensions and expulsions, that: (i) are adapted to the particular needs of the school and community, (ii) contribute to maintaining school safety, (iii) protect the integrity of a positive and productive learning climate, (iv) teach students the personal and interpersonal skills they will need to be successful in school and society, (v) serve to build and restore relationships among students, families, schools, and communities, and (vi) reduce the likelihood of future disruption by balancing accountability with an understanding of students’ behavioral health needs in order to keep students in school, (vii) increase student accountability if the incident of bullying is based on religion, race, ethnicity, or any other category that is identified in the Illinois Human Rights Act.
School personnel means persons employed by, on contract with, or who volunteer in a school, including without limitation school and school administrators, teachers, and staff.
Making a Complaint; Enforcement
Students are encouraged to report claims or incidences of bullying or harassment to the Principal, Children’s House Program Director, Elementary Program Director, or Chief Operating Officer. A student may choose to report to a person of the student’s same sex. Complaints will be kept confidential to the extent possible given the need to investigate.
An allegation that a student was a victim of any prohibited conduct perpetrated by another student shall be referred to the Principal for appropriate action.
Bullying Prevention and Response Plan
The Principal or designee shall develop and maintain a bullying prevention and response plan that advances the school’s goal of providing all students with a safe learning environment free of bullying and harassment. This plan must be consistent with the requirements listed below; each numbered requirement, 1-12, corresponds with the same number in the list of required policy components in 105 ILCS 5/27-23.7(b) 1-12.
1. The School uses the definition of bullying as provided in this policy. (Note that many behaviors that do not rise to the level or harassment or bullying may still be prohibited by School rules. Students and parents should be familiar with the school’s rules governing student conduct.)
2. Bullying is contrary to State law and the policy of this school. However, nothing in the school’s bullying prevention and response plan is intended to infringe upon any right to exercise free expression or the free exercise of religion or religiously based views protected under the First Amendment to the U.S. Constitution or under Section 3 of Article I of the Illinois Constitution.
3. Students are encouraged to immediately report bullying. A report may be made orally or in writing to the Principal or any staff member with whom the student is comfortable speaking. Anyone, including staff members and parents/guardians, who has information about actual or threatened bullying is encouraged to report it to the Principal or any staff member. Anonymous reports are also accepted.
Principal: Ben Blair
Address: 1800 West Balmoral Ave.
4. Consistent with federal and State laws and rules governing student privacy, the Principal (Chief Executive Officer) or designee shall promptly inform the parent(s)/guardian(s) of every student involved in an alleged incident of bullying and discuss, as appropriate, the availability of social work services, counseling, school psychological services, other interventions, and restorative measures.
5. The Principal (Chief Executive Officer) or designee shall promptly investigate and address reports of bullying, by, among other things:
a. Making all reasonable efforts to complete the investigation within 10 school days after the date the report of a bullying incident was received and taking into consideration additional relevant information received during the course of the investigation about the reported bullying incident.
b. Involving appropriate school support personnel and other staff persons with knowledge, experience, and training on bullying prevention, as deemed appropriate,
in the investigation process.
c. Notifying the Building Principal or school administrator or designee of the reported incident of bullying as soon as possible after the report isreceived.
d. Consistent with federal and State laws and rules governing student privacy, providing parents/guardians of the students who are parties to the investigation information about the investigation and an opportunity to meet with the Building Principal or school administrator or his or her designee to discuss the investigation, the findings
of the investigation, and the actions taken to address the reported incident of bullying.
The Principal (Chief Executive Officer) or designee shall investigate whether a reported incident of bullying is within the permissible scope of the School’s jurisdiction and shall require that the School provide the victim with information regarding services that are available within the School and community, such as counseling, support services, and other programs.
6. The Principal (Chief Executive Officer) or designee shall use interventions to address bullying, that may include, but are not limited to, school social work services, restorative measures, social-emotional skill building, counseling, school psychological services, and community-based services.
7. A reprisal or retaliation against any person who reports an act of bullying is prohibited. A student’s act of reprisal or retaliation will be treated as bullying for purposes of determining any consequences or other appropriate remedial actions.
8. A student will not be punished for reporting bullying or supplying information, even if the School’s investigation concludes that no bullying occurred. However, knowingly making a false accusation or providing knowingly false information will be treated as bullying for purposes of determining any consequences or other appropriate remedial actions.
9. The School’s bullying prevention and response plan must be based on the engagement of a range of school stakeholders, including students and parents/guardians.
10. The Principal (Chief Executive Officer) or designee shall post this policy on the School’s Internet website, if any, and include it in the parent handbook, and, where applicable, post it where other policies, rules, and standards of conduct are currently posted. The policy must also be distributed annually to parents/guardians, students, and school personnel, including new employees when hired.
11. The Principal (Chief Executive Officer) or designee shall assist the Board with its
evaluation and assessment of this policy’s outcomes and effectiveness. This process shall include, without limitation:
a. The frequency of victimization;
b. Student, staff, and family observations of safety at a school;
c. Identification of areas of a school where bullying occurs;
d. The types of bullying utilized; and
e. Bystander intervention or participation.
The evaluation process may use relevant data and information that the School already collects for other purposes. The Principal (Chief Executive Officer) or designee must post the information developed as a result of the policy evaluation on the School’s website, or if a website is not available, the information must be provided to school administrators, Board members, school personnel, parents/guardians, and students.
This Bullying Policy Is consistent with the policies of the RPMS School Board.