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Bullying and Cyberbullying


Bullying, cyberbullying, intimidation, and harassment are detrimental to the learning environment for both staff and students. All students deserve access to a safe, non-hostile environment for academic success.



Illinois anti-bullying laws include the following definitions of bullying and cyberbullying:

“Bullying” includes “cyber-bullying” 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.

“Bullying”, as defined in this subsection (b), may take various forms, including without limitation one or more of the following: harassment, threats, intimidation, stalking, physical violence, sexual harassment,  sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is meant to be illustrative and non-exhaustive.

“Cyber-bullying” 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, photoelectronic system, or photo-optical system, including without limitation electronic mail, Internet communications,  instant messages, or facsimile communications. “Cyber-bullying” 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 of bullying in this Section. “Cyber-bullying” 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 in this Section.

105 ILCS 5/27-23.7 (2017)


Bullying is taking seriously at the iCan Dream Center, the policy is enforced and follows state law and  ISBE guidelines.

Bullying is contrary to State law and the policy of the iCan Dream Center.

The following Program Coordinators will be notified immediately once reported by staff.  Tateanna Foster –Little Dreamers- [email protected] – 708-798-4200 (Early Childhood) Brett Kurlander-Transition/Credit Recovery – [email protected] 708-798-4200 (Transition) Erica Brady- Operations Coordinator- [email protected] 708-798-4200 (Anonymous)

Parents/Guardians will be notified promptly. Program Coordinators will contact the parents within 24  hours to discuss the incident that occurred. All state and federal privacy laws will be followed. When notifying parents/guardians, the following services will be discussed, social work, counseling, school psychological services, other interventions, and restorative measures.



The procedures for documenting any bullying concerns are as follows:

  • Complete the Incident Report within a timely manner
  • Contact parents/guardians regarding the incident within 24 hours
  • Contact iCan Dream Center Social Worker regarding the incident within 24 hours
  • Contact Program Coordinator of Little Dreamers or Transition/Credit Recovery at 708-798-4200
  • Anonymous reports may be typed or handwritten on an iCan Dream incident report and placed in the Program Coordinator of Little Dreamers or Transition/Credit Recovery mailbox. Anonymous  reports may also be made to Operations Coordinator, Erica Brady at [email protected]

The investigation will take no more than 10 days to complete. The Executive Director will be notified once the report is complete.

The Executive Director or Program Coordinator has the knowledge, experience, and training on bullying prevention, as deemed appropriate, in the investigation process.

Consistent with Federal and State laws and rules governing student privacy rights and providing parents/guardians of the student who are parties to the investigation and an opportunity to meet with the Executive Director and Program Coordinator to discuss the investigation, the findings of the investigation, and the actions taken to address the reported incident of bullying.

Interventions for addressing the bullying would include social work services, social-emotional skill building, counseling, psychological services. There will be no retaliation against anyone who reports an act of bullying. An incident report will be filed, and appropriate actions or consequences are in place if a  person has been found to have falsely accused another of bullying.

The iCan Dream Center prohibits reprisal or retaliation against any person who reports an act of harassment, intimidation, or bullying. The Executive Director shall determine the consequences and appropriate remedial action for a person who engages in reprisal or retaliation after consideration of the nature, severity, and circumstances of the act, in accordance with the law, policies, and procedures.


Evaluation Process

The evaluation process will access the outcomes and effectiveness of the policy.

  • Frequency of victimization
  • Observations of safety at school
  • Identify the areas at school where bullying occurs
  • Types of bullying that are common and occurring
  • Bystander intervention or participation

Any information developed as part of the evaluation process will be provided to the administration, board members, school personnel, parents, guardians, and students.

The policy includes a procedure to investigate if the reported bullying is within the scope of the school’s jurisdiction. This policy aligns with the other policies of the board. The other policies would include  Physical Restraint Policy and Behavior Management Policy.

The victim will be provided with information regarding services that are available within the district and community, such as counseling, support services, and other programs.

Bullying policy will be based on engagement with a range of iCan Dream Center stakeholders.

  • Parents and students
  • In the building where other policies are posted
  • Posted on iCan Dream Center website
  • School handbook
  • Distributed annually to parents, guardians, students, and school personnel, including new  employees when hired


Policy adopted on June 11, 2020            Policy Revised July 1, 2021            To be adopted by Board of Directors on July 14, 2021

Policy was reviewed on July 1, 2023




iCan Dream Center Physical Restraint Policy




To provide guidelines for personnel to implement, as a last resort, emergency non-violent physical crisis intervention holds/restraints, if verbal and/or other de-escalation interventions have been unsuccessful. These physical restraints/holds may be used by CPI Trained s  Responders only when two or more CPI Trained Crisis Responders are present, for the prevention of serious harm to self or others in an emergency, or as specifically authorized as a  component of an approved Individual Behavior Plan.

  • Physical restraint is NEVER used to punish or discipline students, or for the convenience of staff.  • The Executive Director or Special Education Teacher (as assigned), is the person-in-charge for Crisis Response Team.
  • Program staff is trained on Crisis Prevention Institute (CPI) methods
  • NOTE: Full or Partial Physical Prompt, when used as written in an approved behavior protocol,  is NOT a physical restraint.



Non-violent physical crisis intervention hold/restraint will be used ONLY as a last resort in  these three situations (also highlighted below in the Rating Scales):

  1. When there continues to be a risk of imminent danger to self or others, assessment of  the situation and potential use of restraints) should be initiated at a severity rating of 4 on the Behavior Severity Rating Scale
  2. When Eloping behavior (leaving without permission) continues to be an area of  imminent danger to student, assessment of the situation and potential use of holds and  restraints should be initiated at severity rating of 5 on the Eloping Rating Scale
  3. When Sexual behavior is a risk, assessment of the situation for potential use of restraints should be initiated at the severity rating of 5 on the Sexual Behavior Severity  Rating scale given below.


Behavior Severity Rating Scale –

Self Injurious Behaviors (SIB) or Physical aggression toward others.

5: SIB and/or physical contact with others and/or surfaces noted with enough force to cause injury and/or need for medical care in MD office or hospital setting.

4: SIB and/or physical contact with others and/or surfaces noted with enough force to cause injury, requiring need for in-house medical care.

3: SIB and/or physical contact with others and/or surfaces noted with enough force to cause injury w/o need for medical care.

2: No injury to self or others; SIB or physical contact with others and/or surfaces noted,  with not enough force to cause injury.

1: No injury to self or others; no SIB and no physical contact with others and/or surfaces noted. Physical gesture and/or verbal threats to harm others may be noted.


Eloping (leaving without permission) Severity Rating Scale:

5: Left assigned area and building, and walked on or across parking lots, roads, and  active railroad tracks

4: Left assigned area and building, walked onto lawns and wild grassy/weedy areas – did not access a parking lot or road.

3: Left assigned area and building – remained on the sidewalk, did not access a parking lot or road.

2: Left assigned area – wandered, stayed in the same building.

1: Left assigned area – wandered, stayed in the same room/work area/side of the building.


Sexual Behavior Severity Rating Scale:

5: Exposes own breasts, buttocks, penis, and/or vaginal area and pushes body into  another person’s body without that person’s permission

4: Exposes own breasts, buttocks, penis, and/or vaginal area in front of others without seeking contact with others.

3: Pushes own clothed body against another person’s body causing contact with breasts, buttocks, penis and/or vaginal area without that person’s permission.

2: Touches other person without permission with contact through clothes with breasts,  buttocks, penis and/or vaginal area.

1: Touches other person without permission with no contact with breasts, buttocks,  penis and/or vaginal area.



1. In an emergency, physical restraint/holds techniques may be applied by two fully CPI trained staff  (called Crisis Responders) working in the program and only if other methods of de-escalation have failed and there continues to be a risk of imminent danger to self or others, with a severity rating of 4 or above on the Severity Rating Scales per program (see above).

a. Any use of physical intervention/restraint requires approval from authorized staff. Except for emergencies, a hold/restraint may be implemented only upon approval of a staff authorized. The events leading up to the need for restraint, purpose of the restraint, the length of time and the justification for length of time should be explained.

b. In an emergency if the restraint is implemented without the order, at the earliest opportunity the two crisis responders employing the physical restraint (CPI approved ONLY) will request a third employee to contact the Executive Director or Program Coordinator.

c. Employees involved in any physical restraint/hold technique will notify the Program Coordinator and Executive Director immediately. The Executive Director will notify the parents of the student within 24 hours either by phone or electronically, and request written verification of notification. The placing public school district will also be notified within two school days. Additionally, required form and accompanying time log will be submitted to ISBE with two school days.

    1. After applying a physical hold, when the student seems to be calm (i.e. not making movements interpreted as attempts to harm self or others), the hold will be slowly released.

a. If the student shows any actions that can result in severe physical harm to self and/or others (Severity 5 on the Severity Rating Scale*) then the hold can be reapplied.

b. If continued physical intervention/restraint is needed after 10 minutes, if deemed warranted, 911 may be called for additional assistance.

c. The length of time before calling 911 is to be decided based on each individual student but may not exceed 15 minutes. There shall be NO EPISODE of physical restraint that exceeds 15 minutes, or repeated episodes during any three-hour period.

3. In an emergency situation, the restraint (CPI Transport Position and Team Control Position) may be reapplied within 24 hours, followed by immediate notification of Executive Director.

4. The staff who initiated the restraint will complete the iCan Dream Center Incident Report form,  keep a running record of activity with time stamp and notify the Program Coordinator within one hour (if not already notified) and forward the incident report and ISBE Form to all parties.

5. The authorizing Staff who ordered the restraint will:

a. Conduct an immediate face-to-face exam during the physical hold/intervention to assure that the physical hold is safely applied, and the hold does not restrict the student’s breathing or knowingly inflict any injury/harm to the student.

b. If immediate exam is not possible, the Authorizing Staff who ordered the restraint will examine the student within two hours after the initial employment of the restraint to

i. Assess whether the use of a physical restraint/hold was warranted,

ii. Whether CPI techniques were employed, and

iii. Whether the student (or parent) reported or sustained any injury or physical harm as a result of the physical hold.

iv. When a student experiences instances of isolated time out, timeout or physical restraint on three days within a 30-day period, the school personnel who initiated, monitored, and supervised the incidents shall initiate a review of the effectiveness of the procedures used and prepare an individual behavior plan for the student that provides either for continued use of these interventions or for the use of other, specified interventions. *Parents will be invited to participate with a 10-day notice according to the guidelines outlined by ISBE.

c.Immediately complete the incident report, finalize running record and ISBE Form and send it to the Executive Director.

d. The Executive Director will notify the parents of the student within 24 hours either by phone or electronically, and request written verification of notification.  The placing public school district will also be notified within two school days. Additionally, required form and accompanying time log will be submitted to ISBE  with two school days.

6. Program Coordinator will:

a. Address the immediate health and safety needs of all involved in a restraint situation

b. Notify staff as applicable

c. Assure that the incident report & ISBE Form is placed in the student’s file

d. If emergency restraints/holds were used for a student who does not have a behavior protocol or a pattern develops, request a special meeting to evaluate the need for the development of a protocol to address noted target behaviors.

e. Conduct a brief debriefing with staff

7. The Executive Director will evaluate the appropriateness of the use of the restraint.

8. Meetings and Trainings:

a. Annual professional development will be held with crisis responders

b. Programs will do drills within programs as needed to keep staff in a state of  readiness



  1. The use of any material, chemical or mechanical restraint is prohibited at all times.  2. Any use of non-violent physical crisis intervention hold/restraint will be reviewed by management, including the executive director or designee, and by the student’s IEP team,  including the social worker. Both the parents and placing school district will be notified. If needed, a review of the student’s Behavior Plan will occur.



1) Social Worker Responsibilities: Each Behavior Plan will outline positive interventions and less restrictive measures to implement when a student’s behavior begins to escalate. When a  student has a history of severe physical harm to self or others, and the IEP team determines it is warranted, the plan will also define specific reasons when it may be necessary to implement a CPI-approved hold/restraint and/or transport, if needed. The plan will also outline the circumstances under which a hold/restraint or transport may be implemented.

2) Training Responsibilities: ICan Dream Center will train all direct care staff in the appropriate use of crisis intervention techniques, using Crisis Prevention Institute Training (CPI) Select staff will also be trained in Non-Violent Physical Crisis Intervention skills, as approved by CPI. Trained staff (defined as staff trained in Non-Violent Physical Crisis Intervention) will demonstrate continued and effective knowledge in non-violent physical crisis intervention procedures prior to applying any of the techniques. The program will maintain records within the personnel files and sign-in sheets detailing which employees have been trained and are authorized to apply non-violent physical crisis intervention. Developmentally appropriate training that takes into consideration children’s age, grade level, and disabilities. Training will be facilitated required in the following  areas:

  1. crisis de-escalation;
  2. restorative practices;
  3. identifying signs of distress during

physical restraint and time out;

  1. trauma-informed practices; and
  2. behavior management practices

3) Program Coordinator: The Program Coordinator is the person-in-charge for the Crisis Response  Team for each program, and responsible for addressing the immediate health and safety needs of all involved in a restraint, and to assure notification of staff and guardians as applicable.

4) Crisis Responders Responsibilities: Crisis Responders will maintain certification through training at least annually. Additionally, they will receive trainings and participate in meetings and drills within their programs. They will attempt all other methods of de-escalation prior to obtaining an order for a physical hold/restraint or implementing an emergency hold/restraint when there continues to be a risk of imminent danger to self or others, on the severity ratings described earlier in the procedure. Crisis Responders will implement the hold/restraint only in accordance with this procedure and CPI guidelines.



iCan Dream Center Behavior Management Policy



When dealing with oppositional, acting out, maladaptive and/or defiant behavior, iCan Dream Center staff might be required to employ behavior support management techniques to foster adaptive, appropriate and pro-social behavior and assure the safety of the individual youth, other students and/or the staff. Such techniques start with the establishment of written guidelines, rules and expectations of appropriate and pro-social behavior. When a student’s behavior is in opposition of the written rules and guidelines and places him/herself and/or others in danger, additional behavior management techniques may be utilized. Those behavior support management techniques range from verbal persuasion to physical interventions as a last resort.



Behavioral support techniques include building positive rapport with students, shaping,  extinction, redirection and social modeling. All staff will be trained in CPI techniques;  individuals are prohibited from participating in physical restrain in the absence of current certification on file. These techniques can be used appropriately to reduce excessive negative behavior and promote pro-social behavior and development. Staff will use the least intrusive method of intervention to assure the safety of students and/or the staff.

The following procedures are prohibited and are not allowed to be used under any  circumstance:

▪ Procedures that deny a nutritionally adequate diet

▪ Physically abusive punishment

▪ Any behavior intervention that is implemented by another student without the expressed  consent of the iCan Dream Center staff

▪ Any behavior support management intervention that is contrary to local, state and/or national licensing or accrediting bodies, should school or program should be so licensed and/or accredited.

▪ Application of consequences that are not in accordance with the student’s rights.


Performance Improvement

iCan Dream Center collects data on the use of behavior management techniques to monitor and improve performance of processes that involve risk.


Informed Consent

Parents/guardians and students are informed, at the time of admission regarding behavior management interventions including Safety Care.


Staff Training and Competence

iCan Dream Center staff are trained in the use of the procedures listed in the  “Techniques” section above. In addition, staff are trained to minimize the use of intrusive behavior intervention such as physical holds, seclusion and/or restraint. CPI  training ensures the safe use of intrusive techniques.



Faith’s Law


(105 ILCS 5/2-3.188)
Sec. 2-3.188. Resource guide.
(a) By July 1, 2023, the State Board of Education, in consultation with relevant stakeholders, as needed, shall develop and maintain a resource guide that shall be made available on the State Board’s Internet website. The resource guide shall provide guidance for pupils, parents or guardians, and teachers about sexual abuse response and prevention resources available in their community. The resource guide shall, at a minimum, provide all of the following information:
(1) Contact information, the location, and a list of

the services provided by or available through accredited children’s advocacy centers.
(2) Contact information and a list of the services

offered by organizations that provide medical evaluations and treatment to victims of child sexual abuse.
(3) Contact information and a list of the services

offered by organizations that provide mental health evaluations and services to victims and the families of victims of child sexual abuse.
(4) Contact information of organizations

that offer legal assistance to and provide advocacy on behalf of victims of child sexual abuse.
(b) At the beginning of the school year, each school district, charter school, or nonpublic school shall notify the parents or guardians of enrolled students of the availability of the resource guide. Each school district, charter school, or nonpublic school shall furnish the resource guide to a student’s parent or guardian at the request of the parent or guardian and may also make the resource guide available on its Internet website.
(c) The State Board of Education shall periodically review the information contained in the resource guide and update the information as necessary.
(Source: P.A. 102-676, eff. 12-3-21.)