Transcript Dignity for All Students Act

Schools Against Violence in
Education
Agenda
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Overview of NYS Legislation
Prevention in School
Prevention in Classroom
Understanding People
Safe Schools Against Violence in
Education (S.A.V.E.)
Bill passed
July 24, 2000
Compliance by
School Districts
July 2001
Training
Required for
All School Staff
SAVE
• Established the foundation for schools to
create safer school environments. One of
the requirements of SAVE is that school
districts develop, review, and regularly
update school safety plans at the district
and building levels.
Components
School Safety Plan
Comprehensive Plan
• Policies & Procedures for responding to threats, acts
of violence, & appropriate intervention/prevention
strategies (i.e. Conflict Resolution, Peer Mediation, Youth Court,
etc.)
• Law Enforcement Contacts
• Parent/Guardian Notification Protocols
Comprehensive Plan
Building plan, layout & security measures
Dissemination of information
Annual school safety training
Comprehensive Plan
Stated duties of hall monitors/SROs/sentries
Communication strategies for both students &
adults
Safety Team
Components
School Board Approved
Governs the conduct of all
students & all adults
Code of Conduct
Posted on-line
In-Service regarding the
assessment of threats, how to
determine if threats are credible
& the kind of disciplinary
response under this code.
Components
Appropriate dress & language
Security issues
Disciplinary procedures/removal
from classroom
Code of Conduct
Procedures for parental notification
Procedures related to PINS (People
in Need of Supervision)
Minimum suspension periods for
disruptive pupils
Components
Disruptive Pupil
Removal
Violent Student –
Commits an act of violence,
possesses or threatens to
use a weapon, damages
anyone’s personal property
or school property can be
removed from classroom or
event
Disruptive student –
Interferes with the
teacher’s authority or the
educational process
Components
Character Education
Components
Prevention
Curriculum
Components
Uniform, statewide system
School Report Card
Violent Incident
Reporting System
Includes:
# & types of violent
incidents
# of suspensions
Location
Actions taken by school
Age & grade of disciplined
students
Components
Child Abuse in an
Educational Setting
•Requires immediate reporting
to school authorities, parents,
& law enforcement.
•Defines mandatory reporters
•Requires a written report of
allegations to school
administrators
•Building administrator will
determine reasonable
suspicion, notify parents,
forwards report to law
enforcement.
•Failure to make required
report Class A misdemeanor
Components
Employees who report a violent
incident may not be fired for
reporting.
Protected by civil liability
Whistle-Blower
Protection
Components
Assaults on
Teachers
Increases assaults on
teachers
To a Class D Felony
(from a class A
misdemeanor)
Components
Ends the practice of
allowing a person to
resign rather than disclose
allegations of child abuse
& other illegal matters.
Silent Resignations
Applies to licensed &
certified personnel.
Administrators who don’t
comply face a class E
felony, a civil penalty up to
$20,000 + 4 years in
prison.
Components
Requires all prospective
school district employees
and applicants to be finger
printed.
Finger Printing
Background checks are
conducted
Components
Commissioner has authority
to impose penalties against
certificate holders
Teacher Discipline
In addition to revocation of a
teaching license, this
component expands the
range of measures, i.e.:
suspension, continuing
education, limitation on
certificates & monetary
fines, prescribed therapy
Violence is…
• Violence is any word, act, or look that
hurts, or threatens to hurt, a person’s
body, feelings, belongings or reputation.
• It is a learned behavior.
• It is a choice people make.
Influences on Behavior
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Decline of family structure and values
Cultural Differences
Teens gain prominence as consumer
Growing infusion of drugs
Easy accessibility to guns
Harmful messages by media
“It’s not my problem” mentality
What is Bullying?
Statistics
American Association of University Women Survey 2010-2011
7th-12th graders
Sexual Harassment
No harassment
Statistics
Anderson Cooper 360 survey
Involved in Aggression
Not involved
Children More Likely to be
Bullied
• Approximately 16-17% of all U.S. students
have some type of physical, mental, or
emotional disability and need more health
services than children generally.
• Students with disabilities are more likely to
be chronically teased or bullied and
develop related psychosocial problems.
• (Vessey, O’Neill, 2010)
Children More Likely to be
Bullied
Health Issues:
• 35% of children with food allergies >age 5
have been bullied (Sicherer et al, 2010)
• Children who are obese are more likely to
be bullied. In 6th grade 24.9% of obese
children reported being bullied. (Lumeng
et al, 2010)
Children More Likely to be
Bullied
• Children on the autism spectrum are at
increased risk (up to 3 times) of being
bullied and left out by peers (Twyman et
al, 2010)
• In a study of 8-17 year olds, these children
were 3 times as likely to be bullied at their
peers.
Children More Likely to be
Bullied
• Children with Learning Disabilities are at greater
risk of being teased and physically bullied. They
may also be more likely to bully their peers.
• Children with Attention Deficit Hyperactivity
Disorder (ADHD) are more likely to be bullied and
also bully others (Twyman et al, 2010, Unnvers &
Cornell, 2003; Weiner & Mak, 2009)
• Children who stutter more likely to be bullied
Extent of Bullying Against
LGBTQ youth
From 2011 GLSEN survey -- Biased Remarks
at School:
• 84.9% of students heard “gay” used in a
negative way (e.g., “that’s so gay”) frequently
or often at school, and 91.4% reported that
they felt distressedbecause of this language.
• 61.4% heard negative remarks about gender
expression (not acting “masculine enough” or
“feminine enough”) frequently or often
Effects of Anti-LGBT Bullying
• Bullied LGBT youth are more likely to skip
school, smoke, use alcohol or drugs, or
engage in other risky behaviors
• More than twice as likely as their peers to
be depressed and think about or attempt
suicide.
• Risks are the same whether youth are
LGBT or perceived to be LGBT.
Prevent Bullying, Promote Kindness
by Tom Lickona
• Fully one-third of students admitted to
engaging in one or another kind of
aggression (social aggression being
twice as common as physical
aggression).
• The more popular kids displayed more
frequent social aggression.
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What are Micro Aggressions?
• Put downs
• Subtle insults
• Subtle snubs of dismissive looks or
gestures
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What are Micro Aggressions?
• Common and daily
• Often dismissed as jokes
• Can be conscious or unconscious
actions made by the perpetrator
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Negative Comments Students
Make
Examples:
• That’s so gay!
• I can’t stand you.
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Why?
• They don’t think about
what it says about
someone who is gay.
They just see it as a
harmless statement.
OR They are putting
down a whole group of
people.
• I don’t feel so good
about myself so I put
others down.
Social Learning Theory
• Children learn to behave as they do through
their experiences in social settings.
• (Bandura)
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Learning
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Students Perceptions and
Thinking Processes
Behavior
Misperception
One child pats another
child on the back
Act of aggression or threat
Accidental bumping into
another child
Push, shove need to
retaliate
Think someone has
wronged them
Behave negatively
towards others, low trust
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Systems Model of Bullying
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School
• Nonintervention
perceived as approval
• Discipline?
Family
• Emotional Support?
• Guidelines?
• Punishment?
Child
• Physical
Characteristics
• Personality, Behaviors
What adults can do to stop harassment
and bullying when they observe it:
• Stop bullying on the spot
– Separate the students.
– Make sure everyone is safe.
– Address the bystanders before they are
dismissed.
– Stay calm. Reassure everyone, including
bystanders that you are in charge now.
– Model respectful behavior as you intervene.
When Intervening . . .
• Do NOT:
– Ignore the behavior.
– Ask too many questions at this point.
– Tell students to apologize on the spot.
– Keep all observers around.
– Make promises you cannot keep.
– Handle it alone if another adult is needed –
have a system in place for this eventuality.
NEA President Dennis
VanRoekel
“Bullying is serious, it can come in many
forms, and it always hurts. We know that
one caring adult can make a world of
difference to a bullied child.”
Dignity for All Students Act
July 2012-2013
6 hour certification class required as on 1/14
http://www.ocmboces.org/teacherpage.cfm?t
eacher=2369
Contact Information
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Penny S. Williams
Youth Development Coordinator
OCM BOCES, Syracuse
[email protected]
315.433.8560