Transcript Dignity For All Students Act

Dignity For All
Students Act
It’s Right and it’s the Law
Dignity for All Students Act (c) 2011 NYSED
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Workshop Goals:
• To help you better:
• Understand what is D.A.S.A.
• Notice when D.A.S.A. is violated. What are
misbehaviors?
• Intervene appropriately when
bullying/harassment are witnessed by you or
reported to you.
• Create a culture of Dignity for All
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Purpose behind the law
“….to afford all students
an environment free of
any harassment that
substantially interferes
with their education,
regardless of the basis of
the harassment…Students
need a safe, secure and
effective learning
environment”
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Frequency of Bullying, Name
Calling or Harassment
Dignity for All Students Act (c) 2011 NYSED
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Bullying & Harassment lead to…
•Skipping school
•Avoiding bus, bathrooms,
recess/lunch, locker rooms,
sport teams
•Difficulty concentrating/
learning
•High risk behaviors
•Drug use
•Alcohol abuse
•Suicide
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Pheobe Prince
10th Grade
South Hadley, MA
Hanged herself
Hope Witsell
8th Grade
Ruskin, FL
Hanged herself
Asher Brown
8th Grade
Harris, TX
Shot himself
Christian Taylor
9th Grade
Richmond, VA
Hanged himself
Seth Walsh
8th Grade
Tehachapi, CA
Died after eight days
on life support after
attempting to hang
himself
Justin Aaberg
10th Grade
Anoka, MN
Hanged himself
Carl Joseph Walker
Hoover
6th Grade
Springfield, MA
Hanged himself
Tyler Clementi
College Freshman
Ridgewood, NJ
Jumped off the George
Washington Bridge
Negative Impact for All
Students being bullied
tend to report:
•Feelings of depression,
anxiety, and isolation
•Low self-esteem
•Poor school
performance
•Thoughts of suicide and
suicide attempts
Students who bully tend
to:
•Exhibit defiant and
delinquent behavior
•Have poor school
performance
•Be more likely to drop
out of school
•Be more likely to bring
weapons to school
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Common Role Characteristics
Bully
BullyVictim
Victim
Behavior disorders (ADHD, etc.)
Highly aggressive
Negative images of “others”
Low level of social competence
Easily influenced by peers
Low level of social competence
Lack basic social skills
Unable to make friends
Peer rejection
Dignity for All Students Act (c) 2011 NYSED
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The Law
No student shall be
subjected to
harassment by
employees or
students on school
property or at a
school function; nor
shall any student be
subject to
discrimination.
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Harassment is…
“Creation of a hostile environment
by conduct or by verbal threats,
intimidation or abuse that has or
would have the effect of
unreasonably and substantially
interfering with a student's
educational performance,
opportunities or benefits, or
mental, emotional or physical
well-being"
•Threats
•Intimidation
•Abuse
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Bullying is….
•“A problem behavior based on power relationships in
which a student or a group of students uses power
aggressively to cause emotional or physical pain and
distress to another student.”
•Bullying experiences include not only physical
aggression but also verbal aggression, including
teasing and taunting, spreading rumors, or socially
rejecting and isolating another student. These actions
can occur face to face or digitally (known as Cyberbullying.)
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Harassment/Discrimination for
what?
Based on actual or
perceived race, color,
weight, national origin,
religion, disability,
sexual orientation,
gender, or sex”
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Felt unsafe because…
Dignity for All Students Act (c) 2011 NYSED
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Physical Harassment or Assault
Dignity for All Students Act (c) 2011 NYSED
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What’s your experience?
Everyone stand up. You are going to hear a number of statements. This activity
requires you to find other people in the room who have the same response as
you.
• Favorite type of pizza
• Eye color
• National Origin
• Race
• Religion
• Disability
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Does it matter…
•If it’s real or
perceived?
•What’s the line
between real and
unreal?
•Discuss each
•Race
•Color
•Weight
•National origin
•Religion
•Disability
•Sexual orientation
•Gender
•Sex
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Look at the picture below of the two tables and see if you can
determine which of the tops is bigger.
Shepard, Roger, Mind Sights: Original Visual Illusions, Ambiguities, and Other Anomalies, New York: W. H. Freeman and Company, 1990, p. 48
What’s school property &
school function?
WCSD Code of Conduct:
•School Property • in any building used by the District
• on any land owned by the District
• in/on any school bus
•School Function • any school sponsored event or
activity
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Finding help
One staff member at every school
will be identified as the Building
Level Dignity Coordinator (BLDC)
HS = Kristin Shaw
MS = Melissa Pittman
LB & RH = Christine Williams
TAFT = Leah Hindley
District Level Dignity Coordinator
= Maureen Peterson
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Protection for You
Any person acting in good
faith who reports such
information to school
officials or law
enforcement shall have
immunity from civil
liability.
MUST GIVE RECORD OF ALL
INCIDENTS TO THE BLDC
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Washingtonville Complaint Form
(Can be found on L drive or in the main office of each building)
Appendix
Washingtonville Central School District
Dignity Act Complaint Form
Name of Complainant: ________________ ID #: __ Grade __
Complainant Contact
Information:_____________________________
Alleged Perpetrators of the Discrimination/Harassment:
_____________________________________________________
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Basis of this complaint (real or percieved):
_____ Race, color, ethnic group, national origin
_____ Sex, Gender, Sexual orientation,, sexual harassment
_____ Religion, Religious practice
#2___________________________________________________
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Names of Witness to the Incident:
Names of others you may have discussed this
complaint/incident/grievance with
Proposed Remedy/Outcome/Solution sought by the complainant:
Indicate your opinion on how this problem might be
resolved.__________________________________________
__________________________________________________
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I certify that all statements on this form are accurate and true to
the best of my knowledge.
Signature of Complainant _____________________ Date ______
Person on taking the report:
________________________________
_____ Weight, Physical characteristic
_____ Disability
_____ Other: ______________________________________
Description of each incident of harassment and/or discrimination,
including the date/time/place, the background to the incident,
the participants involved, and attempts/steps already taken to
resolve the problem. (use additional paper as needed)
#1___________________________________________________
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Names of Witness to the Incident:
Conclusion of Investigation:
_____________________________________________________
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Follow – up with complainant made on ________via
____________
Date / phone, meeting, mail
______________Signature of Building Level Dignity Act
Coordinator
____ Appeal to District Level Dignity Act Coordinator on ___Date
Reporting
Harassment
“felt reporting would
worsen the situation
in some way”
% of students who report
harassment
“concern that
reporting would
further provoke the
perpetrators”
High school
students less
likely to report
Dignity for All Students Act (c) 2011 NYSED
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If they don’t report it…
we have to notice it.
With the people sitting in your group, answer the
following:
•What might students
bullying look like?
•What are things you should
watch for to indicate that
bullying may be occurring?
•Playing? Fighting? Bullying?
(Handout)
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Identify the Red Flags
Become aggressive and
unreasonable
Begin to bully others
Grades drop, lose interest in
school/activities
Money, books or clothes
destroyed or “lost”
Withdrawn, start
stammering, lack confidence
Avoid certain areas (riding the
bus, eating in cafe, certain hall, etc.)
Distressed and anxious
Sitting alone, stop hanging
with friends
Attempt or threaten suicide
Unexplained bruises, cuts,
scratches
Refuse to talk about it
Dignity for All Students Act (c) 2011 NYSED
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6 Steps of Intervention
1. Stop the misbehavior
2. Support the target of the
behavior
3.To the aggressor(s): Name the
inappropriate behavior
6 Steps of Intervention
4. Empower the bystanders with
appreciation for support or suggestions on
how to act in the future.
5. Impose immediate and appropriate
consequences for the aggressor(s).
6. Take steps to make sure the targeted
student will be protected from future
bullying. File a report with BLDC.
Be FAIR & CONSISTENT
You are being judged
– every day
Kids are like Supreme
Court Justices
They remember
whether you listened,
responded
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How could you handle it?
Each group will be given a scenario of
misbehavior that could happen while you are
at work.
Each person in the group will have a different
role to play. Have one person 'role play' the
positive adult intervention.
Be prepared to share & discuss!
Frequency of comments from staff
Dignity for All Students Act (c) 2011 NYSED
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Behavior to AVOID
•Ignore students
(pretend to not see)
•Play favorites
•Join in taunting
•Overlook bullying
Behaviors to EMPLOY
•Set expectations
•Create trust
•Build a culture of
safety
•Be hyper-vigilant
•Respond consistently
•Get the whole story
•BELIEVE students
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Build a Team
•Define and teach
expected behaviors
and consequences
•Don’t assume they
know
•Enlist students as
positive by-standers.
Peers intervene only
11-19% of the time but
they are more
effective than adults.
•Intervention is
successful within 10
seconds 57% of the
time
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Creating a Culture of Dignity for All
Talk to your group members....
• What do you do to create a
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positive culture?
What's one new thing you will
try this fall?
Possible ways of creating a
positive culture:
•Commit to children’s
• Move around
emotional and physical •Maintain an orderly
safety
environment
•Get to know children and •Use assigned seats
their interests
•Observe change – ask about it
•Identify potential victims •Inquire without embarrassing
•Use referrals effectively •Maintain confidentiality
•Make connections in the •Intervene - don't ignore
schools
•Give positive feedback when you
•Smile, be friendly
see proper behavior
Dignity for All Students Act (c) 2011 NYSED
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Questions or Comments
Dignity for All Students Act (c) 2011 NYSED
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Closing thoughts…
•Be the change you
want to see in the
world.
•Mahatma Gandhi
•Do unto others as you
would have them do
unto you.
•Golden Rule
•Silence encourages
the tormentor, never
the tormented.
•Ellie Wiesel
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