1. Dignity For All Students Act
Buffalo Public School Administrators/DASA Coordinators
Nicole Bycina, Project Administrator School Climate
Heath Frisch, Director of Student Support

2. To promote safety and help the Victim
Objectives. To Learn:
What bullying is
Bullying prevalence in BPS
DASA regulations and responsibilities
Staff and student instruction
Reporting
To promote safety and help the Victim
To promote Upstanding
To support the Bully

3. Share out Share a time you witnessed bullying… What were the affects?
What were the dynamics?

4. What is bullying?
Bullying is an act of repeated aggressive behavior by one or more individuals in order to intentionally hurt another person physically or emotionally.

5. What are the main features?
Deliberate – a bully’s intention to hurt someone Repeated – a bully often targets the same victim again and again Power imbalance – a bully chooses victims he or she perceives as vulnerable It is NOT: A disagreement among friends or playful teasing where both people think it is funny.

6. Bullying
In order to be considered bullying, the behavior must be aggressive and include:
An imbalance of power: Kids who bully use their power – such as physical strength, access to embarrassing information, or popularity – to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

7. Bullying
Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

8. Three Types of Bullying
There are three types of bullying:
Verbal Bullying
Social Bullying
Physical Bullying
Cyber Bullying

9. Verbal Bullying
Verbal bullying is saying or writing mean things. Verbal bullying includes:
Teasing
Name-calling
Inappropriate sexual comments
Taunting
Threatening to cause harm

10. Social Bullying
Social bullying, sometimes referred to as relational bullying, involves hurting someone’s reputation or relationships. Social bullying includes:
Leaving someone out on purpose
Telling other children not to be friends with someone
Spreading rumors about someone
Embarrassing someone in public

11. Physical Bullying
Physical bullying involves hurting a person’s body or possessions. Physical bullying includes:
Hitting/kicking/pinching
Spitting
Tripping/pushing
Taking or breaking someone’s things
Making mean or rude hand gestures

12. Cyber Bullying
Cyber Bullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites.

13. CYBER BULLIES’ TECHNOLOGY
Cell phones / Text Messages
Rumors Sent or Posted
Instant messaging
Defamatory personal web sites
Defamatory online personal polling web sites
Chat rooms
Embarrassing Pictures and Videos

14. How is it Different?
Kids who are being cyber bullied are often bullied in person as well. Additionally, kids who are cyber bullied have a harder time getting away from the behavior.
Cyber bullying can happen 24 hours a day, 7 days a week, and reach a kid even when he or she is alone. It can happen any time of the day or night.
Cyber bullying messages and images can be posted anonymously and distributed quickly to a very wide audience. It can be difficult and sometimes impossible to trace the source.
Deleting inappropriate or harassing messages, texts, and pictures is extremely difficult after they have been posted or sent.

15. CYBER BULLYING PREVALENCE
Cyber bullying typically starts at about 9 years of age and usually ends after 14 years of age; after 14, it becomes cyber or sexual harassment due to nature of acts and age of actors {Aftab}
Affects 65-85% of kids in the core group directly or indirectly through close friends (Aftab)

16. Cyber Bullying Types
Flaming – online fights using electronic messages with angry and vulgar language.
Harassment – repeatedly sending offensive, rude, and insulting messages.
Cyber Stalking – repeatedly sending messages that include threats of harm or are highly intimidating. Engaging in other online activities that make a person afraid for his or her own safety.

17. Cyber Bullying Types
Denigration – “dissing” someone online. Sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendships.
Impersonation – pretending to be someone else and sending or posting material online that makes a person look bad, gets that person in trouble or danger, or damages that person’s reputation or friendships.

18. Cyber Bullying Types
Outing and Trickery – sharing someone’s secret or embarrassing information online. Tricking someone into revealing secrets or embarrassing information which is then shared online.
Exclusion – intentionally excluding someone from an online group, like a buddy list.
Nancy Willard, MS, JD, Director of the Center for Safe and Responsible Internet Use.

19. Cyber Bullying

20. Bullying or Teasing
Bullying is based on a power imbalance; taunting another with the intent of harming; continues when the other is distressed.
Teasing is fun, good-natured, give and take between friends designed to get both parties to laugh.

21. In Buffalo ~ YRBS and Edvantage http://buffaloschools. org/documents

22. Dignity for All Student Act (DASA)
NYS Law in effect July, 2012
Response to recent tragedies and lawsuits regarding acts of bullying in schools
Requires districts and schools to prevent, monitor and address harassment, discrimination and bullying.

23. No student shall be subjected to discrimination based on their:
actual or perceived race
color
weight
national origin
ethnic group
religion
religious practice
disability
sexual orientation
gender identity, or
sex
The Dignity Act specifically protects students from being harassed or discriminated for the reasons listed, whether actual or perceived, but the intent of the law was not that this list be exhaustive. For example, while height is not specifically addressed by the law, a student harassed for being short or tall would also be protected.

24. 5 Areas of Regulation: Policy (Code of Conduct)
School employee training
Civility, citizenship and character education (student instruction)
Designation of a Dignity Act Coordinator (reporting and responding)
Regulation in relation to reporting

25. Additional Dignity Act Requirements
§ 13. Policies and Guidelines
Boards of Education shall create policies and guidelines that shall include, but not be limited to:
Guidelines relating to the development of nondiscriminatory instructional and counseling methods
Requirement that at least one staff member at every school be thoroughly trained to handle human relations in the areas of:
School Boards of Education will be responsible for ensuring the policies and guidelines for Dignity Act compliance are developed and enforced.
Race
Color
National Origin
Weight
Ethnic group
Religion
Religious practice
Disability
Sexual orientation
Gender identity
Sex

26. The Dignity Act and Student Instruction
Education Law §801-a – Instruction in Civility, Citizenship, and Character Education
Grades K-12
Honesty, tolerance, personal responsibility, respect for others, observance of laws, courtesy, dignity.
DASA requires K-12 schools to incorporate curriculum that promotes awareness of and sensitivity to discrimination and diversity as part of civility and citizenship classes.
The Dignity Act will impact curriculum as well. Educators in grades K-12 will be required to teach students civility and social skills to encourage a welcoming and positive school environment.

27. The Dignity Act and Student Instruction
Tolerance, respect for others, and dignity include awareness and sensitivity to discrimination or harassment and civility in relations of people of different:
Races
Weights
Color
National origins
Ethnic groups
Religions
Religious practices
Mental or physical abilities
Sexual orientations
Gender identity
Sexes
Curriculum and instruction will include awareness of and sensitivity towards others.

28. Reporting
Code of Conduct
DASA information “Stop Bullying Now” on the Buffalo Schools Homepage
Reporting from school website (parents will be trained)

29. Promote safety and help the victim
Effective Supervision

30. Table Share – choose a recorder and reporter
What are 3 actions you can take now to ensure that
staff supervision is effective?
1.)
2.)
3.)

31. Designation of a Dignity Act Coordinator
In BPS, it is the principal at each building
Documenting of, reporting of, and responding to incidents
Overseeing and documenting implementation of all areas of regulation– see example
Sign needs to be posted in each building identifying the DASA Coordinator
All incidents of bullying, harassment and discrimination will be reported to the DASA coordinator. This includes acts witnessed by any person in the building and includes acts that adults commit against students.

32. Designate: Principal may designate some responsibilities
not related to reporting, but is ultimately
responsible for compliance

33. School Employee Training
All school employees must be trained regarding DASA and reporting procedures. (use provided staff powerpoint)
Effective supervision must be in place (expect, correct, connect, protect)
All school employees are expected to protect students from bullying and harassment from other students and from adults and report it to the DASA Coordinator.
All adults are responsible to not commit acts of bullying.
1) ALL school employees – maintenance, cafeteria, aides, etc. 2) Bullying happens where there is not effective supervision – need to ensure effective supervision in your building –

34. School Employee Training
Powerpoint provided
Think of ways to get training to non- teaching staff
Consider sharing You Tube video “How My Son Was Humiliated and Tormented by His Teacher Aide” (staff only – not appropriate for students)
Ways to improve supervision practices

35. Keep a Log
The log/spreadsheet needs to have victim name(s), perpetrator name(s), date of incident, date of complaint, name of reporter, complaint details, protected class (if relevant) of complaint, details of complaint, resolution/actions.

36. To support the bully
Positive and progressive consequences (see Code of Conduct)
Social Skills Instruction (Tier 1 or Tier 2/3)
Connect with an adult (CICO)
Progress monitor behavior daily (CICO)

37. Civility, Citizenship, and Character Education
Student education:
Information about DASA (powerpoint)
Lesson plans (Safe and Civil Schools)
Lessons incorporated into content (by teacher and subject area)
Information about reporting (signs and powerpoint)
Also, the school needs to provide character education and lessons on bullying and harassment. (You may already have some programs in place that can support that, otherwise some lessons are provided). It is also encouraged that educators incorporate the principles embodied by the Dignity Act into core subject areas.
Students and staff need to be informed of who the Dignity Act Coordinator is and ways that they can report. Three ways to report – Tell DASA Coordinator, tell any adult and that adult tells DASA coordinator (all adults in the building are responsible to report acts of bullying and harassment to the DASA coordinator) and students can make a report anonymously on the school website.

38. Report Bullying and Harassment in Room ___ or on the PS ___ website
Be an Upstander
Report Bullying and Harassment in Room ___ or on the PS ___ website
Develop signs and post around the building to let students know how to report.

40. Social Skills to Teach as Tier 1 (for all) or Tier 2/3 (small group, individualized)
Empathy
Assertiveness
Problem solving
Empathy. Children who can empathize respond caringly to what others think and feel. They understand that bullying hurts. They are less likely to bully and more likely to help children who are bullied. Early childhood educators can protect young children from becoming bullies by helping them understand how children who are bullied might feel and how they themselves would feel if they were bullied.
Assertiveness. Children who are assertive can stand up for themselves and others in fair and respectful ways. They know how to respond to a bully in effective, non-aggressive ways and are less likely to be targeted by bullies in the first place. Early childhood educators can help young children use assertiveness to prevent bullying behaviors and to stand up to bullying when it occurs.
Problem solving. Children who are problem-solvers know how to analyze and resolve social problems in constructive ways. Early childhood educators can help young children understand the problem of bullying and how to use a variety of constructive, non-aggressive problem-solving skills to help stop and prevent bullying.

41. Multi-Tiered Systems of Support - Behavior
Wraparound
Competing Behavior Pathway (p.1 of FBA), Functional Assessment Interviews, Scatter Plots (completed by teacher), Interviews (student, parent/guardian,) Observations
Complex FBA/BIP
Brief Functional Behavioral Assessment/
Behavior Intervention Planning (FBA/BIP)
Tier 3/
Tertiary
Daily Progress Report (DPR), Progress Monitoring Data (i.e. ODR, attendance, suspension, tardies)
Individualized Check-In/
Check-Out, Individualized Groups & Mentoring
Assessment
Intervention
Social/Academic Instructional Groups
ODRs, Attendance, Suspensions, Tardies
Tier 2/ Secondary
Check-in/
Check-out
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
November 2012
Adapted from Illinois PBIS Network/ Adapted from T. Scott, 2004
RtI Model Diagram

42. CICO – What does it provide
CICO – What does it provide? Adapted from, “Considerations when implementing targeted interventions in an RTI model for social behavior” by McIntosh, Carter, & Campbell. U. of British Columbia
Daily personal contact from an adult in the school
Structured process of frequent feedback & recognition
Instruction and reminders in needed skills
School-home communication
Built-in monitoring of student progress

43. Use #2 voice level when upset
Daily Progress Report - Individualized CICO
EXPECTATIONS
1 st block
2 nd block
3 rd block
4 th block
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level when upset
Be Responsible
Ask for breaks
Self-monitor with DPR
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 43

44. Resources Example of documentation of compliance
On the “Stop Bullying Now” tab of BPS website:
Example of documentation of compliance
Link for “A Resource and Promising Practices Guide for School Administrators and Faculty” guide.html
Powerpoint for staff
Powerpoint for students (and accompanying test for understanding)
This powerpoint

45. Resources Con’t Resources and activity guide/suggestions
Daily announcements
Lesson plans on bullying and harassment
Sign to post identifying the DASA coordinator

46. Videos…
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47. True Colors Video
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48. Stop Bullying Speak Up

49. Books
“Skillstreaming” - International Bestseller “The Bully, the Bullied and the Bystander” – by Barbara Coloroso

50. Helpful links
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n%20plan%20k_3.pdf