1. A SAFE SCHOOL FOR ALL How to Build a Multi-tiered Bullying Prevention Program

2. Kelly Rowe, School Social Worker Margaret Kubek, School Social Worker Green Bay Area Public Schools

3. PRESENTATION FORMAT Overview of Bullying Build a Program that is Student-driven Multi-tiered Strategies Role of the Bystander Various Ways to Report Bullying Anonymous online Text In person Individual Interventions Follow Up Forms

4. What is Bullying? An Imbalance of Power Repeated Over Time Intentional Harm

5. Bullying and the School’s Response When is a school liable for student-on-student bullying? The standard laid down by the Supreme Court in Davis v. Monroe County Board of Education (1999) is whether the school has shown “deliberate indifference.” In Davis, the Court held that a school is liable for damages if it failed to respond to known acts of severe student-on-student harassment, thereby creating an environment that denies the victim equal access to education. (Law and Education Blog, http://lawandeducation.wordpress.com/2009/10/11/pushing-the-limits-of-deliberate- indifference/)Davis v. Monroe County Board of Education http://lawandeducation.wordpress.com/2009/10/11/pushing-the-limits-of-deliberate- indifference/

6. Bullying and the School’s Response According to the ACLU, public schools that ignore or inadequately respond to harassment and bullying of LGBT students pay significantly for such discriminatory treatment. Cases challenging a school district’s deliberate indifference to bullying against students because of actual or perceived LGBT status have led to damages awards or settlements as high as $1.1 million. (http://www.aclu.org/files/assets/model_letter_- _harassment_open_letter_4_6_2012.pdf)http://www.aclu.org/files/assets/model_letter_- _harassment_open_letter_4_6_2012.pdf

7. Bullying and the School’s Response IT’S WHAT’S BEST FOR KIDS!

8. Using Your School’s YRBS Results During the past 12 months, have you ever been bullied on school property? Heterosexual 26% LGBTQ 48% Native American 38% Mostly Ds and Fs 32%

9. BUILDING A STUDENT- DRIVEN PROGRAM Group Size - The Benefits of a Small Group and a Large Group Small Group Exercise

10. MULTI-TIERED STRATEGIES Student-led presentations in classrooms GSAFE Training Presentations by High School Students at the Middle and Elementary School Level Student Panel It Happens Day Candy Cane Event

11. STRATEGIES THAT FOCUS ON THE BYSTANDER

12. Other Strategies WHAT ARE YOUR GREAT IDEAS? Small Group Exercise

13. CREATE A SCHOOL CLIMATE THAT ENCOURAGES STUDENTS TO REPORT BULLYING – CONFIDENTIALITY IS KEY

14. REPORTING: INCORPORATE VARIOUS REPORTING FORMATS Online Anonymous Reporting Texting Reports Create a climate of trust that encourages in- person reporting Anonymous Reporting Reporting Form

15. FOLLOW UP FORMS Administrative Tracking Form Bullied Student Form Alleged Offender Form

16. DEVELOP A SYSTEM THAT ENCOURAGES CONSISTENT DOCUMENTATION Case Study Small Group Exercise

17. SUCCESSES & CHALLENGES

18. THANK YOU! Kelly Rowe, kmrowe@gbaps.org kmrowe@gbaps.org Margaret Kubek, mekubek@gbaps.org mekubek@gbaps.org