1. Dignity For All Students Act It’s Right and it’s the Law *Dignity for All Students Act (c) 2011 NYSED

2. 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 *

3. 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” *

4. Frequency of Bullying, Name Calling or Harassment *Dignity for All Students Act (c) 2011 NYSED

5. 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 *

6. Pheobe Prince 10 th Grade South Hadley, MA Hanged herself Carl Joseph Walker Hoover 6 th Grade Springfield, MA Hanged himself Christian Taylor 9 th Grade Richmond, VA Hanged himself Tyler Clementi College Freshman Ridgewood, NJ Jumped off the George Washington Bridge Asher Brown 8 th Grade Harris, TX Shot himself Seth Walsh 8 th Grade Tehachapi, CA Died after eight days on life support after attempting to hang himself Justin Aaberg 10 th Grade Anoka, MN Hanged himself Hope Witsell 8 th Grade Ruskin, FL Hanged herself

7. 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 d e fi a nt and delinquent behavior Have poor school performance Be more likely to drop out of school Be more likely to bring weapons to school *

8. Common Role Characteristics Bully Bully- Victim Victim *Dignity for All Students Act (c) 2011 NYSED 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

9. 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. *

10. 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 Threats Intimidation Abuse * educational performance, opportunities or benefits, or mental, emotional or physical well-being"

11. 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 Cyber- bullying.)

12. Harassment/Discrimination for what? Based on actual or perceived race, color, weight, national origin, religion, disability, sexual orientation, gender, or sex” *

13. Felt unsafe because… *Dignity for All Students Act (c) 2011 NYSED

14. Physical Harassment or Assault *Dignity for All Students Act (c) 2011 NYSED

15. 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

16. 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 *

17. 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

18. 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 *

19. 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

20. 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 *

21. 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: _____________________________________________________ __ Basis of this complaint (real or percieved): _____ Race, color, ethnic group, national origin _____ Sex, Gender, Sexual orientation,, sexual harassment _____ Religion, Religious practice _____ 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___________________________________________________ _ Names of Witness to the Incident: #2___________________________________________________ _ 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.__________________________________________ __________________________________________________ _____ 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: ________________________________ Conclusion of Investigation: _____________________________________________________ __ 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

22. Reporting Harassment “felt reporting would worsen the situation in some way” *Dignity for All Students Act (c) 2011 NYSED % of students who report harassment “concern that reporting would further provoke the perpetrators” High school students less likely to report

23. If they don’t report it… we have to notice it. What might students bullying look like? What are things you should watch for to indicate that bullying may be occurring? Playing? Fighting? Bullying? (Handout) * With the people sitting in your group, answer the following:

24. 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

25. 6 Steps of Intervention 1. Stop the misbehavior 2. Support the target of the behavior 3.To the aggressor(s): Name the inappropriate behavior

26. 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.

27. Be FAIR & CONSISTENT You are being judged – every day * Kids are like Supreme Court Justices They remember whether you listened, responded

28. 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!

29. Frequency of comments from staff *Dignity for All Students Act (c) 2011 NYSED

30. 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 * Behavior to AVOID

31. Build a Team Define and teach expected behaviors and consequences Don’t assume they know Enlist s tudents 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 *

32. Creating a Culture of Dignity for All Talk to your group members.... What do you do to create a positive culture? What's one new thing you will try this fall?

33. Possible ways of creating a positive culture: Commit to children’s emotional and physical safety Get to know children and their interests Identify potential victims Use referrals effectively Make connections in the schools Smile, be friendly M ove around Maintain an orderly environment Use a ssigned seats Observe change – ask about it Inquire without embarrassing Maintain confidentiality Intervene - don't ignore Give positive feedback when you see proper behavior Dignity for All Students Act (c) 2011 NYSED*

34. Questions or Comments Dignity for All Students Act (c) 2011 NYSED*

35. Closing thoughts… Be the change you want to see in the world. Mahatma Gandhi Silence encourages the tormentor, never the tormented. Ellie Wiesel Do unto others as you would have them do unto you. Golden Rule *