The Dignity For All Students Act (DASA) The state of being worthy or honorable;

T The Dignity For All Students Act (DASA) The state of being worthy or honorable; Elevation of mind or character; True worth

The objectives of this presentation are… • To explain what the Dignity Act is and why it was created • To demonstrate the correlation between the Dignity For All Students Act (DASA) and Positive Behavior Interventions and Supports (PBIS) • To teach staff the core principles of DASA and how to support these principles throughout the school day • To review how our school district will support DASA and how our reporting system will be implemented

What is the Goal of the Dignity Act? The goal of the DignityAct is to create a safe and supportive schoolclimate where students can learn and focus, rather than fear being discriminated against and/or verbally and/orphysically harassed. All public elementaryand secondary school students have the right to attend schoolin a safe, welcoming,considerate, and caringenvironment.

actual or perceived race color weight national origin ethnic group religion religious practice disability sexual orientation gender identity, or sex No student shall be subjected to discrimination based on their:

When did the Dignity Act take effect? The Dignity Act tookeffect on July 1, 2012.The New York State Dignity For All Students Act (Dignity Act) was signedinto law on September 13, 2010. This legislation amended State EducationLaw by creating a new Article 2 –Dignity for All Students.The Dignity Act states that NO student shall be subjected to harassmentor discrimination by employees orstudents on school property or at a school function based on their actualor perceived race, color, weight,national origin, ethnic group, religion,religious practice, disability, sexual orientation, gender, or sex. The Dignity Act amended Section801-a of New York State Education Law regarding instruction in civility,citizenship and character education byexpanding the concepts of tolerance, respect for others, and dignity. • The Dignity Act also amendedSection 2801 of the Education Law, instructing Boards of Education toinclude language in the codes of conductto comply with the Dignity Act.

Why have 48 states passed anti bullying laws?(GLSEN, 2010) • 39% of students reported that bullying, name calling, and harassment pose a serious problem in school. • 66% reported that people at school were harassed at least ‘sometimes’ because of their looks or body size. • 57% reported that students were bullied or harassed ‘sometimes’ because of the way they expressed their gender • 50% of high school students admit they bullied someone in the last year (2010) • 47% admit that they were bullied, teased or taunted in a way that seriously upset them in the past year Gay, Lesbian, & Straight Education Network No law in S. Dakota, N. Nex

Bullying is a form of “Harassment” “the creation of a hostile environment by conduct or by verbal threats, intimidation orabuse 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; or conduct, verbal threats, intimidation or abuse that reasonably causes or would reasonably be expected to cause a student to fear for his or her physical safety” N.Y. Educ § 11(7)(2010)

What sites and events are covered by the Dignity Act? The Dignity Act applies to all public schools, BOCES, and charter schools. The Dignity Act applies to incidents on school property (in a school building, athletic playing field, playground, parking lot, school bus) The Dignity Act applies to public school sponsored functions (school-sponsored extra curricular events or activities)

How does the Dignity Act relate to the teacher annual professional performance review • (APPR) process? • As part of a teacher’s annual professional performance review (APPR), all teaching standards must be assessed at least once a year. One of these teaching standards is New York State Teaching Standard #4 (Standard #4): The Learning Environment, which addresses the critical importance of creating a respectful, safe and supportive environment; creating an intellectually stimulating environment; managing the learning environment; and organizing and utilizing available resources. These benefits are also key to the effective implementation of the Dignity Act. • Performance indicators associated with Standard #4 include, but are not limited to, • Teachers are caring and respectful in their interactions with students. • Teachers embrace student diversity as an asset in the classroom. • Students exhibit respectful classroom interactions. • Teachers know and implement policies and procedures to ensure student safety.http://engageny.org/resource/new-york-state-teaching-standards

MAKING CONNECTIONS PBIS IS THE FOUNDATION FOR DASA

PBIS and DASA PBIS is a Board of Education Goal. It is also a New York State mandate. PBIS is a system’s change that takes 3-5 years to implement. With the implementation of PBIS, we hope to increase positive student behavior. The systems involved in PBIS, such as the building PBIS committees, the development of the student expectations (matrix), teaching positive expectations as part of our regular curriculum, collecting and utilizing data to determine areas that need intervention or support and time out of class procedures, are the foundations of DASA. DASA is a federal mandate. DASA was signed into law on September 13, 2010 and took effect of July 1, 2012. The legislation seeks to provide the states public elementary and secondary schools a safe and supportive environment, free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus, and/or school functions.

Core Principles of PBIS and DASA We can: Teach all children appropriate behavior Intervene early Use a multi-tier, problem solving model Use research-based, scientifically validated interventions and strategies Monitor student progress Use data to adjust instruction Use continual assessment: universal screening, student and staff surveys and progress monitoring

Critical Features of PBIS/DASA PBIS/DASA Team Faculty Commitment Effective Procedures for Dealing with Discipline Data Entry and Analysis Plan Established Expectations and Rules Developed Reward/Recognition Program Established Lesson Plans for Teaching Expectations/ Rules Implementation Plan Classroom Systems Evaluation

DASA PBIS

The Dignity For All Students Act (N.Y. Educ. Law §§10-18, 801-a) Requires districts and schools to prevent, monitor, and address bullying through: • Staff trainings • Designation of an anti-bullying coordinator • Sensitivity and tolerance curricula for students • Enhanced transparency • Code of conduct language explaining policies and consequences • Starting with the 2012-2013 school year.

Additional DASA Staff and Student Training Requirements In addition to our PBIS systems and training, students and staff must be taughtcommon strategies to prevent and respond to bullyingappropriately. In order to successfully create and maintain a positive school environment and an anti-bullying culture, we must understand what bullying is and how to address it effectively.

What is the difference between conflict and bullying? CONFLICT BULLYING Equal power between the students Shows remorse Modifies their behavior when they have hurt someone Demonstrates ability to self-monitor Imbalance of power Does not show remorse Does not modify hurtful behavior Does not self-monitor

Bullying generally involves the following characteristics: • An Imbalance of Power (real or perceived): Children who bully use their power, such as physical strength, access to embarrassing information or popularity, to control or harm others. • The Intent to Cause Harm: The person bullying has a goal to cause harm. • Repetition: Bullying behaviors generally happen more than once or have the potential to happen more than once.

Examples of bullying include, but are not limited to: • Verbal:Name-calling, teasing, inappropriate sexual comments, taunting and threatening to cause harm. • Social: Spreading rumors about someone, excluding others on purpose, telling other children not to be friends with someone, and embarrassing someone in public. • Physical: Hitting, punching, shoving, kicking, pinching, spitting, tripping, pushing, taking or breaking someone’s things and making mean or rude hand gestures.

What is the impact of bullying on students? 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

Cyberbullying • June 22, 2012: NYS Assembly passed legislation requiring cyberbullying reporting • Expands on the Dignity For All Students Act, signed by Gov. Cuomo on July 9, 2012 • Goes into effect 7/2013 • Requires ALL school staff to report any incident of bullying AND cyberbullying to the school principal or superintendent

What is cyberbullying? • Cyberbullying is bullying that occurs through the use of electronic technology, such as cell phones, computers, and tablets. It can also involve the use of communication tools, such social media sites, text messages, chat and websites.

Examples of cyberbullying include, but are not limited to: • Sending hurtful, rude, or mean text messages or e-mails to others. • Spreading rumors or lies about others by text message or e-mail or posting on social networking sites. • Creating or sharing pictures, websites, videos or social media profiles, including fake profiles that embarrass, humiliate, or make fun of others.

When to Report • Oral report to the principal within 1 day • Written report of incident to the principal within 2 days

Protection of Reporters …..any person having reasonable cause to suspect that a student has been subjected to discrimination and/or harassment…….., shall have immunity from any civil liability that may arise from the making of such report or from initiating, testifying, participating or assisting in such formal or informal proceedings. Education Law section 16

Protection of people who report discrimination and/or harassment No school district, BOCES or charter school, or an employee thereof, shall take, request or cause a retaliatory action against any such person who, acting reasonably and in good faith, either makes such a report or initiates, testifies, participates or assists in such formal or informal proceedings.

Staff members need to be aware of micro-aggressions: Brief, common place daily verbal behavior or emotional indignities that communicate hostile, degrading or negative slights. Ex: Staff member says, “You throw like a girl”or “Boys don’t cry.”

POSITIVE/PROACTIVE APPROACHES Just as with PBIS, the Dignity Act’s underlying premise is that preventive and non-punitive intervention, in response to incidents of discrimination and/or harassment, is the best way to achieve school environments free from harassment and discrimination. Schools are therefore encouraged to use a wide range of intervention measures to address discrimination and/or harassment, including, restorative practices, conflict resolution, peer-mediation, and counseling, rather than over-relying on exclusionary methods of discipline, such as suspension. Understanding discipline as a "teachable moment" is fundamental to a positive approach to discipline and another PBIS component. Positive and proactive strategies can help schools address conflict before it escalates; build relationships and empower community members to take responsibility for the well being of others; increase the social skills of those who have harmed others; address underlying factors that lead youth to engage in inappropriate behavior and build resiliency; provide wrong doers with opportunities to be accountable to those they have harmed; and enable them to repair the harm to the extent possible.

Educators’ Role As primary agents in their classroom, teachers, teacher assistants, aides and monitors have a significant opportunity to affect positive youth development through • the content of their instruction • the quality of their social interactions and relationships with students • how they manage behavior and model social emotional processes

How can we as adults create an anti bullying culture? 1. Be a role model • We model inappropriate behaviors when we gossip, ridicule or use physical, verbal or passive aggression to solve problems • Remind yourself that students are watching and modeling you

Create an antibullying culture 2.If you see any bullying, stop it right away • Bullying relationships are often maintained by a lack of actions on the part of authority figures and bystanders • Avoid reinforcing the behavior

Creating an antibullying culture 3. If you suspect bullying is happening • Talk individually with students to gain more information • Provide a constant adult presence • Scan, Move, Interact

Creating an antibullying culture 4. Establish a positive, safe, trusting relationship with students so that they feel comfortable to discuss incidents of bullying that they have experienced or witnessed When a behavioral incident occurs, instead of asking who is to blame and how will those engaged in the misbehavior be punished, ask four key questions: • What happened? • Who was harmed or affected by the behavior? • What needs to be done to make things right? • How can people behave differently in the future?

Creating an antibullying culture 5. Talk to the bystanders individually • If they did not help the victim, help them recognize what they could do if it happens again, emphasizing that they should go for help if they do not feel safe intervening directly • If they tried to help, let them know you admire their efforts, even if they were not completely successful • Be even handed in your investigation

Creating an antibullying culture 6. Facilitate a discussion with the staff and administrators • Share/report bullying behaviors you have witnessed and how students may be impacted • Speak with colleagues • Remind students what they should do if they are being bullied, if they see others being bullied, or if they realize that they are bullying others • Talk about how to stand up for victims of bullying when they are a bystander

The Players • Aggressor: intimidates others to follow to avoid being the next target; uses positive traits (popular) to overpower • Victim/Target: socially awkward, pleasers, fear confrontations, irritating ones, often ADHD • Bystander: are the norm that band together to create the culture

Signs: Students Who Bully • Become violent with others • Get into physical or verbal fights with others • Get in trouble a lot, including being sent to the principal’s office or detention • Have extra money or new belongings that cannot be explained • Are quick to blame others • Will not accept responsibility for their actions • Have friends who bully others • Need to win or be best at everything • Try to move near enough to the student being bullied to continue bullying-for example, the bullying students may move near enough so the student being bullied can hear remarks, be touched or be bothered • Vie for attention, talk loudly, wave at the bus driver in the mirror, or move from seat to seat • Watch for adults and change seats to be near the student being bullied when the adult is not watching

Signs: Students Being Bullied • Have unexplained injuries • Complain frequently of headaches, stomach aches or feeling sick • Hurt themselves • Lost interest in visiting or talking with friends • Are afraid of going to/from school or other activities with peers • Appear sad, moody, angry, anxious or depressed • Talk about suicide • Suddenly have fewer friends • Avoid certain places • Act differently than usual • Want to sit near the teacher, aide, bus driver • Report losing items such as books, electronics, clothing or jewelry • Want to sit with the same ‘safe’ student or group of students all of the time • (behind them, in front of them or surrounded by them • Want to sit on the inside seat, -not the aisle seat of the bus

“The whole drama is supported by the bystander. The theater can’t take place if there’s no audience.”Labi, N ”Let Bullies Beware” Time online, March 25, 2001 Encourage bystanders to: • Speak up to aggressor if it is safe to do so • Band together as a group against bullies • Avoid joining in • Ask adults for help • Reach out as friend to isolated peers, be an ally, offer support • Continue to offer victim support at a future time

Bystanders into Upstanders • Help students understand the dynamics of bullying situations-80% of students stand by and watch • Seek out students who are interested in teaching upstanding behaviors to others • Help students understand the power they have to make a difference – THEY are the solutions

Bystanders into Upstanders • Insure that bystanders understand that adults will support their actions • Teach students about the reporting system • Reward ’upstanders’ and make them the norm

How can we assist victims of bullying? 1. Take victims of bullying seriously • They may be very upset and not show it • Talk privately so they feel safe and let them know it’s not their fault • Bullying situations are not appropriate for mediation sessions • Interview bystanders

Assistancecont’d 2. Help victims of bullying communicate with others and seek additional help • Encourage them to talk to their parents • Be aware that some youth may not believe their parents will be sympathetic. Some aggressive parenting styles could be seen as bullying as well • If a young person confides in you, and you believe she/he is in danger from others, or is contemplating hurting themselves or others, take immediate steps to get him/her help

Assistance 3. Help victims develop coping strategies, but be sure they know it is not their fault for being bullied, even if these don’t work • Use the buddy system • If bullied with insults, ignore them, tell them to stop or use humor. Then walk away • If in danger of physical assault, call for help, get away, tell an adult. Don’t make threats or fight back • Be alert and remember details

Assistance 4. Recognize some of the red flags that a student may be a victim of bullying • Frequent absences • Avoidance of peers • Nervousness • Unexplained anger and resentment • Feeling sick to avoid things • Avoidance of group restrooms • Cuts and bruises

Responding to Bullying Behaviors • Anticipate- Time of day, time of year, location; keep a short, clear set of rules visible and talk about them once in awhile • Understand-Ages and stages of children in your care • Learn-What to ignore and what to pay attention to

Responding to Bullying Behaviors • Give verbal warnings, using students’ names whenever possible. • Avoid “stare downs” • Have students change seats and implement seat assignments. • Talk with students who bully and/or are bullied. This should be done individually to avoid potentially re-igniting the bullying situation. • Request assistance from school or teachers as appropriate • When intervening, use caution not to challenge or provoke a student who is bullying because it may initiate further negative behavior. Safe and Supportive Schools

De-escalation Techniques • Maintain Control of Your Emotions DO—Appear calm, centered, and self-assured; use a modulated low tone of voice. Be aware of options. Call the school, your supervisor, security, or the police if you need more help. Be very respectful even when firmly setting limits or calling for help. DON’T—Be defensive even if the comments or insults are directed at you. • Communicate Effectively Nonverbally DO—Allow extra physical space between you and the aggressor, get to the same eye level, keep your hands out of your pockets to protect yourself, and stand at an angle to the student. DON’T—Turn your back, stand full front to the student, maintain constant eye contact, point or shake your finger, smile, or argue. • De-escalate the Discussion DO—Trust your instincts, empathize with feelings but not with the behavior, suggest alternatives, and explain limits in a firm but respectful tone. DON’T—Get loud, yell, scream, argue, or analyze.

How can we redirect students who bully others? Stop bullying immediately. Intervene immediately so that it does not escalate. Identify specific behavior you observed, and emphasize that the bullying behavioris unacceptable. Make it clear that you will address the issue further in private, to allow those who bullied to save face and to increase the chances that they will be receptive to your redirection.

The Dignity For All Students Act (DASA) The state of being worthy or honorable;