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S.A.V.E.

S.A.V.E. Schools Against Violence in Education. Agenda. Overview of NYS Legislation Prevention in School Prevention in Classroom Understanding People. Safe Schools Against Violence in Education (S.A.V.E.). SAVE.

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S.A.V.E.

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  1. S.A.V.E.

    Schools Against Violence in Education
  2. Agenda Overview of NYS Legislation Prevention in School Prevention in Classroom Understanding People
  3. Safe Schools Against Violence in Education (S.A.V.E.)
  4. SAVE Established the foundation for schools to create safer school environments. One of the requirements of SAVE is that school districts develop, review, and regularly update school safety plans at the district and building levels.
  5. Components School Safety Plan Team develops a District Plan to SED
  6. Comprehensive Plan Policies & Procedures for responding to threats, acts of violence, & appropriate intervention/prevention strategies (i.e. Conflict Resolution, Peer Mediation, Youth Court, etc.) Law Enforcement Contacts Parent/Guardian Notification Protocols
  7. Comprehensive Plan Building plan, layout & security measures Dissemination of information Annual school safety training
  8. Comprehensive Plan Stated duties of hall monitors/SROs/sentries Communication strategies for both students & adults Safety Team
  9. Components Code of Conduct School Board Approved Governs the conduct of all students & all adults Posted on-line In-Service regarding the assessment of threats, how to determine if threats are credible & the kind of disciplinary response under this code.
  10. Components Code of Conduct Appropriate dress & language Security issues Disciplinary procedures/removal from classroom Procedures for parental notification Procedures related to PINS (People in Need of Supervision) Minimum suspension periods for disruptive pupils
  11. Components Disruptive Pupil Removal Violent Student – Commits an act of violence, possesses or threatens to use a weapon, damages anyone’s personal property or school property can be removed from classroom or event Disruptive student – Interferes with the teacher’s authority or the educational process
  12. Components Character Education What kind of character education did your school have? What is Character Education?
  13. Components Prevention Curriculum
  14. Components Violent Incident Reporting System Uniform, statewide system School Report Card Includes: # & types of violent incidents # of suspensions Location Actions taken by school Age & grade of disciplined students
  15. Components Child Abuse in an Educational Setting Requires immediate reporting to school authorities, parents, & law enforcement. Defines mandatory reporters Requires a written report of allegations to school administrators Building administrator will determine reasonable suspicion, notify parents, forwards report to law enforcement. Failure to make required report Class A misdemeanor
  16. Components Whistle-Blower Protection Employees who report a violent incident may not be fired for reporting. Protected by civil liability
  17. Components Assaults on Teachers Increases assaults on teachers To a Class D Felony (from a class A misdemeanor)
  18. Components Silent Resignations Ends the practice of allowing a person to resign rather than disclose allegations of child abuse & other illegal matters. Applies to licensed & certified personnel. Administrators who don’t comply face a class E felony, a civil penalty up to $20,000 + 4 years in prison.
  19. Components Finger Printing Requires all prospective school district employees and applicants to be finger printed. Background checks are conducted
  20. Components Teacher Discipline Commissioner has authority to impose penalties against certificate holders In addition to revocation of a teaching license, this component expands the range of measures, i.e.: suspension, continuing education, limitation on certificates & monetary fines, prescribed therapy
  21. Violence is… Violence is any word, act, or look that hurts, or threatens to hurt, a person’s body, feelings, belongings or reputation. It is a learned behavior. It is a choice people make.
  22. Influences on Behavior Decline of family structure and values Cultural Differences Teens gain prominence as consumer Growing infusion of drugs Easy accessibility to guns Harmful messages by media “It’s not my problem” mentality
  23. What is Bullying?
  24. StatisticsAmerican Association of University Women Survey 2010-20117th-12th graders
  25. StatisticsAnderson Cooper 360 survey
  26. Children More Likely to be Bullied Approximately 16-17% of all U.S. students have some type of physical, mental, or emotional disability and need more health services than children generally. Students with disabilities are more likely to be chronically teased or bullied and develop related psychosocial problems. (Vessey, O’Neill, 2010)
  27. Children More Likely to be Bullied Health Issues: 35% of children with food allergies >age 5 have been bullied (Sicherer et al, 2010) Children who are obese are more likely to be bullied. In 6th grade 24.9% of obese children reported being bullied. (Lumeng et al, 2010)
  28. Children More Likely to be Bullied Children on the autism spectrum are at increased risk (up to 3 times) of being bullied and left out by peers (Twyman et al, 2010) In a study of 8-17 year olds, these children were 3 times as likely to be bullied at their peers.
  29. Children More Likely to be Bullied Children with Learning Disabilities are at greater risk of being teased and physically bullied. They may also be more likely to bully their peers. Children with Attention Deficit Hyperactivity Disorder (ADHD) are more likely to be bullied and also bully others (Twyman et al, 2010, Unnvers & Cornell, 2003; Weiner & Mak, 2009) Children who stutter more likely to be bullied
  30. Extent of Bullying Against LGBTQ youth From 2011 GLSEN survey -- Biased Remarks at School: 84.9% of students heard “gay” used in a negative way (e.g., “that’s so gay”) frequently or often at school, and 91.4% reported that they felt distressedbecause of this language. 61.4% heard negative remarks about gender expression (not acting “masculine enough” or “feminine enough”) frequently or often
  31. Effects of Anti-LGBT Bullying Bullied LGBT youth are more likely to skip school, smoke, use alcohol or drugs, or engage in other risky behaviors More than twice as likely as their peers to be depressed and think about or attempt suicide. Risks are the same whether youth are LGBT or perceived to be LGBT.
  32. Prevent Bullying, Promote Kindnessby Tom Lickona Fully one-third of students admitted to engaging in one or another kind of aggression (social aggression being twice as common as physical aggression). The more popular kids displayed more frequent social aggression.
  33. What are Micro Aggressions? Put downs Subtle insults Subtle snubs of dismissive looks or gestures
  34. What are Micro Aggressions? Common and daily Often dismissed as jokes Can be conscious or unconscious actions made by the perpetrator
  35. Negative Comments Students Make Examples: That’s so gay! I can’t stand you. Why? They don’t think about what it says about someone who is gay. They just see it as a harmless statement. OR They are putting down a whole group of people. I don’t feel so good about myself so I put others down. Elbow partner examples
  36. Social Learning Theory Children learn to behave as they do through their experiences in social settings. (Bandura)
  37. Learning
  38. Students Perceptions and Thinking Processes
  39. Systems Model of Bullying
  40. What adults can do to stop harassment and bullying when they observe it: Stop bullying on the spot Separate the students. Make sure everyone is safe. Address the bystanders before they are dismissed. Stay calm. Reassure everyone, including bystanders that you are in charge now. Model respectful behavior as you intervene.
  41. When Intervening . . . Do NOT: Ignore the behavior. Ask too many questions at this point. Tell students to apologize on the spot. Keep all observers around. Make promises you cannot keep. Handle it alone if another adult is needed – have a system in place for this eventuality.
  42. NEA President Dennis VanRoekel “Bullying is serious, it can come in many forms, and it always hurts. We know that one caring adult can make a world of difference to a bullied child.”
  43. Dignity for All Students Act July 2012-2013 6 hour certification class required as on 1/14 http://www.ocmboces.org/teacherpage.cfm?teacher=2369
  44. Contact Information Penny S. Williams Youth Development Coordinator OCM BOCES, Syracuse pwilliams@ocmboces.org 315.433.8560
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