Using SRT Nonnegotiables to Create Caring, Inclusive Classrooms

1. Using SRT Nonnegotiables to Create Caring, Inclusive Classrooms Cheryl Dolson, SRT Bullying Prevention Coordinator cheryl.dolson@jefferson.kyschools.us

2. Relationships • Relationships are a foundation in creating a sense of belonging. • Respectful, supportive relationships among and between students, educators, support staff, and parents • Power of teacher language/words-caring, authentic interactions • Every student and staff member is treated with respect and dignity

3. Tyler’s story • Tyler was never an athlete - he was always the last picked in P.E. • He couldn’t stand large crowds or noise . . . He became a loner . . . I knew he was gonna get picked on • Some kids had told him to go hang himself • I buried Tyler next to my dad so he wouldn’t be alone • Tyler Long’s Dad (“Bully” Video 00:15 – 05:15)

4. Look “For’s” • After watching “Tyler’s story”, discuss things that may have resulted in Tyler getting targeted for bullying • What were the indicators that Tyler may have had sensory issues? • How can you help students like Tyler?

5. Sensory Processing Dysfunction • SPD: Ineffective processing of information received through the senses • Estimate that 5-20% of children have SPD problems significant enough to warrant intervention • Targets for Bullying due to: • Literal interpretation of things – gestures, facial expressions, tone of voice hard to read • Make inappropriate noises – whistles, hums, etc. at inappropriate times • Show a failure to understand appropriate dress and how clothes are worn (wearing belt tight) • For more information go to: • www.spdfoundation.net/about-sensory-processing-disorder.html

6. Kelby, 16 - Tuttle, Oklahoma • You know what my philosophy about rain is? You know when people can’t hold it in anymore, they cry? The world is taking so much in, it can’t hold it anymore. That’s why it rains. Because it’s letting go. • Kelby (Bully Video) • After Kelby came out as gay, teachers and administrators turned a blind eye when she was beat up by boys in between classes and run down by a carful of classmates, puncturing the windshield with her head. • “Bully” Video 16:15 – 21:27

7. Kelby, 16 - Tuttle, Oklahoma • Questions: • Why are LGBT (lesbian, gay, bisexual, and transgender) youth so often singled out for bullying and harassment in middle and high school? • How does bullying reflect larger societal conflicts and attitudes?

8. LGBT Students at Higher Risk • Direct relationship between in-school victimization, grade point average, and college aspirations of LGBT youth • Unchecked harassment correlated with poor performance and diminished aspirations • LGBT students who did not have or were unaware of a policy to protect them were 40% more likely to skip school • The Truth About Bullying: What Educators Must Know and Do (IBPA 2011)

9. Relationships • It is all about relationships!!!!! • Smile – Greet them at door • Use humor APPROPRIATELY (Remember they need a “Friendly Staff Member . . . Not a Buddy”) • Also Remember . . . We may be THE POSITIVE ROLE MODEL THEY HAVE IN THEIR LIFE!!! • Be able to laugh at yourself • Make sure they feel SAFE at ALL TIMES-physically and emotionally • Remember the “2 X 10” Strategy

10. How Can we REALLY Help??? • Research shows that kids said the most helpful adults …….. • Listened to me • Checked in with me afterwards to see if the behavior stopped • Gave me advice • The most helpful peers (bystanders)……. • Talked to me at school to encourage me • Helped me get away from the situation • Gave advice about what I should do • Called me at home to encourage me • Helped me tell an adult • Made a distraction • Told an adult • (Stan Davis and Charisse Nixon “Youth Voice Project”)

11. Character Education Bully Prevention Programs • Bullying Prevention Program (lessons) – • Second Step Curriculum (Committee for Children) • Resources - Prevention Program • SDFS website • KCSS website – www.kysafeschools.org • JCPS CES website • Authentic Assessments ( Projects) • Character Education Curriculum • Diversity Education

12. How Important is Your Relationship with Parents? • “Bully” Video – 1:07:50 – 1:13:40 • After Video: • What is your opinion of how the A.P. handled the situation with Alex’s parents? • How could she have handled it better? Using the next two slides (Improving Parent Communication and Positive Reframing), discuss how this could have been handled more effectively.

13. Improving Parent Communication Breathe Deeply . . . Relax your body (remember body language) Practice compassion and empathy . . . I’m sorry . . . I/We care about . . . I understand . . . Is (Name of Child) o.k.? If parent voices immediate concerns, . . . Take them seriously Ask questions Offer help with services/resources Once safety is considered . . . Say to parent “This is very important. I want to make sure I/We get all the information correct.” Explain that you need to take notes to make sure that happens and ask for a detailed account.

15. Differentiated Learning • Differentiated Learning based on equity for each student • Focus on academic success for each student • Every minute of every day counts • Power of teacher language/words – reflective, descriptive feedback, inquiry-based, multiple perspectives

16. Alex, 14, Sioux City, Iowa • Alex has spent the summer trying not to think about what might happen when he returns to school, where he has been punched, choked, sat on, had things stolen from him and called names. Alex has Asperger’s Syndrome. I feel kind of nervous going back to school cause . . . I like learning, but I have trouble making friends. People think I’m different – not normal. Most kids don’t want to be around me. I feel like I belong somewhere else. (Alex) “Bully” Video 9:05 – 12:10

17. Questions: • How do people respond when they encounter a difference that they do not understand? • Why are students with special needs often targeted by bullies? • What can parents and school officials do to help a child who is bullied? • What kind of responses can help and what might make things worse? • When is adult intervention most helpful?

18. Video of A.P. where students “shake hands” • You don’t need counseling training to sit and hear the story and really listen for what is getting at the student, and have a tolerance for the fact that that story may change and evolve over the telling because the student is coming to understand their own perspective. • Ann Nolin, Principal of Middle School in Massachusetts “Bully” Video 29:30 – 31:25

19. How would you handle the situation with these two students more effectively?

20. Refuse – Teach Strategies to Reduce Victimization Train staff in the emotional impact of victimization with the following strategies/resources: • Bully DVD – go to www.thebullyproject.com for free materials • Peer Buddies • Identify students who are more vulnerable to victimization and teach them strategies: • (Bullying Insight Game) • Be An Upstander

21. Replace – Teach Replacement Skills • Positive Action Center: Where students: • Regain self-control • Learn coping skills • Learn replacement behaviors • Accept corrective feedback • Right their wrongs • See JCPS PBIS website: https://portal.jefferson.kyschools.us/departments/academicservices/srt/rti/Navigation/Home(1).aspx

22. Kids with the following are more likely to get picked on (special needs) • Cerebral palsy • Diabetes/Insulin Taking Diabetes • Stuttering • Asperger’s/Autistic Spectrum • Inability to Think Quickly

23. Teacher Strategies for Students with Special Needs • Students with Academic Challenges . . . Can be frustrating • Students with Academic and SOCIAL Challenges . . . Can be EVEN MORE frustrating • ARE WE FRUSTRATED ? ? ? YES • ARE THEY FRUSTRATED ? ? ? YES>YES>YES

24. How Can we Support/Strengthen Resiliency? • Resiliency is an important factor in a child’s growth/progress!!! • The following slide lists the main factors affecting resiliency. Discuss the ones that we have the most positive influence over (listed in red) and how we can provide support in these areas.

25. RESILIENCY . . . • The degree to which a child is impacted by trauma is influenced by • Temperament • The way child interprets what happened • Basic coping skills • Level of traumatic exposure • Home and community environments • Degree to which child has access to strong and healthy support systems

26. RESILIENCY . . . • YOU ARE IMPORTANT TO EACH AND EVERY STUDENT… YOU MAKE A DIFFERENCE!!!

27. TRAUMA • One out of every four children attending school has been exposed to a traumatic event (The National Child Traumatic Stress Network) • Trauma can impact all areas of a child’s development: • Brain • Body • Emotions • Memory • Relationships • Learning • Behavior

28. TRAUMA Trauma Materials and Website Resources • https://portal.jefferson.kyschools.us/departments/academicservices/srt/SitePages/Home.aspx

29. Routines and procedures • Clear, established routinesand procedures taught (through interactive modeling), practiced, and reinforced • Norms developed with students and used as a touchstone for every interaction and problem

30. JaMeya, 14Yazoo County, Mississippi • It all started back when school first began and there was a lot of kids on the bus saying things about me • I tried my best to tell an adult, but it got worse. (JaMeya) • Ja’Meya finally had enough. On the bus, she took out the gun she found in her mother’s closet . . . “Bully” Video Clip (32:45-39:45)

31. Ja’Meya’s Story - Questions • How do you explain Ja’Meya’s decision to bring a gun on the school bus? • What do you think should be the consequences for her action? • Does it matter that she did not intend to hurt anyone? • How do you feel about the sheriff’s comments about Ja’Meya’s situation? • How could bullying prevention training, including having a clear protocol to follow when students report bullying, have helped this situation?

32. How Do I Recognize It? Bullying

33. Rules – Consistent, Available and Known to All • District Flow Chart • Bully Report Form • Documentation – CASCADE/BIL’s • Every child has at least two adults and knows how to reach them if something has occurred during the school day . . . BEFORE they leave school that day

34. Parents • Parent Letter • Documentation!!!!! • Make sure PARENTS TALK TO THEIR CHILD so that every child has at least two adults and knows how to reach them if something has occurred during school day . . . BEFORE they leave school that day

35. Responding to Victim/Coaching the Bully • See the next three slides for guidance on how to deal with students when bullying may have occurred.

36. What do I do when a student tells me they have been bullied? • Use the Four-A Response when students tell you they are being bullied: AFFIRM the child’s feelings • Ideas: • You were right to report/get help from an adult. • I’m glad you asked for help with this. ASK questions • Ideas: • Tell me more about what happened. • Has this happened before? • Did anyone try to help? • Are you telling me this to get someone in trouble or to keep someone safe? (Continued next slide)

37. 4 “A”’s (Cont.) • ASSESSthe child’s safety. SAFETY ALWAYS COMES FIRST. • ACTION PLAN • Reassure the child that they will get help and things will get better for them • Talk to the child and include them in the plan to resolve the situation • What are your needs right now? • How can we come up with a plan together? • Let the child know what the Next Steps are • Whom do we need to help us with this situation? • When will we be meeting again?

38. Coaching the Bully • 1. Identify problem and diffuse reporting responsibility (EXAMPLE – “I have been hearing that…” • 2. Ask questions and gather information • “I’d like to hear what happened from you”. • 3. Apply Consequences • Review the school bullying policy with student, as well as Retaliation Claus • Generate solutions for the future, and create a plan with the student. • “What are some ways to keep this from happening again”? • Follow up. • See how the plan is working • Contact parents as appropriate • Refer student for further discipline as appropriate • Refer more serious or chronic cases to an administrator/counselor

39. What CAN We Do???? • Help them find strengths and FOCUS on them . . . • Always Empower them by believing in them • Have unconditional Positive Regard • Have High Expectations • Help them by REALLY Listening to them • Check assumptions (individuals respond differently to trauma) • Relationships … Relationships … Relationships … Keep building these!!!

40. Voice and Choice • Frequent opportunities for students to exercise voice and choice • Class meetings (Morning Meetings, Circle of Power and Respect (CPR) Problem Solving Meetings, Check-in Meetings) are intentional and part of classroom culture and routines. • Opportunities are provided for meaningful, authentic conversation between students

41. Something to think about… “The world is a dangerous place NOT because of those who do evil…but because of those who look on and do nothing” -Albert Einstein

42. Take a Stand – It Starts With One • My son will be eleven years old forever • Ty Smalley’s Dad • If more kids would have took a stand, Tyler would be here today . . . Everything starts with one and builds up • Tyler Long’s Dad • Clip – “Bully” Video - “It Starts With One” (1:29-1:34)

43. Focus on Upstanders • What are the essentials ? ? ? • Feeling SAFE/SECURE • Feeling that “I BELONG” • TRUST

44. Violence PreventionBULLYING Have you ever been a victim of bullying? If so how did it make you feel? What do you think causes hate such as with bullying? EXPLAIN! VIDEO – “COLORS” (see video clip on SRT website under Resources)