DASAPBIS 20122013 Dignity For All Students Act DASA

DASA/PBIS 2012/2013 Dignity For All Students Act (DASA) 1

The objectives of this presentation are… • To demonstrate the correlation between the Dignity For All Students Act (DASA) and Positive Behavior Interventions and Supports (PBIS) DASA/PBIS 2012/2013 • To explain what the Dignity Act is and why it was created • 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 2

The goal of the Dignity Act is to create a safe and supportive school climate where students can learn and focus, rather than fear being discriminated against and/or verbally and/or physically harassed. All public elementary and secondary school students have the right to attend school in a safe, welcoming, considerate, and caring environment. DASA/PBIS 2012/2013 What is the Goal of the Dignity Act? 3

No student shall be subjected to discrimination based on their: • • • race color weight national origin ethnic group religion religious practice disability sexual orientation gender identity, or sex DASA/PBIS 2012/2013 actual or perceived 4

What sites and events are covered by the Dignity Act? • 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) DASA/PBIS 2012/2013 • The Dignity Act applies to all public schools, BOCES, and charter schools 5

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 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. DASA/PBIS 2012/2013 PBIS and DASA 6

The Dignity For All Students Act Requires districts and schools to prevent, monitor, and address bullying through: q Staff trainings q q 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. DASA/PBIS 2012/2013 (N. Y. Educ. Law §§ 10 -18, 801 -a) 7

PBIS Revise Code of Conduct Include reference to positive beh. support/vision/mission Review/revise relevant policies to align with the Dignity For All Students Act Revised Behavioral three tiered systems change (RTI) Prepare age-appropriate, plain language Code of Conduct for students Developed a Matrix (behavioral expectations) for each building, teaching social skills lessons in all areas of school Develop staff intervention and reporting procedures Tracking PBIS “time out of class forms ” and annual suspensions state report Develop documentation procedures Created and implemented office and forms discipline referral form DASA/PBIS 2012/2013 DASA 8

PBIS Identify and appoint Dignity Act Coordinator and DASA team for each building PBIS teams are already established and meeting monthly at each building Develop staff/ DAC training guidelines Training required on all critical features of PBIS, faculty commitment (Classroom Management/Support Staff 2012/2013 Inform/publish/distribute revised Code of Conduct, procedures, supports to students Inform/publish/distribute PBIS should become universal and imbedded within the school's culture, posted throughout the buildings and on website Inclusion of safe and supportive school climate concepts in curriculum and classroom management PBIS theory: teach social skills; classroom systems, proactive approach (lessons embedded throughout the day, teachable moment, private discipline) DASA/PBIS 2012/2013 DASA 9

Additional to our PBIS Systems and training… 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. DASA/PBIS 2012/2013 Students and staff must be taught common strategies to prevent and respond to bullying appropriately. 10

DASA Requirements • School districts and BOCES that maintain web sites are required to post their Codes of Conduct, and any updates and amendments on the web site. • A plain language age-appropriate summary must be provided to all students. • A complete Code of Conduct should be given to each teacher. Parents and guardians of students are required to receive a plain language summary at the beginning of every school year. DASA/PBIS 2012/2013 • Codes of Conduct - The Code of Conduct language must be amended to reflect the prohibition of discrimination and harassment of students by students or staff. 11

DASA Requirements continued… A Dignity Act Coordinators(s) (DAC) must be approved by the Board of Education. A currently employed person may be identified and receive training. School employee training: All school employees must receive training to promote a positive school environment that is free from discrimination and harassment; and to prevent and respond to incidents of discrimination and/or harassment on school property or at a school function. DASA/PBIS 2012/2013 Reporting requirements under the Dignity Act: The Dignity Act requires the development of a reporting system whereby schools will annually report material incidents of discrimination and harassment on school grounds or at a school function to the Commissioner of the State Education Department. 12

• The Coordinator must receive training in the provisions of the Dignity Act and be thoroughly trained in methods to respond to handle human relations in the areas of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender and sex. • The Dignity Act Coordinator is approved by the Board of Education. A currently employed person may be identified and receive training. There is no requirement for this position to be filled by a new employee. DASA/PBIS 2012/2013 What is the Role of the Dignity Act Coordinator? • The name(s) and contact information of the Dignity Act Coordinator must be made available and shared with all school personnel, students and persons in parental relations. 13

The Board of Education is required to develop a policy intended to create a school environment that is free from discrimination or harassment consistent with the requirements of the Dignity Act. Each school district's policy must include guidelines for school training programs to: q. Raise the awareness and sensitivity of school employees to potential discrimination and/or harassment; q. Enable all employees to prevent and respond to discrimination and/or harassment. q. The District Policy must indicate at least one staff member at every school will be designated as the Dignity Act Coordinator. DASA/PBIS 2012/2013 What are the Board of Education Responsibilities? 14

Threats, intimidating behavior or abuse on school property that interferes with a student’s safety and learning experience or causes a student to be afraid for his or her safety through the expectation of bodily or emotional harm. DASA/PBIS 2012/2013 How does DASA define 'bullying'? 15

When to Report • Written report of incident to the principal within 2 days DASA/PBIS 2012/2013 • Oral report to the principal within 1 day 16

• Educators in grades K-12 will be required to teach students civility, citizenship and character education, including but not limited to, awareness and sensitivity to discrimination or harassment and civility in the relations of people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, genders and sexes. DASA/PBIS 2012/2013 Does the Dignity Act Affect Instruction? 17

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 the 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 DASA/PBIS 2012/2013 How does the Dignity Act relate to the teacher annual professional performance review (APPR) process? 18

• Educators share commitment to fostering an environment of respect in their schools. This work is not done in isolation – it is part of a continuum. • Focus on the development of the whole child, consistent with social and emotional development. • Create a dynamic learning environment for all students that support achievement and growth, aligned with Standard IV of the NYS Teaching Standards for Teacher Practice, the Learning Environment. DASA/PBIS 2012/2013 What Else Should Educators Consider? 19

• Integrate the Dignity Act principles (these include tolerance and respect for others of different races, sizes, skin color, sexual orientation, national or ethnic origin, religions, religious practices, mental or physical abilities, genders or sexes) can be infused into all Common Core Learning Standards. Many of the standards address communication skills, problem solving, decision-making skills, citizenship, and choosing healthy behaviors, to name a few. • Collaborate with other school personnel to formulate consistent and specific school and classroom rules against discrimination and harassment and make them visible and available to all students and staff at the beginning of the school term. • Discuss with students and colleagues ways to encourage and support positive behaviors and the positive actions of bystanders. DASA/PBIS 2012/2013 Educators should also consider… 20

And finally… • Model respectful behavior. • Use a variety of mentoring strategies to build staff connections for all students. • Attend training and learn to recognize signs that a student may be harassed or bullied DASA/PBIS 2012/2013 • Invite experts in the field of bullying/harassment prevention, gender, cultural competency, hate crimes, etc. to work with both adults and youth at your school. Use presentations that are designed to lead to action rather than just awareness. 21

Bullying is a relationship problem that requires a relationship solution When teachers and support staff report high levels of connectedness, they report greater comfort levels intervening in a bullying situation. Feelings of comfort in being willing to intervene are correlated to: • Knowing effective intervention strategies • Knowing that others in the school also are likely to intervene DASA/PBIS 2012/2013 When teachers and staff feel valued, they are more likely to become involved and intervene in a bullying situation. 22

DASA/PBIS 2012/2013 Exactly what is bullying and when and how should staff intervene? 23

1. Both boys and girls bully. 2. Bullies often have an unrealistic positive self image. 3. Bullies often have a small network of supporters. 4. Bullies tend to be at least average or slightly below average. 5. Bullies come in all sizes. 6. Bullies feel justified in actions and lack compassion. 7. Bullies value their role and the rewards they achieve through aggression. 8. The main reason children are bullied is emotional reactivity and isolation. 9. Assertiveness rather than aggression is effective. Aggression excites the bully into further attacks. 10. Requesting adult intervention will help equalize the power imbalance. DASA/PBIS 2012/2013 FACT or MYTH 24

FACT or MYTH DASA/PBIS 2012/2013 11. There is strength in numbers. Upstanders help defuse the bully’s power. 12. Some teachers are threatened by conflict-ridden situations and may need the support of others in difficult situations. 13. Bullies can be taught responsible school behavior even when it is not modeled at home. 14. Bullying behavior does not usually change with traditional therapy. Interventions need to include correcting thinking errors and increasing skill deficits. 15. Bringing parents of the students together should be avoided at all costs. Do meet with them individually. 16. The cycle CAN be broken. 17. The responsibility for the aggression is the bully’s. 25 18. Students with special education needs are at greater risk, but it is not the main reason. ****

“The 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 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) DASA/PBIS 2012/2013 Bullying is a form of “Harassment” 26

Bullying generally involves the following characteristics: DASA/PBIS 2012/2013 • An Imbalance of Power (real or perceived): Children who bully use their power, such as physical strength, access to embarrassing information, popularity, loquaciousness, to control or harm others. • The Intent to Cause Harm: The person bullying has a goal to cause emotional or physical harm. • Repetition: Bullying behaviors generally happen more than once or have the potential to happen more than once. 27

What is the difference between peer conflict and bullying? • Equal power between the • students • Happens occasionally • • Shows remorse • • Modifies their behavior • when they have hurt someone • Demonstrates ability to self • -monitor BULLYING Imbalance of power Repeated No remorse or blames victim Does not modify hurtful behavior DASA/PBIS 2012/2013 CONFLICT Does not self-monitor • Equal emotional reactions • Emotional reaction from victimlittle or none from bully. 28

Examples of bullying include, but are not limited to: • Social: Gossiping or spreading rumors, 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. • Cyberbullying: Harassment or bullying that occurs through any form of electronic communication. DASA/PBIS 2012/2013 • Verbal: Name-calling, teasing, inappropriate sexual comments, taunting and threatening to cause harm. 29

• 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 July 1, 2013 • Requires ALL school staff to report any incident of bullying AND cyberbullying to the school principal or superintendent DASA/PBIS 2012/2013 Cyberbullying 30

• Cyber bullying 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. DASA/PBIS 2012/2013 What is cyberbullying? 31

• 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, extort, humiliate, or make fun of others. DASA/PBIS 2012/2013 Examples of cyberbullying include, but are not limited to: 32

The Players • Aggressor: intimidates others to follow to avoid being the next target; uses positive traits (popular, good with words, big) to overpower • Provocative victim • Repeatedly pesters and irritates others, is quick tempered and easily bothered • May provoke attacks and will fight back • May experience learning and attention problems (ADHD) • May look as if he/she is a bully -tends to maintain conflict • Bystander: are those who watch bullying happen- 85% of student body. DASA/PBIS 2012/2013 • Victim/Target: socially awkward, pleasers, fear confrontations, irritating ones, often ADHD 33

What is the impact of bullying on students? • Feelings of depression, anxiety, and isolation • Low self esteem • Poor school performance • Thoughts of suicide and suicide attempts • Physical symptoms, avoidance, school phobia • losing personal items such as books, electronics, clothing or jewelry • Want to sit with the same ‘safe’ student or group of students all of the time DASA/PBIS 2012/2013 Students being bullied tend to report: 34

What is the impact of bullying on students? • Exhibit defiant and delinquent behavior • Have a criminal record by age 24 • Be more likely to drop out of school • Have extra money or new belongings that cannot be explained • Are quick to blame others • Will not accept responsibility for their actions • Be more likely to bring weapons to school • Vie for attention, talk loudly, wave at the bus driver in the mirror, or move from seat to seat DASA/PBIS 2012/2013 Students who bully tend to: 35

Staff Visualization Exercise 1. Where were you? 2. What role were you playing? Bully? Victim? Bystander? 3. How were you feeling? 4. What did you do? 5. What do you wish you had done, or wish someone else had done? We can still remember these incidents vividly years later. DASA/PBIS 2012/2013 Sit comfortably with eyes closed/open and remember a time when you were bullied, bullied someone, or saw someone being bullied 36

DASA/PBIS 2012/2013 The single most effective deterrent to bullying is the intervention of an adult authority (Olweus, 1991) 37

Educators’ Role 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 DASA/PBIS 2012/2013 As primary agents in their classroom, 38

How can we as adults create an anti bullying culture? • 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 a classroom culture that is inclusive, kind, and tolerant • Staff members need to be aware of micro-aggression: Brief, common place daily verbal behavior or emotional indignities that communicate hostile, degrading or negative slights eg. Staff member says, “You throw like a girl” or “Boys don’t cry. ” DASA/PBIS 2012/2013 1. Be a role model 39

Create an anti-bullying culture • Intervene early and consistently • Bullying relationships are often maintained by a lack of action on the part of authority figures and bystanders • Adults often expect that children solve these problems on their own and don’t realize they need help. • Avoid reinforcing the behavior DASA/PBIS 2012/2013 2. If you see any bullying, stop it right away 40

Creating an anti-bullying culture • Talk individually with students to gain more information • Provide a constant adult presence DASA/PBIS 2012/2013 3. If you suspect bullying is happening • Scan, Move, Interact 41

Creating an anti-bullying culture • May increase their comfort in discussing 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: DASA/PBIS 2012/2013 4. Establish a positive, safe, trusting relationships • 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? 42

Creating an anti-bullying culture • 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 DASA/PBIS 2012/2013 5. Talk to the bystanders individually 43

Creating an anti-bullying culture • 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 DASA/PBIS 2012/2013 6. Facilitate a discussion with the staff and administrators 44

What teachers can do if they see or hear bullying • Immediately stop the bullying. • Refer to the school rules against bullying. • Support the victim • Include bystanders • Impose consequences for bullies DASA/PBIS 2012/2013 45

What can I do if I see or hear bullying? 1. Immediately stop the bullying. • Stand between the child or children who bullied and those who were bullied. • Try to block eye contact between them. • Don’t send any students away—especially bystanders. • Don’t immediately ask about or discuss the reason for the bullying or try to sort out the facts. • Have students change seats and implement seat assignments. DASA/PBIS 2012/2013 46

What can I do if I see or hear bullying? 2. Refer to the bullying behavior and to the relevant school rules against bullying. • Talk with students who bully and/or are bullied. This should be done individually to avoid potentially re-igniting the bullying situation • Let students know that bullying is unacceptable and against school rules (e. g. , “Calling someone names is bullying and is against our school rules, ” or “That was bullying. I won’t allow students to push or hurt each other that way”). • Use a matter-of-fact tone of voice. • State what behaviors you saw/heard. DASA/PBIS 2012/2013 47

What can I do if I see or hear bullying? 3. Support the victim in a way that allows him or her to regain self-control, to “save face, ” and to feel supported and safe from retaliation. • Make a point to see the child later in private if he or she is upset, but don’t ask what happened at the time of the incident. • Let his or her teachers know what happened so that they may provide additional support and protection. • Increase supervision to assure that the bullying is not repeated and does not escalate. DASA/PBIS 2012/2013 48

What Can I do if I see or hear bullying? 4. Include bystanders in the conversation. • Give them guidance about how they might appropriately intervene or get help next time. • Don’t put bystanders on the spot to explain publicly what they observed. • Use a calm, matter-of-fact, supportive tone of voice to let them know that you noticed their inaction or that you are pleased with the way they tried to help—even if they weren’t successful. • If they did not act, or if they responded in aggressive ways, encourage them to take a more active or pro-social role next time (e. g. , “Maybe you weren’t sure what to do. Next time, please tell the person to stop or get an adult to help if you feel you can’t work together to handle the situation”). DASA/PBIS 2012/2013 49

What Can I do if I see or hear bullying? 5. If appropriate, impose immediate consequences for students who bully others. • Avoid “stare downs” • Do not require students to apologize or make amends during the heat of the moment (everyone should have time to cool off ). • All consequences should be logical and connected to the offense. • As a first step, you might take away social opportunities. • Let bullies know that you will be watching them and their friends closely to be sure that there is no retaliation. DASA/PBIS 2012/2013 50

What Can I do if I see or hear bullying? • Do not require the students to meet and “work things out. ” • Unlike conflicts, bullying involves an imbalance of power, which means this strategy will not work. • Trying to find a way to “work things out” can retraumatize the student who was bullied and does not generally improve relationships between the parties. • Encourage the bully to make amends in a way (after follow-up with an adult) that would be meaningful for the victim (Pro-social consequence) DASA/PBIS 2012/2013 51

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. • 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. DASA/PBIS 2012/2013 DON’T—Be defensive even if the comments or insults are directed at you. 52

Final tips when dealing with bullies • When directly addressing students who have engaged in bullying behaviors. • When referring to them while speaking to their parents and others. • Talk about the specific unacceptable behaviors instead. DASA/PBIS 2012/2013 1. Avoid labeling them as bullies 53

Final tips when dealing with bullies 2. Notice appropriate behavior. • Sandwich feedback about how to improve between genuinely positive comments. • Don’t be tempted to negate compliments by saying, “Why can’t you always behave this way? ” • Find them a point person to help them use their leadership skills in a positive way DASA/PBIS 2012/2013 • Youth who are trying to change for the better often continue to receive feedback only about their negative behavior. 54

3. Help the student discover replacement behaviors to engage in instead of bullying. • Give the student leadership roles, and provide immediate feedback about what they do well. • Tell the student what you want them to do, not what you don’t want. DASA/PBIS 2012/2013 Final tips when dealing with bullies • Encourage the student to use their influence in positive ways. 55

Final tips when dealing with bullies • Encourage participation in service activities that foster empathy for people who are different from them. • Discuss the feelings of characters being bullied in movie clips. DASA/PBIS 2012/2013 4. Help students who bully to develop empathy. 56

How can we assist victims of bullying? 1. Take victims of bullying seriously • • Don’t ignore or minimize it! Don’t think children can work it out without adult help. 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, talk to the children involved separately. Interview bystanders but don’t question the children involved in front of the other children. DASA/PBIS 2012/2013 • 57

How can we assist victims of bullying? 2. Help victims of bullying communicate with others and seek additional help • 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 DASA/PBIS 2012/2013 • Encourage them to talk to their parents 58

How can we assist victims of bullying? 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 DASA/PBIS 2012/2013 • Use the buddy system • HA HA SO • 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 59 • Be alert and remember details

How can we assist victims of bullying? • Frequent absences • Avoidance of peers • Nervousness • Unexplained anger and resentment • Feeling sick to avoid things • Avoidance of group restrooms • Cuts and bruises DASA/PBIS 2012/2013 4. Recognize some of the red flags that a student may be a victim of bullying 60

DASA/PBIS 2012/2013 “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 61

Encourage them to use CARES: • Creative Problem Solving- Act as a mediator and come to solutions everyone can agree • Ask adults for help and avoid joining in • Relate and Join- Reach out as friend to isolated peers, be an ally, offer support, and stick together as a group against bullies • Empathy-Continue to offer victim support at a future time • Stand up and Speak out-Stand up to the aggressor if it is safe to do so DASA/PBIS 2012/2013 How can staff help the Bystanders? 62

• Help students understand the dynamics of bullying situations-85% 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 DASA/PBIS 2012/2013 Bystanders into Upstanders 63

• Insure that bystanders understand that adults will support their actions • Teach students about the reporting system • Reward ’upstanders’ and make them the norm DASA/PBIS 2012/2013 Bystanders into Upstanders 64

DASA/PBIS 2012/2013 No student shall be subjected to harassment, discrimination, or bullying by employees or students 65

DASA/PBIS 2012/2013 http: //www/p 12/nysed. gov/dignityact/ 66

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• http: //www. eyesonbullying. org/toolkit. html • NEA. org • http: //www 2. ed. gov/programs/safesupportiveschools/perfor mance. html • Olweus, D. (1991) Bully/victim problems among school children: basic facts and effects of a school-based intervention program. In Pepler, D and Rubin, K. (eds) The Development and treatment of childhood aggression. Hillsdale, NJ: Erlbaum. DASA/PBIS 2012/2013 Resources 68

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