Presentation is loading. Please wait.

Presentation is loading. Please wait.

Superintendent of TUSD

Similar presentations


Presentation on theme: "Superintendent of TUSD"— Presentation transcript:

1 Superintendent of TUSD
Welcome!  Introduction by Lisa Gilbert Superintendent of TUSD

2 Bullying, Gender and sex-based harassment:
Introductions: It is estimated 15% to 30% of students nationwide are either bullies or victims; that bullying encompasses a spectrum of aggressive behaviors ranging from overt acts of physical violence to far more subtle, yet equally destructive, patterns of verbal or relational cruelty; and that bullying is often a common thread linking a school's most troubling issues, including suicide, substance abuse, increased absenteeism, and academic failure. NASP Tim Beard; Personnel Director Sharon Owen; Licensed Educational Psychologist Dawn Roach; School Psychologist Wade Barrett; School Psychologist

3 Race, ethnicity, or national origin 94% 3%
California Healthy Kids survey conducted school year: In the past 12 months how many times on school property did students report that they were bullied for the following reasoning 0 Times 1 Time 2-3 Times 4 or more Race, ethnicity, or national origin 94% 3% Gender 91% 6% Because they either identified themselves as gay or Lesbian or someone thought they were A physical or mental disability 95% 5% Any other reason 71% 8% 21%

4 Bullying Laws and Policies
Federal U.S. Department of Education/Office for Civil Rights Department of Justice State California Department of Education California Education Code Local Tehachapi Unified School District Board Board Policies Addresses Page 9 section D item 5 of the Resolution Agreement

5 Bullying Laws and Policies
Federal There are no federal laws that directly addresses bullying, in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex, age, disability, or religion. When bullying and harassment overlap, federally-funded schools have an obligation to resolve the harassment. When the situation is not adequately resolved, the U.S. Department of Education’s Office for Civil Rights and the U.S. Department of Justice’s Civil Rights Division may get involved. A school that fails to respond appropriately to harassment of students based on a protected class may be violating one or more civil rights laws enforced by the Department of Education and the Department of Justice, including: Title IV and Title VI of the Civil Rights Act of 1964 Title IX of the Education Amendments of 1972 Section 504 of the Rehabilitation Act of 1973 Titles II and III of the Americans with Disabilities Act Individuals with Disabilities Education Act (IDEA) Addresses Page 9 section D item 5 of the Resolution Agreement Disability harassment is intimidation or abuse based on a student's disability that interferes with his use or enjoyment of the school. Harassment may come in many forms, like name-calling and bullying. Some specific examples include when: Several students regularly say out loud during class that a student with dyslexia is "retarded" and shouldn't be in the class. As a result, she can't work in class and her grades go down A student repeatedly puts furniture in the path of classmates who use wheelchairs, making it hard for them to get into the classroom A student tries to "skip" school because his teacher uses inappropriate physical restraints because of his "misbehavior," which is related to his disability

6 Bullying Laws and Policies
State California Department of Education (CDE) The CDE and the State Superintendent of Public Instruction are responsible for enforcing education law and regulations; and for continuing to reform and improve public elementary school programs, secondary school programs, adult education, some preschool programs, and child care programs. Addresses Page 9 section D item 5 of the Resolution Agreement

7 Bullying Laws and Policies
California Education Codes 200. It is the policy of the State of California to afford all persons in public schools, regardless of their disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section of the Penal Code, equal rights and opportunities in the educational institutions of the state. The purpose of this chapter is to prohibit acts that are contrary to that policy and to provide remedies thereof. Penal Code (a) "Hate crime" means a criminal act committed, in whole or in part, because of one or more of the following actual or perceived characteristics of the victim: (1) Disability. (2) Gender. (3) Nationality. (4) Race or ethnicity. (5) Religion. (6) Sexual orientation. (7) Association with a person or group with one or more of these actual or perceived characteristics. Addresses Page 9 section D item 5 of the Resolution Agreement

8 Bullying Laws and Policies
California Education Codes (continued) Section 201 Section 220 Section 231.5 Section 233 Section 234 Section 32261 Section 32265 Section 32270 Section 48900 Highlight Education Code 234 Addresses Page 9 section D item 5 of the Resolution Agreement

9 Bullying Laws and Policies
Tehachapi Unified School District, Board Policies BP 0410 – Nondiscrimination In District Programs and Activities. BP – Uniform Complaint Procedure AR – Uniform Complaint Procedure BP – Nondiscrimination/Harassment BP – Sexual and Gender Based Harassment AR – Sexual and Gender Based Harassment Provide a copy of each of the listed Policies Addresses Page 9 section D item 5 of the Resolution Agreement Copy of the DOJOCR Approved and revised District Policies is located in your teacher packet and can also be found at On the District website.

10 Addresses Page 9 section D item 5 of the Resolution Agreement

11 Discrimination, Harassment, or Bully Complaint Investigation
The School Principal, Title IX Coordinator, or designee will conduct the investigation. The School Principal and Vice Principal are your site based designated individual(s) who can answer questions or concerns regarding polices and regulations related to sexual and gender based harassment. Traci Minjares is the District Office Title IX Coordinator. Addresses page 9 section D items 5 and 6.

12 Incident Timeline Procedure
Addresses Page 9 section D item 5 of the Resolution Agreement

13 California Healthy Kids survey conducted school year: In the past 12 months how many times on school property did students report that they were bullied for the following reasoning 0 Times 1 Time 2-3 Times 4 or more Race, ethnicity, or national origin 94% 3% Gender 91% 6% Because they either identified themselves as gay or Lesbian or someone thought they were A physical or mental disability 95% 5% Any other reason 71% 8% 21%

14 California Healthy Kids Survey
Cyber Bullying in the past 12 months 0 times= 63 % 1 time=12% 2-3 times=17% 4 or more=8%

15 California Healthy Kids Survey Violence by Boyfriend/Girlfriend
11 percent of the surveyed students reported that they had experienced physical Violence by Boyfriend/Girlfriend, Past 12 months

16 California Healthy Kids Survey Sad/Hopeless Feelings and contemplated suicide
41 percent of TUSD students surveyed reported sad or hopeless feelings in the past 12 months 30 percent of TUSD students surveyed seriously considered attempting suicide, past 12 months

17 Recognize Respond Report Recognize: Bullying and Sex-Based Harassment
Respond: When you see an incident in progress step in. Report: You don’t have to be the investigator. If you suspect bullying or Sex-Based Harassment report it within 24 hours using the Discrimination, Harassment, or Bullying Complaint form which can be found on the district website under the “Safe and Inclusive Schools” button on the left side of the main screen. This form is for students, parents, staff, and other invested parties.

18 Recognize Review of What defines Bullying?
Bullying is a form of emotional or physical abuse that has three defining characteristics: 1. Deliberate—a bully’s intention is to hurt someone. 2. Repeated—a bully often targets the same victim again and again. 3. Power Imbalanced—a bully chooses victims he or she perceives as vulnerable.  DR. P (Deliberate, Repeated, and Power Imbalanced). Ask participant what the different types of bullying are Physical Bullying—poking, pushing, hitting, kicking, beating up. Verbal Bullying—yelling, teasing, name-calling, insulting, threatening to harm. Indirect Bullying—ignoring, excluding, spreading rumors, telling lies, getting others to hurt someone. Cyber-Bullying- Use of information and communication technology to deliberately and repeatedly express hostile behavior intended to harm another. Why Students Bully 1. Students who bully have strong needs for power and (negative) dominance. 2. Students who bully find satisfaction in causing injury and suffering to other students. 3. Students who bully are often rewarded in some way for their behavior with material or psychological rewards. -http://olweus.org/public/bullying.page Connor and Victor attend the same high school. One day Conner tells Victor ,who is a smaller boy, that he is weak. Is this bullying? [ It is a bullying behavior, but it might not be bullying ] Is it deliberate? [yes] Is it repeated? [No, there is no indication in this scenario that it is repeated] Is it power Imbalanced? [ Yes, the one student is physically smaller, however power imbalanced isn’t exclusive to size. It could be popularity, special needs, I’m sure you can think of other instances. The behavior needs to be addressed and documented, but under these circumstances it is not bullying. However, if the behavior or other behaviors intended to hurt are repeated towards the victim; then yes it would then be bullying. Sarah walks around campus alone. When she tries to sit with other girls at lunch the girls all get up and move away from her. Sometimes when they do this they call her ugly or tell her nobody likes her and she should disappear. Is this bullying? [Let’s put it through the D.R. P test? Deliberate, repeated, power imbalanced] Is it deliberate? [Yes] Is it repeated? [Yes] Is it power imbalanced? [Yes, social status] Jack and Adrian are often rivals in sports and frequently get into arguments. Jack elbows Adrian after Adrian called him loser during P.E. Adrian deliberately shoulder bumps Jack in locker room. Is this bullying? Let’s put it through the D.R. P test Is it repeated? [Yes] Is it power imbalanced? [No]. The behavior needs to be addressed, but it is not bullying. This would be handled as conflict management. Bullying is handled differently as we will learn later.

19 DISCRIMINATION AND HARASSMENT
Discrimination and harassing behavior based on sex including (gender, gender identity gender expression, and nonconformity with gender stereotypes), race, color, religion, ancestry, national origin, ethnic group identification, marital or parental status, physical or mental disability, sexual orientation or the perception of or association with someone who has or is perceived to have one or more of such characteristics violates federal and/or state civil rights law and denies equal educational opportunities for all students.  Addresses Page 9 section D item 5 of the Resolution Agreement Any characteristic of a person that distinguishes them from another.

20 Discrimination may occur when an individual or individuals are treated differently specifically because of a specific characteristic.  Unintended behavior or action that ultimately results in treating a group differently may be a form of discrimination. 

21 SEXUAL HARASSMENT AND GENDER-BASED HARASSMENT
Making comments, name-calling, conduct of a physical nature, or other expressive behavior directed at an individual or group on the basis of gender, sexual orientation, perceived sexual orientation, gender expression, and nonconformity with gender stereotypes falls under the category of sexual harassment / gender-based harassment and is prohibited. Sexual harassment and gender-based harassment can also take place between people of the same sex. Discriminatory and harassing behavior creates a demeaning, intimidating, and hostile educational environment. Addresses Page 9 section D item 1 and 5 of the Resolution Agreement

22 Behaviors that may constitute sexual harassment (not inclusive)
Unwelcome leering, sexual flirtations, or propositions Sexual slurs, epithets, threats, verbal abuse, derogatory comments Unwelcome or offensive comments about an individual’s body, sexual jokes, sexually degrading descriptions, or obscene gestures Derogatory posters, notes, stories, cartoons, drawings, pictures, or computer generated images of a sexual nature; Spreading sexual rumors Addresses Page 9 section D item 1 of the Resolution Agreement

23 Behaviors that may constitute sexual harassment (not inclusive)
Disparaging, offensive or unwelcome sexual remarks about students enrolled in a predominately single sex class. (non-conformity to gender stereotypes. Girls in woodshop class and boys taking dance) Unwelcome touching of an individual’s body or clothes in a sexual way ( including massaging, grabbing, fondling, stroking, or brushing the body); Impeding or blocking movements or any physical interference with school activities when directed at an individual on the basis of sex; and Displaying sexually suggestive objects.

24 Behaviors that may constitute gender-based harassment (not inclusive)
Slurs, threats, derogatory comments, unwelcome jokes, or degrading descriptions related to or because of a students gender or gender identity; Disparaging remarks about a student or aggression toward a student because that student displays mannerisms or a style of dress inconsistent with stereotypical characteristics of the students sex; Hostility toward a student because that student pursues and interest or participates in an academic or athletic activity more typically favored by a student of the opposite sex; Disparaging remarks about a student because the student socializes with students of the opposite sex or is predominately friends with students of the opposite sex; Addresses Page 9 section D item 1 of the Resolution Agreement

25 Behaviors that may constitute gender-based harassment (not inclusive)
Unwelcome references to the student as being a member of the opposite sex, such as referring to a female student as “He” or referring to a male student as a “girl”; Ostracizing or refusing to participate in group activities with a student during class projects, physical education classes, or field trips because of that students sex, gender expression, or gender identity; Intimidating a student to discourage that student from enrolling in a particular area of study or school activity because of his or her gender; Taunting a student who is struggling with a subject of the curriculum by insisting that students of that gender are bad at that subject area; and Teasing or gender based remarks about students because they are enrolled in a predominately single sex class.

26 What if I’m not sure? It’s okay if you aren’t sure that what you are witnessing or what is being reported to you is bullying or sex-based harassment. If the behavior is inappropriate address the behavior You can privately ask the student if the behavior is acceptable to them. Some behavior may be inappropriate for school, but may not constitute sex-based harassment if it is welcome/ not unwanted. Report it and allow someone else to do the investigating. Think of it similarly to the mandated reporting that you are obligated to. You don’t have to have all the information. You just have to have a suspicion.

27 Let’s Get Real! Bullying, gender & Sexual based harassment from students’ perspective.
Addresses Page 9 section D items 1, 2,3,4 of the Resolution Agreement Chapter 2 of “Let’s Get Real” Bullying based on Race/ Bullying based on popularity/ Bullying Special Ed students/ Fear of being a upstander/ Bullying based on different culture and lack of English proficiency. Chapter 3 of “Let’s Get Real” Race segregation/ Use of language “N word” Joking around “immigrants”/ assumptions based on skin color how they might laugh it off, but it really hurts. Show: Chapter 5 of “Let’s Get Real” Gender and Sexual based harassment. 3 mins 30 seconds Flirting or hurting activity on page 76. Go to next slide and move white board in front of projector so that you can write in the table.

28 Recognize: Flirting or Hurting Activity
Verbal or Written Gestures Physical Flirting Harassment Depends on: Do in groups. What have you seen?

29 Let’s Get Real! Bullying, gender & Sexual based harassment from students’ perspective.
Addresses Page 9 section D items 1, 2,3,4 of the Resolution Agreement Show: Chapter 6 of “Let’s Get Real” LGBTIQA bullying. 5 mins Chapter 7 of “Let’s Get Real” student bullied due to low SES. Talks of wanting to bring a gun to school and shoot the bullies. 2 mins and 40 seconds. Note that the student pushing Jasper off of his bike was not staged. In fact the film crew showed the incident to the administrators and the student was suspended. Jasper talks about how he wishes someone would stand up for him. Activity from “Let’s Get Real” Personal Action Plan page 99

30 Negative Impact of Sexual and Gender Based harassment
HOSTILE ENVIRONMENT: The Office of Civil Rights (OCR) defined a hostile environment as including "unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature by an employee, by another student, or by a third party, that is sufficiently severe, persistent, or pervasive to limit a student's ability to participate in or benefit from an educational program or activity, or to create a hostile or abusive educational environment" (Department of Education, 1997, p ). Addresses Page 9 section D item 1 of the Resolution Agreement

31 The Department Of Education has listed the effects of student-on-student harassment in school as including lowered academic achievement and aspirations; increased anxiety; loss of self-esteem and confidence; depression and post-traumatic stress; general deterioration of physical health; self-harm and suicidal thinking; feelings of alienation in the school environment, such as fear of other children; and absenteeism from school. -factsheet pdf It creates an environment of inequality in which a given group is not provided the same opportunities as others.

32 Importance of Sensitivity to and Tolerance of the diversity of the student body.
The United States is one of the most diverse societies in the world. Students differ in age, race, sexual orientation, religion, and culture. Students are surround by diversity. It is important for students to be taught tolerance and for diversity with respect. This allows all students to learn and develop in a comfortable and safe educational environment. Addresses Page 9 section D item 2 of the Resolution Agreement Daughter’s can have football practice Dad’s can bake cupcakes. Sharon’s experience in other countries Media literacy Gender stereotypes are less rigid than they once were. However, those who cross gender stereotypes still face the possibility of criticism and harassment. Boys who take ballet classes may suffer teasing even though ballet is a very demanding sport in which there is demand for well trained men in this field. A number of football players take ballet for balance and fitness. What about girls who prefer to be under the hood of car than modeling on top of it? In 1999, there were 837,000 automobile service and repair technicians. 12,000 were women. Girl Scouts across the country are breaking tradition by being provided the opportunity to earn a Car Care Badge among other gender traditional badges such as woodworker, business owner, and archery. Text came from two sources:

33 Diversity enriches the educational experience
Diversity enriches the educational experience. We learn from those whose experiences, beliefs, and perspectives are different from our own.     Diversity challenges stereotyped preconceptions; it encourages critical thinking; and it helps students learn to communicate effectively with people of varied backgrounds.     Education within a diverse setting prepares students to become good citizens in an increasingly complex society. It fosters mutual respect and teamwork; and it helps build communities where people are judged by the quality of their character and their contributions.     For the United States to remain competitive it will require us to make effective use of the talents and abilities of all our citizens.

34 ROOT CAUSES OF SEX-BASED and gender based HARASSMENT
1) What do you think are some of the root causes of gender and sex-based harassment? 2)What do you think is some of the harm that results from that? Addresses Page 9 section D item 3 of the Resolution Agreement Facilitated Discussion Some religious beliefs, gender stereotypes that lead to sexism, culture, Abuse (or misuse) of power, for example a boy using his physical strength to rape a girl. A lack of respect for a certain group such as women, girls, non-conforming gender. Media portrayal of gender stereotypes. Environment that actively or passively accepts such behavior. 2) Hostile environment, inequality, lower self-esteem for victims, difficulty concentrating, guilt, fear, attempt to avoid situation leading to skipping school, more pressure to conform to gender stereotypes than follow their interests, depression, suicidal thoughts and self-harm behaviors.

35 RESPOND When you see bullying/harassment happen step between the students. Remain calm and tell the student doing the bullying in clear terms what the problem is and that that behavior is not allowed. Ex: “Calling someone names is against the rules. I won’t allow students to hurt each other.” Follow through with school policies on the behavior Praise bystanders/upstanders that stepped up When appropriate conference with the students involved privately. Shaming a bully in front of classmates is not likely to change the behavior Document/report the incident and actions taken

36 How to foster a non-discriminatory educational environment
Classroom: Set classroom agreements and stick to them Treat each other with empathy and respect Talk about how we feel with the teacher and each other Be fair to each other and to ourselves Make an anonymous suggestion box Do activities that help us learn more about others Try to include everyone in class discussions and activities Watch out for each other outside of class Share what we learn about different societies and cultures Say something nice to someone we don’t often talk to -Let’s Get Real 2010 Addresses Page 9 section D item 4 of the Resolution Agreement

37 How to foster a non-discriminatory educational environment
Students Talk about it Become and Upstander (a person who takes appropriate action) Report incidents of name-calling and bullying Don’t bully others Avoid stereotypes Promote anti-bullying through how you act, how you talk, and with posters and other forms of expression. If you are feeling down or angry or are experiencing bullying find a safe adult to talk to. Make friends outside of your usual group. -Let’s Get Real 2010 Addresses Page 9 section D item 4 of the Resolution Agreement

38 How to foster a non-discriminatory educational environment
Teacher/Coach Be a good listener Set clear classroom or locker room ground rules that promote respect. Intervene when you witness a disrespectful act; be consistent. Promote anti-bullying and celebrate diversity and other cultures in your classroom. Connect with your students and keep a lookout for changes in typically behavior. Be supportive and respectful of those who are different from you; colleagues, parents, and students. Treat students in a fair and bias free manner and set clear and realistic expectations. -Let’s Get Real 2010 Addresses Page 9 section D item 4 of the Resolution Agreement

39 REPORT Report using the District Discrimination, Harassment, or Bullying Complaint form within 24 hours. This form is for use by staff, students, parents, and other invested parties. The form is located on the District website under the “Safe and Inclusive Schools” button on the left side of the main screen. Turn the form in to any staff member

40 Discussion/Summary Personal Action Plan Impressions? Questions?
Impressions…. What stuck out for you in this in-service? Name one thing Debriefing…..We are going to go around the tables and ask you to say your name and state a favorite activity or hobby.

41 Resources/References
Let’s Get Real 2010 education/Hostile-Learning-Environment-in-Special- Education.html heet-education.aspx edrevisedDistric.pdf bullying.aspx (Department of Education, 1997, p ). factsheet pdf


Download ppt "Superintendent of TUSD"

Similar presentations


Ads by Google