It's Not Okay manual

it’s not okay FORT WORTH INDEPENDENT SCHOOL DISTRICT

dents stay safe

a comprehensive initiative to help our stu

>> TABLE OF CONTENTS Why INOK?

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Mission

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Overview

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Key Concepts

3

INOK and Educators

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Staff Commitment

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Staff Pledge Card

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An Open Letter to Teachers Everywhere

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Teach Respect

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Implementation Suggestions

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INOK Campus Committee

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INOK and Students

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Student Commitment

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Secondary Pledge Card

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Elementary Pledge Card

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INOK Student Organization

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Student Organization Activities

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INOK and Parents/Guardians and Community

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Parent/Guardian and Community Commitment

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Parent/Guardian and Community Pledge Card

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Resources

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Bibliography

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You are a marvel.

You are unique...

And when you grow up, can you then harm another who is, like you, a marvel?

You must work, we must all work, to make the world worthy of its children.

Pablo Picasso

It’s up to adults to help children understand that being different doesn’t make them better or worse – just different.

Unknown

>> WHY “IT’S NOT OKAY”?

Despite national media attention and stepped up efforts by legislators, policymakers and educators, bullying and other peer mistreatment continue to plague schools. Attendance is thwarted, concentration diminished and student achievement eroded. Disrespectful, hurtful interactions harm young people’s social and emotional development. Tragically, bullying is getting younger, meaner, harder for adults to notice, and more acceptable in youth culture. Put-downs and even mean, aggressive behavior have become part of the social norm not only for children, but also for adults. These negative behaviors undermine all that is educational and all that is community.

If we have no peace, it is because we have forgotten that we belong to each other.

MOTHER TERESA

The reasons for the rise in negative behavior are complex. We do know our children are the most underutilized resource in society today. Too often,

w terms to kno Social norms – the accepted behaviors within a society or group; the rules that a group uses for appropriate and inappropriate values, beliefs, attitudes and behaviors

schools and communities exclude

young people from meaningful roles and responsibilities.

Students become isolated and feel they have no meaning or worth to people around them. As a result, they’re more likely to engage in high-risk destructive behaviors.

Conversely, in environments where students feel safe – physically,

emotionally, socially and intellectually – they make healthier, more responsible choices. And almost all students say that is what they really want: a kinder, safer environment. Fort Worth Independent School District seeks to ensure a safe environment for every student with the It’s Not Okay (INOK) initiative.

The Fort Worth ISD developed INOK to confront

sanctioned norms, values and expectations that make students and adults feel socially, emotionally, intellectually, and physically unsafe.

Why? If people are allowed to be disrespectful

Once social change begins, it cannot be reversed. You cannot uneducate the person that has learned to read. You cannot humiliate the person who feels pride. You cannot oppress the people who are not afraid anymore.

CESAR CHAVEZ

toward others, every student is at risk of being harmed, bullied, harassed or demeaned at school – sometime, somewhere. Campus climate surveys indicate harassment and other negative behaviors are most likely to happen in hallways,

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Harassment in schools is the norm. Kids call me “faggot” and no one says a word. That scares me. I don’t feel safe at school because I’m gay. That’s not okay!

FORT WORTH ISD STUDENT

school buses, bathrooms, cafeterias and gyms. Some students are more at risk than others, especially lesbian, gay, bisexual, transgender and questioning (LGBTQ) students, mentally and physically challenged youth, and cultural minorities.

INOK challenges everyone to take a meaningful, valuable role in changing campus climate so that all students and staff feel productive and valued.

INOK Mission The mission of this initiative is to promote and establish RESPECT, INTEGRITY and CIVILITY as non-negotiable in Fort Worth ISD communities. Thoughtful discussions combined with thoughtprovoking activities will reinforce a consistent message to students, staff and parents that disrespectful behaviors are unacceptable – “not okay.” The initiative is designed to examine existing social norms, support change where needed and create a culture of

Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.

ELIE WIESEL HOLOCAUST SURVIVOR

respect within the entire learning community. Comprehensive in design, INOK incorporates education, student participation, media communication, reporting, response and support for a safe learning environment for all.

INOK Overview The INOK media campaign was developed to address negative social norms through multiple forms of media. It began with intriguing, poignant posters dotting school hallways and other places where bullying and other forms of harassment most often take place. City-wide, billboards helped communicate The happiness of most people we know is not ruined by great catastrophes or fatal errors, but by the repetition of slowly destructive little things.

ERNEST DIMNET AUTHOR, “THE ART OF THINKING”

the importance of the project and establish the safety and welfare of students as a priority.

Fort Worth ISD created the INOK website – www.fwisd. org/safe – and loaded it with information and resources for students, including a “friends 4 life” button. With the push of the button, students are able to report via e-mail any targeted behaviors or concerns such as bullying, cyberbullying, teen dating violence, sexting, discrimination, sexual harassment,

suicidal thoughts, gangs and substance abuse.

Now, Fort Worth ISD has taken INOK to a full-blown, K-12, whole-school

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w terms to kno Social norming – sanctioning the behavior and values of a group

initiative. As a social norming project, INOK asks people of all ages to support, lead, develop and sanction social norms that promote respect and integrity for all people. INOK encourages students and staff, parents and the community to sign a pledge card, committing themselves to challenging social norms rooted in fear,

hate and disrespect. Everyone will benefit from revisiting or learning friendly language and communication skills to safely and effectively defuse and stop demeaning, disrespectful behavior.

INOK is built on the foundation of updated, stringent anti-bullying and

harassment policies (you’ll find the links to FFH Local, FFI Local, FNC Legal and Local under Research, Strategies and Legal Information on p.23), and is reinforced by the Student Code of Conduct. Also in place are procedures and expectations regarding reporting and response, as well as standards of behavior and discipline.

INOK directly empowers students. INOK Student Organizations on

each campus will determine topics of discussion and organize INOK-related activities. An INOK Campus Committee made up of educators and staff will work with the Student Organizations to facilitate their goals. Committee members will also work to educate and create INOK

No one is born hating another person because of the color of his skin, or his

INOK acknowledges school differences and accepts background, or his religion. that what might work at one campus will not necessarily People must learn to hate, be effective at another. INOK intentionally gives each and if they can learn to campus community the flexibility to meet its own needs. hate, they can be taught to love, for love comes more Students will help identify those needs. Teacher and naturally to the human heart parent tips, student activities, educational experiences than its opposite. and shared ideas will help drive change. Some resources NELSON MANDELA for stakeholders can be found at www.fwisd.org/safe. awareness among their peers.

Students who feel supported at school are less likely to miss school due

to safety concerns. They tend to have higher grade point averages than students with little or no support on their campus. The goal of INOK is to protect all students by helping them create the kind of campus they really want: positive, supportive and safe.

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INOK Key Concepts: Safety, Prevention & Intervention

w terms to kno

Disrespect, bullying and sexual harassment are difficult to eliminate and resolve if students aren’t taught to develop and maintain healthy relationships. According to experts, positive social interactions that maintain respect for all people require intentional and purposeful focus.

Self regulation – the ability to control one’s emotions and behaviors to function positively in society

INOK focuses on the safety and welfare of all by identifying unacceptable

negative social norms and providing prevention education and appropriate interventions. Discussions, programs and student-led projects encourage competence, positive thinking and self-regulation. These activities also emphasize actions that are helpful or supportive of others within homes, schools, neighborhoods, organizations, and businesses.

INOK encourages students and adults to maintain their individuality

and personal beliefs while expressing opinions respectfully. Tearing down or hurting another person in the process is not acceptable. INOK asks all stakeholders to: >> CARE about the welfare and rights of others Consider the rights of others before your own feelings, and the feelings of others before your own rights.

JOHN WOODEN LEGENDARY BASKETBALL COACH

>> FEEL concern and empathy for others >> ACT in ways that benefit others and self INOK is and must continue to be the work of many. It will evolve as stakeholders take ownership and work to: • Provide safe and supportive environments for ALL people regardless of race, ethnicity, gender, sexual orientation, gender

identity and expression, socio-economic status, age, physical abilities, religious beliefs, political beliefs or other ideologies • Identify negative, disrespectful and unsafe behaviors in the community • Change the social culture and norms by saying disrespectful and mean behaviors are “NOT OKAY” • Explore differences in a safe and nurturing environment to move beyond tolerance to embrace all that each individual brings to the campus and community

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>> INOK & EDUCATORS INOK gives educators – all adults in the learning community – the opportunity to empower students and help them create positive school climates and cultures. When students and adults feel socially, emotionally, intellectually and physically safe, they are more engaged and productive. They feel valued and respected in an environment free of harassment, bullying and intimidation.

The world is full of differences, and differences

can seem strange and overwhelming, even frightening.

Fear can make people want to stay with “their own kind,” avoiding people who aren’t like them, and sometimes resorting to hurtful words and actions. When people have been hurt, it is natural to want to hurt back. Hurting one another escalates hatred which leads to more violence which leads to more hatred. Meanwhile, the differences don’t go away. In the new millennium, differences are a reality – in schools, in workplaces, in books and newspapers, on television and online, and even in

w terms to kno School climate – the quality and character of school life, including norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures

families.

It’s up to adults to help children understand that being different

doesn’t make them better or worse – just different.

Adults must help children feel good about who they are, value diversity and even stand up for it. INOK’s wholeschool approach includes ongoing, complementary strategies for students. Engaging, age-appropriate techniques – discussions, music, video, lessons, community-service projects, personal participation, skits, artwork, and literature – are used to explore: • Social norms on any given campus and how they’re created • Social justice and respect for all human kind while sensitizing students and adults to mean behavior that is too often ignored

w terms to kno School culture – the way schools “do things” as a result of shared history, customary practices, formal and informal traditions, celebrations, teamwork, and a psychological sense of community.

• Consequences and costs of mistreatment on personal, local and global levels

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• Actions and empathy, which includes the signing of student pledge cards and distribution of green INOK wristbands • Student voice and understanding, including effective, friendly communication; intervention skills to stop disrespectful interactions and behaviors to disrupt mean behavior • Support systems for both students and adults that prevent retaliation and escalation and let students know they can seek adult support when needed • New social norms that embrace respect and integrity • Convenient and cost effective ways to promote respect, such as blending with an existing school meeting forum and utilizing social media outlets • Consistent messages and marketing to let all students and staff know that bullying and other forms of hurtful behavior are “not okay” • Common campus language that names hurtful behavior and eliminates excuses such as “But she laughed...”; “I didn’t know...”; or “I was just kidding...”

• Helpful interventions and effective vocabulary for speaking up • A school-wide/District-wide approach to create safe learning environments and make a positive school climate a cornerstone of academic achievement

Staff Commitment The INOK Staff Commitment is a pledge signed by adults to signify their awareness and their support of efforts to create safer environments. Adult advocates treat every student and colleague with respect; model and teach acceptance and understanding; lead respectful, safe discussions with students valuing all opinions; fairly handle concerns and report safety issues to the proper authorities; practice good “netiquette” when Kindness has the capacity to return us to the core of our humanity. It can and does open hearts, erase boundaries, and change lives.

“RANDOM ACTS OF KINDNESS,” 2010

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using computer or other electronic devices; establish good boundaries and refuse to participate in any activity that may cause harm or be disrespectful of others. Adult advocates identify themselves with a posted INOK sticker.

The INOK Sticker on a classroom door or in the general work area of a staff member indicates that the adult in charge of that area has signed the pledge, understands

the significance and is willing to offer a safe haven for all students. An adult displaying an INOK sticker protects students from being manipulated, controlled, fixed, discounted, misunderstood, demeaned, wrongly judged or abused. This adult is someone students can safely talk to when any of these behaviors occur.

An Open Letter to Teachers Everywhere Teaching Tolerance Number 34: Fall 2008 I am troubled.

As an educator, as a parent and as an activist, I am deeply troubled as I rethink public education and struggle to reconcile ideology with reality in our nations’ classrooms and schools.

Collectively, I hear educators— and parents and politicians and others— say children are our future. We say that we want students to think critically, that we want them to be problem-solvers, to ask questions, to challenge us to make

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the world a better place.

And yet I see educators setting aside these high aspirations, choosing

safety and compliance over boldness and creativity. I see educators silenced by the fear of professional disfavor and criticism.

I want a revolution of hope. I want educators to seize a golden opportunity

to rethink the nature and purpose of public education.

A revolution that eliminates the hands-off practice of urging students to resolve their own problems while leaving students vulnerable to bullying and burdened with issues too huge for them to ever resolve. A revolution that no longer supports sanctions that allow educators to ignore bullying or harassment when it echoes one’s own personal biases. A revolution… that affirms the acceptance of students with differing beliefs.

Imagine such a revolution.

Imagine an educational system in which educators invoke standards of

compassion, empathy, action and reason as they question the deep regularities that suppress achievement.

Imagine the power of educators valuing dissent and affirming what

students can achieve rather than magnifying what they can’t.

Imagine educators giving ourselves permission to be vulnerable learners

acknowledging that our judgment might be biased. Imagine us inviting troubling, courageous conversations that have the power to move us beyond our confidence and challenge our own assumptions and biases.

Imagine listening deeply to parents and students willing to help us get to

know the “inside” of their experiences. Imagine unveiling ingrained stereotypes in order to create communities of belonging, abundance and trust.

Imagine competent educators who deserve and command autonomy and

respect— and then use it to create classrooms of equality and sharing where all students find their cultures reflected in the stories teachers tell, the languages they speak, and the facts textbooks reveal.

As an educator, I often skated on the edge of revolution and compliance.

While compliance may secure careers and livelihoods, it can leave teachers depleted, students tested rather than taught and marginalized rather than empowered. Compliance feeds mediocrity. Boldness is a catalyst for grassroots revolution— a revolution that serves our students as they enter the challenges of a wonderful and sometimes cruel world.

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May we become a nation that again values public education as a pathway

to equity and achievement. And through the small daily revolutionary actions of critical educators, may we insist that our voices and actions serve to empower this generation to create a better world.

May we become educators who seek out students’ experiences, interests

and talents as a means of engagement, and may our passion empower those who have little power. Authentic caring is a powerful force, and it always is worth the cost.

Teach Respect

To educate a man in mind and not in morals is to educate a menace to society.

THEODORE ROOSEVELT

Adults must model and teach acceptance and understanding.

Meeting this challenge requires commitment, preparation and practice.

Today’s youth will enter adulthood in a world that

is dramatically different from anything their parents or teachers have experienced. For the first time in the history of the world, large numbers of people will live in a social and political context that is both free and diverse.

What an exciting opportunity! But educators must make sure students have the personal and social skills to thrive in this new world.

There are many ways to teach students the importance of respecting

all people, regardless of race, ethnicity, religion, gender, physical abilities, It is not possible to be in favor of justice for some people and not be in favor of justice for all people.

MARTIN LUTHER KING JR.

age, sexual orientation, gender identity and expression, socioeconomic status, political beliefs or other ideologies.

INOK is based on the principles of equality. It recognizes the dignity of every human being and adopts clear, strong social norms that reject verbal and non-verbal discrimination and disparagement.

INOK is not a separate curriculum. It is the intentional incorporation of

difficult and sometimes controversial issues led by adults who are willing to facilitate open discussions with respect. This allows students to explore prejudice and bigotry, improve critical thinking skills, and examine diverse beliefs and viewpoints in a safe environment. INOK integrates anti-bias activities into the daily construct.

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INOK provides educators with resources for teaching respect and

preventing harassment and bullying among students. Some of these resources can be found at the back of this manual and at www.fwisd.org/safe. Examples include: >> DIVERSITY WEEK This outgrowth of the World of Difference Institute is currently held in April. During this week, peer leaders provide activities recognizing and celebrating diversity. Each day of the week offers students an opportunity to affirm and celebrate differences. The school cafeteria features a different ethnic cuisine daily. Culturally diverse music is played during the passing periods. www.adl.org >> WAYSTOHELP.ORG GRANTS This organization engages, inspires and enables high school students to make a positive difference in the world. Programs make it easy for students to learn about, and take action to solve, today’s most pressing social issues, including: • Saving the environment • Improving conditions in communities • Helping people in need >> MIX IT UP AT LUNCH DAY Mix It Up at Lunch Day encourages students to take a seat in the cafeteria different from their usual one. Part of Teaching Tolerance, which is sponsored by the Southern Poverty Law Center, Mix It Up at Lunch Day works to break down social boundaries and discourage bullying, homophobia, intolerance and racism. www.tolerance.org/mix-it-up >> NO NAME-CALLING WEEK LESSON PLANS No Name-Calling Week is an annual week of educational activities to end name-calling and encourage an ongoing dialogue about ways to eliminate bullying. Accompanying lesson plans are available year-round and can be used at any time. For information about the program and free elementary and secondary lesson plans, please visit www.nonamecallingweek.org. >> THINKB4YOUSPEAK EDUCATORS GUIDE This guide is part of a public service awareness initiative about hurtful and demeaning terms used by students. The

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guide assists middle and high school educators in teaching students about the negative consequences of derogatory language and bullying. The guide includes educational activities that increase awareness and promote social action. To download the free guide, visit www.thinkB4YouSpeak.com/ForEducators. >> GUIDANCE LESSONS Guidance Lessons are often referred to as prevention education as outlined in the Texas Education Code. They are designed to teach awareness, interpersonal effectiveness, communication skills, crosscultural effectiveness and responsible behavior. >> SAFE SPACES KITS SPONSORED BY GLSEN All students deserve a safe and welcoming school environment. The Gay, Lesbian and Straight Education Network (GLSEN) is the leading national education organization focused on

Only one-tenth of LGBT students were exposed to positive representations of LGBT people, history or events in their classes.

Additionally, less than one-fifth of LGBT students reported that related topics were included in their textbooks or other assigned readings.

2007 NATIONAL SCHOOL CLIMATE SURVEY

ensuring safe schools for all students. GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation, gender identity or gender expression. https://safespace. glsen.org/about.cfm; www.glsen.org >> CHOOSE RESPECT This national initiative helps teens form healthy relationships to prevent dating violence. Choose Respect helps parents, caregivers, older teens, educators and other caring adults motivate teens to take steps to form healthy and respectful relationships. For resources to use at home, at school and in the community, please visit www.cdc.gov/ ViolencePrevention/pub/understanding_bullying.html. >> INCLUSIVE LITERATURE It is important for students to see themselves reflected in the school curriculum. Using inclusive literature helps create a welcoming place for all students and promote respect among all students. Be sure to use books that feature positive and diverse representations of all characters. >> TEACH SELF-REGULATING BEHAVIORS The ability to self-regulate is one of six core strengths that are part of healthy emotional development. These core strengths are the foundation of Keep the Cool in School: A Scholastic Campaign

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Against Violence and Verbal Abuse. Read about self-regulation and how it helps prevent aggression and anti-social behaviors in children at http://teacher. scholastic.com/professional/bruceperry/self_regulation.htm. >> CELEBRATE STUDENT EVENTS Celebrating student events can help all kids feel included at school. Promote events throughout the school for all cultural celebrations. Display signs and alert students about events such as those recognizing the struggles, contributions and accomplishments of various student groups and cultures. >> SAFE SCHOOL AMBASSADORS The Safe School Ambassadors® (SSA) program empowers leaders from diverse groups and cliques on campus and equips them with communication and intervention skills to stop bullying and violence among their peers. www.community-matters.org/safe-school-ambassadors >> LIFELINES: A SUICIDE PREVENTION PROGRAM This comprehensive program educates students on the facts of suicide and what they can do to help prevent it. There is a teacher/staff component as well as a component for parents. >> RACHEL’S CHALLENGE Rachel’s Challenge supports education professionals at every level to inspire, equip and empower students from K-12 to make a positive difference in their world. It is a powerful partnership that can replace bullying and violent behavior with kindness and compassion, allowing students to learn in a safer, more respectful environment. www.rachelschallenge.org >> RIPPLE EFFECTS Ripple Effects provides interactive learning exercises and audio visual resources on topics such as appreciating diversity, resolving conflict and exercising rights, which are part of many social studies curricula. www.rippleeffects.com

INOK Campus Committee The Campus Committees are made up of teachers and staff who are passionate about helping students create a safe, respectful school environment. The Committee examines the norms on its campus and takes the lead in promoting ways to impact the campus culture in positive ways.

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INOK Campus Committee Goals: • Promote discussions among faculty and staff about campus norms and the INOK initiative • Design and develop anti-bias activities to be used in the daily construct • Determine campus-wide activities to encourage successful implementation of the INOK initiative • Encourage the campus community to come together in support of respect, integrity and civility for all individuals INOK Campus Committee Objectives: • Identify other staff members who are relationship builders with students • Join with any and all staff members in campus activities that promote respect, integrity and civility • Team with campus administration to review data and track discipline trends • Suggest ways to make INOK a campus/community initiative • Distribute INOK materials and provide teacher tips that promote INOK values • Work with and support the INOK Student Organization in achieving its goals

It’s Not Okay Poster FORT WORTH ISD

www.fwisd.org

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tobacco could cost me my license, time & money? who knew

What is tobacco, alcohol and other drug use? For minors, they are all illegal activities with potentially severe health and legal consequences.

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it’s not okay

Need help? Talk to your counselor, teacher, administrator or any trusted adult on campus.

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>> INOK & STUDENTS Students have the most important role in the INOK initiative. As the largest component of the learning community, they greatly influence the culture and climate of their campus. Students understand “accepted” behaviors within a society or group fairly quickly. Some of the rules they recognize were set by Peer power is significant and can be the resolution to the problem . . . the important thing to do is to change the peer culture of the school.

JAANA JUVONEN PSYCHOLOGY PROFESSOR, UCLA

those in authority. Others were sanctioned by a more informal peer group. Students hold the key to identifying social norms – both positive and negative – and working to eliminate the behaviors that damage school climate.

Student Commitment The INOK Student Commitment is a pledge that signifies support of all students and a desire to create a safe school

environment. Students who sign the pledge card identify themselves as safe students who treat all others with respect and civility; report any safety concerns to a school counselor or other trusted adult; practice appropriate “netiquette” when using any electronic device; and encourage friends to seek help for problems associated with dating violence, bullying, suicide

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threats, sexual harassment or other threatening or discriminating behaviors. Students can seek help from a caring adult and/or report concerns anonymously by: • text (“TIP117 + message” to 274637) • phone at (817)469-TIPS (8477) • friends 4 life button on the It’s Not Okay website (www.fwisd.org/safe)

Students see, hear and know things adults don’t know. Students can intervene in ways adults can’t. Students must make choices to stop, refuse and report disrespectful and hurtful behaviors.

CENTERS FOR DISEASE CONTROL

INOK Student Organization Because young peoples’ behaviors are governed more by social norms than by “You are a human being. You have rights inherent within that reality. You have a dignity and worth that exists prior to law,” SAYS HUMAN RIGHTS USA DIRECTOR LYN BETH NEYLON OF STREET LAW, INC. “Human rights recognize the common humanity underlying our differences.”

rules, empowering students can transform those norms and sustain true change. INOK gives students a voice and encourages them to work with one another and with adults to create that change. This is accomplished largely through the INOK Student Organizations on each campus. Every student

interested in change is invited to join.

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INOK Student Organization Goals: • Understand how social norms are established and identify generational, societal and campus (peer) norms • Identify and eradicate social norms that are divisive and harmful to campus climate and student well-being • Advocate for and empower all students on campus to establish social norms that promote safety and respect INOK Student Organization Objectives: • Plan and participate in campus activities that support positive change in campus norms • Understand repercussions and resistance that may be experienced when trying to change a negative, hurtful or disrespectful social norm • Utilize healthy and appropriate strategies to rise above peer pushback that results from efforts to change negative social norms • Identify campus and community resources that support efforts to change negative social norms, and reach out to those resources to establish collaborative activities

INOK Student Organization Activities For sustainability, it is important that the INOK Student Organizations have strong connections to the INOK Campus Committees and support from administration. It’s also important for the organizations to meet regularly, and for members to be truly committed to human rights. In turn, members will receive the gratification that comes from meaningful work and change, as well as invaluable life skills.

INOK Student Organization participants learn communication and

assertiveness skills that help them better understand themselves and their role in changing school culture. Organization meetings that are largely studentled also teach leadership skills. Meetings will include activities that downplay difference and increase bonding within the group. Some creative activities, ideas and resources that Student Organizations might promote are: >> STAND FOR THE SILENT The Stand For The Silent (SFTS) program addresses the issue of school bullying with an engaging, factual and emotional

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methodology. Students are shown first-hand the life and death consequences of bullying. Through testimonies, videos and roll-play activities, lives are changed for the better. >> GSA OR GLSEN GROUPS The Gay, Lesbian and Straight Education Network (GLSEN) is an organization that seeks to end discrimination, harassment and bullying based on sexual orientation, gender identity and gender expression in K-12 schools. GLSEN supports Gay-Straight Alliances, sponsors the annual National Day of Silence and No Name-Calling Week, and provides resources to help teachers support LGBT students. GLSEN also sponsors and participates in other “Days of Action,” including Ally Week and the Martin Luther King Jr. Organizing Weekend. www.glsen.org >> MHA RUN FOR LIFE The Suicide Prevention Coalition of Tarrant County, an initiative of the Mental Health Association of Tarrant County, sponsors a 5K Run for Life in September. The run benefits the LOSS Team (Local Outreach to Suicide Survivors), which provides immediate on-scene support and resources to individuals who are impacted by suicide and other forms of traumatic loss. >> CANNED FOOD DRIVES Tarrant Area Food Bank, www.tafb.org >> HABITAT FOR HUMANITY www.habitat.org >> RANDOM ACTS OF KINDNESS (RAK) WEEK Thousands of people celebrated Random Acts of Kindness Week around the world by committing to the Extreme Kindness Challenge. The Challenge asked participants to commit to a daily act of kindness for seven days during RAK Week. RAK ignited the effort by suggesting a new kind action every day via social networks and the RAK website. Members could use the prompt or come up with their own kind action. www.randomactsofkindness.org >> VOLUNTEER AT HOMELESS SHELTERS >> COMMUNITY INOK RALLY

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Fear grows out of the things we think; it lives in our minds. Compassion grows out of the things we are and lives in our hearts.

BARBARA GARRISON AUTHOR

>> CELEBRATE DIVERSITY INOK SCHOOL RALLY >> ANNOUNCEMENTS on the public address system promoting respect for everyone >> WRITE AN APOLOGY Challenge the group members to hold themselves responsible for their own disrespectful

behavior by writing a letter of apology to someone they have mistreated. >> INVOLVE THE COMMUNITY Involve the community by doing something positive to give back: clean off graffiti, paint or pick up trash. Show respect for others in the community by holding doors, speaking kindly and offering to do projects. >> USE PERSONAL AND COLLECTIVE IDEAS AND TALENTS Art, music, poetry and dramatic interpretation can be powerful motivators. Tap student talent to gain peer support for new ideas in creating positive campus environments.

“Kids always want to know how what they’re learning is related to the real world,” SAYS PATRICK MANSON, 6TH GRADE TEACHER AT LANCASTER INTERMEDIATE SCHOOL IN LANCASTER, TEXAS. “When you build a human rights classroom, you show students the rights they have just by virtue of being human, and then the responsibilities that come with those rights. So often we start the school year and tell kids ‘Don’t talk when someone else is talking’ and ‘No fighting or name-calling,’ but we don’t frame the don’ts with the rights they’re meant to protect, like ‘Everyone in this room has the right to learn,’ ‘Everyone has the right to feel safe from harm.’”

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>> INOK & PARENTS/GUARDIANS & COMMUNITY Contrary to popular opinion, bullying does not begin and end at school.

Experts say bullying and other forms of violent behavior continue outside of school and throughout an individual’s life if there is not adequate intervention. Bullying during childhood is often linked to delinquent The challenge of social justice is to evoke a sense of community that we need to make our nation a better place, just as we make it a safer place.

MARIAN WRIGHT EDELMAN PRESIDENT, CHILDREN’S DEFENSE FUND

behaviors in adolescence, including gang-related activities, sexual harassment, and dating violence. The costs are enormous, and the importance for all children to learn prosocial ways to resolve conflicts and frustrations cannot be emphasized enough.

Children and teens need adults in their lives – whether a

parent or another role model. The more positive relationships that young people have with adults, both inside and outside of their families, the more likely they are to thrive. The INOK

initiative helps connect young people and adults in positive life-changing ways.

In his classic book, “The Nature of Prejudice,” psychologist Gordon

Allport observed that children are more likely to grow up tolerant if they live in a supportive, loving home. Allport says, “They feel welcomed, accepted, loved, no matter what they do.”

Parent/Guardian and Community Commitment The INOK Parent and Community Commitment is a pledge signed by parents and other adults in the community to signify their support of all students. Adults must be aware of negative societal norms, such as bullying, cyberbullying, sexting, suicide, gangs and other destructive behaviors. When they sign the pledge card, adults

So let us begin anew – remembering … (that) civility is not a sign of weakness and sincerity is always subject to proof.

JOHN F. KENNEDY

commit to working to empower youth to create safer communities. They also commit to being a safe adult – one who treats everyone with respect, models and teaches acceptance and understanding, fairly handles concerns and reports safety issues to the proper authorities, practices good “netiquette” when using computers or other electronics, practices good boundaries, and refuses to participate in any activity that may cause harm or be disrespectful of others.

Parents who want to explore their powerful role in shaping their child’s

positive school experience will have the opportunity to attend community

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forums to learn more about INOK. They can join in discussions and activities, sign pledge cards and provide information to students and faculty about their expectations.

All stakeholders must commit to systemic long-term change. Experts agree that it takes time for evidence of behavior change to occur and be measured. However, a single dose of intervention can be very effective immediately to a particular student facing a particular challenge.

When people work together in a community to solve shared problems, attitudes about all types of diversity can change dramatically. Join the INOK community and be a part of change to positively impact our children and our future.

And what do we teach our children? We teach them that two and two make four, and that Paris is the capital of France. When will we also teach them what they are? We should say to each of them: Do you know what you are? You are a marvel. You are unique. In all the years that have passed, there has never been another child like you. Your legs, your arms, your clever fingers, the way you move. You may become a Shakespeare, a Michelangelo, a Beethoven. You have the capacity for anything. Yes, you are a marvel. And when you grow up, can you then harm another who is, like you, a marvel? You must work, we must all work, to make the world worthy of its children.

PABLO PICASSO

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>> INOK RESOURCES Student Activities and Instruction http://www.stopbullying.gov Stopbullying.gov is a U.S. Department of Education website that provides resources and curricula for grades k-12. Topics addressed include bullying, cyberbullying and LGBT-related bullying. These resources can be used in schools and other youth-focused organizations. http://www.pacer.org/bullying/resources/ This website is sponsored by the PACER National Bullying Prevention Center.

The goal of this organization is to raise awareness and provide bullying prevention and intervention strategies. Free activities and resources are available for K-12 students, educators, and parents. Resources include: role plays, coloring pages, skits, pledges, video creation, songs and music. http://www.TeensAgainstBullying.org Teens Against Bullying is a website designed for middle and high school students. It focuses on raising awareness in schools and communities about bullying prevention. http://www.netsmartzkids.org The National Center for Missing & Exploited Children (NCME) sponsors the Netsmartz website. NCME is a non-profit organization that addresses issues related to missing and sexually exploited children. Netsmartz Kids is an interactive, educational website that provides resources to help keep children ages 5-17 safe on and offline. The site also provides resources to parents, educators and law enforcement. http://www.tyla.org/index.cfm/projects/r-u-safe/?CFID=2256777&CFTOKE N=84916575&jsessionid=88307d110e3a66f77b8542f567d35202b345 R U Safe? was designed by the Texas Young Lawyers Association. The website educates children and their parents about the many dangers online and strategies for staying safe. The site provides video instruction to elementary, middle school and high school students along with their parents. The videos utilize content experts and address topics such as cyberbullying, sexting,

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social networking, legal consequences and more. The parent webpage provides suggestions for child safety, parental controls and basic online monitoring.

Events http://www.nonamecallingweek.org Are you interested in hosting a No Name Calling Week at your school? This website helps you get your event off and running. The free kit is full of activities, elementary and secondary classroom lessons and event ideas.

Research, Strategies and Legal Information http://www.cyberbullying.us/index.php The Cyberbullying Research Center provides up-to-date information and research on cyberbullying. The website serves as a clearinghouse of information concerning the ways adolescents use and misuse technology. Resources such as contracts, data, stories, research and prevention/intervention strategies are provided to parents, educators, counselors and law enforcement. Dr. Sameer Hinduja (Florida Atlantic University) and Dr. Justin Patchin (University of Wisconsin-Eau Claire), Director of the Cyberbullying Research Center, have been researching cyberbullying since 2002. http://csriu.org The Center for Safe and Responsible Internet Use is led by Executive Director Nancy Willard, a recognized authority on issues related to the safe and responsible use of the Internet. This site offers strategies and up-todate information on internet safety issues to educators, parents and law enforcement. http://www.stopbullying.gov/references/white_house_conference/ This site contains the White House Conference on Bullying Prevention materials.

You will find resources and information on bullying prevention, bullying risk factors, LGBT bullying intervention and much more. You also may view the March 10, 2011, White House conference on bullying prevention video. http://www.bullypolice.org/tx_law.html This site provides up to date bullying legislation in Texas and all other states.

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Board Policy Information: • FFH Local - http://www.tasb.org/policy/pol/private/220905/pol. cfm?DisplayPage=FFH(LOCAL).pdf • FFI Local - http://www.tasb.org/policy/pol/private/220905/pol. cfm?DisplayPage=FFI(LOCAL).pdf • FNC Legal - http://www.tasb.org/policy/pol/private/220905/pol. cfm?DisplayPage=FNC(LEGAL).pdf • FNC Local - http://www.tasb.org/policy/pol/private/220905/pol. cfm?DisplayPage=FNC(LOCAL).pdf

Internet Advocacy and Support http://www.wiredsafety.org WiredSafety.org provides support and resources in these areas: • Help and support for cybercrime victims • Information and training for law enforcement • Educational resources for children, parents, communities, law enforcement and educators • Information addressing online safety, privacy, security and responsible use WiredSafety.org, begun in 1995, is the largest and oldest online safety, education, and help group in the world. Assistance is provided at no charge.

>> BIBLIOGRAPHY Allport, G. (1979). The Nature of Prejudice. Reading, MA: Addison-Wesley.

Axelrod, R. (1984). The Evolution of Cooperation. New York: Basic Books.

Barth, R. S. (1990). Improving Schools from Within: Teachers, Parents and

Principals can make the difference. Wiley, John & Sons.

Barth, R. S. (2001 ). Learning by Heart. San Francisco: Jossey-Bass.

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Biglan, F. E. (n.d.). Nurturing Environments and the Next Generation of

Prevention Research and Practice. (In press).

Bloom, S. L. (2001). “Commentary: Reflections on the Desire for Revenge.”

Journal of Emotional Abuse 2(4), 61-94.

Craig, W. P. (1998). Bullying and Victimization Among Canadian School

Children. The Working Paper Series for the Applied Research Branch,

Human Resources Development Canada.

Ma, S. &. (n.d.). Bullying in school: nature, effects and remedies. Research Papers

in Education, 16(3): 247-270.

National Crime Prevention Center Strategic Plan regarding school based anti-

bullying programs. 2005-2006

Bullying Prevention in Schools: Executive Summary: National Crime Prevention Center Palmer Public Schools Anti Bullying Implementation Plan 2011 - 2012 Pepler, D. &. ((2000)). Observations of Bullying in the playground and in the

classroom [Special Issue: Bullies and victims]. International Journal of

School Psychology, 21.

Phillips, R., Linney, J., & Pack, C. (2008). Safe School Ambassadors. San Francisco:

Jossey-Bass.

Sampson, R. (2002). Bullying in Schools. U.S. Department of Justice, Office of

Community Oriented Policing Services, No. 12.

Sarason, S. (2001:4). “And What Do You Mean by Learning?” Portsmouth, NH :

Heinemann Educational Books.

Smith, P. P. (2004). Bullying in schools: How successful can interventions be?

Cambridge: Cambridge University Press.

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Sudermann, M. J. (1996). Bullying information for parents and teachers.

Wagner, T. (2003). Making the Grade: Reinventing America’s Schools. New York :

Falmer Press .

Random Acts of Kindness Safe Spaces Kits, GLSEN Amnesty International’s Children’s Action 1999 Campaign Ripple Effects http://rippleeffects.com/education/software/usingthem/ promotion.html Kusché, C. A., & Greenberg, M. T. (2002). Brain development and social-

emotional learning: An introduction for educators. In M. Elias, H. Arnold,

& C. Steiger (Eds.), Fostering knowledgeable, responsible, and caring

students. New York: Teachers College Press.

Pittman, K. J. (1991). Promoting youth development: Strengthening the role

of youth-serving and community organizations. Report prepared for the

U.S. Department of Agriculture Extension Services. Washington, DC:

Center for Youth Development and Policy Research.

Quotes • Marian Wright Edelman

• Ernest Dimnet

• Nelson Mandela

• Pablo Picasso

• John F. Kennedy

• Barbara Garrison

• Fort Worth ISD Student – anonymous

• African Proverb

• Lyn Beth Neylon, Street Law, Inc.

• Patrick Manson, 6th Grade

• John Wooden

Teacher, Lancaster Intermediate

• Mother Teresa

School, Lancaster, TX

• Theodore Roosevelt

• Elie Wiesel

• Martin Luther King Jr.

• Cesar Chavez

• Jaana Juvonen

• Centers for Disease Control

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>> NOTES & IDEAS

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For more information, contact Fort Worth ISD Student Support Services or go to

www.fwisd.org/safe