DASA

This self-paced virtual module is designed to provide a comprehensive learning experience through a variety of resources, including videos, articles, and data. Its purpose is to deepen your understanding of behavioral patterns and their impact on the Dignity for All Students Act (DASA) in New York State.

By completing this module, you will fulfill the first of two required components for the DASA workshop certification. The second component is a live virtual session, which can be accessed through My Learning Plan. Both components must be completed in order for Citi BOCES to verify your DASA workshop completion in your TEACH account.

As part of this module, you will be expected to read, reflect, and respond to prompts based on your learning. Any reflective prompt answers can be written on scrap paper for you to use when completing the final set of questions in a Google Form linked at the bottom of this Smore. A Google Form is provided for submitting your responses/reflections—please review the questions before beginning the reading materials to support your learning.

If you have any questions or need assistance, please contact Kate Ginney at the email address listed in the header above.

New York State’s Dignity for All Students Act seeks to provide the State’s students with a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus, and/or at a school function. This Information Guide presents an overview of the basic requirements under the Dignity Act, but it is by no means a comprehensive resource. On the New York State Center for School Safety website, you can find resources like the one pictured here to help you grow your understanding of DASA as well as helpful frequently asked questions linked here. Click on the picture to view and read the full document.

Read this one page overview of the 10 Elements of Dignity by Donna Hicks.

Students who experience bullying or other forms of mistreatment by their peers may exhibit a range of negative feelings, such as anger, fear, anxiety and depression. How we support all students involved in bullying is critical to ending the bullying, harassment, or discrimination and bringing closure for all those involved. Although brief, this handout will help you gain insight on your role in supporting students. Click on the picture to view and read the full document.

What role do adults play in supporting students in bullying situations?

Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying—or something else—is a concern. Explore the website linked here, be sure to read through topics such as effects of bullying, bullying and trauma, disabilities and special needs.

Click on the picture to view and read from 1-29. Consider the following questions to help you prepare for your final reflection:

• How does New York State define "culture" in the CR-S framework, and how does this definition go beyond traditional understandings (e.g., food, holidays, music)?
• In what ways can educators ensure that culture is not treated as an “add-on” but as a foundational element of teaching and learning?
• How can building relationships with students and families contribute to a more inclusive and supportive learning environment?

• What role does restorative practice play in maintaining a respectful and affirming classroom culture?

The New York State Education Department (NYSED) is committed to providing all public school students, including transgender and gender expansive (TGE) students, with an environment free from discrimination and harassment, fostering civility and ensuring that every student has equal access to educational programs and activities. All students need a safe and supportive school environment to progress academically and developmentally. Administrators, faculty, staff, and students play an important part in creating and sustaining a healthy and respectful environment. Click here or on the image to review this important update from NYSED.

What specific strategies or practices from the framework do you believe would most effectively foster a sense of belonging and safety for transgender and gender expansive students in your school or district? Why?

Click on the link below to better understand how emotions impact behaviors. Keep in mind that bullying is a behavior pattern we want to disrupt; it is important for students to understand the relationship between emotions and behaviors so they can better choose how to respond to challenging situations. This video is an instructional tool for middle to high school students.

https://drive.google.com/file/d/1OWo0IYlv9_bgB-V_S2cVIwXTK6natbdq/view?usp=drive_link

What do you think is the most important part for students to understand from this video?

While bullying is a pervasive problem in many schools, schools can take specific steps to improve the school climate and encourage positive interactions designed to reduce or prevent bullying. Schools using a social and emotional learning (SEL) framework can foster an overall climate of inclusion, warmth, and respect, and promote the development of core social and emotional skills among both students and staff. Because bullying prevention is entirely congruent with SEL, it can be embedded in a school’s SEL framework. The aims of this brief are to (a) provide a basic description of a school-wide SEL framework, (b) illustrate the relationship between social and emotional factors and bullying, and (c) explain how an SEL framework can be extended to include bullying prevention. Click on the picture to view and read the full document.

What are 3 important takeaways from this document?