Wednesday, March 7, 2012

"STRONGER": created/sung by Megan


Megan, 15 year old Canadian, sent Safer Schools “STONGER” and shared:

I wrote “Stronger” because of a personal experience, I was not going to let them break me. Reality, if it shows that it bothers you, they'll just do it more. Don't ever let anyone turn you into a victim. I hope my song will help those that are starting to feel torn down — to rise up, be stronger! Everybody is special, we all have some kind of spark.

Megan

Monday, March 5, 2012

Proactive approaches to safeguard students, school personnel, & SRO's:

Following implemented with accountability in some NC schools. 

Why not PROACTIVELY in GCS schools?
Why not PROACTIVELY in all NC schools?


* Violence Risk Threat Assessment Policy and Procedures: process in which school administrator, law enforcement, mental health counselor, and teacher(s)/employee(s) involved TOGETHER investigate, examine, evaluate and report the threat

* VA Code 18.2-60: Legislation created/passed by VA Teacher Association and VA legislators AFTER the VA Tech massacre: at school or school activities, oral threats of bodily harm are a Misdemeanor 1; written threats of bodily harm are a Felony 6. 

* Howard Zehr's: Restorative Justice "three's":

3 assumptions underlie restorative justice:
* When people and relationships are harmed, needs are created
* The needs created by harms lead to obligations.
* The obligation is to heal and “put right” the harms; this is a just response.

3 principles of restorative justice reflect these assumptions: A just response…
* acknowledges and repairs the harm caused by, and revealed by, wrongdoing
(restoration);
* encourages appropriate responsibility for addressing needs and repairing the harm (accountability);
* involves those impacted, including the community, in the resolution  
(engagement).

3 underlying values provide the foundation:
* Respect
* Responsibility
* Relationship

3 questions are central to restorative justice:
* Who has been hurt?
* What are their needs?
* Who has the obligation to address the needs, to put right the harms, to restore relationships?
(As opposed to: What rules were broken? Who did it? What do they deserve?)

3 stakeholder groups should be considered &/or involved:
* Those who have been harmed, and their families
* Those who have caused harm, and their families
* Community

3 aspirations guide restorative justice: the desire to live in right relationship:
* with one another;
* with the creation;
* with the Creator.


W Philadelphia HS was named a "persistently dangerous school" for violence/crime.
Click to view video:
"Transformation of West Philadelphia High School: A Story of Hope" is nine minutes long and can be viewed for free at SaferSanerSchools.

Innovative Concept Academy: In 2009, after watching a string of teen offenders come through his courtroom, Judge Edwards took action. Along with 45 community partners, he took over an abandoned school and opened the Academy. Providing strict discipline, counseling and programs like chess, music and creative writing, and mandatory after-school activities, the center has changed the lives of many young people, giving them the opportunity to graduate from high school and lead successful lives.

“I am so proud of all the teachers, staff, volunteers, and most of all, the students who have made our Innovative Concept Academy a success,” said Judge Edwards. “By supporting our school St. Louis is refusing to give up on troubled juveniles and, in turn, the students are proving that hope for a better life is a universal dream.”

Click to view video:


tedxstlouis.com/speakers/jimmie-edwards/Cached


Friday, March 2, 2012

How do we ensure and assure the safety of our children, school personnel, and SRO's?

Week of 2-27-2012: Arizona, Iraq, Illinois, Ohio
Thurs., 3-1-2012:    PHOENIX (Reuters) - One person has been wounded in a shooting at a high school in southeast Arizona, and a suspect is in custody, police and sheriff's officials said on Thurs.
The Cochise County Sheriff's Department said the shooting occurred at a high school in Willcox, about 195 miles southeast of Phoenix, at around 3:15 p.m.

"There was one injury, possibly a student, non-life threatening, and possibly one in custody," sheriff's spokeswoman Carol Capas told Reuters.

The shooting came just three days after a suspected teenage gunman opened fire in the cafeteria of an Ohio high school, fatally shooting three students and wounding two others before a coach chased him from the scene.

In Willcox, an official at the police department said Willcox High School remained on lock down, with police officers on the scene.

Penny Bell said she was unable to confirm the age, gender or identities of either the shooting victim or the person in custody. She said the person detained was an adult.

(Reporting y Tim Gaynor; Editing by Cynthia Johnston)

3-1-2012: CBS (AP) SULAIMANIYAH, Iraq - The quarrel at a Christian school was at first easily ignored by other students: a disagreement between a classmate and a teacher that could barely be heard. But it quickly escalated into gunfire Thursday in a murder-suicide marking the rare violent death of an American in Iraq's most peaceful region.

Authorities in the Kurdish city of Sulaimaniyah said 18-year-old Biyar Sarwar shot his gym teacher, U.S. citizen Jeremiah Small, before turning the gun on himself at a private English-speaking school during a morning sports lecture. Sarwar died later at a nearby hospital.

Small, 33, was from Cosmopolis, a town in western Washington state near the coast. His father, J. Dan Small, confirmed the death on his Facebook page. "Our oldest, Jeremiah, was martyred in Kurdistan this a.m.," the elder Small wrote.

Eyewitnesses in Iraq described a scene of chaos in the classroom, with some students fainting in fear after gunfire shattered the morning class.

Ahmed Mohammed said he was sitting in the front of the classroom and paid little attention to the argument when it first erupted. He said he could barely hear what was happening because Sarwar was at the back of the room.

"Then I heard the gunshot," said Mohammed, his face pale as he recounted the scene. "I turned my head and saw the body of the American teacher on the ground with blood near it. All the students started to run out of the room. Seconds later, as I was running to the reach the school gate, I heard another gunshot."

A short time later, another student shouted that Sarwar had killed himself, Mohammed said.

"So I rushed back to the class with other students to see the teacher on the ground with three bullets in his head and chest, and bloody, and Biyar with a bullet in his head."

Sulaimaniyah police spokesman Sarkawit Mohammed, no relation to Ahmed, said the shooting appeared to be a murder-suicide, but provided no motive. He said Sarwar hid the gun in his clothes before the lecture at the Medes School, a private Christian academy of elementary through secondary grade level classes.

The Medes program runs three schools in the provinces that make up Iraq's northern Kurdish region, boasting an enrollment of about 2,000 students. According to the schools' website, American staff often teach one or two courses each semester. An estimated 95 percent of the students are from Kurdish Muslim families.

Students described Small as a devout Christian who frequently praised Christianity and prayed in the classroom. However, Sulaimaniyah Mayor Zana Hama Saleh said Small was not a missionary and cast doubt that the killing was motivated by sectarian issues because Sarwar "had no radical religious tendencies."

"Maybe the student had mental problems," Saleh said.

The Nashville, Tenn.-based Servant Group International, for whom Small worked, confirmed his identity and described him as a beloved mentor to the more than 1,000 Iraqi students he taught since 2005.

Jeff Dokkestul, a Servant Group International board member, said Small was one of nine American teachers at the Sulaimaniyah school, which he said is run by Iraqi Kurds. Although Dokkestul said the groups' teachers are Christian, he maintained that they do not proselytize their students.

"We believe this is an isolated incident, just like (what) happens in the U.S.," Dokkestul said in an interview. He said the school operates "as a Christian school serving the Muslim and Christian community, a mixed community."

Sulaimaniyah is located in Iraq's comparatively peaceful Kurdish region, 160 miles northeast of Baghdad. The Kurdish region has generally been free of the bombings and shootings that have plagued the rest of Iraq in recent years. Foreigners, including American citizens, usually travel freely around northern Iraq without the armed guards or armored vehicles often used in the rest of the country.

A team from the U.S. consulate in Irbil, the Kurdish region's capital, was in Sulaimaniyah to identify Small's body but was unable by Thursday night to do so.

"We have heard reports regarding the shooting of a teacher in Sulaimaniyah and are working through our consulate in Irbil and Iraqi authorities to ascertain the details of the incident," the U.S. Embassy in Baghdad said in a statement. "At this time, we are waiting for identification to be completed and for the family to be notified."

Medes student Neyan Kamal said Small was highly respected, and described Sarwar as smart.

"I'll never forget these cruel moments," said Kamal, who was in the classroom during the shooting. "I have no idea what the motive was — both were good people."

Thurs., 3-1-2012  CHICAGO -- At least one student has died and another is hospitalized in critical condition following a stabbing at a school on Chicago's South Side.

The Chicago Tribune reports that the stabbing occurred about 7:30 a.m. in the 10200 block of South Crandon Avenue at AMIKids Infinity Chicago, an alternative school.

The alleged killer, a 16-year-old who was a student at the school, has been taken into police custody, the Chicago Sun-Times reports. Both victims were reportedly male students.

A 17-year-old who was reportedly trying to break up a fight between the teen in custody and the deceased 16-year-old was hospitalized in critical condition, the Sun-Times reports.

A spokeswoman for AMIKids Infinity Chicago told the Tribune that the school provides services for kids that have been expelled or suspended from Chicago Public Schools.

"They generally have severe emotional or learning disabilities and can’t perform in the public schools system," she told the paper. "They either stay for a period of time before returning to cps or finish their schooling with AMI.”

A school worker told NBC Chicago that two of the students involved "got into an altercation" before entering the building, and the incident apparently escalated when they got inside.

“The kids had had some previous tensions before but they had never had any kind of physical altercation prior to this,” school spokeswoman Sherri Ulleg told the Sun-Times. “They did receive counseling at school for some of the issues they were having.”
Mon., 2-27-2012: Ohio school shooting survivor Nick Walczak is partially paralyzed with bullets lodged in his cheek and neck, but that doctors are "cautiously optimistic" that he will walk again, the teen's mother said today.

Walczak, 17, was one of five high school students shot in a rampage at Chardon High School on Monday by accused shooter T.J. Lane. Three students--Demetrius Hewlin, Russell King Jr. and Daniel Parmertor--died from their wounds.

Another wounded student, Joy Rickers, has been released from the hospital. Walczak remains hospitalized.

Walczak's mother Holly Walczak told a news conference that she believes her son was shot four times: twice in the neck, through the arm and in the back.

Walczak's brother previously told ABC News that his brother had no feeling below his chest.

"He has a bullet still in his cheek and his neck," Holly Walczak said. "He's just getting feeling back in his legs. It's going to be a really slow process, they said. He's going to need spine therapy. The surgeon said they're cautiously optimistic."

Nick Walczak's went into spinal shock after the shooting, but doctor's hope he will be able to walk again.

"He's strong, he's brave and his age really makes a big difference. I know he can do it," his mother said.

She said his son has been conscious throughout the ordeal and knows that his friends have died.

"We really try not to talk about it at this point. It's a little too traumatic for him," she said. "It's kind of a blur, at this point."

Holly Walczak spoke at a news conference along with the families of Hewlin and Parmertor and mentioned the guilt she feels since her son survived the attack.

"The families that have had the losses...it's a guilty [feeling] for me because they lost and my son was saved. I think that's the hardest part for me. I feel for them every minute, every hour," she said.

The mom credits teacher Joseph Ricci for saving her son's life by dragging him into another room after he was shot and caring for him until paramedics arrived.

"He is the person that saved my son's life. He pulled him from the hallway into a room. He is forever our hero," Walczak said. "He's remarkable. I can't believe it. Nick would be the fourth victim, otherwise."

Speaking of her son's slain friends, Walczak said, "Danny, Russell and Demetrius--they're awesome young men and their lives were ended early, but it's not in vain. They left a mark on all of our lives and I just keep praying for them and for Nick."

Nick Walczak's brother Josh Walczak, 20, said that when he heard about the shooting and that his brother had been involved, he didn't know what to think.

"I saw him in the hospital and it was the worst day of my life," Josh Walczak said.

"He's my best friend. The kid is full of spirit. He's always in a good mood," he said of his brother. "Our relationship is going to get a million times stronger after this. I'll definitely be with him every step of the way from here on out."

Victim Demetrius Hewlin's mother Phyllis Ferguson also spoke and gave an update on her son.

"They took him this morning five minutes to eight to take his organs, so I'm having a hard time," Ferguson said as she choked back tears. "This was the last time I got to see him before they do what they do to him."

Ferguson said that one of the recipients of Hewlin's organs would be a child who was in the pediatric unit and only had a few days to live without a transplant. She was proud that her son would be able to save lives with his own, as he had wanted.

Ferguson also specified that her 16-year-old son was shot in the head.

She told ABC News on Wednesday that she had forgiven suspected shooter T.J. Lane.

"I would tell him I forgive him because, a lot of times, they don't know what they're doing. That's all I'd say," Ferguson said.

"I taught Demetrius not to live in the past, to live in today and forgiveness is divine. You have to forgive everything. God's grace is new each and every day," she said. "Until you've walked in another person's shoes, you don't know what made him come to this point."

Students and parents gathered in the center of Chardon today to march back to the school together. The school was open today a walk through and parents and students were encouraged to come together. On Friday, school will be back in session.

Thursday, February 23, 2012

Bullying Visual: Felissa Elfenbein

A teacher in New York was teaching her class about bullying and gave them the following exercise to perform.

She had the children take a piece of paper and told them to crumple it up, stamp on it and really mess it up but do not rip it. Then she had them unfold the paper, smooth it out and look at how scarred and dirty it was.
She then told them to tell it they were sorry. Now even though they said they were sorry and tried to fix the paper, she pointed out all the scars they left behind.
And that those scars will never go away no matter how hard they tried to fix it. That is what happens when a child bullies another child, they may say they’re sorry but the scars are there forever.
The looks on the faces of the children in the classroom told her the message hit home.
Pass it on or better yet, if you're a parent or a teacher, do it with your child/children.
By: Felissa Elfenbein

Wednesday, February 22, 2012

20 Innovative Ways Schools Are Combating Bullying

February 1st, 2012 by Staff Writers

Bullying always has been a terrible problem plaguing schools in America and beyond, but it took a tragic epidemic of high-profile victim suicides for anyone to actually care about curbing the issue. Now that people are finally beginning to realize that treating one another like garbage over petty details might not be the best thing for students, parents and school districts alike are formulating various strategies to put an end to the madness. Some are actually incredibly innovative, although some of the more traditional methods boast their own benefits as well.

  1. Incorporating babies into the classroom

    Toronto-based Roots of Empathy and similar organizations have started introducing babies into classroom settings with the hopes of encouraging students to build compassion. And so far, it's actually yielded results — participants tend to loosen up and pay closer attention to lessons and each other, lessening bullying instances in the process.
  2. Comic books

    The U.S. Department of Health and Human Services' Stop Bullying initiative printed up comic books to distribute to kids with the hopes of shedding light on a serious issue. Other schools have run with the concept by asking students to write and draw scenes or stories of their own. Visualizing the realities makes it easier for younger kids to recognize the problem and either intervene or fetch a caring adult.
  3. Film

    Similar to the comic book example, some schools have opted to show movies such as The Bullying Project and foster discussions between students, faculty, staff, and parents about the roots and solutions. More resourceful institutions might want to challenge kids — especially teens — to shoot short films of their own. Doing so will not only help bring forward real experiences and perceptions, but offer a sort of creative solace to bullying victims as well.
  4. Have students teach one another

    If babies are unavailable, try establishing (monitored!) programs where students sit down with one another and simply talk. Areas with very diverse demographics could especially benefit from such exchanges, because cultural misunderstandings and stereotypes do often feed into bullying situations. In addition, this structure can also be adapted into a peer counseling service, nurturing a sense of connection and community dissuading brutality.
  5. Bulletin boards

    Younger children with a preference for bright colors and engaging visuals might benefit greatly from learning about the bullying problem via bulletin boards. Kits are available through various vendors, or teachers can put their design skills to good use with something more original. Involving the students themselves in the creation process will only add to the education factor, encouraging them to speak up while speaking out.
  6. Apps

    iPhone users suffering beneath a bully's grip now have the free A Thin Line app at their disposal — and those who do not own the smartphone enjoy the same perks on the accompanying website. MTV sponsors this digital discussion by allowing kids and teens to share their own experiences with unwanted advances and harassment. For the adults, they post numerous resources and questions to help them combat the serious issue at the authority level.
  7. Puppet shows

    Pacer's KIDS AGAINST BULLYING program hosts puppet shows in schools as a means of teaching the younger set why bullying is unacceptable. Schools without the funding or resources to bring the initiative to their students can stage their very own performances using what's on hand — or task students with writing their own. Beyond puppetry, the same concept also works when presented as a skit or short play.
  8. Peer intervention

    Training students to serve as peer counselors and advocates bridges gaps with the faculty and promotes greater understanding in the classroom. Pacer and other anti-bullying organizations burst with excellent suggestions about the best ways to nurture leadership and empathy skills needed to reach out the bullies and the bullied alike. After all, as the next innovation reveals, sometimes the perpetrators need intervention for more than just their behavior problems.
  9. Therapy

    Many — not all — bullies lash out at their peers because of issues at home or within themselves, and the most effective schools realize they need as much (if not more) counseling than their victims. In Charleston, a partnership between Alice Birney Middle School and Medical University of South Carolina has started providing various psychological services for ill-behaved kids. When combined with a rigorous education regimen, their bullying rate decreased as more and more students received the mental help needed to be a more productive citizen.
  10. Coordinating with sexual assault awareness, prevention, and crisis organizations

    Another fruitful partnership that quelled the bullying issue understandably involves anti-violence shelters and schools themselves. In Austin, SafePlace, which serves as a shelter for victims of rape, sexual assault, and domestic abuse, and a half-dozen public elementary schools teamed up for a CDC- and University of Texas-sponsored program dubbed Expect Respect. Unlike many other initiatives, it focuses on bullying in its myriad forms, comparing and contrasting instances on and off campus.

  1. Adult intervention

    No matter how many peers end up with counseling and advocacy training, it's up to adults to properly discipline kids who bully. Any school hoping to curb instances of harassment, even assault, must absolutely ensure that parents, faculty, and staff all understand the signs of a perpetrator and a victim as well as proper intervention techniques. They also must make sure to always be available when witnesses and the bullied both need immediate assistance.
  2. Involve students in policymaking

    In order to ensure the best possible peer and adult intervention strategies, the best place to turn for advice is the student body itself. Not only will this foster a closer school community by making kids feel appreciated and important, it also means updated information regarding their most pressing concerns. Adults are always inevitably a step or two behind youth culture; putting forth the effort to "get it" will make a world of difference.
  3. "Character education"

    The best educations blend the usual academic subjects with lessons in displaying a strong ethical fiber. Unfortunately, that's not found in many schools. Your Environment Inc., one of many programs addressing this disparity, succeeded by incorporating parents and the surrounding community into the mix. Bullying impacts far, far more than just the kids involved, so making sure the neighborhood understands the details ensures a safer space.
  4. Encouraging journal keeping

    Asking students to regularly journal their thoughts and experiences will not make bullying disappear, but it can supplement other activities quite adroitly. Ones not meant for peer editing or sharing will especially grant them a relatively comfortable venue through which they can channel their anxieties. Accomplishing this, however, requires a comfortable classroom where students know they might express themselves without negative repercussions.
  5. Partnering with popular entertainment

    Since so many education experts and parents point their fingers at violence on television as one of the many pop culture phenomena responsible for bullying, it seems almost counterintuitive that they'd voluntarily pair off with an organization they often decry. Creative Coalition, National Education Association, and Health Information hooked up with World Wrestling Entertainment for the Be a STAR program, meant to encourage positivity in the classroom and beyond. Developers believe that delineating between the real and the staged will provide a better point of reference for students hoping to use fists over discussions when solving differences.
  6. Implementing arts programs

    Not only are creative pursuits excellent strategies for preventing bullying from the top down, it also empowers students to feel more confident and expressive — tools needed to combat verbal, physical, and sexual violence. In Montgomery County, Maryland, in-school and after-school arts programs are intended to nurture positive traits and, in turn, healthier, happier campuses. Because they launched in the 2011-2012 school year, the actual results have yet to start trickling their way through.
  7. Assemblies

    Old-fashioned, yes, but still an effective strategy for facilitating discussions about bullying and other serious campus issues. Depending on their needs and resources, schools can either bring in outside presenters or stage their own addressing specific student needs. Just make sure programming doesn't talk down to kids or focus more on "edginess" over education.
  8. Mentoring younger students

    Middle schoolers, for better or worse, do look up to high schoolers for advice and insight about trends and attitudes. Some districts have taken advantage of this natural phenomenon by asking older kids to either mentor or produce materials (such as PSAs) for their eventual successors. Instead of turning toward outside sources, they reinforce their own communities by addressing specific problems and channeling any unique cultural quirks.
  9. Music

    Start teaching students about the dangers of bullying earlier through catchy tunes, such as this Pacer Center album with contributions by Blue October and other musicians and poets. Music serves as an excellent mnemonic when learning about the alphabet, shapes, numbers, and other subjects, so it makes perfect sense that elementary school students could soak up social lessons the exact same way. Consider this or other compilations or stoke creativity by challenging kids to pen their own jaunty songs about how to not be horrible to one another.
  10. Empathy education

    The whole "babies in the classroom" strategy is only one element in a broader movement toward "empathy education." Similar to character education, these lessons emphasize compassion with the goal of lessening bullying through love and mutual understanding. Such teachings either happen in the classroom, through special sessions, or via after-school programs.

Monday, February 20, 2012

Leadership (2 videos)

* Essence of Leadership
Mac anderson, successories
click here (2:42 min. video)

* Wisdom of Wolves: Leadership Lessons from Nature

Del Goetz, Simple Truths 

 (3:41 min. video)

Movie     

Friday, February 17, 2012

Random Acts of Kindness Day (3:37 min. video)

Power of Kindness

Click here

Mac Anderson
Simpler Truths