New Jersey Mandated Training
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Transcript of New Jersey Mandated Training
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New Jersey Mandated Training
Your signature on the NJ and District Mandated Training Form documents completion of this training component.
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Required Topics
Equity Bullying Sexual Harassment Substance Abuse Public Law 504 Child Abuse/Neglect and Missing Children Suicide Awareness Crisis Management District Reporting Responsibilities Whistleblower Protection
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Equity and Equality
There are 12 protected classes Equal access to programs Equal opportunity
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12 Protected Classes
Race Color Creed National origin Ancestry Age Marital status
Affectional or sexual orientation Gender Religion Disability Socioeconomic status
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Bullying Board Policy 5131.1
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When A Student Confides in You
When any child’s welfare is at stake, there is no such thing as
CONFIDENTIALITYRegardless of your position, you
must report it!
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Bullying
Bullying is commonly defined as a form of verbal or physical aggression in which the behavior is intended to harm. There is an imbalance of power and the behavior is repeated over time.
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Beating the Bullies!!!
Bullying begins in elementary school, peaks in middle school, and falls off in high school.
61.6 % of students are bullied because of their looks or speech. Of the students who are bullied, 55.6% reported being hit,
slapped, or pushed. 160,000 students stay home each day because of their fears of
being bullied.
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Community Ramifications
60 % of boys identified as “bullies” in middle school had at least one criminal conviction by age 24 – three times the rate of non-bullies (Owleus, 1993).
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Girls and Bullying
Indirect tactics to bully–Nasty or dismissive looks–Spreading gossip–Manipulating friendships–Excluding peers
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2005 Student Survey
Male Female Total
Yes No Yes No Yes No
Bullied 5 or more times per week
4% 96% 1% 99% 3% 97%
Bullied 1 or more times per week
16% 84% 7% 93% 11% 89%
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Boys and bullying
Direct forms of bullying– Hitting– Pushing– Shoving– Taking people’s belongings
Boys who are physically smaller tend to bully.
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Warning Signs of Being Bullied
Is quiet, sensitive, shy Appears anxious or insecure Appears unhappy, depressed, tearful Has few friends Is alone or excluded from friends or peers during break Tries to stay close to the teacher or other adults during
breaks Has difficulty speaking up Shows a deterioration of school work
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Warning Signs of Bullying Others
Teases, intimidates, threatens, ridicules other students
Is hot tempered and impulsive Has a hard time following rules Is oppositional, defiant or aggressive towards
adults Shows little or no empathy
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Classroom Interventions
Establish class rules against bullying
Reinforcement of rules through positive consequences and sanctions
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Cyber Bullying
Cyber bullying is using the internet and other technology to bully students.
Email, instant messaging, online diaries, picture cell phones, web logs or blogs make it easier and quicker for students to make threats, pass on rumors or ostracize their peers.
Cyber bullying is no different then bullying in person –students who are victims still suffer from the same risks as those being bullied in person.
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Should Schools Get Involved?
Schools still have the legal right to discipline for some off-campus bullying incidents.
– If both victim and cyber bully are students and the bully’s behavior amounts to hararassment or intimidation, the school may discipline.
– A school can usually discipline a cyber bully if his/her behavior disrupts the school’s educational atmosphere.
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Harassment Board Policies
4111.1, 4211.1, 5145.4
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Definition of Sexual Harassment
Sexual Harassment is defined as, “unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature.”
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Types of Harassment
1. Quid Pro Quo Superior’s request for sexual favors as term
and/or condition. When something – a grade , a job, a
promotion – is given or withheld on the basis of an individual’s response for a sexual favor.
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Types con’t
2. Hostile Work Environment
An atmosphere that interferes with a student’s ability to learn or participate in the school setting, or an employee’s ability to work.
Behavior is unwelcome, consistent, pervasive, or severe enough to create a hostile environment.
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District Actions to Reduce Harassment
1. Adoption of a policy against sexual harassment that is publicized throughout the district
2. Complaint structures
3. Training
4. Unequivocal commitment from the Board of Education and Administration
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Building Actions to Reduce Sexual Harassment
Monitor student interactions. If you deem behavior to be inappropriate, remedy the situation. Stop the behavior so that class may continue.
Speak to the offending student after class. Speak to the student who was offended. Report the behavior to an administrator if
behavior continues.
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Substance Use and PupilsBoard Policy 5131.6
What Teachers Need to
Know and Do
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What Teachers Need to Know
“Substance Use” includes: alcoholic beverages controlled dangerous substances (i.e. drugs) anabolic steroids inhalants
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What “At School” Means:
On school premises On school transportation Or at any school-sponsored function
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Signs of Substance Use
Drop in academic performance
Problems with classroom conduct:disruptive in classlack of concentration sleeping in class defiance frequent visits to lavatory nervousness
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Additional Signs
Health Concerns:– Weight gain or loss– Red eyes or dilated pupils– Difficulty sleeping– Odor on breath or clothing– Hyperactivity– Slurred speech
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Additional Signs
Changes in personal values
Change in friends
Mood swings
Bragging about use
Defensiveness
Associating with known drug users
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I&RS Teams
IR&S TeamsStudent Assistance CounselorPrincipalsSchool NurseGuidance CounselorCST memberTeacher(s)
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Involvement Outside of School
1. Share the information with the SAC by filling out a Referral Form.
2. IR&S Team will:– Gather more information– Plan an appropriate intervention
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Under the Influence at School
Notify a school administrator immediately: – Smell of alcohol or marijuana– Staggering or stumbling– Dilated or fixed pupils– Slurred speech– Paranoia– Extreme thirst– Red eyes and running nose– Unusual fatigue
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Under the Influence at School
Whenever a staff member suspects use, that student must:– Be examined by a physician– Be tested for alcohol / drug use
(Staff members cannot be held liable for reporting suspected use. NJSA 18A:40A,13-14)
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What Happens Next
1. School nurse assessment
2. Parent notification
3. Examination by a physician,
plus urinalysis
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If diagnosis is positive:
1. Out of school suspension
2. Student Assistance Counselor:Further assessmentReferral
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Possession and/or Distribution
1. Immediately report to an administrator,
2. Search personal possessions and locker, and
3. If illegal substances or paraphernalia are found:– Parent notification– Police notification– Evaluation by a physician
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Placement Confidentiality
“All information concerning a pupil’s
involvement in a school intervention
or treatment program shall be kept strictly
confidential.”
(Code of Federal Regulations 42, Part 2)
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Section 504 of the Rehabilitation Act of 1973
Board Policies 5145.4
6171.4
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Section 504
• Prohibits discrimination against disabled individuals
• Serves as comprehensive component of civil rights legislation
• Applies to all agencies that receive federal funding• Incorporates broad definition of disability
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Section 504 states that:
“No otherwise qualified individual with a disability…shall solely by reason of his or her disability, be excluded from the participation in, be denied benefits of or be subjected to discrimination under any program or activity receiving federal financial assistance.”
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Definition of a Disability Under Section 504
1) Has a physical or mental impairment which substantially limits one or more of such person’s major life activities
2) Has a record of such an impairment
3) Is regarded as having such an impairment
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Major Life Activities
Caring for one’s self Seeing Hearing Performing Manual Tasks Speaking Breathing Learning Working Walking
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School Districts’Responsibilities Include:
1) Naming a 504 coordinator (Jane Delaney)2) Providing training for ALL employees
annually on Section 5043) Locating and identifying all children with disabilities who should be served4) Providing a free, appropriate public education5) Providing children with disabilities an equal opportunity to participate in nonacademic and extracurricular services and activities
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Section 504 requires that
Disabled students havean equal opportunity tocompete when comparedto their non-disabled peers.
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POSSIBLE 504 candidates
• A student with epilepsy, diabetes, or any long-term, debilitating medical problem
• Lyme Disease
• Asthma
• Allergies
• Fine or Gross Motor concerns
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Child Abuse
Board Policy 5141.4
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What is Child Abuse?
Inflicting injury (or allowing it to be inflicted) that impairs physical or emotional health, or function of any bodily organ
Intentionally creating (or allowing) substantial risk of injury
Act of sexual abuse Not providing clothing, shelter, education, medical care Corporal punishment Willful abandonment Inappropriate placement in an institution that could
cause harm
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Who Must Report It?
Any staff member who has knowledge of it
School personnel having reasonable cause to believe that a child has been subjected to child abuse or neglect as defined under N.J.S.A. 9:6-8.9 shall immediately report the suspected abuse to DYFS.
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Consequences of Not Reporting It
Charged as a disorderly person When in doubt, err on side of caution If it is a good faith report, school employees
are immune from liability and can not be subject to adverse employment action
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Schools Must Cooperate with Division of Youth & Family Services (DYFS)
DYFS is permitted to: Interview the involved children in the
presence of the principal Interview other school personnel Review all relevant student records Remove a child from school to protect the
child after notifying the principal
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It Cannot be Emphasized Enough - If A Student Confides in You…
When any child’s welfare is at stake, there is no such thing as
CONFIDENTIALITYRegardless of your position, you
must report it!
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Call Immediately!!
To report a suspicion of child abuse, call Division of Youth & Family Services (DYFS) at
1-877-NJ-ABUSE
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Missing Children
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Responsibility
Teaching staff members shall be alert to the failure of children to be enrolled or to attend school. A teaching staff member who believes that a child has been inappropriately removed from school by his or her parent or primary caretaker shall report that belief to the school principal who may report the child to the local police or to D.Y.F.S.
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Examples of Missing Children
A student who has been withdrawn from the district without being enrolled in another school
A student who has been unaccountably absent from school for 10 consecutive days
A student who refuses to attend school
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Examples of Missing Children
A student who comes to school and leaves the building throughout the course of the school day without being signed out by a parent or guardian
A student who has gone missing outside of school and is therefore not attending school
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Suicide Prevention
Board Policy 5141.6
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Suicide
Definition
Suicide is the act of deliberately taking one's own life. Suicidal behavior is any deliberate action with potentially life-threatening consequences, such as taking a drug overdose or deliberately crashing a car.
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Suicide
Suicide attempts that do not result in death far outnumber completed suicides. Many unsuccessful suicide attempts are carried out in a manner that makes rescue possible. They often represent a desperate cry for help.
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Early Signs
Depression, frequent crying Statements or expressions of guilt feelings Tension or anxiety Nervousness Impulsiveness Boredom, low energy
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Critical Signs
Sudden change in behavior, especially calmness after a period of anxiety
Giving away belongings, attempts to "get one's affairs in order"
Direct or indirect threats to commit suicide Purposely putting oneself in danger Suddenly happier after appearing depressed
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Verbal Clues
“I shouldn't have been born.” “I'm going to run away.” “I wish I were dead.” “I'm going to kill myself.” “I wish I could disappear forever.” “If a person did this or that…..would he/she
die?” “I wonder what it feels like to die.”
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Situational Clues
Loss of relationship, friend, etc. Loss of status
– Not making team, peer group exclusion Divorce of parents Violence within family Physical problems along with change in behavior Exposure to traumatic experiences Clusters of suicide that have a “contagious influence”.
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Behavioral Clues
Talking or joking about suicide. Giving away possessions. Preoccupation with death/violence; TV, movies,
drawings, books, at play, music. Risky behavior; jumping from high places, running
into traffic, self-cutting. Having several accidents resulting in injury; "close
calls" or "brushes with death." Obsession with guns and knives. Previous suicidal thoughts or attempts.
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What has Changed?
Easier to get “tools” for suicide The pressures of modern life are greater Less supports available (i.e. extended family
farther away, less family time) Competition is greater More exposure to violence Threats not taken seriously Higher incidence of bullying & teasing
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Adolescent Suicidal Behavior
Female Male Total
Seriously Considered 22% 12% 17%
Made a Plan 16% 10% 13%
Made an Attempt 11% 6% 8%
Made Medically Serious Attempt 3% 2% 2%
Suicide Victims per 1,000 2 12 7
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Statistics
Each year 1 out of 5 teens seriously consider suicide and 1 in 12 attempt suicide.
Only 1/3 of depressed teens are identified In 2002 approximately 1,500 teenagers (15-19)
died by suicide. Suicide is the third leading cause of death for
youth, the second for college students.
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General Guidelines
Take the time to listen Look for clues Show empathy Don’t talk down or come on too strong Be direct Let them know you care
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Steps to Take in Imminent Threat
Call for Help, Remain with or Escort the Student to Assistance
Ask Questions for Clarity
Focus on the Present
Actively Listen
Keep Calm
Follow BOE Procedures
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It Cannot be Emphasized Enough - If A Student Confides in You…
When any child’s welfare is at stake, there is no such thing as
CONFIDENTIALITYRegardless of your position, you
must report it!
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Crisis Management
District and School Teams Monthly meetings and training School Safety Plan in main office School Crisis Response Handbook for
Educators (flip charts)
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District Reporting Responsibilities
All school employees shall report arrests or indictments for any crimes or offenses to the Superintendent within 14 calendar days
The report must include the date and charge lodged against the employee
Employees must report the disposition of such charges within seven calendar days of the disposition to the Superintendent
Failure to comply with these reporting requirements may be deemed Just Cause pursuant to N.J.A.C. 6A:9-17.1
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Whistleblower Protection
Employees may file a complaint with the U.S. Department of Labor Occupational Safety and Health Administration (OSHA) if their employers retaliate against them by taking unfavorable personnel action because they engaged in protected activity relating to workplace safety and health, the environment or asbestos in the school.
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State Mandated Training
Thank you for your attention to these important issues.