Take A Stand Kinder – 2 nd Grade Curriculum Training. Developed by: Meredith Carter, Extension Program Specialist – 4-H, Texas A&M AgriLife Extension Cheryl Newberry, SE District 4-H Program Specialist, Oklahoma Cooperative Extension Service. Overview of Training.
Meredith Carter, Extension Program Specialist – 4-H, Texas A&M AgriLife Extension
Cheryl Newberry, SE District 4-H Program Specialist, Oklahoma Cooperative Extension Service
What is Texas A&M AgriLife Extension & 4-H?
Why this curriculum?
Overview of Bullying
What is “Take A Stand?”
Our Mission: improving the lives of people, businesses, and communities across Texas and beyond through high-quality, relevant education.
Mission: Prepare youth to meet the challenges of childhood, adolescence and adulthood, through a coordinated, long-term, progressive series of educational experiences that enhance life skills and develop social, emotional, physical and cognitive competencies.
MAKING NEW FRIENDS
Positive life skills development of youth.
Diversity among youth participants, families, and Extension personnel.
Utilization of research-based information in creative, diverse, hands-on educational environments.
Optimizing each youth’s potential through unique partnerships with other youth, families, volunteers, Texas A&M University System personnel, and community stakeholders.
Supporting county Extension faculty across Texas in enhancing the Texas 4-H & Youth Development Program.
Curriculum/activity takes place in school classroom.
Curriculum/activity is led by school personnel or an Extension volunteer.
Consists of 5 sequential learning experiences, at least 30 minutes each.
Designed to ENHANCE/ENRICH the required school curriculum, not replace it.
Promotes 4-H and extends invitation to participants to join 4-H.
SB 471 and HB 1942 – Starting in 2012-2013 – Expands the requirements on school districts to address bullying and harassment, such as parental notification, programs for students and staff, providing counseling to bullies and victims and protecting those who report bullying. Charter schools also are required to adopt a policy on sexual abuse starting this 2012-2013.
HB 1942 – Expands the definition of bullying and allows school districts to transfer the bully to another classroom or campus within the district.
HB 1386 – Requires the development of intervention and prevention programs to train school staff to recognize potential suicide victims, to include those students targeted by bullies.
Bullying is a form of youth violence and can result in physical injury, social and emotional distress, and even death.
Victimized youth are at increased risk for mental health problems such as depression and anxiety, psychosomatic complaints such as headaches, and poor school adjustment.
Youth who bully others are at increased risk for substance use, academic problems, and violence later in adolescence and adulthood. The ultimate goal is to stop bullying before it starts.
(Understanding Bullying, CDC, 2013)
Nearly 1 in 3 students (27.8%) report being bullied during the school year (National Center for Educational Statistics, 2013)
School-based bullying prevention programs decrease bullying by up to 25% (McCallion and Feder, 2013).
According to children ages 12-18 who reported being bullied in the 2007-2008 school year, 79 percent of bullying occurred within the school, 23 percent on school grounds, eight percent on the school bus, and four percent somewhere else. (ChildTrendsDataBank, 2014)
5-fold Curriculum – 1 lesson per topic
Four levels – K-2, 3-5, 6-8, 9-12
Most lessons are divided into two parts with handson activities
Full online access to curriculum as needed at campus.extension.org or agrilifebookstore.org
Web resources with additional activities and training resources
Parent letters (english/Spanish)
Coloring book online from Pacer.org
Associated TEKS for each lesson
· Define bullying.
· Identify actions of a bully.
· React when bullying is observed or happens to them.
Express themselves using words and body language.
Define telling and tattling.
Identify examples of telling and tattling.
Identify good examples of good manners
Practice using good manners
Identify good characteristics of teamwork and sportsmanship
Use teamwork and sportsmanship
Identify things that they like or enjoy
Define the term unique
Observe differences in thumb prints
Write about differences in thumb prints
Work with local county Extension agent to:
Select grade to target
Train other teachers if needed
Provide each student with the parent letter to take home
Implement the curriculum with students
Conduct the evaluation instrument with students and turn in to the agent
Complete the Group Enrollment Form
Teacher Observation evaluation
Return forms to:
District 11 Center
10345 HWY 44
Corpus Christi, TX 78406
“Knowing what\'s right doesn\'t mean much unless you do what\'s right.”― Theodore Roosevelt“I would rather be a little nobody, then to be a evil somebody.”― Abraham Lincoln