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Back-to-School/In-Service, Edgewater Park, NJ 09/04/2007 John Lestino. Cross-Content New Jersey Core-Curriculum Standards. It’s the Law …. What are the ‘characteristics’….

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what are the characteristics
What are the ‘characteristics’…

…in your school and/or class?

How much…off-task, underdeveloped social-skills, attention getting and/or obnoxious behavior is occurring?

Social & Emotional CPIs

Character Development and Ethics - STANDARD 9.2D

Character Development STANDARD 2.2D

Communication -


Interpersonal Communication - STANDARD 9.2C

Critical Thinking -

Standard 9.2A

Decision Making  - STANDARD 2.2B  

Dependency & Addiction -


Leadership & Advocacy -


Planning and Goal Setting  - STANDARD 2.2C 

Pregnancy & Parenting STANDARD 2.4C

Relationships -

Standard - 2.4A

Self Management - STANDARD 9.2B 

Sexuality -


Social & Emotional Health -


Sportsmanship -


Strategy -


new jersey s core curriculum content standards cccs challenging behavior
New Jersey's Core Curriculum Content Standards (CCCS) & Challenging Behavior
  • The New Jersey's Core Curriculum Content Standards (CCCS) require that students learn an array of skills in the various standards, which can prevent &/or address a number of social, emotional, and behavioral challenges. A number of these resources can be accessed by stakeholders through the CPI hyperlinks below.
  • These CPIs can provide guidance to stakeholders in assessing a student's knowledge and skills and addressing weaknesses with precursor or prerequisite skills. Many of these CPIs also have Framework activities, Vignettes, and Vignettes with adaptations, which can assist stakeholders in addressing many of the social & emotional needs, as well as challenging behaviors our students experience.
  • The below hyperlinked activities can be utilized by stakeholders, including parents, teachers, administrators, counselors, CSTs, school-based intervention teams, and IEP teams to assess student's needs and delineate them in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) Statements and prevent and address challenging behaviors.
social and emotional health standard 2 1f
Social and Emotional Health - STANDARD 2.1F

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

  • 1. Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development.
  • 2. Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.
  • 3. Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence.
  • 4. Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body.
  • 5. Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.
  • 6. Discuss how stereotyping might influence one’s goals, choices, and behaviors.
character development and ethics standard 9 2d
Character Development and Ethics - STANDARD 9.2D

By the end of Grade 4, students will:

  • 1. Demonstrate character traits that are important in day-to-day activities in the home, school, and community such as trust, responsibility, respect, fairness, caring, and citizenship.
  • 2. Conduct a cooperative activity or project that addresses a character trait.
  • 3. Identify ethical behaviors in the home, school, and community.
  • 4. Explain a person’s responsibility to obey the laws and rules.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

  • 1. Explain and demonstrate how character and behavior affects and influences the actions of others in the home, school, and community.
  • 2. Describe and demonstrate appropriate character traits, social skills, and positive attitudes needed for the home, school, community, and workplace.
  • 3. List problems and their causes, effects, and solutions that are faced in the home, school, and/or community.
critical thinking standard 9 2a
Critical Thinking STANDARD 9.2A

By the end of Grade 4, students will:

  • 1. Recognize and define a problem.
  • 2. Plan and follow steps to make choices and decisions.
  • 3. Identify and access print and non-print resources that can be used to help solve problems.
  • 4. Demonstrate brainstorming skills.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

  • 1. Communicate, analyze data, apply technology, and problem solve.
  • 2. Describe how personal beliefs and attitudes affect decision-making.
  • 3. Identify and assess problems that interfere with attaining goals.
  • 4. Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information.
  • 5. Practice goal setting and decision-making in areas relative to life skills.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

  • 1. Apply communications and data analysis to the problem-solving and decision making processes in a variety of life situations.
  • 2. Describe and apply constructive responses to criticism.
interpersonal communication standard 9 2c
Interpersonal Communication - STANDARD 9.2C

By the end of Grade 4, students will:

  • 1. Develop positive social skills to interact with others.
  • 2. Select and use language appropriate to the situation.
  • 3. Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes.
  • 4. Practice steps for effective conflict resolution.
  • 5. Work cooperatively with others to accomplish a task.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

  • 1. Demonstrate respect and flexibility in interpersonal and group situations.
  • 2. Organize thoughts to reflect logical thinking and speaking.
  • 3. Work cooperatively with others to solve a problem.
  • 4. Demonstrate appropriate social skills within group activities.
  • 5. Practice the skills necessary to avoid physical and verbal confrontation in individual and group settings.
  • 6. Participate as a member of a team and contribute to group effort.
self management standard 9 2b
Self Management - STANDARD 9.2B

By the end of Grade 4, students will:

  • 1. Demonstrate an understanding of the relationship between personal behavior and self-image.
  • 2. Recognize and build upon personal strengths.
  • 3. Accept criticism and respond constructively.
  • 4. Recognize personal likes and dislikes.
  • 5. Demonstrate steps to deal with stress and conflict.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

  • 1. Develop and implement a personal growth plan that includes short- and long-term goals to enhance development.
  • 2. Demonstrate responsibility for personal actions and contributions to group activities.
  • 3. Explain the need for, and advantages of, lifelong learning.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

  • 1. Revise and update the personal growth plan to address multiple life roles.
  • 2. Apply project planning and management skills in academic and/or occupational settings.
  • 3. Compare and contrast methods for maximizing personal productivity.
relationships standard 2 4a
Relationships - STANDARD 2.4A

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

  • 1. Describe different kinds of families and discuss how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.
  • 2. Compare the roles, rights, and responsibilities of various family members.
  • 3. Discuss ways that families adjust to changes in the nature or structure of the family.
  • 4. Discuss how culture and tradition influence personal and family development.
  • 5. Discuss factors that support healthy relationships with friends and family.
  • 6. Describe the characteristics of a friend.
  • 7. Describe appropriate ways to show affection and caring.
bad behavior in school
Bad behavior in school…

And other places, too!

new jersey cares about bullying

New Jersey Cares About Bullying

Office of Bias Crime and Community Relations

PO Box 094, Trenton, NJ 08625


Randy Ross, Coordinator, New Jersey Cares About Bullying

Email:; 609/896-8783 or 1-877/NOBULLY

Michael Greene, Director

YCS Center for the Prevention of Violence

Email:; 973/854-3649


School-based policies that support bullying prevention and intervention; a pictorial account…excerpted from,

  • NJSA: 18A, 37-15 (3)(b)(3)…
  • Statutory Requirement::
  • The policy contains a statement prohibiting harassment, intimidation, and bullying.

2. Statutory Requirement: from N.J.S.A. 18A…on H.I.B.

“The policy shall contain a definition of harassment, intimidation or bullying…”


11. Establishment of Bullying Prevention Programs

Statutory Provisions:

Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy against harassment, intimidation and bullying shall be incorporated into a school’s employee training program.


No Taunting Pledge

I will pledge to be part of the solution.

I will eliminate taunting from my own behavior.

I will encourage others to do the same.

I will do my part to make the community a safe place by being more sensitive to others.

I will set the example of a caring individual.

I will eliminate profanity toward others from my language.

I will not let my words or actions hurt others.

And if others won't become part of thesolution, I will.

subchapter 7 intervention and referral services 6a 16 7 1 ir s

6A:16-7.1 Establishment of intervention and referral services…

District boards of education shall choose the appropriate multidisciplinary team approach for planning and delivering the services required under this subchapter.

1. The intervention and referral services shall be provided to aid students in the general education program; and…etc.

The core mission of the New Jersey Commission on Holocaust Education is to promote Holocaust education in the State of New Jersey. On a continual basis, the Commission shall survey the status of Holocaust Education; design, encourage and promote the implementation of Holocaust and genocide education and awareness; provide programs in New Jersey; and coordinate designated events that will provide appropriate memorialization of the Holocaust on a regular basis throughout the state.
  • The Commission will provide assistance and advice to the public and private schools and will meet with county and local school officials, and other interested public and private organizations, to assist with planning courses of study on the Holocaust. The core mission will be accomplished through implementing and evaluating the following committees:
skills and academic outcomes s ocial e motional l earning and swpbs
Skills and Academic OutcomesSocial & Emotional Learning and SWPBS
  • Evidence-Based Practices in SEL Programming…
  • Safe, Caring, Well-Managed Learning Environments
  • Opportunities and Rewards for Positive Behavior
  • Greater Attachment, Engagement, and Commitment to School
  • Less Risky behaviors
  • More Positive Social Development
  • [Elias, et al re: SPR]

Factors Associated with Successful & Enduring Implementation for Evidence-Based Intervention for SEL/SWPBS Skills [Elias, et al & Martin]

  • Presence of Program Coordinator or Committee
  • Individual's involvement with high morale & ownership
  • Ongoing process of formal and informal training
  • High inclusiveness of all school personnel
  • High visibility in the school and community
  • Components that explicitly foster mutual respect and support'
  • Varied and engaging instructional activities
  • Linkage to stated goals of the school and/or districts and state
  • Consistent support from school principals
  • Additional support from new and seasoned administrators
  • Additional collegial support

Social Competence and

Academic Achievement:

A PBS Perspective

teacher managed vs administrator managed rule violations

Clear Distinction—Consistent, Staff Support, Efficient Communication

Managed Behavior—Low Intensity, Low Frequency, Less Serious Rule Violations

Teacher Strategies—Teach desired behavior, positive reinforcement, behavior contracts, modify curriculum, collaboration with parents and other staff

Major Rule Violations—Repeated minor violations and/or more intense and serious…

Teacher-Managed vs. Administrator-Managed Rule Violations

Consider and review for a specific behavior support plan

sustaining classroom systems

Align with School-wide System

Sustaining Classroom Systems

Establish Classroom Rules and Expectations

Teach Expectations Directly

Support School-wide Initiatives

Establish Clear Discriminations

effective classroom management practices cont

Consistently Enforce School/Class Rules

Correct Rule Violations and Social Behavior Errors Proactively

Teach and Plan for Smooth Transitions

Effective Classroom Management Practices, cont.
supporting classroom pbs sel systems

The most important components of management systems are the application of contingent extrinsic consequences.

Total management packages appear more effective than separate components.

Group contingencies seem as effective as individual contingencies.

The optimum management package appears to be a combination of group and individual contingencies.

Supporting Classroom PBS/SEL Systems

Have behavioral expectations for students and teachers been expressed?

Do empirically sound instructional strategies occur at high levels for all students?

effective classroom management practices
Effective Classroom Management Practices

Class meetings

Primacy of relationships

pbs team responsibilities universal interventions
PBS Team Responsibilities (Universal Interventions)
  • Conduct school wide self assessments of behavior problems and patterns
  • Develop and facilitate the implementation of a universal intervention that teaches and recognizes appropriate social behavior
  • Use data-based decision-making to monitor and evaluate universal intervention
  • Implement intervention for identified problem areas and routines
hib consultation to share is to care
HIB ‘consultation’ : “To share…is to care…”
  • Confirm discussion with your building principal and/or designee.
  • Be prompt.
  • Relay your perspective of why you are requesting a HIB consultation.
  • Discuss your concerns with the parent(s).
  • Report on-going progress or concerns.
  • Review appropriate procedures, discussion, and/or consultation strategies, interventions, and/or techniques.
  • Always inform other appropriate school staff in a timely fashion….e.g. Grade-level colleague(s), counselor(s), school nurse, CST, and other staff…
  • IR & S…etc.

Common Themes for

Teachers and Parents

“Unless you do something beyond your control… you will never mature”



Fear of...

Fear of...

Having Responsibility without Authority

Losing Control

Fear of...

Fear of...

Loss of Personal and Professional Identity

Being seen as Incompetent

Fear of...

Fear of...

Child getting Hurt




*Parenting Support & Outreach*

Parents…Are You Feeling Stretched?


6:30 pm "My Kid is Driving Me Crazy!"

9:00 am "The Homework Wars"

6:30 pm “ The Battle Between Siblings and Friends"

9:00 am "Sounding Like Mom and Dad"


The effects of school climate on changes in aggressive and other behaviors related to bullying… (Kasen, Berenson, Cohen, & Johnson)

  • Schools function as a socializing agent for children
  • Successful school bonding relates to enhanced student motivation and achievement
  • Schools are accountable for…more than academic distinction
  • School policies…and the overall atmosphere or school ethos determine the internal life or social, emotional and motivational climate of the school
  • Schools…may [be] an indispensable force [toward] eliminating or reducing the threat of victimization…

From: Bullying in American Schools - D. Espelage & S. Swearer, 2004

school climate playground lunchrooms factors power costigan manz et al spr 2003 no 3
School ClimatePlayground & Lunchrooms Factors (Power, Costigan & Manz et al. SPR, 2003, No. 3)
  • The development of violence prevention programs demand greater study of recess, playground and lunchtime environments of student's. [RPL]
  • RPL environmental characteristics can have a substantial impact on children’s behavior in school and classrooms.
school playground recess activities positive effects
School Playground & Recess ActivitiesPositive Effects
  • Playground experience may promote social competence
  • PRA’s [playground & recess activities]develop fine and gross-motor skills
  • Rough and tumble play ( e.g. chase, play fights) can help
  • children learn social-problem solving and social norms
  • PRA’s help allow for the development of friendship experiences
  • Recess may have direct positive impact for improving attention and learning…
  • Greater ‘B.T.U.’s’ [energy] available for academic work
  • PRA’s cultivate skills that are transferable to classroom setting, e.g. turn-taking & problem-solving
school climate implications for playgrounds lunchrooms
School Climate: Implications for Playgrounds & Lunchrooms
  • When school climate [SC] is positive…social interactions are less problematic
  • Feelings of trust and mutual respect are more reciprocal
  • Interpersonal relations show more caring interactions
  • Student and teacher relations are also more collaborative
  • SC has a positive impact on student ‘behavior’
  • SC has a positive impact on academic achievement

Classroom Instruction >>>>

Professional Development >>>>>

Leadership Development >>>>>>>>

Improved ___________________________?

four skills for optimism molony michael adapted from m seligman the optimistic child
Four Skills for Optimism: Molony & Michael: Adapted from M. Seligman…”The Optimistic Child”
  • Learn to recognize thoughts that come across your mind (automatic thoughts). These thoughts affect mood and behavior.
  • Evaluate these automatic thoughts for accuracy.
  • Generate more accurate explanations
  • De-catastrophize [ from: Seligman]
working positively together
Working Positively Together

It gets the job done…Who knows where you’ll land…So enjoy the ride…When you can!


“A teacher affects eternity...they can never tell where their influence stops...” Henry Broke Adams, 1838-1918

the central premise beth doll
The Central Premise: Beth Doll
  • “[the]developmental competence of children will be more evident and the impact of emotional distress lessened when [school] contexts support strong interpersonal relationships and foster self-regulated learning…”
  • “Resilient Classrooms”, 2004; @Guilford Pub. Authors: Doll, Zucker, & Brehm

The eleven components of H.I.B. policy mandated by NJPL#18A….




njsa 18a 37 15 3 b 3 or the 10 command ment s plus 1
NJSA: 18A, 37-15 (3)(b)(3) [or]“The 10 Command[ment]splus, 1…”

1.   Prohibition

2.   Definition

3.   Description

4.   Consequences5.   Procedure(s)6.   Principal-Promptness7.   Range of Responses8.   Prohibition of Reprisals9.   Falsely Accusation

10. Policy Publication11. Employee Training


School-based requirements supporting bullying prevention and intervention;

  • a pictorial account with abridged excerpts from NJSA: 18A, 37-15 (3)(b)(3)
  • Statutory Requirement::
  • “The policy contains a statement prohibiting harassment, intimidation, and bullying…”

2. Statutory Requirement:

“The policy shall contain a definition ofharassment, intimidation or bullying…”


3. Statutory Requirement:

“The policy shall include a description of the type of behavior expected from each student. N.J.S.A. 18A: 37-15 (3)(b)(3)…”


4. Statutory Requirement:

The policy shall include the consequences and appropriate remedial actions for a person who commits an act of harassment, intimidation or bullying…”


5. Statutory Requirement:

“The policy shall include a procedure forreporting an act of harassment; intimidation or bullying, including a provision that permits a person to report an act of harassment intimidation or bullying anonymously; however, this shall not be construed to permit formaldisciplinary actionsolely on the basis of an anonymous report. N.J.S.A. 18A:37-15 (3)(b)(5)…”


6. Statutory Requirement:

“The policy shall include a procedure for prompt investigation of reports of violations and complaints, identifying either the principal or the principal’s designee as the person responsible for the investigation…”


7. Statutory Requirement:

“The policyshall contain therange of waysin whicha school will respond once an incident of harassment, intimidation or bullying is identified…”


8 Statutory Requirements:

The policy shall contain a statement that prohibits reprisal or retaliationagainst any person who reports a…


9 Statutory Requirements:

The policy shall contain the consequences and appropriate remedial action for a person found to have falsely accused another as a means of harassment, intimidation or bullying…


10. Statutory Requirement:

The policy shall contain a statement of how the policy is to be publicized, including notice that the policy applies to participation in school-sponsored functions…


11. Establishment of Bullying Prevention Programs

Statutory Provisions:

Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy against harassment, intimidation and bullying shall be incorporated into a school’s employee training program…

addendum ii
Addendum, II

Restorative justice is a theory of justice that emphasizes repairing the harm caused or revealed by [bad] behavior. It is best accomplished through cooperative processes that include all stakeholders.

more r j
Three principles form the foundation for restorative justice:

Justice requires that we work to restore those who have been injured [or harmed]..

Those most directly involved… should have the opportunity to participate fully in the response if they wish.

Government's role is to preserve a just public order, and the community's is to build and maintain a just peace.

Restorative programmes are characterized by four key values:

Encounter:  Create opportunities for victims, offenders and community members who want to do so to meet to discuss the crime and its aftermath

Amends:  Expect offenders to take steps to repair the harm they have caused

Reintegration:  Seek to restore victims and offenders  to whole, contributing members of society

Inclusion:  Provide opportunities for parties with a stake in a specific crime to participate in its resolution

More R.J.

the risk of a wrong decision is preferable to the terror of indecision maimonides
“The risk of a wrong decision is preferable to the terror of indecision”Maimonides


“working with pencils means the erasure is always available…”

h i b resources some favorites
H.I.B. Resources: some favorites…

“And Words Can Hurt Forever” J. Garbarino

“Best Friends Worst Enemies” M. Thompson

“Bully-Busters: A Teachers Manual” Horne, et al

“Bully Proofing Your School” C. Garrity

“Bully Proofing Your Child” M. Barris

“The Bully, the Bullied, the Bystander” B. Coloroso

“Bullying At School, What We Know” D. Olweus

“Bullying in Schools” K. Rigby

“Talking to Children about Violence” L. Lanteri

“Connections of SEL to Literacy; CASEL” L. Espinosa

Character Education: NJCCE


“Coping with Crisis” S. Poland

“Nobody Left To Hate” E. Aronson

Resolving Conflict Creatively ESR

NJ Cares About Bullying Office of Bias Crimes

Princeton Center for Leadership Training

“Bullying in American Schools” S. Swearer

“Queen Bees and Wanna Bees” R. Wiseman

“Mean Girl” Film