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1. ECE- Students should be on their grade level reading level before being promoted.

2. Reading Coach- Freedom to use supplemental resources at specific schools not a one size fits all curriculum

3. District Reading Leader IRC- Increase teacher knowledge of how to teach reading to ALL children, using  up to date research.

4. District Reading Leader IRC- Enough funding for trained professionals, and small groups of students 5 or less so you can individualize instruction.

5. Reading Coach IRC- Put
emphasis on k-2 proficiency
and highly trained teachers.

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PARENTS                               1. Matt- Teaching kids to thin and do things for themselves. Jeanette- Internet access for all students.                          2.Amy- Not moving on until the student learns the 1st thing.                            3.Christy- resources Loren- Understanding what you want out of life and how to achieve those goals.     4.Katie- Making sure every child is on a level playing field. S                              5.Steve- Bullying      6.Stephanie- Being taught compassion and education based on demographics. 7.Mary- ARTS, music, drama all the ARTS!                         8. Sharon Grandmother- Bullying                      9.Laurie- Teaching students to respect others, teachers, parents, peers.       

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PARENTS                               1. Matt- Teaching kids to thin and do things for themselves. Jeanette- Internet access for all students.                          2.Amy- Not moving on until the student learns the 1st thing.                            3.Christy- resources Loren- Understanding what you want out of life and how to achieve those goals.     4.Katie- Making sure every child is on a level playing field. S                              5.Steve- Bullying      6.Stephanie- Being taught compassion and education based on demographics. 7.Mary- ARTS, music, drama all the ARTS!                         8. Sharon Grandmother- Bullying                      9.Laurie- Teaching students to respect others, teachers, parents, peers.       

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1. Art Teacher- Not equality, Not Equity, but BARRIERS REMOVED JUSTICE FOR ALL

2. 1st Grade- Build a bond with your students.

3. High School English Teacher- More student choice, more control over their own learning and their future in the workforce.

4. 1st Grade Math- Mental health resources for students.

5. High School- trade schools

6. Art Teacher- Independent problem solving skills.

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The political and social dynamic With BLM has brought implicit bias to the forefront as a major issue in advocacy.

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What is the Bias Education and Advocacy Team (B.E.A.T.)?
Click to see B.E.A.T. Flyer
The Bias Education and Advocacy Team (B.E.A.T) provides faculty and staff a safe space to have their voices heard, advocates for and empowers affected individuals, and works to promote a comprehensive and timely response to bias incidents. B.E.A.T collaborates with the Office of Human Resources to ensure faculty and staff are fully aware of the support and resources available to them. Each team member of B.E.A.T. will primarily act as a Process Advocate. Process Advocates are individuals who will provide advice, advocate, and support for staff or faculty before, during, and after reporting an incident. They are also culturally competent individuals trained to assist employees who seek an understanding of bias and/or the options/processes available once an incident has occurred.

Xavier faculty and staff are encouraged to report all bias incidents on our campus. To aid in these instances, B.E.A.T. has developed a questionnaire to be completed by individuals who are/might be victims of bias or who have witnessed bias incidents. An individual may choose the type of response that is preferred from B.E.A.T.
If you know of anyone who has been physically harmed or who may harm others, please call XUPD at 513-745-1000.
What is a Bias Incident?

Bias Incidents are unintentional or intentional acts targeted at a person, group, or property expressing negative bias or hostility on the basis of perceived or actual gender, race, religion, ethnicity, sexual orientation, political affiliation or disability; bias incidents may consist of name-calling, epithets, slurs, degrading language, graffiti, intimidation, coercion, or harassment directed toward the targeted person or group. Bias acts often contribute to creating unwelcoming or even unsafe environment for victims and social identity groups. Acts qualify as bias acts even when delivered with humorous intent or presented as a joke or a prank.
[Adapted from Student Affairs Leadership Council, 2011]
Examples of Bias Incidents

1. A female staff/faculty member is addressed by her supervisor for making "angry" comments during an office meeting. When a male co-worker of the female staff/faculty member expresses anger during a staff meeting, the supervisor responds with affirmations to the male co-worker.

2. A swastika is drawn on a whiteboard in a classroom.

3. A male faculty of color is met with skepticism when he showed up with his Xavier ALL Card to pick up a parking decal and is questioned for several minutes. He was asked to produce additional forms of identification than what was advertised as necessary.

4. Two perceived men are holding hands and are yelled at by a passing staff member who calls them a homophobic slur.

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Bias Education and Advocacy Team (B.E.A.T.)

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What is the Bias Education and Advocacy Team (B.E.A.T.)? Click to see B.E.A.T. Flyer The Bias Education and Advocacy Team (B.E.A.T) provides faculty and staff a safe space to have their voices heard, advocates for and empowers affected individuals, and works to promote a comprehensive and timely response to bias incidents.

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This article addresses creating a safe and respectful school bus experience across the nation.

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Description

The U.S. Department of Education's Office of Safe and Healthy Students and the Safe and Supportive Schools Technical Assistance Center partnered with the National Association for Pupil Transportation (NAPT) to coordinate a special event on Creating a Safe and Respectful Environment on Our Nation's School Buses.

The purpose of the event was to bring together national and state leaders, representatives of key education organizations, and other federal agencies who want to improve working conditions for our nation's school bus drivers, create a safe a respectful environment on our schools buses, and create confidence and partnerships in school with administrators, teachers, parents, students and community members.
Materials from this event, including presentations and related training modules, are below.
1. Overview of National Priorities Related to Safe and Supportive School Environments

Kevin Jennings, Former Assistant Deputy Secretary, OSHS
Presentation slides (PDF)

2. Summary of Bus Driver's Needs: Recent Survey Results

Mike Martin, Executive Director, NAPT
Peter Manella, Executive Director, NY Association for Pupil Transportation
Presentation slides (PDF)

3. Overview of Online Modules Developed for School Bus Drivers

Tim Duffey, Training Specialist, Safe and Supportive Schools TA Center
Presentation slides (PDF)
Module Summary Handouts (DOC)

DESIGN TEAM NOTE: These modules are intentionally designed to be offered as a series. The content of each module complements and completes the content contained in the other module. While Module 1 (See Something. Do Something. Intervening in Bullying Behavior) addresses how to identify and effectively intervene when bullying occurs (including tips on de-escalation), Module 2 (Creating a Supportive Bus Climate: Preventing Bullying) considers effective strategies to build a bus climate where bullying is less likely to occur. It's our belief that bus drivers and students alike are best served when BOTH modules are covered with drivers within a short timeframe of one another.
*Please return to this site once you've delivered this module and complete a short survey (see link below) to provide feedback on how this content can be improved in the future.

Module 1 - See Something. Do Something: Intervening in Bullying Behavior
Trainer's Guide, Overview, and Outline (PDF)
PowerPoint (PPT)
Handouts (PDF)
Module 1 Trainer Feedback
Module 2 - Creating a Supportive Bus Climate: Preventing Bullying
Trainer's Guide, Overview, and Outline (PDF)
PowerPoint (PPT)
Handouts (PDF)
Module 2 Trainer Feedback
Training Collaterals
Binder cover (PDF)
Posters (PDF)
Palm card (PDF)

4. U.S. Department of Education Bullying Prevention Efforts

Deborah Tempkin, Former Research and Policy Coordinator for Bullying Prevention Initiatives, OSHS
Presentation slides (PDF)

5. Action Planning: Integration of New Training Modules and Next Steps

Sandy Keenan, Director, Safe and Supportive Schools TA Center
Action Planning: Integrating New Training Modules (DOC)
Action Planning: Next Steps (DOC)

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Creating a Safe and Respectful Environment on Our Nation's School Buses

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The U.S. Department of Education's Office of Safe and Healthy Students and the Safe and Supportive Schools Technical Assistance Center partnered with the National Association for Pupil Transportation (NAPT) to coordinate a special event on Creating a Safe and Respectful Environment on Our Nation's School Buses.

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This article talks about how to advocate for Bully prevention.

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Education support professionals are among the first line of defense in the fight against school bullying. The National Education Association (NEA) has a long history of involvement in bullying prevention efforts. The 2010 study of staff members' perceptions of bullying represents an important step in enhancing our understanding of the perspectives of teachers and education support professionals. To our knowledge, it represents the first large-scale nationwide study examining different staff members' perspectives on bullying and bullying prevention efforts. We hope these findings will inform the creation of professional development and training materials tailored for different school staff, as well as for those working with various groups of students across different grade levels and community contexts.

2010 Survey

Findings from the National Education Association's Nationwide Study of Bullying: Teachers' and Education Support Professionals' Perspectives ( 58 page)

2010 - 2012 Comparative Study

Education Support Professionals' Perspectives on Bullying Prevention: Contrasting 2010 and 2012 Survey Responses ( 44 page)

Research Brief & Summary

ESP Bullying Perspectives by Career
(Based on 2012 comparative study.)

Additional Web Resources
NEA's Bully Free it Starts With Me Program
Bully Free it Start's With Me ESP Resources
Bullying Prevention: It Can Start With ESPs (neaToday 3/11)
Education Week Spotlight: Bullying, School Improvement, Personalized Learning

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Education support professionals are among the first line of defense in the fight against school bullying. The National Education Association (NEA) has a long history of involvement in bullying prevention efforts. The 2010 study of staff members' perceptions of bullying represents an important step in enhancing our understanding of the perspectives of teachers and education support professionals.

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I chose this site because I think students need to learn how to fight for what they believe in.

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Self-advocacy is the ability to speak up for what you need.

Being a good self-advocate can help your child academically and socially.

You can help your child develop the skill of self-advocacy at any age, but it's good to start early.

When your child faces challenges, you advocate. You talk with teachers, family members, and others about your child's needs. And you help your child get support in and out of school.

Self-advocacy is a skill that enables kids to understand their strengths and weaknesses, know what they need to succeed, and communicate that to other people.

Self-advocacy can be broken down into a few key elements:

Understanding specific needs. (This is part of self-awareness .)

Knowing what help or support will address those needs, like tutoring or classroom accommodations .

Communicating those needs to teachers and others.

Let's say your child struggles with writing. A history class requires taking a lot of notes for homework. Without some kind of writing support, this is going to be difficult for your child.

Here's an example of self-advocacy in action:

Your child understands that taking notes is going to be a challenge and knows that technology can help with note-taking. So your child communicates to the teacher that writing is a challenge and asks to use a note-taking app.

If the teacher says yes, your child's needs are addressed. If the teacher says no, your child understands to talk to another person, like the special education case manager.

The benefits of self-advocacy

Self-advocacy helps kids learn by creating solutions for challenges in school. In the note-taking example above, the child would do better in class by using technology.

Of course, a parent could also advocate. But when kids self-advocate, there are extra benefits. Kids who exercise self-advocacy can:

Find solutions to challenges parents may not be aware of

Build self-confidence in their ability to learn

Create a sense of ownership over their learning

Develop independence and self-empowerment

The benefits of self-advocacy go beyond academics. Kids who can effectively self-advocate can communicate in social situations and even explain to friends why they sometimes need extra help.

How to build self-advocacy in kids

Because self-advocacy is so important, you may want to take specific steps to help your child build this skill. Here are some ways to help your child develop self-advocacy:

As with any valuable skill, self-advocacy takes practice. Role-play situations that may come up to help your child feel more comfortable about asking for help.

Teaching self-advocacy can be an important part of your own journey as an advocate. Self-advocacy skills can help your child deal with current challenges and the ones that will arise in the future.

Self-advocacy is an important skill that can help your child do better in school and be more independent in the long run.

You can take specific steps to help your child learn self-advocacy.

Self-advocacy isn't easy, but with practice your child can develop this skill over time.

About the Author

About the Author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Bob Cunningham, EdM serves as executive director of learning development at Understood.

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The importance of self-advocacy for kids who learn and think differently

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Self-advocacy is the ability to speak up for what you need. Being a good self-advocate can help your child academically and socially. You can help your child develop the skill of self-advocacy at any age, but it's good to start early. When your child faces challenges, you advocate.

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I chose this site because it's already an Advocacy for Arts in the schools. It's well laid out and full of information.

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Play Your Part by Joining the Action Fund

Join the movement of grassroots advocates, teachers, artists, and community members who voice their support of the arts and arts education in America, and let your voice be heard from your front steps to the steps of the Capitol.

Speak Out with VoterVOICE

In two minutes, you can write your state and local elected officials about the value of arts education or find out about the latest federal-, state-, and local-level battles for the arts and arts education.

Spread the Word with Our Tools

Looking for basic arts education information, advocacy tips, and tools for a general arts education advocate? We've got a handy series of tools and publications to help you start affecting change for the creative future of our children.

Start a Conversation

Plan an event to generate community dialogue about the importance of arts education. Invite community leaders, school leaders, artists, students, teachers, and parents to participate. Visit the Documenting the Importance of Arts Education page to find out about screening films at your event as a way to spark the conversation.

Keep the Arts in Public Schools (KAIPS)

Join 1.2 million concerned citizens who take action through our Causes.com social media page. This is a community of people dedicated to supporting the arts as part of a well-rounded education for all students.

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Play Your Part by Joining the Action Fund Join the movement of grassroots advocates, teachers, artists, and community members who voice their support of the arts and arts education in America, and let your voice be heard from your front steps to the steps of the Capitol.