For intervention/curriculums for the high school level because there

For the following assignment I choose to
discuss the Wisconsin’s Department of Public Instruction’s bullying curriculum.  In the beginning I was strictly looking for
bullying intervention/curriculums for the high school level because there is
such a lack of instruction. However, when looking further into it, I found a
curriculum that encompasses all grade levels from 3rd to 12th grade
and each lesson builds upon the last. The curriculum uses an age-appropriate
and multi-strategy tactic; each curriculum explores the key knowledge, skills,
and dispositions needed to help develop a school free of bullying behavior. In
each curriculum, real-life situations are presented so students can practice
communication skills that are effective and beneficial in addressing bullying
behavior. For the younger children the curriculum really helps to identify what
bullying behavior really is; how to avoid being a victim of bullying, and how students
can get help for both the bully and the bullied, rather than remaining a bystander.  There are also sample assessments, surveys,
and quizzes that are included for students to demonstrate their increased
knowledge, skills, and stances surrounding this key health and safety issues.
The curriculum is built on three different levels; the first curriculum is for
grades 3rd-5th and is called Time to ACT, for 6th-8th grade it is called Time
to REACT, and for 9th-12th grade it is called RETHINK.

            Time to ACT is comprised of
different lessons that are taught throughout the year. What intrigued me is how
the curriculum is introduced to students. 
In the beginning of the school year they do what they call a “Bully
Bowl”, the grades are split into two teams and they have jeopardy like game. In
doing so, they engage in different issues through an interactive activity,
presenting norms as they exist on the issue or personalized stories related to
the issue.  During this time they
students start to be introduced to the different terminology and what bullying
really is.  As for the curriculum the
lessons are based more on the issues of tattling versus telling and the power
of rumors, the curriculum introduces the skill of ACT to the learner. The
acronym ACT stands for Acting to report cases of bullying, showing Care for
both the victim and the bully without accepting the bully’s behavior, and
Talking to others who believe that bullying should not be in people’s lives
(Wisconsin Department of Public Instruction, 2015) . REACT is the middle school
curriculum that is implemented across all their schools.  Throughout the lessons, students learn that
bullying is not a normal behavior and that schools and students can establish
rules against bullying, to form the acronym, REACT. Throughout the program the
learner should be able to demonstrate the application of REACT to real life
situations.  The student has to show what
actions he or she would do first as a bystander in an observed bullying
situation. The high school approach, Rethink, for Grades 9-12, builds on but
differs from the earlier bullying prevention units. The high school unit aims
to expand students’ understanding of the dynamics of bullying behavior in the
school and broader community. The lessons included help students critically
examine influences in the school, community, and peer groups that contribute to
or support bullying. They also incorporate previous lessons from the ACT and
REACT curriculum.

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The reason that I choose this curriculum
and feel that it is successful is because it uses a multi-level approach, and
is present throughout the entirety of a student’s academic career.  The curriculum builds upon the previous
lessons and is introduced to students at a young age when they are most
impressionable. I feel that the curriculum starts at a very basic level and
becomes more evolved as the students get older. It also uses an evidenced based
approach where there is enough supporting data to show that it is successful.  I also like that they also incorporated a
secondary approach called Positive Behavior Intervention Support plan which
clearly presents all the tiered steps that are to be taken. Each tier supports
a different level of instruction for administration, whether it is the
implementation of policies or collection of school wide data. The tiers also
help to identify children who may be struggling more than others and are more
apt to engage in bullying behaviors. The combination of the curriculum and the
tiered intervention offers the educators and students a stronger foundation to
help create a safe school environment.