ENDNOTES: ‘Anne Sawyer et al (2007) Journal of Adolescent Health, Catherine Btadshaw etal. (2007) Schoo! Psychology Review. Ji Devoe and Christina Murphy (2011) U.S. Department of Justice. ‘Anae Sawyer et al (2007) Journal of Adolescent Heath Wendy Craig and Debra Pepe (1998) Canadlan Joumal of Schoo! Psychology. Karin Osterman (2000) Review of Educational Research. Vagina High Schoo! Safety Suey, 2008. Josoph A, Drake ot al (2008) Journal of Schoo! Heath Center for Disease Contra Youth Risk Behavior Surellance, 2011. ‘Suicide Prevention Resource Contar (2011) Suicide and Bulying: Issue Brit 1 Patricia McDougall ta. (2008) Bullying Special Edition, Educationcom, 1. Calica Healthy Kids Survey, Student Weltbeing in Calter, 2000-11: Statowide Results. Bonnie Carer and Vieki Spencer (2008) Journal of GLBT Family Studs. Jule Lameng etal. (2010) Pediatics. California Heathy Kide Survey, Student Weltbeing in Caloris, 2000-11: Statewide Results. Michael Kimmel and Natthew Mahler (2008) American Behavioral Scientist ‘Stephen Russel et al (2012) American Joumal of Pubic Haat Joseph Drake et ai(2003) four of Schoo! Health ', Paul Poteat and Dovothy L. Eopelage (2007) The Journal of Early Adolescence Lynn Hawking otal. (2001). Secial Development. Frances Aboud and Anna Joang (2008). In intergroup altitudes and reletions in childhood though adulthood. Gatherine Bradshaw etal (2011) National Education Association, Maria Ttfi and David Farington (2011) Joumal of Exparimental Criminology. 2 staghen Russel tal. (2010) Calfomia Safe Schools Coaltion Research Bret 25 Daryl B. Hil (2008) Journal of LGBT Youth, \v. Paul Potost and Dorothy Espelage (2007) The Journal of Early Adolescence. Anthony D’Augel (2006) Journal of Interparsonal Violence. Bate Ketter K Ronee Bl (201) Ling rangement of Chien 2008, Curent Pputon Raps US, Census ™ Tioty Gra (2011) Custodial eter and Father and Thi Chis Super 7009, Curent Pepsin Repos US > Us. Dapartment of Heath and Human Senices (2009) Adoption USA: A Chartbook Based on the 2007 National ‘Survey of Adoptive Parents °° ovement Advancement Project, Family Equalty Council & Centr for American Progress (201 1) “LGBT Families: Facte at a Glance” Movement Advancement Project (2012) Percent of Same-Sex Couples Raising Children 5 Gates, Gary J (2072) Same-eox Couples in Cenaus 2010: Race and Ethnicity, The Willams Institute "oe Keita Rene is 20%) Ling Arangments of Chie: 2008, Curent Popo Reports US Camus Susan Sauiny (2041) Census Data Presents Rise in Mulicacal Population of Youths, New York Times. March 24 US, Census Bureau (2012) America's Families and Living Arrangements: 2012, ‘Waw.weleomingschaols.org TatWelcoming Schools www.welcomingschools.org A Quick GUIDE TO WELCOMING SCHOOLS RESOURCES ON THE WEB eee OES + Conveying the Need for a Welcoming School Environment. wanw.welcomingschools.ora/pages/conveying-the-need-for-a-welcoming-school- ‘environment Advice on provi % Professional Development www.welcomingschools.org/pages/professional- development-tools/ ‘Working with the adults in an elementary school is a key place to start developing a more welcoming school where students can learn and thrive. ‘ Regional Consultants www.welcomingschools.org/experts-in-yot Trainers and consultants are available around the country for: Professional development workshops; Planning for film screenings; Developing initial steps for your school or district. jing a framework for developing a welcoming school, ‘= Lesson Plans Linked with Common Core State Standards www.weloomingschools.org/pages/lesson-plans ‘A selection of lesson plans that focus on embracing family diversity, avoiding gender stereotyping, and ending bullying and name-calling. Family Diversity Resources www.welcomingschools.org/family-civersity/ The involvement and understanding of the parents and guardians in the school community is a critical aspect to creating a welcoming school for all children. % Gender Stereotyping and Identity Resources www.welcomingschools.ore/gender- stereotyping! + Bullying and Name-calling Resources www.welcomingschools.org/bullying-name- calling’ * Resources www.welcomingschoole,crg/resources/ Many annotated bibliographies on family diversity: bullying, and gender stereotyping and identity; Linking Welcoming Schools to Academic Standards. ‘+ Film: What Can We Do? Bias, Bullying, and Bystanders www.weloomingschools.org/what-can-we-do/ * Film: What Do You Know? Six to Twelve Year-olds Talk About Gays and Lesbians, www welcomingschools.ora/what-do-you-know-the-flm/ * Definitions for Students & Adults _www.welcomingschools.ora/paqes/definitions-for- students-adults Resources to provide a starting point for defining terms for students as well as adults. * Welcoming Schools Pilot and Evalutation Results wwew.weleomingschools.orq/pages/evaluation-of-welcoming-schools/Human Rights Campaign Foundation 4640 Rhode Island Ave., N.W., Washington, D.C. 20086 wiwwaweleomingschools.org welcomingschools@hre.org © 2014 by the Human Rights Campaign Foundation. The HRC Foundation grants permission for the reproduction end redistribution ofthis publication only when distributed free of charge and credit is given to Welcoming Schools, The Human Rights Campaign ® name and the Equality logo, @ are trademarks of the Human Rights Campaign. Welcoming Schools and the Welcoming Schools design logo are trademarks of Human Rights Campaign Foundation Www weleomingschaaleore aves100) uonen[ead s/aJoasy ° sdays ax0u weld 07 DOLOPISE SM EOI) Burdting paseq seq pue 8uidA@oax03s sopuod ‘Kussoatp Ayyuney 09 uoRepas pins uy Aguayadutoo jeangina SM 91 Jo suoRIas sootps ary Buiseasot Jo SBuipear uaissy « oy sdays 3x9u ssasse doysr0m 03 101d suonesraauos/sartanoe SM quauIssasse a]eU|D dn-eaojtoy 01 parejas saidoy uo foorps Joousszonpuoy 410) Ayumioddo apaoig ¢| amp utsynpesaipoatefua « “smut ssaueatsnpuy “sinoy squawout soidoy urew au Jo autos 10 | quaudopanag 404 seaunosad 1-2 [2103 01 yes {18 105 aiqeysear ssaippe oy [re anoge jauuosiod ooyas | yeuorssayorg pure wnynaqana quouidojenap jeuorssojord SM4ostedioudsiseqasn 1120) uoneonpa apraosd | joutrosuag joouss sassy « quowajduy pue uejg {ua jauuosied jooups [ty 0 UBM JeUR S[OOUDS 104 joouss Surdqing paseq seq pue SujdMoa.ors sapuad suonesiaauos/santanoe — | “Auissoatp S[urey 04 woreor dn-moyjoy ut Aouazaduiod jesngjno 40) &juns0ddo aptaoig © s,Jooups ap Buisea.out Buu | oj sdans yxau ssasse« sfooyps Suwosjam Noy 9 SM. -¢ 2Sunuaurajduy pue uejg | 0} parejar sazdox uo fooyas s}001 ‘sjeuolssayoad yueaayau ayn UIsyInpe 19420 o8eBua uonenjera smjoasy + 9120 40 ‘Suojasuno2 squsiuow. doysyzom ayy Jooyps ‘sroyexysturmpe atqeyseay ssauppe 02 quauuo.AUa jooups oytoLid apind sm ayy —_| fooyps uo snd0J uD 10 dnow Sm4ostedioutsd 21seqasn |} — Sutwoojem azow e ayea19 josuonsas fay peoy | aamenuasaidan e aq ued sty, SM4o sjediouyd 01 sdays yerur axjea pur sa doysyiom atp 03 01d “uonewaserd 10 doysyiom oiseq aq puerssopun ¢| ur soidoy uieut aig jo auos qUaUIssasse o}eULI|O SMe pune jjLe0 oy Im jauuosiad jooyos 40 [Je noqe aroun useal aBeig Jooyssyonpuo) ajdoad joresqns Anuap} e | 10 soyensurupe jo yasqns y 0} Ue jeu) sjooyrs 104 | AroyeIO[dKy, ~ sanrarpy reuondo PATOAUT SoMTANDy Ady, soanpalqg/sjeon yout spaan/wondioseq oe Cs[00} uonenjenasmjoasn qusUssasTe 7A -soyfoy Suso8u0 ainsug suejd wossa[ jo Suryoeoy, Jouuossad [ooyps 10) suyjd uossal jo Surjapoyy sued uossal queaayai jo uoneaynuap] woneanpa/suinos uetpaend /quaated :Buipnpour quamasesua Jods [ny 103 sdays uejd od anJopjsey mau 10 BUNS yyaney 2q {11m suid twossay gM, jooyps ‘auf UJ ASN 0} LasoYD aq qTM spaepueis 2.109 UoULLUOD pur ayes “[e90] yin u8yfe 1eyp sue|d Uossal SM, SAN Jo sjedioutad ayseq ayy 01 paonpowgul aq [lim suerpreng pue syuasteg “squapms pu sores oBeiua 94 any 03 Jue pu sfooyps Burmonjam ut soidoy sofeur ay) ssaxppe 04 sdays jen uaxe] aAeY IeIp S[ooyas Fog quawedesug Aqyurey pue Jooups 11ndConnections between Welcoming Schools and Second Step The Second Step Program ‘This program heips elementary students learn to practice prosocial behavior. By understanding their emotions and how to respond to them, young students are able to remain focused on academics. The program helps students gain skills related to: «Empathy Impulse control + Anger management + Problem solving Welcoming Schools Lesson Plans Lesson plans from Welcoming Schools can help reinforce lessons learned from Second Step. Stall Weleoming Schools Lesson Plans Empathy What is a Family ‘That's a Family Families Portrayed in Our Culture Family Diversity Scavenger Hunt We Are All Human Beings | Girls Like, Boys Like, Kids Like | Fairy Tale Rulers, Rules and Renegades A Welcoming Classroom Creating Classroom Community Don't Just Stand By Was Just Kidding Think Before You Act Impulse Control Words Can Hart ‘I Was Just Kidding ‘Think Before You Act A Welcoming Classroom Creating Classroom Community | ‘Anger Management Words Can Hurt | ‘Think Before You Act Problem Soiving What is a Family | Thet’s a Family Families Portrayed in Our Culture Family Diversity Scavenger Hunt We Are All Human Beings Girls Like, Boys Like, Kids Litee | Fairy Tale Rulers, Rules and Renegades A Welcoming Classroom Words Can Hurt Creating Classroom Community Name-cailing and Feeling Safe in School Don’t Just Stand By 1 Was Just Kidding | Think Before You Act‘The Transfer of Learning Each unit of Second Step recommends that teachers reinforce the transfer of learning from ‘Second Siep lessons to other settings. Many lesson plans from the Welcoming Schools Guide can complement and reinforce skills gained through the use of Second Step. Teachers may warn to consider using one or more of the Welcoming Schools lesson plans identified below soon after teaching the corresponding Second Step lesson plan. While the following examples are just from the first and fourth grades, these kinds of connections exist throughout grades K-S. GRADE 1 SECOND STEP UNIT/ LESSON PLAN | RELATED WELCOMING SCHOOLS LESSON PLANS Unit 1, Lesson 1: Introduction to Empathy ‘Training Concepts: ‘¢ Understanding others, solving problems, and ‘A Welcoming Classroom controlling anger are necessary skill that can be Creating Classroom Community taught, Rules are important for group discussions Objectives: ‘Students will be able to: © State and demonstrate rules of conduct for classroom discussion Name simple feelings words ‘Unit 1, Lesson 6; Similarities and Differences Concept: | ‘¢ Recognizing similarities and differences in others’ | What is a Family feelings is a prerequisite for taking others’ | Growing a Family Photograph Tree perspectives | Tree of Caring and Caring Comaiunity Objectives: Creating Families Students will be able to: That's a Family | Name a variety of emotions when presented with We are All Human Beings | physical, verbal and situational clues Girls Like, Boys Like, Kids Like | ¢ Name physical and emotional similarities and | differences among different children | © Demonstrate that others may have different feelings | about the same situationUnit 1, lesson 8. Predicting Feelings Concept; © A prerequisite for social perspective taking is the ability to predict others feelings. Objective: @ Predict how others might feel as a result of their own or others’ actions Creating a Classtoom Community Don’t Just Stand By Unit 2, Lessou 2: Stop, Calm Down and Think Concept: ® Calming Down techniques help reduce impulsive behavior initiated by strong emotions Objectives: Students will be able to: © Identify impulsive behaviors «© Identify strong emotions © Demonstrate and practice calming down techniques ‘Words can Hurt ‘Unit If, Lesson 4: Choosing, Using and Evaluating Solutions Concepts: © Evaluating possible solutions for consequences helps in choosing a solution © Evaluating whether a solution is working and if necessary trying another solution is critical to successful problem solving Objectives: Students will be able to: Evaluate solutions for consequences ‘© Chose a solution from several alternatives © Evaluate whether a solution is working © Identify when a solution isn’t working Creating Families Unit 3, lesson 6: Dealing with name-calling and teasing Concept © dealing with name-calling and teasing involves ignoting the remarks, telling the person how you feel and/or getting help Words Can Hurt Don’t Just Stand ByObjectives: © Students will be able to: © Identify and demonstrate coping skills for dealing with name-calling and teasing © Apply anger-management techniques ¢ Usea problem solving strategy GRADE 4 SECOND STEP UNIT/ LESSON PLAN RELATED WELCOMING SCHOOLS LESSON PLANS. ‘Unit 1, lesson 1:Introduction to Empathy Training Concepts: © Rules are important for group discussions 2 Different People can have different feelings about the same situation | © Feelings Change | Objectives: © Students will be able to © State rules of conduct for classroom discussions © Explain ways that different people can have different feelings about a situation ¢ Explain how feelings about a situation can change Creating Classroom Community Unit 1, lesson 4: Similarities and Differences Concept: ‘© Recognizing the similarities and differences between people’s feelings is a prerequisite for taking the ‘perspective of others Objectives Students will be able to: ‘Name physical and emotional similarities and differences between two people © Recognize that others can have different feelings about the same situation Families Portrayed in Our Culture Don’t Just Stand By T Was Just Kidding Unit Ii, Lesson 1: Introduction to Impulse Control and Problem Solving Concept: © Social skills are ways of getting along with others ¢_Recognizing impulsive behavior and its Don’t Just Stand By Lwas Just Kidding‘consequences is essential to the development of positive social skills © Calming down techniques can reduece impulsive behavior Objectives: Students will be able to © Name social skills Name consequences of impulsive actions 2 Demonstrate Calming down techniques ‘Think Before You Act Unit Ii, Lesson 3: Identifying a Problem and choosing a solution Concepts © To identify a problem, you need to look for clues, ask for information, and look at each person’s point of view © Brainstorming solutions requires coming up with alternative ideas for solving a problem © Evaluating solutions for possible consequences helps in choosing a solution Objectives: © Students will be able to: © Identify a given problemJOfier several solutions to a problem Evaluate solutions Choose @ Solution from several alternatives Don’t Just Stand By Iwas Just Kidding ‘Think Before You Act ‘Name-calling and feeling safe in school Fairy Tale Rulers, Rules and Renegades Unit II, lesson 2: Getting the Faets Straight Concepts: © Practicing calming down techniques can reduce feelings of anger Being calm helps you think more clearly and understand other people’s intentions better © Using positive self-talk can increase successes in solving problems in pressure situations Objectives: Students will be able to Name and use calming down techniuques ‘® Name and practice the problem-solving steps Explain that a person’s intentions may be different than what is first perceived was just kidding Think before you act{School letterhead) Dear (school name} Parents and Guardians, The teachers and staff at our school continually strive to create a respectful and supportive environment for all students and their families. As part of this effort we have started using the Welcoming Schools approach. Welcoming Schools is based on research that clearly links an inclusive school climate with improved academic achievement and social/emotional well-being for students. The program is delivered to teachers and staff and focuses on three key areas: © Embracing Family Diversity, Students identify strongly with their families and need to know their families matter. We want all students and families to feel included and welcome at school regardless of who makes up their family. * Avoiding Gender stereotyping and Accepting Diverse Gender Identities. Pressure to conform to specific gender roles can limit a child’s development by limiting experiences and expectations. We believe itis important to allow all students to reach their full potential and to feel safe expressing their individuality. © Ending Name Calling and Bullving. it's well documented that bullying has a negative impact on the academic and social development of all involved—thase who are targeted, those who are aggressors, and those who witness the bullying. Because bullying is usually related to ethnicity, skin color, religion, gender, appearance, perceived sexual orientation, or ability, it’s important for schools to talk about these issues in order to create a place where everyone is welcomed and accepted. Simply put, the purpose of Welcoming Schools is to create a safe and welcoming environment for all children and their families in order to provide the best education for everyone. We invite our entire school community to join us as we address the needs of all students and hope to see you at one of our upcoming family/community activities. As always, please contact me if you have questions or concerns about your child’s education. We are always better when we work together. Sincerely, (Principal’s Name}