For me is how the curriculum is introduced to

            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 and each lesson builds upon the last. The curriculum uses an
age-appropriate and multi-strategy approach; each publication explores the
key knowledge, skills, and dispositions needed to help develop a school
free of bullying behavior. In each curriculum, real-life situations are
outlined so students can practice communication skills that are effective
in addressing bullying behavior. For the younger children the curriculum really
helps to identify 1) what bullying behavior is, 2) how to avoid
being a victim of bullying, and 3) how to get help for both the bully and the
bullied, rather than remaining a bystander.  There are also sample assessments that are
included for students to demonstrate their increased knowledge, skills,
and dispositions surrounding this key health and safety issue. The curriculum is built in 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

            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 impact
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.

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Middle school curriculum, REACT, adds to the skill through recognizing that bullying
is not normal and that schools should establish rules against bullying, to form
the acronym REACT. In the middle school program, the learner again demonstrates
application of the skill REACT to real life situations and has to show what
actions he or she would do first as a bystander in an observed bullying

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.

The Wisconsin Public School Department
also implements a multi-level support system for prevention. They use what is called
a 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 implementation of policies or collection
of school wide date, or