For Wisconsin’s Department of Public Instruction’s bullying curriculum. In

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 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 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 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 there 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

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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 likes 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 implementation of policies or collection of school
wide data.