LAWWORKS 2012 Social Media For Success And Safety In Schools

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Presentation November 2, 2012 at LAWWORKS 2012 Conference at University of Toronto OISE | Ontario Institute For Studies in Education by Lawyer Melanie Warner and Police OfficerConstable Scott Mills

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LAWWORKS 2012 Social Media For Success And Safety In Schools

  1. 1. LAWWorks 2012 Social Media For SuccessAnd Safety In SchoolsMelanie WarnerPartnerBorden Ladner Gervais LLP416-367-6679mwarner@blg.comConstable Scott MillsToronto Police Service647-449-2801Scotmills@gmail.com
  2. 2. Social Media for Success and Safety in SchoolsRelationshipsTechnology
  3. 3. Presenter Constable Scott Mills Toronto Police Service Corporate Communications Social Media Officer User name: TorontoPolice
  4. 4. Crime Stoppers InternationalSocial Media Adviser CSIWORLD.org Facebook.com/CSIWorld QuickTime™ and a decompressorare needed to see this picture. Twitter.com/CSIWorld Youtube.com/CSIWorld
  5. 5. Social Media CommunityYouth  Profile: Facebook.com/ScotMills  Page: Facebook.com/GraffitiBMXCop  @GraffitiBMXCop  TorontoBMX  LegalGraffitiArt
  6. 6. Relationships+Technology KeyMessages Adult mentorship in real life must be continued into cyber world to prevent societal violence Paradigm shift from legal liability model to policy driven relationship/technology approach is essential for community safety Relationships and trust between adults and youth are key to the prevention of bullying, gangs, suicides, threatening bodily harm/death, online intimidation, terrorism Adults include parents, teachers, school admin, police, social workers, justice system workers, correctional staff Social media is vehicle for sustainable, connected relationships that create trust which fosters reporting of concerns of violence to be dealt with BEFORE a mass shooting/bombing/bullying/gang involvement/suicide Qualitative measurement of effectiveness required - organizational leadership and performance measurement/promotion process for Internet Violence Prevention strategies necessary
  7. 7. Relationships +Technology KeyMessage 1 Adult mentorship is real life must be continued into the cyber world to prevent societal violence
  8. 8. Relationships + TechnologyKey Message 2 Paradigm shift from legal liability model to policy driven relationship/technology approach is essential for community safety STOP BLOCKING SOCIAL MEDIA Start community building and preventing violence
  9. 9. Relationships + TechnologyKey Message 3 Relationships and trust between adults and youth are key to the prevention of bullying, gangs, suicides, threatening bodily harm/death, sexting, online intimidation, terrorism, mass shootings
  10. 10. Relationships + TechnologyKey Message 4 Adults include parents, teachers, school administrators, police, social workers, justice system workers, correctional staff
  11. 11. Relationships + TechnologyKey Message 5 Social media is vehicle for sustainable, connected relationships that create trust which fosters reporting of concerns of violence to be dealt by authorities BEFORE a mass shooting/bombing/bullying/gang involvement/suicide
  12. 12. Quantitative SuccessCrime Stoppers Tips Tripled in 2 Years AFTER Relationships/Techology  1000 tips per month BEFORE Relationships/Technology  300 tips per month
  13. 13. Social MediaCrime Stoppers is Key
  14. 14. 2008 Interpol + Social MediaPrevent/SolveCrime @Interpol_ICPOFor full presentation at 5th Annual Interpol FugitivesConference Nov/2008 Click ‘Documents’ tabhttp://InternetViolencePrevention.com
  15. 15. Teen Suicides Stopped Largest High School in Canada 2000+ students School Safety Monitor Dave Bradley In partnership with Toronto Police School Resource Officer Program and Crime Stoppers Saw timely posts of suicide on Facebook STOPPED 5 Teen Suicides
  16. 16. Relationships and TechnologySchool Safety “Hall Monitor”
  17. 17. Gang Involvement StoppedCommunity Leaders Created Social Alchemy - take bad + turn to good @ArtofPhade Jessey PachoCrime Stoppers International Student of the Year@BubzArt Kedre BrowneJason Tojeiro Facebook.com/TorontoBMX Chief’s Youth Advisory Council Nicholas Maharaj @Twittnick @CYACCouncil
  18. 18. Mass Shooting Stopped Teacher reports suspicious posts by a facebook friend to police via facebook Police investigation results in arrest of anti-Semetic individual threatening “Virginia Tech” style school shooting on University Campus
  19. 19. Emergency ManagementRelationships+Technology
  20. 20. Jan/2011 Omaha, Nebraska Son of a police officer Omaha, Nebraska left suicide note on Facebook Shot+killed vice principal Wounded principal Killed himself Could we PREVENT with Relationships + Technology Strategy?
  21. 21. Relationships +TechnologyInternet Violence Preventionhttp://bit.ly/OmahaIVP
  22. 22. Jan/2011 Tuscon, Arizona Congresswoman Gifford wounded 14 citizens wounded, 6 dead Within hours @Mashable had “Social Media Guide to Mass Shooting” on Facebook and Twitter All the warning signs were there Could relationships and technology strategy have prevented this?
  23. 23. Relationships and Technology Itis our duty to PREVENT
  24. 24. What Can Be Done? Make Social Media Policy Top Priority Massive Education and Training It can be accomplished with hope, vision and action Bill Bond - President US Association of School Principals
  25. 25. You are the expert and youdon’t even know it…YET!
  26. 26. The Power of One“Each One Teach One” Bill J. Bond - witnessed 3 students die in school shooting when he was principal Dedicated to PREVENTION BEFORE Training:  “We are losing a generation of our youth”  “I have to quit because I an no longer effective” AFTER Training:  “I don’t even have to change one slide in my presentation - just ask people to be my friend in social media at the end”
  27. 27. Presenter Contact Info Constable Scott Mills Toronto Police Service Corporate Communications Office: 416-808-7100 Cell: 647-449-2801 E-Mail: scott.mills@torontopolice.on.ca E-Mail: scotmills@gmail.com
  28. 28. OCT Professional Advisory — Use ofElectronic Communication and SocialMedia (February 2011)• Social media encourages casual dialogue• Innocent actions can easily be misconstrued or manipulated• Professional boundaries can blur• The dynamic between a teacher and student is forever changed when they become online “friends”
  29. 29. OCT Professional Advisory —4 Categories of Advice to Members1. Interact with students appropriately2. Understand privacy concerns3. Act professionally4. Important questions to ask yourself
  30. 30. 1. Interact with Students Appropriately• Model the behaviour you expect from students• Alert students to appropriate online behaviour• Communicate with students at appropriate times of the day and through established education platforms• Formal, courteous, professional tone
  31. 31. 1. Interact with Students Appropriately(cont’d)• Do not exchange private texts, phone numbers, personal emails, or photos• Decline student “friend” requests and do not initiate “friend” requests to students• Notify parents before using social networks for classroom activities
  32. 32. 2. Understand Privacy Concerns• Operate online as a professional• Manage privacy and security settings and check them regularly• Assume all information you post can be accessed or altered• Monitor and remove content that is inappropriate• Ask others not to tag photographs of you without your permission• Ask others to remove undesirable content related to you
  33. 33. 3. Act Professionally• Consider whether a post will reflect poorly on you, the school, or the teaching profession• Use your true identity at all times• Avoid online criticism of students, staff, the school, and other stakeholders• Avoid impulsive or heated comments• Do not incite others to make unacceptable comments• Respect the privacy and confidentiality of student information• Follow your employer’s policies, and exercise good judgment
  34. 34. 4. Important Questions to Ask Yourself• Am I using social media to enhance student learning, or to satisfy a personal need?• Am I sharing this information with a student for personal or professional reasons?• Is this posting something I would be comfortable with students, parents, my supervisor, my family or the media seeing?• Would peers view my posting as reasonable and professional?• Would I communicate like this in my community?• Is my posting susceptible to misrepresentation or manipulation?• How does my online presence reflect on my professionalism and the teaching profession?
  35. 35. Accepting Schools Act, 2012 (Bill 13) -Came Into Force September 1, 2012HIGHLIGHTS:•Education Act will include a definition of “bullying”.•Third week of November is Bullying Awareness and Prevention Week.•Principal required to investigate reported incidents of bullying.•Principal required to notify parents of victim and perpetrator.•Annual PD regarding bullying prevention and intervention.•Programs and supports for victims, witnesses, and bullies.•Must support students who want to establish activities that promote a safe andinclusive learning environment.•Boards must establish bullying prevention and intervention plan.•Bullying and activities motivated by bias, prejudice or hate will lead tosuspension pending possible expulsion .
  36. 36. New Definition of Bullying inSection 1(1) of the Education Act“Bullying” means aggressive and typically repeated behaviour by apupil where:(a) The behaviour is intended by the pupil to have the effect of, or the pupil ought to now that the behaviour would be likely to have theeffect of, (i) causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or (ii) creating a negative environment at a school for another individual, and [continued on next slide …]
  37. 37. New Definition of Bullying (cont’d)(b) The behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as: • size • sexual orientation • strength • family circumstances • age • gender • intelligence • gender identity • peer group power • gender expression • economic status • race • social status • disability • religion • special education • ethnic origin
  38. 38. New Definition of Bullying (cont’d)• For the purposes of the definition of bullying, the behaviour includes the use of any physical, verbal, electronic, written or other means.
  39. 39. New Definition of Cyber-bullyingThe definition of bullying includes bullying by electronic means, including:(a) creating a web page or a blog in which the creator assumes the identity of another person;(b) impersonating another person as the author of content or messages posted on the internet; and(c) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.
  40. 40. Promoting a Positive School Climate• Every board shall: • Promote a positive school climate that is inclusive and accepting of all pupils, including pupils of any race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability. • Promote the prevention of bullying.
  41. 41. School Climate Surveys• Every board shall use surveys to collect information from its pupils, staff and parents at least once every two years regarding the effectiveness of its efforts to promote a positive/inclusive school climate and promote the prevention of bullying.• In collecting information, the board shall not collect any name or any identifying number assigned to a person.
  42. 42. Bullying Awareness and Prevention Week• The week beginning on the third Sunday in November in each year is proclaimed as Bullying Awareness and Prevention Week.• Its purpose is to promote awareness and understanding of bullying and its consequences in the school community.
  43. 43. Principal’s Duty to Investigate• A principal is required to investigate any potential suspension/expulsion matter reported to him/her by an employee of the Board.• The principal will communicate the results of the investigation to: • the teacher (if reported by a teacher) • an employee who is not a teacher (if reported by such individual), unless in the principal’s opinion it would not be appropriate to inform such individual.
  44. 44. Obligation to Notify Parents• If the principal believes that a student of the school has been harmed as a result of a potential suspension or expulsion matter, the principal will, as soon as reasonably possibly notify both: • The parent or guardian of the student who has been harmed; and • The parent or guardian of the student who the principal believes engaged in the activity.
  45. 45. In notifying the parents of the victim, theprincipal shall disclose:(a) the nature of the activity that resulted in harm to the pupil;(b) the nature of the harm to the pupil;(c) the steps taken to protect the pupil’s safety including the nature of any disciplinary measures taken in response to the activity; and(d) the supports that will be provided for the pupil in response to the harm that resulted from the activity.
  46. 46. In notifying the parents of the alleged bully,the principal shall disclose:(a) The nature of the activity that resulted in harm to the other pupil;(b) The nature of the harm to the other pupil;(c) The nature of any disciplinary measures taken in response to the activity; and(d) The supports that will be provided for the pupil in response to his or her engagement in the activity.* When notifying parents of alleged bully, principal shall not disclose the name of or any other identifying or personal information about the victim.
  47. 47. Student Activities and Organizations• Every school board is required to support pupils who want to establish and lead activities and organizations that promote: a) gender equity; b) anti-racism; c) awareness, understanding of, and respect for, people with disabilities; and d) awareness, understanding of, and respect for, people of all sexual orientations and gender identities, including organizations with the name gay-straight alliance or another name.
  48. 48. Gay-Straight Alliance• Neither the school board nor the principal shall refuse to allow a student to use the name gay-straight alliance or a similar name.• However, not required to support the establishment of an activity or organization unless there is at least one student who wishes to establish and lead it.• Name of activity or organization must be consistent with promoting positive, inclusive, accepting school climate.
  49. 49. Bullying That Will Lead to SuspensionPending Possible Expulsion• Section 306(1) current provides that students may be suspended for bullying for certain activities.• Section 310(1) is amended to provide that bullying will lead to mandatory suspension pending possible expulsion where: (a) The student has previously been suspended for bullying and the student’s continuing presence in the school creates an unacceptable risk to the safety of another person. (b) Any activity listed in s. 306(1) (e.g., uttering threat, swearing at teacher, bullying) that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression or any other similar factor.
  50. 50. Over What Activities Does The School HaveJurisdiction?• A principal shall consider whether to suspend, or shall suspend, if he or she believes that the pupil has engaged in specified activities “while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate”
  51. 51. “School Climate” — PPM 145• “A sum total of all personal relationships within a school.”• When these relationships are founded on mutual acceptance and inclusion, a culture of respect becomes the norm.• A positive climate exists when all members of the school community feel safe, comfortable and accepted.
  52. 52. Impact on the School Climate• Students are afraid to come to school.• Students worried about reprisal or retaliation.• Parents are complaining about disruption to school environment.• School staff are worried about their physical or emotional well-being and safety.
  53. 53. What about off-school conduct?• Is there a direct and causal link between the students’ conduct and a definitive impact on the school climate?• Does the conduct create a material or substantial disruption in the school?• Does the conduct create a poisonous environment in the school?
  54. 54. R.T. v. Durham Catholic District School Board- CFSRB, November 21, 2008• Mrs. R.T. was the mother of V.K., 13-year-old female student in Grade 8.• In January 2008, on Facebook there were comments made by a number of Grade 8 students.• V.K. wrote to victim: “U DON’T WANT ME TO GET MAD BECAUSE ILL KILL YOU RIGHT IN UR SLEEP OR SCHOOL ON MONDAY.” “I am gonna come to school on Monday and kick ur ass. im gonna kill u. ok? ok!”• Victim’s father informed Vice Principal about concern for daughter’s safety.• Victim’s father told Vice Principal he had contacted police and Facebook.• Facebook closed V.K’s account three times, which she re-opened.
  55. 55. R.T. v. Durham Catholic District School Board(cont’d)• Victim had trouble sleeping; she felt isolated; she was afraid for herself and her family.• Victim was closing the blinds at home; always watching over her shoulder.• Victim’s sister, a student at the school, was negatively impacted by the threats.• The principal recommended that V.K. be expelled from all schools of the Board.• In May 2008, the School Board’s Expulsion Hearing Committee expelled V.K. from her school only.
  56. 56. R.T. v. Durham Catholic District School Board(cont’d)ISSUES:•Did this infraction affect the school climate?•Should V.K. be expelled from her school?CFSRB: YES!•V.K. used Facebook to send emails, to impersonate some studentsand to make death threats.•The actions of the student were extremely serious and it wouldhave been impossible for the student to return to her home school.•“The climate of the school would have been seriously affected.”
  57. 57. R.T. v. Durham Catholic District School Board(cont’d)CFSRB ruled:• “The fear of significant harm generated by the Facebook communications and the subsequent knowledge that this was committed by one of the pupils of the school leads the Board to find the school climate was negatively impacted.”• There is no evidence to indicate that V.K. did not have the ability to control her behaviour.
  58. 58. Victims of Cyber-bullying should beencouraged to:• Do not reply to messages from cyber-bullies.• Do not erase or delete messages. E-mails can be traced to a specific computer.• Make copies of all messages and pictures.• Do not be a digital bystander. If you know people are being hurt, let them know you support them.• Change your e-mail address, account, username or phone number.• File a detailed complaint with the school.• File a complaint with the Website, Internet provider or cell phone company.• Contact the police if conduct appears to be criminal.
  59. 59. Walk the Walk• We need positive, respectful on-line communication and behaviour in our schools.• Establish clear board-wide and school rules.• In sending a new online message the rule of thumb is “nothing is private”.• If sexual images or bullying comments were never created, they could not be distributed.• Students should be taught how to manage their electronic reputations.
  60. 60. • #5034670

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