In This Issue
Acronyms & Key Terms
Keeping Students with Disabilities Safe From Bullying
Tips & Tools
School Discipline Guidance Package
5 ways to help your child prevent bullying
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Secretary Arne Duncan - Stop
Secretary Arne Duncan - Stop


Bullies and Bystanders: What Experts Say
Bullies and Bystanders: What Experts Say


Things Kids Say -  Help Prevent Bullying with the KnowBullying App by SAMHSA
Things Kids Say - Help Prevent Bullying with the KnowBullying App by SAMHSA


Video Corner

Dear Friends and Colleagues,

      We hope you are all enjoying this beautiful fall weather! Did you know that October is bullying awareness month? As such, in this newsletter, we will be focusing on bullying and the many initiatives surrounding this very challenging issue. One of the highlights is the School Discipline Guidance Package from the U.S. Department of Education which was developed to help schools create a safe and positive environment for all students. There is a feature article about keeping students with disabilities safe from bullying. Information is included on the free KnowBullying app from Substance Abuse and Mental Health Services (SAMHSA) and the link to download it. We also put together a list of resources that we have identified as being helpful for parents and educators.  


Each quarter, our newsletters will provide you with current events in education and updates from NYS Education Department, the US Department of Education, and regional resources.  Our staff enjoy sharing the most interesting articles and information we find as we navigate through our daily work schedules.  What we do know is that there never seems to be enough time to read every article, every e-mail, and every memo that is distributed throughout the field.  Our goal is to conveniently share with you, in a timely manner, the most important and interesting information that we find. We encourage you to join our list serve (click here) so in addition to this newsletter, you will receive periodic publications and notices that might be of interest to you. 


Remember, as we move forward with the work of the Long Island Parent Center (LIPC), building positive educational teams will always be a priority. Parents and families of children with special needs, as well as the students themselves, are the link to improving outcomes. Our goal remains to provide technical assistance, support, and resources to families while welcoming professionals at all of our events. We are here to serve you and truly look forward to our work together. We hope you enjoy the [Long Island Parent Center (LIPC) newsletter which is sponsored through the Center for Community Inclusion (CCI) at LIU POST.  Please feel free to contact us to arrange a training, ask a question, or just check in!  


Helene Fallon

Project Coordinator


Acronyms & Key Terms



PBIS - Positive Behavioral Interventions and Supports (PBIS) is an evidence based approach that can be implemented on an individual basis to meet the needs of a specific student and/or through a systemic process implemented within in a Response to Intervention (RTI) three tired model. Consistent with this model, there is a continuum of services that are made available to students with policies and practices in place that enhance the academic and social outcomes for all students, including those with disabilities. In addition there is ongoing monitoring of student performance that guides the decision making process. At the individualized level, PBIS typically consists of an assessment process (functional behavior assessment) and the development of a comprehensive plan to support appropriate behavior (behavior intervention plan).

Go to for more resources.


BIP - A behavioral intervention plan (BIP) is based on the functional behavior assessment (FBA) and is designed for a specific child. As best practices suggests, the BIP should consist of four components. The first component addresses setting events which are events that influence the likelihood a student will engage in challenging behavior such as lack of sleep, feeling hungry, or a disturbance that occurred earlier in the day.  The second component addresses antecedents (i.e., those events that occur just prior to the challenging behavior) and may consist of visual cues, offering a choice, or breaking tasks into smaller parts. The third component consists of skill based strategies in which the learner is taught a specific skill to replace the challenging behavior.  Finally, consequence procedures should be developed that reinforce appropriate behavior.

Go to for more resources.


FBA - Functional behavioral assessment (FBA) is implemented to determine why an individual is engaging in challenging behavior (i.e., the function of the behavior). The first two components of an FBA consist of an interview and a direct observation both of which are implemented to identify when the challenging behavior is most likely to occur and the consequences that are typically delivered following the behavior. A commonly used "interview" is the Motivational Assessment Scale and a commonly used observation system is an antecedent/behavior/consequence analysis. The third component of an FBA consists of manipulating environmental variables to determine their effects on a student's behavior. A well conducted FBA will allow for the identification of the function of the behavior, as well as events that occur before and after the behavior that maintain the behavior. Interventionists can then use this information to develop an effective positive behavior support plan.

Go to for more resources.


DASA - New York State's Dignity for All Students Act (DASA) seeks to provide the State's public elementary and secondary school students with a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus, and/or at a school function.



Bullying Policy - School staff can help prevent bullying by establishing and enforcing school rules and policies that clearly describe how students are expected to treat each other. Consequences for violations of the rules should be clearly defined as well.


Keeping Students With Disabilities Safe From Bullying

As Secretary Duncan has noted in the video to the left, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence, and bullying. Bullying not only threatens a student's physical and emotional safety at school, but fosters a climate of fear and disrespect, creating conditions that negatively impact learning-undermining students' ability to achieve their full potential. Unfortunately, we know that children with disabilities are disproportionately affected by bullying.


Tips & Tools


Things Kids Say - Help Prevent Bullying with the KnowBullying App developed by SAMHSA. It is a free app that encourages conversation between you and your children. The time you spend will build their self-esteem and help them face bullying-whether they are being bullied, engaging in bullying, or witnessing bullying. Please view the video to the left to hear more about it!

Download the app here:

U.S. Departments of Education and Justice School Discipline Guidance Package
 The U.S. Department of Education (ED), in collaboration with the U.S. Department of Justice (DOJ), today released a school discipline guidance package that will assist states, districts and schools in developing practices and strategies to enhance school climate, and ensure those policies and practices comply with federal law. Even though incidents of school violence have decreased overall, too many schools are still struggling to create positive, safe environments. Schools can improve safety by making sure that climates are welcoming and that responses to misbehavior are fair, non-discriminatory and effective. Each year, significant numbers of students miss class due to suspensions and expulsions-even for minor infractions of school rules-and students of color and with disabilities are disproportionately impacted. The guidance package provides resources for creating safe and positive school climates, which are essential for boosting student academic success and closing achievement gaps.

5 Ways to Help Your Child Prevent Bullying this School Year

As children head back to the classroom, now is a great time for parents and guardians to talk with your kids about bullying. Here are five tips to help your child prevent bullying and to help them deal with bullying:

1) Establish lines of communication and talk for at least 15 minutes a day. Bullying can be difficult for parents to talk about, but it is important that children know they can talk to you, before they are involved in bullying in any way. and our partners at the Substance Abuse and Mental Health Services Administration (SAMHSA) have easy tips and tools that can help start the conversation.

Bullying Prevention Resources

According to the U.S. Department of Health and Human Services, bullying is defined as "Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose."


Here are a few of the MANY links available to find more information and guidance on this very important topic!



We look forward to working with you.  Please check out the LIPC Website for updates on future trainings and workshops and be sure to look for our next newsletter in the spring!