1. Upstander Parents
1.1. Defend the bullied
1.1.1. Parents work with other parents, their children, teachers and the community to see that the academic and social needs and issues of their children as students who are being bullied, who are bullies, and/or who are bystanders along the Gender Continuum is resolved within any space that effects the school environment. Parents work to hear that children's needs are being appropriately investigated and supported.
1.1.1.1. Gender
1.1.1.2. Orientation
1.1.1.3. Expression
1.1.1.4. Identity
1.1.2. Parents work with other parents, their children, teachers and the community to see that the academic and social needs and issues of their children as students who are being bullied, who are bullies, and/or who are bystanders for being multi-cultural and/or multi-lingual have their needs met so as to be non-issues in the school environment. Parents work to hear that children's needs are being appropriately investigated and supported.
1.1.2.1. Language background and differences
1.1.2.2. Language skills and abilities
1.1.2.3. Cultural background
1.1.2.4. Students of certain ethnicities
1.1.3. Parents work with other parents, their children, teachers and the community to see that the academic and social needs and issues of their children as students who are being bullied, who are bullies, and/or who are bystanders for socio-economic differences have their needs met so as to be non-issues in the school environment. Parents work to hear that children's needs are being appropriately investigated and supported.
1.1.3.1. Socio-economic status, means and financial background
1.1.3.2. Economic inequality comparisons
1.1.3.3. Family related and hierarchy systems issues (ie. gangs, drugs)
1.1.3.4. Social status stereotypes based upon language syntaz
1.1.4. Parents work with other parents, their children, teachers and the community to see that the academic and social needs and issues of their children as students who are being bullied, who are bullies, and/or who are bystanders for disability related conflicts have their needs met so as to be non-issues in the school environment. Parents work to hear that children's needs are being appropriately investigated and supported.
1.1.4.1. perceived disabilities
1.1.4.2. actual disabilities
1.1.5. Parents work with other parents, their children, teachers and the community to see that the academic and social needs and issues of their children as students who are being bullied, who are bullies, and/or who are bystanders regard spirituality and / or religion have their needs met so as to be non-issues in the school environment. Parents work to hear that children's needs are being appropriately investigated and supported.
1.1.5.1. Christianity
1.1.5.2. Judaism
1.1.5.3. Islam
1.1.5.4. Others
1.1.6. Parents work with other parents, their children, teachers and the community to see that the academic and social needs and issues of their children as students who are being bullied, who are bullies, and/or who are bystanders with regard to their physical appearance have their needs met so as to be non-issues in the school environment. Parents work to hear that children's needs are being appropriately investigated and supported.
1.1.6.1. Weight
1.1.6.2. Height
1.1.6.3. Skin Color
1.1.6.4. Other Physical Features
1.2. Educate children
1.2.1. Parent allies design, maintain and operate an education plan that integrates UDL Guidelines
1.2.2. Parent allies educate the audience on how to recognize characteristics of cyberbullies and incidents of cyberbullying
1.2.3. Parent allies challenge the audience to analyze the roles and motivations of the victims, perpetrators, and bystanders.
1.2.4. Parent allies describe to the audience the current legal climate and implications in regards to cyberbullying/bullying.
1.2.5. Parents makes their roles, rights and responsibilities within each of their alliance groups explicit and expect others in the alliances to do so as well.
1.3. Replace negative behavior with positive models
1.3.1. Parent allies assess the social and cultural factors effecting targeted cyberbullied/bullied students.
1.3.2. Parent allies help to shape the norms and culture related to victims, perpetrators, and bystanders of cyberbullying/bullying incidents.
1.3.3. Parent allies evaluate various cyberbullying prevention programs and resources in different modalities and deem how they might be useful to the UPSTANDERZ Alliance model.
1.3.4. Parent allies work among themselves and with the audience to establish positive and safe technology use norms.
1.3.5. Parent allies work to ensure that diversity is integrated within the curricula.
1.4. A Zero Tolerance Bystander Expectation is adopted by the Upstanderz Parent Alliance. Their social justice mission is to use collective parental guidance and resources to ally, creates cultures of education, safety and respect in the home environment that support the curricula that is being mirrored in the classroom.
1.4.1. Parents who participate in the alliance adopt a social justice "ally" stance and believe they are called to action.
1.4.2. This model leaves room for improvement and mistakes. No human is without flaws or need for self-assessment. Allies should hoeever be constantly engaged in this process.
2. Upstander Teachers
2.1. Defend the bullied
2.1.1. Teachers work with other teachers, parents, administrators, student groups and students to see that the academic and social needs and issues of students being bullied along the Gender Continuum within any space that effects the school environment are heard and are being appropriately investigated and supported.
2.1.1.1. Gender
2.1.1.2. Orientation
2.1.1.3. Expression
2.1.1.4. Identity
2.1.2. Teachers work with other teachers, parents, administrators, student groups and students to see that the academic and social needs and issues of students being bullied for being multi-cultural and/or multi-lingual is resolved. They work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
2.1.2.1. Language background and differences
2.1.2.2. Language skills and abilities
2.1.2.3. Cultural background
2.1.2.4. Students of certain ethnicities
2.1.3. Teachers work with other teachers, parents, administrators, student groups and students to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders for socio-economic differences have their needs met so as to be non-issues in the school environment. Teachers work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
2.1.3.1. Socio-economic status, means and financial background
2.1.3.2. Economic inequality comparisons
2.1.3.3. Family related and hierarchy systems issues (ie. gangs, drugs)
2.1.3.4. Social status stereotypes based upon language syntaz
2.1.4. Teachers work with other teachers, parents, administrators, student groups and students to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders for disability related conflicts have their needs met so as to be non-issues in the school environment. Teachers work to hear that children's needs are being appropriately investigated and supported.
2.1.4.1. perceived disabilities
2.1.4.2. actual disabilities
2.1.5. Teachers work with other teachers, parents, administrators, student groups and students to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders regard spirituality and / or religion have their needs met so as to be non-issues in the school environment. Teachers work to hear that children's needs are being appropriately investigated and supported.
2.1.5.1. Christianity
2.1.5.2. Judaism
2.1.5.3. Islam
2.1.5.4. Others
2.1.6. Teachers work with other teachers, parents, administrators, student groups and students to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders with regard to their physical appearance have their needs met so as to be non-issues in the school environment. Teachers work to hear that children's needs are being appropriately investigated and supported.
2.1.6.1. Weight
2.1.6.2. Height
2.1.6.3. Skin Color
2.1.6.4. Other Physical Features
2.2. Educate students
2.2.1. Teacher allies design, maintain and operate an education plan that integrates UDL Guidelines
2.2.2. Teacher allies educate the audience on how to recognize characteristics of cyberbullies and incidents of cyberbullying
2.2.3. Teacher allies challenge the audience to analyze the roles and motivations of the victims, perpetrators, and bystanders.
2.2.4. Teacher allies describe to the audience the current legal climate and implications in regards to cyberbullying/bullying.
2.2.5. Teachers make their roles, rights and responsibilities within each of their alliance groups explicit and expect others in the alliances to do so as well.
2.3. Replace negative behavior with positive models
2.3.1. Teacher allies assess the social and cultural factors effecting targeted cyberbullied/bullied students.
2.3.2. Teacher allies help to shape the norms and culture related to victims, perpetrators, and bystanders of cyberbullying/bullying incidents.
2.3.3. Teacher allies evaluate various cyberbullying prevention programs and resources in different modalities and deem how they might be useful to the UPSTANDERZ Alliance model.
2.3.4. Teacher allies work among themselves and with the audience to establish positive and safe technology use norms.
2.3.5. Teacher allies work to ensure that diversity is integrated within the curricula.
2.4. A Zero Tolerance Bystander Expectation is adopted by the Upstanderz Teachers Alliance. Their social justice mission is to use their collective resources to ally, create safety in the learning culture and curricula they establish in their classroom.
2.4.1. Teachers who participate in the alliance adopt a social justice "ally" stance and believe they are called to action.
2.4.2. This model leaves room for improvement and mistakes. No human is without flaws or need for self-assessment. Allies should hoeever be constantly engaged in this process.
3. Upstander Neighbors, Community Members & Friends
3.1. Defend the bullied
3.1.1. Members of the community work with local advocacy groups, parents, teachers, administrators and students to see that the communal needs and issues of students being bullied across the Gender Continuum are heard and are being appropriately investigated and supported.
3.1.1.1. Gender
3.1.1.2. Orientation
3.1.1.3. Expression
3.1.1.4. Identity
3.1.2. Members of the community work with local advocacy groups, parents, teachers, administrators and students to see that the communal needs and issues of students being bullied for being multi-cultural and/or multi-lingual is resolved. They work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
3.1.2.1. Language background and differences
3.1.2.2. Language skills and abilities
3.1.2.3. Cultural background
3.1.2.4. Students of certain ethnicities
3.1.3. Members of the community work with local advocacy groups, parents, teachers, administrators and students to see that the communal needs and issues of students being bullied, who are bullies, and/or who are bystanders for socio-economic differences have their needs met so as to be non-issues in the school environment. Members of the community work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
3.1.3.1. Socio-economic status, means and financial background
3.1.3.2. Economic inequality comparisons
3.1.3.3. Family related and hierarchy systems issues (ie. gangs, drugs)
3.1.3.4. Social status stereotypes based upon language syntaz
3.1.4. Members of the community work with local advocacy groups, parents, teachers, administrators and students to see that the communal needs and issues of students being bullied, who are bullies, and/or who are bystanders for disability related conflicts have their needs met so as to be non-issues in the school environment. Members of the community work to hear that children's needs are being appropriately investigated and supported.
3.1.4.1. perceived disabilities
3.1.4.2. actual disabilities
3.1.5. Members of the community work with local advocacy groups, parents, teachers, administrators and students to see that the communal needs and issues of students being bullied, who are bullies, and/or who are bystanders regard spirituality and / or religion have their needs met so as to be non-issues in the school environment. Members of the community work to hear that children's needs are being appropriately investigated and supported.
3.1.5.1. Christianity
3.1.5.2. Judaism
3.1.5.3. Islam
3.1.5.4. Others
3.1.6. Members of the community work with local advocacy groups, parents, teachers, administrators and students to see that the communal needs and issues of students being bullied, who are bullies, and/or who are bystanders with regard to their physical appearance have their needs met so as to be non-issues in the school environment. Members of the community work to hear that children's needs are being appropriately investigated and supported.
3.1.6.1. Weight
3.1.6.2. Height
3.1.6.3. Skin Color
3.1.6.4. Other Physical Features
3.2. Educate themselves through outreach programs, classes, shared experience and alliances
3.2.1. Member of the community allies design, maintain and operate an education plan that integrates UDL Guidelines
3.2.2. Member of the community allies educate the audience on how to recognize characteristics of cyberbullies and incidents of cyberbullying
3.2.3. Member of the community allies challenge the audience to analyze the roles and motivations of the victims, perpetrators, and bystanders.
3.2.4. Member of the community allies describe to the audience the current legal climate and implications in regards to cyberbullying/bullying.
3.2.5. Members of the community make their roles, rights and responsibilities within each of their alliance groups explicit and expect others in the alliances to do so as well.
3.3. Replace negative behavior with positive models
3.3.1. Member of the community allies assess the social and cultural factors effecting targeted cyberbullied/bullied students.
3.3.2. Member of the community allies help to shape the norms and culture related to victims, perpetrators, and bystanders of cyberbullying/bullying incidents.
3.3.3. Member of the community allies evaluate various cyberbullying prevention programs and resources in different modalities and deem how they might be useful to the UPSTANDERZ Alliance model.
3.3.4. Member of the community allies work to ensure that diversity is integrated within the curricula.
3.4. A Zero Tolerance Bystander Expectation is adopted by the Upstanderz Neighborhood Alliance. Their social justice mission is to use their collective resources to ally, create safety and improve the bullying landscape within the community.
3.4.1. Member of the community who participate in the alliance adopt a social justice "ally" stance and believe they are called to action.
3.4.2. This model leaves room for improvement and mistakes. No human is without flaws or need for self-assessment. Allies should hoeever be constantly engaged in this process.
4. Upstander Students
4.1. Defend the bullied
4.1.1. Students work with their peers, teachers, parents, administrators and neighbors in the community to see that the academic and social needs and issues of students being bullied along the Gender Continuum are being heard. They work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
4.1.1.1. Gender
4.1.1.2. Orientation
4.1.1.3. Expression
4.1.1.4. Identity
4.1.2. Students work with their peers, teachers, parents, administrators and neighbors in the community to see that the academic and social needs and issues of students being bullied for being multi-cultural and/or multi-lingual is resolved. They work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
4.1.2.1. Language background and differences
4.1.2.2. Language skills and abilities
4.1.2.3. Cultural background
4.1.2.4. Students of certain ethnicities
4.1.3. Students work with their peers, teachers, parents, administrators and neighbors in the community to see that the academic and social needs and issues of students who are being bullied, who are bullies, and/or who are bystanders for socio-economic differences have their needs met so as to be non-issues in the school environment. Students work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
4.1.3.1. Socio-economic status, means and financial background
4.1.3.2. Economic inequality comparisons
4.1.3.3. Family related and hierarchy systems issues (ie. gangs, drugs)
4.1.3.4. Social status stereotypes based upon language syntaz
4.1.4. Students work with their peers, teachers, parents, administrators and neighbors in the community to see that the academic and social needs and issues of students who are being bullied, who are bullies, and/or who are bystanders for disability related conflicts have their needs met so as to be non-issues in the school environment. Students work to hear that children's needs are being appropriately investigated and supported.
4.1.4.1. perceived disabilities
4.1.4.2. actual disabilities
4.1.5. Students work with their peers, teachers, parents, administrators and neighbors in the community to see that the academic and social needs and issues of students who are being bullied, who are bullies, and/or who are bystanders regard spirituality and / or religion have their needs met so as to be non-issues in the school environment. Students work to hear that children's needs are being appropriately investigated and supported.
4.1.5.1. Christianity
4.1.5.2. Judaism
4.1.5.3. Islam
4.1.5.4. Others
4.1.6. Students work with their peers, teachers, parents, administrators and neighbors in the community to see that the academic and social needs and issues of students who are being bullied, who are bullies, and/or who are bystanders with regard to their physical appearance have their needs met so as to be non-issues in the school environment. Students work to hear that children's needs are being appropriately investigated and supported.
4.1.6.1. Weight
4.1.6.2. Height
4.1.6.3. Skin Color
4.1.6.4. Other Physical Features
4.2. Educate students
4.2.1. Student allies design, maintain and operate an education plan that integrates UDL Guidelines
4.2.2. Student allies educate the audience on how to recognize characteristics of cyberbullies and incidents of cyberbullying
4.2.3. Student allies challenge the audience to analyze the roles and motivations of the victims, perpetrators, and bystanders.
4.2.4. Student allies describe to the audience the current legal climate and implications in regards to cyberbullying/bullying.
4.2.5. Students make their roles, rights and responsibilities within each of their alliance groups explicit and expect others in the alliances to do so as well.
4.3. Replace negative behavior with positive models
4.3.1. Student allies assess the social and cultural factors effecting targeted cyberbullied/bullied students.
4.3.2. Student allies help to shape the norms and culture related to victims, perpetrators, and bystanders of cyberbullying/bullying incidents.
4.3.3. Student allies evaluate various cyberbullying prevention programs and resources in different modalities and deem how they might be useful to the UPSTANDERZ Alliance model.
4.3.4. Student allies work among themselves and with the audience to establish positive and safe technology use norms.
4.3.5. Student allies work to ensure that diversity is integrated within the curricula.
4.4. A Zero Tolerance Bystander Expectation is adopted by the Upstanderz Student Alliance. Their social justice mission is to use their collective resources to ally, to develop and enact norms that measurably demonstrate safety and respect inside and outside of school. Students will focus on measures that effect the emotional environment and student experience within the classroom.
4.4.1. Students who participate in the alliance adopt a social justice "ally" stance and believe they are called to action.
4.4.2. This model leaves room for improvement and mistakes. No human is without flaws or need for self-assessment. Allies should hoeever be constantly engaged in this process.
5. Upstander Administrators
5.1. Defend the bullied
5.1.1. School and district administrators work with administrators, parents, students, the neighborhood community and the local and federal government to see that the academic and social needs and issues of students being bullied along the Gender Continuum within any space that effects the school environment are heard and are being appropriately investigated and supported.
5.1.1.1. Gender
5.1.1.2. Orientation
5.1.1.3. Expression
5.1.1.4. Identity
5.1.2. School and district administrators work with administrators, parents, students, the neighborhood community and the local and federal government to see that the academic and social needs and issues of students being bullied for being multi-cultural and/or multi-lingual is resolved. They work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
5.1.2.1. Language background and differences
5.1.2.2. Language skills and abilities
5.1.2.3. Cultural background
5.1.2.4. Students of certain ethnicities
5.1.3. School and district administrators work with administrators, parents, students, the neighborhood community and the local and federal government to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders for socio-economic differences have their needs met so as to be non-issues in the school environment. School and district administrators work to make sure any space that effects the school environment is safe and all needs are being appropriately investigated and supported.
5.1.3.1. Socio-economic status, means and financial background
5.1.3.2. Economic inequality comparisons
5.1.3.3. Family related and hierarchy systems issues (ie. gangs, drugs)
5.1.3.4. Social status stereotypes based upon language syntaz
5.1.4. School and district administrators work with administrators, parents, students, the neighborhood community and the local and federal government to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders for disability related conflicts have their needs met so as to be non-issues in the school environment. School and district administrators work to hear that children's needs are being appropriately investigated and supported.
5.1.4.1. perceived disabilities
5.1.4.2. actual disabilities
5.1.5. School and district administrators work with administrators, parents, students, the neighborhood community and the local and federal government to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders regard spirituality and / or religion have their needs met so as to be non-issues in the school environment. School and district administrators work to hear that children's needs are being appropriately investigated and supported.
5.1.5.1. Christianity
5.1.5.2. Judaism
5.1.5.3. Islam
5.1.5.4. Others
5.1.6. School and district administrators work with administrators, parents, students, the neighborhood community and the local and federal government to see that the academic and social needs and issues of students being bullied, who are bullies, and/or who are bystanders with regard to their physical appearance have their needs met so as to be non-issues in the school environment. School and district administrators work to hear that children's needs are being appropriately investigated and supported.
5.1.6.1. Weight
5.1.6.2. Height
5.1.6.3. Skin Color
5.1.6.4. Other Physical Features
5.2. Educate administrators, educators and staff
5.2.1. School and district administrator allies design, maintain and operate an education plan that integrates UDL Guidelines
5.2.2. School and district administrator allies educate the audience on how to recognize characteristics of cyberbullies and incidents of cyberbullying
5.2.3. School and district administrator allies challenge the audience to analyze the roles and motivations of the victims, perpetrators, and bystanders.
5.2.4. School and district administrator allies describe to the audience the current legal climate and implications in regards to cyberbullying/bullying.
5.2.5. School and district administrators make their roles, rights and responsibilities within each of their alliance groups explicit and expect others in the alliances to do so as well.
5.3. Replace negative behavior with positive models
5.3.1. School and district administrator allies assess the social and cultural factors effecting targeted cyberbullied/bullied students.
5.3.2. School and district administrator allies help to shape the norms and culture related to victims, perpetrators, and bystanders of cyberbullying/bullying incidents.
5.3.3. School and district administrator allies evaluate various cyberbullying prevention programs and resources in different modalities and deem how they might be useful to the UPSTANDERZ Alliance model.
5.3.4. School and district administrator allies work among themselves and with the audience to establish positive and safe technology use norms.
5.3.5. School and district administrator allies work to ensure that diversity is integrated within the curricula.
5.4. A Zero Tolerance Bystander Expectation is adopted by the Upstanderz Administration Alliance. Their social justice mission is to use their collective resources to ally, create safety and improve the administration, policies and procedures within the school, district and government.
5.4.1. School and district administrators who participate in the alliance adopt a social justice "ally" stance and believe they are called to action.
5.4.2. This model leaves room for improvement and mistakes. No human is without flaws or need for self-assessment. Allies should hoeever be constantly engaged in this process.