Expert provides review of NYS Dignity Act and coordinator’s role

On Board Online • November 5, 2012

By Gayle Simidian
Staff Writer

Improving school climate is “the heart of the intent” of New York’s new Dignity for All Students Act, according to Mary Grenz Jalloh, executive director of the New York State Center for School Safety at Ulster BOCES. She led a session called “The Dignity Act Coordinator: Supporting and Strengthening their Role,” at NYSSBA’s 93rd Annual Convention.

Jalloh reviewed the list of 11 protected classes under the Dignity Act and four sections of regulations that cover:

• The code of conduct.
• Instruction.
• School employee training.
• Reporting.

To avoid being accused of violating the law, school personnel need to choose their words carefully when dealing with students, she said. A well-meaning teacher concerned about a thin student’s health might say, “Go get something to eat before class.” Given the fact that the law states that students cannot be discriminated against on the basis of weight, such a statement would be potentially problematic because a student may interpret it as being forced to eat something before they can attend class. Jalloh suggested a better phrasing would be, “The cafeteria is around the corner….”

When discussing the four regulatory sections, Jalloh emphasized the importance of having a well-written code of conduct. She detailed what needs to be included when reporting a bullying situation, including the “type of bias involved,” who directed it – employee or student, whether the situation was of a physical or verbal nature, and the area in which it occurred. Material incidents are those involving “…discrimination and/or harassment by a student or employee…” that cause “…a hostile environment…” and emotional distress, or disrupt academic functioning, and/or produce concerns about safety. They need to be reported.

Some important school employee training issues include having one dignity act coordinator approved by the board of education in each school with contact information publicly listed in the code of conduct. If a dignity act coordinator (DAC) leaves the position, another staff member needs to be approved and on the job within 30 days. Jalloh stressed that DAC responsibilities are a “local decision,” so districts may utilize these positions in different ways. Other training aspects concern communication between school and families regarding the Dignity Act, promoting a positive school climate and promoting diversity awareness.

Jalloh also linked implementation of the Dignity Act to aspects of the Regents Reform Agenda including the Common Core and the Annual Professional Performance Review system (APPR). For example, the Common Core’s emphasis on nonfiction reading is a suitable way to incorporate the instructional component of the Dignity Act in curriculum. In addition, its contents coincide with APPR so administrators can “marry” them. For example, teacher rubrics mentioning “student diversity,” respect, and “student safety” meld well with the intent of the Act.