Aspire AntiBullying Workshop Slides
Today's Agenda
Agenda de hoy • [School Cluster]
Fall 2026 • Otoño 2026
[Event Date and Agenda]
Personalice los horarios, la bienvenida comunitaria y el desarrollo del taller.
Community Gathering / Encuentro Comunitario
Connecting families, sharing refreshments, and meeting school team members.
Conectando familias, compartiendo refrigerios y conociendo al equipo escolar.
Child Supervision / Cuidado de Niños
[Child Supervision Location & Grade Eligibility]
Ubicación y grados disponibles confirmados por cada plantel escolar.
Language Access / Acceso Lingüístico
[Interpretation / Language Access Details]
Detalles sobre interpretación y accesibilidad proporcionados por su plantel.
Healthy School Project • Proyecto Escuela Saludable • Aspire Public Schools
Slide 1
Aspire Public Schools Los Angeles
Aspire Public Schools
“The LA Way!”
Aspire Public Schools • Regional Identity
Slide 2
Our Vision & Mission
ASPIRE PUBLIC SCHOOLS
Our Vision
Aspire scholars are prepared and empowered to build a fulfilling and liberated future for themselves and their communities.
Our Mission
Provide a rigorous, joyful academic experience that cultivates our scholars' skills, talents, and gifts, such that they may pursue and persist in college or any post-secondary pathway authentic to their identities.
Promote inclusivity and disrupt systems that have historically oppressed marginalized communities, including Black, Latino/a/x, Indigenous, and People of Color.
Nurture our scholars' pride in their abilities, identities, and communities.
Official Aspire Foundation • Preserved Content
Slide 3
Our Aspire Core Values
Bienestar
(Well-being)
Culture of
Belonging
Community
Partnership
Agency +
Self-determination
Joy
Aspire Core Values
Our communities (predominantly Black and Latinx) persist in a system that does not adequately educate everyone. Aspire Public Schools aims to transform the disproportionate outcomes that are a product of that system. We believe that this set of core values can guide how we think and work together toward greater racial, social, and gender equity across our schools and communities.
Aspire Core Values • Official Brand Standard
Slide 4
2026 Outcomes
Aspire Public Schools
Academics
- • Achieve Green or better for all students on the CA Dashboard in Math and ELA
- • All student groups will perform above on the CA growth model in all academic indicators
- • Focus students meet or exceed stretch growth goals
- • *100% of our teachers demonstrate growth on their PLP goal aligned to Domain 3 of the ASLF
Operational Excellence
- • Ensure all schools successfully renew their charters
- • All schools reach charter enrollment goals
Student Wellness & Experience
- • All schools will reach PBIS Gold or higher
Teammate Experience & Retention
- • 90% teammate retention rate
- • 95% Black teammate retention
Post-Secondary Success
- • 80% of our 9th grade students pass COUN-020 course
- • 70% Green/Blue in the College/Career Indicator for class of 2026
- • 75% Alumni Matriculation and Persistence Data
Advocacy & Community Empowerment
- • Achieve top-quartile family engagement on the Family-School Relationships Survey by equipping schools with intentional advocacy initiatives and tools to strengthen family partnerships in education
Aspire 2026 Strategic Plan Outcomes • Verbatim Standard
Slide 5
The 4A's
Aspire LA’s Guiding Principles
Anti-Racism
Academics
Agency
Activism
Official Aspire LA Guiding Principles
Slide 6
Guiding Principles
ASPIRE PUBLIC SCHOOLS
The 4 As—Anti-Racism, Academics, Agency, and Activism—are the guiding principles that shape how we learn, how we work, the conditions in which our schools thrive, and our collective impact.
Rooted in resistance to oppression, they ensure consistency and alignment in creating educational experiences where equity and justice drive transformative learning and personal growth.
Unlike traditional educational institutions, these principles ensure our work actively disrupts inequities, centers marginalized voices, and establishes a community of values-driven action and authentic belonging.
Anti-Racism
We commit to affirming the identities of all individuals and disrupting systemic racism and other forms of oppression. This pledge ensures equity, inclusion, cultural humility, and spaces of affinity remain central to our practices, policies, and mindsets.
Academics
We ensure equitable learning experiences through a culturally responsive, challenging, and highly engaging instructional program. Our approach establishes learner agency by providing opportunities for self-reflection, goal-setting, and multiple pathways to demonstrate mastery.
Agency
We prioritize mental health and well-being by nurturing hope, psychological safety, emotional resilience, and self-actualization. These efforts, grounded in social-emotional learning and healing, empower everyone to thrive through reflection, self-advocacy, and intentional growth.
Activism
We empower our communities to connect with their identities, understand their rights, and mobilize for just causes. By advancing collaboration across differences, we drive actions that disrupt inequities and create systemic change.
Aspire LA Guiding Principles • Verbatim Content
Slide 7
Healthy School Project • Proyecto Escuela Saludable Grades TK–12 • Grados TK–12
Anti-Bullying Workshop
Taller de Prevención del Acoso Escolar
Curriculum Foundation / Autor Original:
Prepared by: Caitlin Sayegh, PhD (8/25/25)
Today's Facilitators / Facilitadores de Hoy:
[Presenter Names and Roles]
[School Cluster] Leadership & Student Wellbeing Team
Strengths-Based • Trauma-Informed • Neurodiversity-Affirming
Slide 8
Icebreaker • Dinámica Inicial
Connecting together as a family community • Conectando como comunidad escolar
One Word Reflection / Una Palabra
Share one word that describes how you feel about your child's school experience right now.
Comparta una palabra que describa cómo se siente respecto a la experiencia escolar de su hijo/a en este momento.
All Ways to Participate / Formas de Participar
You are welcome to share by speaking, writing, gestures, pictures, or communication devices (AAC). Eye contact or sharing personal details is never required.
Le invitamos a participar hablando, escribiendo, con señas, dibujos o tecnología de comunicación asistida (AAC). No es obligatorio mirar a los ojos ni compartir situaciones privadas.
Affirming every voice and comfort level • Afirmando cada voz y estilo de comunicación
Slide 9
Goals for Today • Objetivos de Hoy
Building safety, understanding, and shared action • Construyendo seguridad y colaboración
1
Recognize Bullying vs. Conflict
Understand the key differences between peer disagreements and bullying.
Reconocer el acoso escolar frente a desacuerdos cotidianos entre compañeros.
2
Support When Hurt Happens
Use practical scripts and supportive steps if your child is targeted.
Cómo actuar y apoyar eficazmente si su hijo/a experimenta daño o acoso escolar.
3
Guide Without Shaming
Address bullying behavior through accountability, empathy, and learning.
Orientar con responsabilidad positiva si un niño muestra conductas de acoso.
4
Nurture Safe Upstanders
Encourage children to support peers safely and seek adult help.
Formar defensores seguros que ayuden y busquen apoyo de adultos de confianza.
StopBullying.gov research foundation • Prácticas basadas en evidencia
Slide 10
What Is Bullying? • ¿Qué es el acoso escolar?
Standard StopBullying.gov core definition • Definición fundamentada
1. Unwanted Aggression
Agresión no deseada
Physical, verbal, social, or online acts meant to cause harm or distress.
Actos físicos, verbales, sociales o digitales con la intención de lastimar.
2. Power Imbalance
Desequilibrio de poder
Real or perceived difference in size, popularity, age, numbers, or influence.
Diferencia real o percibida en fuerza física, popularidad, edad o grupo.
3. Repetition
Repetición
Behavior that happens more than once or is highly likely to be repeated.
Conductas que ocurren repetidamente o tienen alta probabilidad de repetirse.
Always report when a child feels hurt or unsafe!
Families can report hurtful or unsafe behavior even when you are unsure whether it meets the formal definition of bullying. School staff are here to investigate and keep scholars safe.
¡Las familias pueden avisar a la escuela ante cualquier conducta dolorosa o insegura, aun si no están seguras de si cumple la definición formal! El personal escolar intervendrá para proteger la seguridad.
StopBullying.gov standard definition • Adult safety intervention
Slide 11
Conflict or Bullying? • ¿Conflicto o Acoso?
Both deserve support; bullying requires adult safety intervention.
Everyday Conflict
Equal Power / Poder similar
A disagreement between peers with relatively equal standing. Both can express their views and seek resolution.
“Un desacuerdo entre compañeros con un poder relativamente similar. Ambos pueden expresar sus opiniones y buscar una solución.”
Example / Ejemplo:
Two friends argue about rules during a recess game, but both want to keep playing. • Dos amigos discuten sobre reglas pero quieren seguir jugando.
→ Adult role: Guide mutual problem-solving / Guiar la resolución mutua.
Bullying Behavior
Power Imbalance / Desigualdad
Repeated harm where one student has less power and cannot easily defend themselves.
“Daño repetido en el que un estudiante tiene menos poder y no puede defenderse fácilmente.”
Example / Ejemplo:
An older student repeatedly blocks someone from the lunch bench while others laugh. • Un estudiante mayor bloquea a otro repetidamente en el almuerzo.
→ Adult role: Direct intervention & safety plan / Intervención y plan de seguridad.
Discussion Question / Pregunta: What signs help you notice whether power between students is equal or unequal? • ¿Qué señales indican si el poder es parejo o desigual?
Children experiencing bullying are never required to negotiate alone.
Slide 12
The Four Roles • Los Cuatro Roles
Understanding peer dynamics in bullying • Comprendiendo las dinámicas entre compañeros
The Target
Receiving harm • Recibe el daño
The person being picked on, left out, or attacked.
La persona molestada, excluida o atacada.
Feels: alone, powerless, and unsafe at school.
Siente: soledad, impotencia e inseguridad.
The Aggressor
Causing harm • Causa el daño
The person doing the hurting, often to feel powerful or hide insecurity.
Quien daña a otros para sentirse poderoso o tapar inseguridad.
Gets: energy and power from the audience.
Obtiene: energía y poder del público presente.
The Bystander
Allowing harm • Permite el daño
People who watch, laugh, film, share, or look away.
Personas que observan, ríen, graban, comparten o miran a otro lado.
Sends: the message that the show is working.
Envía: el mensaje de que el "show" funciona.
The Upstander
Stopping harm • Detiene el daño
Someone who interrupts, distracts, gets help, or checks in.
Quien interrumpe, distrae, busca ayuda o acompaña al afectado.
Does: takes power away and reminds target they're not alone.
Acción: quita el poder y recuerda que no están solos.
Every one of us chooses which role we play. • Cada uno de nosotros elige qué papel asumir.
Slide 13
How Bullying Affects Children
Cómo afecta el acoso escolar • Recognizing subtle warning signs across TK–12
Emotional & Physical
Emocional y Físico
- • Fear, anxiety, sadness, irritability
Miedo, ansiedad, tristeza, irritabilidad
- • Stomachaches or headaches
Dolores de estómago o de cabeza
- • Sleep or appetite changes
Cambios en el sueño o la alimentación
Academic Impact
Impacto Académico
- • Trouble concentrating in class
Dificultad para concentrarse en clase
- • Drop in grades or motivation
Baja en calificaciones o motivación
- • Reluctance to speak or ask questions
Inseguridad para participar o preguntar
School Attendance
Asistencia Escolar
- • Hesitation to go to school
Resistencia para asistir a la escuela
- • Frequent nurse or office visits
Visitas frecuentes a la enfermería
- • Wanting to avoid hallways or bus
Evitar pasillos, recreos o el autobús
Remember / Recuerde: Changes in routines, body language, or communication can be a child's way of showing distress when words are hard to find. • Los cambios de rutina o conducta a menudo expresan malestar cuando es difícil ponerlo en palabras.
Holistic, trauma-informed observation • Observación sensible e integral
Slide 14
Talking to Kids About Their Lives
Conversar con los hijos sobre sus vidas • Everyday connection / Conexión diaria
Everyday Questions / Preguntas
- • "What made you smile today?"
"¿Qué te hizo sonreír hoy?"
- • "Who did you spend time with at school?"
"¿Con quién pasaste tiempo en la escuela?"
- • "Is there anything that felt hard today?"
"¿Hubo algo difícil o pesado hoy?"
Open, low-pressure prompts invite children to share at their own pace. • Preguntas abiertas invitan a compartir sin presiones.
Connection Tips / Consejos Prácticos
- • Talk side-by-side: during walks, cooking, or car rides.
Conversen lado a lado caminando o en el auto.
- • Do not require eye contact: respect their comfort zone.
No exija contacto visual; respete su ritmo.
- • Welcome all sharing methods: notes, texts, or AAC.
Acepte notas escritas, mensajes o dispositivos de comunicación.
- • Reassure often: "It is always okay to ask for help."
"Siempre está bien pedir ayuda."
Daily connection builds psychological safety • La conexión diaria genera confianza
Slide 15
Practical Family Scripts • Frases Clave de Apoyo
What to say in the first moments a child shares hurtful behavior • Primeros auxilios emocionales
"Thank you for telling me."
"Gracias por contármelo."
Validates their courage in reaching out.
Valora su valentía de hablar y confiar en usted.
"You deserve to feel safe."
"Mereces sentirte seguro/a y respetado/a."
Reaffirms that emotional and physical safety is a right.
Reafirma que la seguridad y el respeto son derechos fundamentales.
"This is not your fault."
"Esto no es tu culpa."
Removes self-blame, embarrassment, or fear.
Elimina la culpa propia, la vergüenza o el miedo.
"We will work with the school to help."
"Trabajaremos con la escuela para ayudarte."
Assures them adults will take organized action together.
Asegura que los adultos colaborarán en equipo para protegerle.
Supportive words create instant safety • Palabras que brindan alivio y respaldo
Slide 16
The L.A.T.E. Framework
El Marco L.A.T.E. • 4 Steps to Respond with Care / 4 Pasos de Apoyo
L
Listen
Escuchar
Stay calm, give full attention, and be supportive.
Mantener la calma y escuchar con empatía.
A
Acknowledge
Reconocer
Validate feelings; state clearly that bullying is wrong.
Validar emociones; dejar claro que está mal.
T
Talk Options
Hablar opciones
Adult responsibilities, school partnership, safety plan.
Acciones adultas y plan de seguridad.
E
Encourage
Animar
Reaffirm support and promise ongoing teamwork.
Brindar cariño y asegurar respaldo continuo.
A practical home-to-school collaboration guide • Guía de colaboración familia-escuela
Slide 17
L – Listen • Escuchar
Listen to your child with calm and care • Escuchar con calma y empatía
L
Calm Presence / Presencia Serena
- • Take a slow breath before responding.
Respire profundo antes de reaccionar.
- • Focus on understanding rather than rushing to solve.
Enfóquese en escuchar antes de apresurarse a dar soluciones.
- • Keep your tone reassuring and steady.
Mantenga un tono de voz cariñoso, firme y tranquilo.
- • Avoid reacting with anger or alarm.
Evite alarmarse para que su hijo/a no se cierre por temor.
Inclusive Listening / Escucha Inclusiva
- • Honor all communication forms: speech, writing, signs, or AAC.
Valore cualquier medio: palabras, escritura, señas o tecnología AAC.
- • Allow them to set the storytelling pace.
Permita que cuenten lo ocurrido a su propio ritmo.
- • Respect pauses and quiet moments without interrupting.
Respete silencios y pausas sin apresurar las respuestas.
- • Validate that their feelings matter.
Confirme que lo que sienten es importante y respetado.
When children feel heard, they feel protected • Escuchar genera protección y confianza
Slide 18
A – Acknowledge • Reconocer
Acknowledge feelings and state clearly that bullying is wrong • Validar y respaldar
A
What to Say & Reinforce / Qué Decir
Validate that what occurred is hurtful, unacceptable, and never okay at school.
"I hear you, and I understand why you feel hurt."
"Te escucho y entiendo perfectamente por qué te sientes lastimado/a."
Asegúrele que sus emociones tienen sentido y que no tiene que fingir que no pasa nada.
What to Avoid / Qué Evitar
- • Never say: "Just ignore them" or "It's harmless teasing."
Nunca diga "ignóralos" o "sólo son juegos".
- • Do not minimize their pain or tell them to "toughen up."
No minimice su dolor ni les pida "aguantar".
- • Never blame their traits, clothes, or interests.
Nunca culpe su personalidad, ropa o gustos.
- • Avoid making promises you cannot keep.
Evite promesas poco realistas.
Validation creates emotional safety • La validación elimina la soledad
Slide 19
T – Talk About Options • Hablar sobre las opciones
Adult responsibilities and action planning • Responsabilidades de los adultos
T
Adult Responsibilities / Acciones Adultas
- • Document concerns: dates, locations, messages, witnesses.
Documente detalles: fechas, lugares, mensajes y testigos.
- • Contact school staff: teacher, counselor, or dean.
Comuníquese con el maestro, consejero o director.
- • Create a safety plan together: safe spaces & trusted adults.
Creen un plan de seguridad con adultos y espacios seguros.
- • Follow up regularly: track student progress and well-being.
Hagan seguimiento continuo para verificar que el daño cesó.
What NOT to Do / Lo Que NO Se Recomienda
- • Do NOT recommend fighting back physically.
NO recomiende responder con agresión física.
- • Do NOT tell them to ignore the behavior.
NO les pida ignorar el acoso repetido.
- • Do NOT force immediate face-to-face apologies.
NO fuerce disculpas cara a cara de inmediato.
- • Do NOT demand reconciliation where power is unequal.
NO exija mediación ni reconciliación forzada.
Partnering with Youth / Con Jóvenes: Ask: "What would feel most helpful and safe as we talk with the school?" • "¿Qué te haría sentir más seguro/a mientras hablamos con la escuela?"
Adults hold the primary duty to protect scholar safety • Responsabilidad de los adultos
Slide 20
E – End with Encouragement • Animar
Reaffirm love, confidence, and ongoing support • Brindar esperanza y cariño
E
Reassurance / Tranquilidad y Amor
- • Remind them they are loved and never alone.
Recuérdeles que son profundamente amados y nunca están solos.
- • Praise their courage in reaching out.
Elogie su valentía por haber hablado y confiado en usted.
- • Commit to walking with them step by step.
Prométales que caminarán juntos en cada paso de la solución.
- • Celebrate their talents, joys, and strengths.
Destaque sus cualidades, fortalezas y amistades positivas.
Check-In Habit / Seguimiento Continuo
Schedule a specific check-in that evening or the next day so your child knows caring support is active.
"I love you, and we will get through this together."
"Te quiero mucho y vamos a superar esto juntos."
Un seguimiento amoroso renueva la seguridad de que las cosas van a mejorar.
Encouragement restores confidence and hope • El cariño renueva la esperanza
Slide 21
Cyberbullying & Digital Safety
Acoso en línea y seguridad digital • Real spaces & protective action
Where It Happens / Dónde Ocurre
- • Group chats & messaging apps: insults or toxic threads.
Chats grupales y apps: insultos o cadenas hirientes.
- • Online games: voice chat taunts or teaming up on peers.
Juegos en línea: burlas por audio o ataques en equipo.
- • Social exclusion: kicking someone out of group chats.
Exclusión digital: eliminar intencionalmente de grupos.
- • Sharing embarrassing photos, videos, or rumors.
Difundir fotos, videos o rumores vergonzosos.
4 Action Steps / 4 Pasos de Acción
- • 1. Save evidence: take screenshots with dates and usernames.
Guarde evidencia: capturas con fecha y usuarios.
- • 2. Block and report: use app tools to block hurtful accounts.
Bloquee y reporte en la plataforma correspondiente.
- • 3. Check privacy settings: limit who can tag or message.
Ajuste la privacidad: restrinja quién puede escribir.
- • 4. Involve trusted adults & school: share records.
Involucre a adultos de confianza y al personal escolar.
Digital Safety Tip / Consejo Digital: Do not take away devices as a reaction to reporting; children must know reporting will not cut them off from peers. • No quite el teléfono como castigo al reportar; deben saber que pedir ayuda es seguro.
Digital safety is a family-school partnership • Seguridad digital en colaboración
Slide 22
When a Child Shows Bullying Behavior
Cuando un niño/a muestra conductas de acoso • Guiding with dignity and limits
Focus on Behavior / Enfocarse en la Conducta
- • Avoid labeling a child "a bully." Behaviors can change.
Evite etiquetar de "acosador"; las conductas pueden cambiar.
- • Set firm, clear boundaries: hurtful actions must stop.
Ponga límites firmes: el daño debe detenerse por completo.
- • Stay curious about root causes: stress, peer pressure, or coping.
Indague con calma: estrés, presión social o desregulación.
- • Help them recognize real harm: build empathy.
Ayúdeles a comprender el impacto emocional causado.
Teaching Safer Choices / Alternativas Seguras
- • Teach constructive conflict skills and emotional regulation.
Enseñe a manejar la frustración y desacuerdos de forma segura.
- • Collaborate closely with teachers and school counselors.
Colabore estrechamente con maestros y consejeros.
- • Support genuine repair and restoration over harsh shame.
Fomente una reparación genuina del daño sin humillación.
- • Praise positive choices, kindness, and empathy.
Reconozca el progreso y los actos amables con frecuencia.
Accountability and love work together: children need clear boundaries and support to grow. • La responsabilidad y el afecto van de la mano: los niños necesitan límites claros y apoyo para crecer.
Strengths-based behavioral guidance • Orientación formativa con dignidad
Slide 23
The Upstander Mindset • La Mentalidad del Defensor
You don't have to be the bravest or strongest person in the room to be an upstander.
No tienes que ser la persona más fuerte o valiente de la sala para ser un defensor.
Small, smart moves take the power out of the moment. • Pequeñas acciones inteligentes retiran el poder en el momento.
57%
of the time, bullying stopped within 10 seconds when a peer stepped in.
de las veces, el acoso se detuvo en menos de 10 segundos al intervenir un compañero.
Safety first • Seguridad
The best moves never put you in physical danger.
Las mejores acciones nunca te ponen en peligro físico o personal.
Just one • Solo una
You only need one move that fits your comfort level.
Solo necesitas una acción que se adapte a tu propio nivel de comodidad.
Transition: Stepping safely into positive action • Transición hacia la acción segura
Slide 24
Your Upstander Toolkit • Tu Guía Práctica de Acción
The 5 D's of Being an Upstander • Las 5 D del Defensor
01
DISTRACT
Distraer
Interrupt the moment. Change the subject or distract.
Interrumpe y distrae.
Low risk • Bajo
02
DELEGATE
Delegar
Get an adult: teacher, monitor, coach, or counselor.
Busca ayuda de un adulto.
Low risk • Bajo
03
DOCUMENT
Documentar
Record only to help, never to post online.
Graba solo para ayudar.
Med risk • Medio
04
DELAY
Acompañar
Check in with the person after. Reassure them.
Acompaña después.
Low risk • Bajo
05
DIRECT
Directo
Calmly say "that's not okay," only if safe.
Di "eso no está bien".
Moderate • Moderado
Everyone in this room can do at least one of these. • Cada persona puede hacer al menos una.
Slide 25
Low-Risk Moves • Acciones de Bajo Riesgo
What It Sounds Like: Distract and Delay • Cómo Suena: Distraer y Acompañar
Distract • Distraer
Break the tension • Romper la tensión
Say • Decir
“Hey Alex, Mr. Acosta is looking for you. Come on.”
“Oye Alex, el maestro Acosta te está buscando. Ven conmigo.”
Do • Hacer
Drop your binder, ask to borrow a pencil, or ask what time it is.
Deja caer tu libreta, pide un lápiz prestado o pregunta la hora.
Delay • Acompañar Después
Check in once it's over • Apoyar al final
Check In • Preguntar con Cariño
“That wasn't okay. Are you alright? Want to walk with me?”
“Eso no estuvo bien. ¿Estás bien? ¿Quieres caminar conmigo?”
Offer to Go With Them • Ofrecer Acompañarles
“Want me to come with you to see Ms. Pineda?”
“¿Quieres que te acompañe a hablar con la consejera Pineda?”
Neither one means getting physical. • Ninguna de estas opciones implica confrontación física.
Slide 26
Bigger Moves • Acciones con Mayor Intervención
What It Sounds Like: Delegate and Direct • Cómo Suena: Delegar e Intervenir Directo
Delegate • Delegar
Bring in more power • Sumar apoyo adulto
Find an Adult Fast • Buscar a un Adulto Rápido
“Mr. Chavez, there's a crowd by the field and it's getting physical.”
“Maestro Chávez, hay un grupo junto a la cancha y se están empujando.”
Team Up • Formar Equipo
“You get the campus monitor. I'll find a teacher.”
“Tú busca al monitor del patio. Yo voy por un maestro.”
Direct • Intervenir Directo
Only when it's safe • Solo cuando sea seguro
Name It • Nombrarlo Claramente
“That's not funny. Leave them alone.”
“Eso no tiene gracia. Déjenle en paz.”
Then Walk Away Together • Retirarse Juntos
Don't trade insults or jump in. Help the person leave: “Let's go.”
No devuelvas insultos ni pelees. Ayuda a salir de allí: “Vámonos.”
Never use Direct if there are weapons, serious violence, or real danger. Delegate instead. • Ante peligro, delega.
Slide 27
Document: If You Do Record • Documentar: Si Llegas a Grabar
5 Rules for Recording Safely • 5 Reglas para Grabar con Seguridad
In the moment, filming to help and filming for clout look the same. What you do next makes the difference. • Lo que haces después marca la diferencia.
1
Someone is already helping
Alguien ya está ayudando
Filming never comes before getting an adult.
Grabar nunca va antes de buscar a un adulto.
2
Keep your distance
Mantén la distancia
Don't crowd, cheer, or block the hallway.
No te amontones, no animes ni bloquees el paso.
3
Never post or share it
Nunca lo publiques ni compartas
Not on a story or in a chat. Sharing spreads harm.
Ni en historias ni en chats. Compartir extiende el daño.
4
Give it only to a trusted adult
Solo a un adulto de confianza
Principal, AP, counselor, or another staff member.
Director, consejero o personal escolar.
5
Ask the person what they want
Pregúntale qué desea
It's their story. Their dignity comes first.
Es su historia. Su dignidad es lo primero.
If you can't follow all five, put the phone away. • Si no puedes cumplir las cinco reglas, guarda el teléfono.
Slide 28
Raising Safe Upstanders, Not Bystanders
Formar defensores seguros • How peers make a positive difference
Priority 1: Safety & Adult Help / Prioridad 1
- • Get adult help immediately: tell a teacher, aide, or administrator.
Busque ayuda de un adulto escolar de inmediato.
- • Direct confrontation is optional: never risk student safety.
Confrontar es opcional; nunca se exponga al peligro.
- • Refuse to join in: do not laugh, record, or forward posts.
No participe: no se ría, no grabe ni reenvíe mensajes.
Priority 2: Support & Inclusion / Prioridad 2
- • Support the person: invite them to walk away together.
Acompañe al compañero y caminen juntos a un lugar seguro.
- • Send a kind note: "I'm sorry that happened. Want to sit together?"
"Siento lo ocurrido. ¿Quieres sentarte conmigo?"
- • Include them: invite them to your table, recess, or project.
Inclúyalo en su mesa de almuerzo, recreo o juego.
Family Question / Pregunta Familiar: "What is one safe way you could help someone who seems left out or upset at school?" • "¿Cuál es una forma segura en que podrías ayudar a alguien que se siente triste o excluido?"
Upstanders build a community of belonging • Los defensores cultivan respeto
Slide 29
Let's Clear This Up • Aclaremos Esto
Snitching vs. Reporting • Acusar ("Chismear") vs. Reportar
Snitching • Acusar
Trying to get someone IN trouble • Para meter en problemas
Telling to get someone in trouble, or to get something for yourself.
Contar algo para meter a alguien en problemas o por beneficio propio.
- • Driven by revenge, spite, or drama
Motivado por venganza, despecho o conflicto
- • About small stuff that hurts no one
Sobre pequeñeces que no lastiman a nadie
- • Nobody's safety is at risk
La seguridad de nadie está en peligro
Reporting • Reportar
Trying to get someone OUT of trouble • Para sacar de peligro
Telling an adult to protect someone from harm, threats, or danger.
Avisar a un adulto para proteger a alguien de daño, amenazas o peligro.
- • Driven by care and safety
Motivado por el cuidado, el respeto y la seguridad
- • About harm that keeps happening
Sobre daño o acoso que se sigue repitiendo
- • Protects someone who can't protect themselves
Protege a quien no puede defenderse solo
Real talk: “snitch” is a word that keeps people quiet while someone keeps getting hurt. • "Chismoso" es una palabra para silenciar mientras alguien sufre.
Slide 30
Quick Round • Ronda Rápida
Snitching or Reporting? • ¿Acusar o Reportar?
1
Telling the teacher someone is chewing gum or on their phone in class.
Avisar al maestro que alguien mastica chicle o mira su teléfono en clase.
S or R?
2
Telling a counselor a humiliating locker room video is going around group chats.
Avisar a un consejero sobre un video humillante que circula en chats.
S or R?
3
Telling an adult that two students planned a fight behind the bleachers.
Avisar a un adulto que dos estudiantes planearon una pelea.
S or R?
4
Telling a teacher your partner was 30 seconds late so they lose points.
Decir al maestro que tu compañero llegó 30 segundos tarde para que baje puntos.
S or R?
5
Telling an administrator about an account posting cruel rumors about students.
Avisar a un director sobre una cuenta que publica rumores crueles.
S or R?
Thumbs up for Reporting (safety), thumbs down for Snitching (trouble). • Pulgar arriba: Reportar; pulgar abajo: Acusar.
Slide 31
Answer Key • Respuestas y Explicación
Snitching or Reporting? • ¿Acusar o Reportar?
1
Telling the teacher someone is chewing gum or on their phone in class.
Avisar al maestro que alguien mastica chicle o mira su teléfono en clase.
Snitching • Acusar
2
Telling a counselor a humiliating locker room video is going around group chats.
Avisar a un consejero sobre un video humillante que circula en chats.
Reporting • Reportar
3
Telling an adult that two students planned a fight behind the bleachers.
Avisar a un adulto que dos estudiantes planearon una pelea.
Reporting • Reportar
4
Telling a teacher your partner was 30 seconds late so they lose points.
Decir al maestro que tu compañero llegó 30 segundos tarde para que baje puntos.
Snitching • Acusar
5
Telling an administrator about an account posting cruel rumors about students.
Avisar a un director sobre una cuenta que publica rumores crueles.
Reporting • Reportar
Rule of thumb: if someone could get hurt, scared, or be in danger, it's always reporting. • Si hay daño o peligro, siempre es reportar.
Slide 32
Let's Practice • Practiquemos Juntos
Distract, Delegate, Document, Delay, Direct? • ¿Cuál Elegirías?
Distract
Interrupt / Distraer
Delegate
Get adult / Delegar
Document
Help, not post / Grabar
Delay
Check in / Apoyar
Direct
If safe / Directo
Scenario A • Caso A
The Lunch Table
A classmate is teased about their shoes. They laugh along, but hands shake and they look embarrassed.
Se burlan de sus zapatos; se ríe para disimular, pero tiembla y se apena.
Your turn: Which of the 5 D's would you choose? What would you say or do?
¿Cuál de las 5 D usarías? ¿Qué dirías o harías?
Scenario B • Caso B
The Hallway Circle
Two students are yelling face to face. About 20 kids crowd around, phones out, chanting.
Dos alumnos se gritan; unos 20 estudiantes se aglomeran con teléfonos grabando.
Your turn: Which of the 5 D's would you choose? What would you say or do?
¿Cuál de las 5 D usarías? ¿Qué dirías o harías?
Scenario C • Caso C
The Locker Room
After PE, a student sits alone crying. Others hid their backpack and posted a photo in group chat.
Un alumno llora solo; escondieron su mochila y subieron foto burlona a chats.
Your turn: Which of the 5 D's would you choose? What would you say or do?
¿Cuál de las 5 D usarías? ¿Qué dirías o harías?
Talk it through with your group, then we'll share out. • Dialoguen en grupo; luego compartiremos reflexiones juntos.
Slide 33
Answers • Respuestas
Which One Is the Safest to Try? • ¿Cuál es la Opción Más Segura?
Scenario A • Caso A
The Lunch Table
A classmate is teased about their shoes. They laugh along, but hands shake and they look embarrassed.
Se burlan de sus zapatos; se ríe para disimular, pero tiembla y se apena.
Try Distract: Ask them to come look at something or borrow a pencil. Give them a way out.
Trata de Distraer: Pídele que mire algo o pide un lápiz. Dale una salida segura.
Scenario B • Caso B
The Hallway Circle
Two students are yelling face to face. About 20 kids crowd around, phones out, chanting.
Dos alumnos se gritan; unos 20 estudiantes se aglomeran con teléfonos grabando.
Try Delegate: Go get the closest teacher or campus monitor right away.
Trate de Delegar: Busca al maestro o supervisor más cercano de inmediato.
Scenario C • Caso C
The Locker Room
After PE, a student sits alone crying. Others hid their backpack and posted a photo in group chat.
Un alumno llora solo; escondieron su mochila y subieron foto burlona a chats.
Try Delay + Delegate: Sit with them, offer support, and walk with them to report it.
Trata de Acompañar + Delegar: Acompáñale, dale apoyo y vayan juntos a reportarlo.
There's more than one right answer. What matters is doing something. • Lo importante es actuar con seguridad.
Slide 34
Support for Parents and Caregivers
Apoyo para madres, padres y cuidadores
CalHOPE Warm Line
833-317-4673
Call or text. English peer support for stress and difficult emotions (limited service hours).
Apoyo entre pares en inglés para el estrés y emociones difíciles.
www.calhope.org
LA County DMH
800-854-7771
Call 24/7. Mental health support and service referrals.
Línea disponible 24/7. Apoyo de salud mental y referencias en el condado de Los Ángeles.
dmh.lacounty.gov
988 Lifeline
Call or Text 988
Free, confidential support for emotional distress or crisis, available 24/7.
Línea gratuita y confidencial de prevención y crisis emocional, 24/7 en español e inglés.
988lifeline.org
For a life-threatening emergency, call 911. • Para una emergencia que amenace la vida, llame al 911.
Reach out for support for yourself or your family. • Busque apoyo para usted o su familia.
Slide 35
School Contacts & Reporting
Contactos escolares y reporte
School Team / Equipo Escolar
[School Contacts and Reporting Process]
• Principal / Dean: [Name & Contact]
• Counselor / Mental Health Lead: [Name & Contact]
• Community School Coordinator: [Name & Contact]
Comuníquese con cualquier integrante del equipo escolar en quien confíe.
Reporting Channels / Vías de Reporte
- • In-person or written report: to any trusted staff member.
Reporte en persona o por escrito a personal escolar.
- • [Online Reporting Form – Site-Specific Option to Confirm]
Opción en línea según disponibilidad confirmada por el plantel.
- • National resource: Learn more at StopBullying.gov
Consulte guías oficiales en StopBullying.gov
We are here to partner with your family • Estamos aquí para colaborar con su familia
Aspire Public Schools • Family and Community Engagement
Slide 36
Questions & Answers • Preguntas y Respuestas
Open community dialogue • Diálogo comunitario respetuoso
Q & A Preguntas
What questions or thoughts would you like to discuss today?
¿Qué preguntas o reflexiones le gustaría compartir hoy?
• General questions are welcome in the group: Feel free to ask about schoolwide approaches, definitions, and family tips.
• Le invitamos a hacer preguntas generales en el grupo sobre temas, definiciones y pautas escolares.
• To protect student privacy, please connect with school staff to arrange a private conversation about individual concerns.
• Para proteger la privacidad del estudiante, comuníquese con el personal escolar para coordinar una conversación privada sobre inquietudes individuales.
Respectful and supportive discussion. • Diálogo respetuoso y de apoyo.
Slide 37
Give Us Your Feedback!
¡Comparta sus comentarios y sugerencias!
Workshop Survey / Encuesta
Please scan or use the link to share your feedback:
Por favor escanee o use el enlace para dar su opinión:
[Feedback Link]
Next Family Gathering / Próximo Evento
Próximo encuentro para familias:
[Next Event]
Date, time, and topic to be announced by your school cluster.
Fecha, hora y tema confirmados por su plantel escolar.
Thank you for being part of our Aspire family!
Healthy School Project • Aspire Public Schools
Slide 38
Aspire Public Schools
Presenter Appendix • Fall 2026 Revision Guide & Source Links
Core References & Health Sources
- • StopBullying.gov: standard definition, research & safety guidance.
- • California Department of Health Care Services (DHCS): CalHOPE Warm Line.
- • LA County Department of Mental Health: 24/7 crisis referrals (800-854-7771).
- • 988 Suicide & Crisis Lifeline: 24/7 English and Spanish.
Bilingual Design & Fall 2026 Updates
- • Fully Bilingual: Complete English and Spanish on all workshop slides.
- • Preserved Aspire Identity: Verbatim slides 2–7 and official branding.
- • Updated Frameworks: Clarified definition, Conflict vs. Bullying, L.A.T.E., Upstander Toolkit (5 D's, Distract/Delay, Delegate/Direct, 5 Recording Rules, Snitching vs. Reporting, Answer Keys, and Practice Scenarios).
- • Affirming Language: Neurodiversity-affirming, non-labeling behavioral support.
Aspire Public Schools • Empowering Minds. Transforming Futures.
Slide 39
