Safe Schools Week 2004 Media Design Campaign · PDF fileCenter for School Safety...

Safe Schools Week 2004 Media Design

Campaign sponsored by

Kentucky Center for School Safety

Clearinghouse

250 Taylor Education Building University of Kentucky

Lexington, KY 40506-0001

www.kysafeschools.org 877-805-4277

With special thanks to:

KY Crime Prevention Coalition KY Department of Education Project Safe Neighborhoods

University of Kentucky This campaign is made possible through grants and support provided by the partners mentioned above. This project was supported by Grant No. 2003-GP-CX-0069 awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile and Delinquency Prevention, and the Office for Victims of Crime. Points of view or opinions in this document are those of the author and do not represent the official position or policies of the United State Department of Justice

KY Safe Schools Week 2003 Healthy Choices/Healthy Lifestyles

TABLE OF CONTENTS

Campaign Information “Safe Schools Begin with Me!” …………………………………………………… 3

♦ Eligible Participants ♦ Theme of 2004 Campaign ♦ Competition Categories

Let’s Get Started! …………………………………………………………………… 4 10 Tips for a Successful Campaign …………………………………………… 5 Responsibilities of the Coordinator …………………………………………… 6 Timeline …………………………………………………………………………… 7 Competition Rules …………………………………………………………………… 8 Suggested Learning Activities …………………………………………………… 9-13

♦ Introduction ♦ Overview “Social Norms” Marketing ♦ Positive Health Behaviors ♦ English Language Arts Curriculum ♦ Fine Arts Curriculum ♦ Mathematics Curriculum ♦ Health & Science

Suggested Activities for Grades K-4 …………………………………………… 14 Forms Student Entry Form …………………………………………………………………… 15 PSA Entry Form and Information …………………………………………………… 16-18

♦ Sample PSA Entry ♦ Production Glossary of Terms ♦ PSA Entry Form

Sample Model Consent Form …………………………………………………… 19 Judging Form …………………………………………………………………… 20 School Winners Entry Form …………………………………………………… 21 Judges’ Response Form …………………………………………………………… 22 Resources Sample Memo to Parents …………………………………………………………… 23 Sample Press Release …………………………………………………………… 24 Internet Resources …………………………………………………………………… 25 Safe Schools Week Flyer …………………………………………………………… 26 Contest Promotion Flyer …………………………………………………………… 27

KY Safe Schools Week 2004 Take AIM! 3

Kentucky Safe Schools Week Theme: Safe Schools Begin with Me! Emphasis: Take AIM! - Take Action, Get Involved, Make a Difference Kentucky Safe Schools Week is designed to promote safe and secure environments for Kentucky youth. Participation in the campaign results in the increased awareness and knowledge of the consequences of, and alternatives to, using violence to resolve problems. The desired goal of the campaign is to reduce the potential personal, social and economic harm caused by violence. Gun related deaths are the second leading cause of injury death in the United States*, so this year’s emphasis is to reduce the risk of gun injury by increasing awareness, gaining knowledge and improving safety about firearms. Media campaigns have long been at the core of violence prevention efforts. The Kentucky Center for School Safety Clearinghouse is incorporating media and marketing strategies into their Safe Schools Week campaign in order to promote safe and healthy lifestyles throughout the state of Kentucky. This weeklong initiative serves as an academic tool for teachers and youth providers to teach about the negative consequences of violence, as well as media advertising and its effects. The campaign serves as a vehicle for youth creativity and stimulates conversation about alternatives to violent behaviors. The activities offered in the curriculum manual serve as powerful prevention tools which will not only affect the students in your school or center, but hopefully their families at home. “Safe Schools Begin with Me” is the theme of Kentucky’s Safe Schools Week. The emphasis for the 2004 Campaign is “Take AIM! – Take Action, Get Involved, Make a Difference.” Every day we are confronted with conflict, and how we deal with that conflict can make an impact on how we live our lives. Every day, gun-related deaths claim the lives of nearly 80 children and adults, leaving 28,000 Americans killed by firearms each year*. American children are 12 times more likely to die from gun injury than children in other industrialized nations*. Participating in the Take AIM! media campaign contest allows students to take an active role in their community by emphasizing the importance of solving conflicts non-violently and getting involved in gun safety programs to prevent unintentional injury from occurring. Participation will ask students how what goes on in their school related to gun crime in their community. For example, research shows that a strong correlation between substance abuse and gun crime exists. * Statistics were gathered from the National Center for Health Statistics at http://www.cdc.gov/nchs/ COMPETITION CATEGORIES Poster: Grades K-4 and 5-8 with one winner from each level and one wildcard winner. Editorial Essay: Grades 6-8 and 9-12 with one winner from each level and one

wildcard winner. Radio Scripts: Grades 9-12 with one winner.


Let’s Get Started!

1. Review your responsibilities as Campaign Coordinator by referring to page 6. 2. Review the Campaign Categories. Decide if you will encourage your students or youth

to develop entries for all or selected categories. One entry per student for all categories will be accepted for final entry submission to the KCSS; however, you may choose to allow students to enter more than one entry for one or more categories for your local campaign. Remember, each category may have two winners from each school submitted.

3. Inform parents of their children’s involvement in Kentucky Safe Schools Week (see Sample Memo for Parents – page 23).

4. Carefully review the format specifications for the campaign categories regarding time and word limits. Entries not meeting these specifications will not be considered for final judging in the statewide campaign. Review the Judging Criteria with your students so that you may encourage “winning” creations from your students.

5. Create a plan as to how you will promote the campaign in your setting. Review the Timeline on page 7 so you can plan ample time for your classroom activities. Consult the suggested activities for possible implementation into your classroom instruction and lesson plans. Consult the Internet Resource list (page 25) for further information about substance abuse and classroom activities. Consult with your local resources, such as your sheriff’s office, health department, etc. to obtain further assistance with presentations, obtaining factual information about drugs, alcohol and gun violence, creating a panel of judges and whole project planning.

6. Plan a school assembly or group/class presentation in your campaign plan whether it is to kick off the competition or to recognize the local winners.

7. Only one design per category from each student may be submitted to the KCSS state judging. It is advised that your campaign plan include an on-site judging session to select the best entries to submit for final judging by KCSS.

8. Have fun! Encourage your students and youth to enjoy their creative adventures as they learn about what they can do to make a difference in their community and prevent gun violence.

9. Review the following “10 Tips for a Successful Campaign” for further hints to ensure that your efforts result in a beneficial, enjoyable and useful learning experience for your students and youth.


10 Tips for a Successful Campaign

1. Encourage participants to be as creative as possible.

2. Promote the campaign through posters, announcements, group discussions, etc.

3. Ask for help! Have older youth, teachers, PTA’s and parents help coordinate the campaign and judge the entries.

4. Make sure participants know the criteria and time frame of the campaign. Remind them that final entries submitted to the Kentucky Center for School Safety Clearinghouse are due on or before April 30, 2004.

5. Hold an assembly or schedule a presentation to learn about producing effective media messages and to encourage participation.

6. Make all participants feel like winners! Display all entries throughout your building.

7. Even though two winning entries per category may be submitted to the final statewide campaign, come up with your own special school awards for 2nd place, 3rd place, honorable mention, etc. Solicit local businesses to donate awards like movie tickets, gift certificates, etc.

8. Incorporate your organization’s judging into an evening that is already scheduled with parents so they can help judge and see all of the messages.

9. Reward all participating students and youth with a Pizza Party or other treat! Local banks or other community organizations/companies are usually happy to fund these events. Provide each participant with a Participation Certificate.

10. If English is not a participant’s native language, ask him/her if he/she would feel more comfortable creating a message in their native language. If you have an entry in a language other than English, have someone who understands that language be involved in your judging! Also, please provide a translation along with the winning entry when you submit it for the final, statewide judging.


Responsibilities of the Coordinator

The Coordinator is the contact person in each individual school building or community based organization. For instance, the Coordinator could be an FCCLA Advisor, a FRYSC Coordinator, a School Counselor or a PTA member. The person in this role doesn’t necessarily have to carry out the entire campaign, and may ask others for assistance in promoting the campaign, working with youth, and judging the entries.

Familiarize yourself with the instruction manual, guidelines and timeline. Promote the campaign by copying and placing included flyer throughout the building. Ask for assistance from your co-workers in promoting the campaign and working with the youth on their

messages. Encourage teachers and other youth leaders to use the campaign as an activity with these youth.

Make sure that the people who are working with youth on the campaign target the emphasis and use the questions listed in the instruction packet.

Remind teachers, youth leaders, parents, and youth that entries must be the work of youth only and must respond to the appropriate theme and target audience.

Schedule your organization or building’s campaign and decide whether it will take place in the whole school or the entire organization. If you are a school, decide if your campaign will take place in individual classes only – like art, health, physical education, English, etc. The building campaign may take place any time before April 30th.

Send the enclosed sample memo home to parents to make them aware of the campaign. Discuss information about alcohol, tobacco and other drugs with teachers and youth participating in the

campaign. (Encourage youth to take this information home and review it with parents and siblings.) Refer to the enclosed Resource List, and background information for information and Internet resources.

The KCSS Clearinghouse strongly recommends having an assembly or presentation at your location to promote the competition.

Coordinate the preliminary judging of your school or center’s entries. Refer to the enclosed judging form (page 20).

We recommend including older youth, parents, local community leaders, and teachers as members of the judging panel.

Take pictures of your organization’s winners and submit them, along with the enclosed sample press release (page 24), to the appropriate newspapers in your area.

Submit “First Round” winning entries by April 30, 2004 to: Kristi Martin Kentucky Center for School Safety Clearinghouse 250 Taylor Education Building, University of Kentucky Lexington, KY 40506

Include name, grade level, and school or agency on the back of each entry with coordinator’s contact information as well.

Submit a completed School Winners Entry Form (page 21) with your entries. Make sure all entries submitted to the Final Statewide Campaign are in the specified format. If

they’re not in the specified format, they will automatically be disqualified from the campaign. Document the total number of participants in your class, school, program or center on the Individual

Participants Form. Submit this form with your winning entries by April 30, 2004. Provide a Certificate of Participation to every youth that submitted an entry. Display all entries throughout the building and congratulate all youth for their entries. If any participant would like his or her artwork returned, please clearly indicate such on the back of the

entry. Submitted entries will be available to retrieve at the Kentucky Center for School Safety Clearinghouse after the final judging and award ceremony.


Timeline Phase 1: The first phase of the campaign takes place within the individual organizations and buildings. Groups and organizations must designate a Coordinator. The coordinator will promote the campaign, collect the entries, ensure entries meet specifications and coordinate the judging. A judging form (page 20) is attached for your use. We recommend utilizing older youth as assistants or mentors to younger students. High School students in your school to work with elementary schools could serve as a beneficial learning experience for both. Once all participating organization entries have been judged within your school or facility, two winners per school, per category may be selected for the Statewide Judging. The Coordinator is responsible for submitting the “First Round” winning entries to the office of the Kentucky Center for School Safety Clearinghouse by April 30, 2004. Remember, only one entry per student to the state level.

Phase 2: The second phase of the contest takes place after the “First Round” winning entries have been submitted to the Kentucky Center for School Safety Clearinghouse for the final Statewide Judging.

DEADLINE for submitting “First Round” winning entries: April 30, 2004, 4:00 PM Entries must be mailed or hand delivered to the following address:

Kristi Martin Kentucky Center for School Safety Clearinghouse 250 Taylor Education Building, University of Kentucky Lexington, KY 40506 ATTN: “Safe Schools Begin with Me” Campaign

OR entries may be delivered via e-mail to [email protected]

Note: No entries will be accepted after this date. Maximum of two local winners per age group for the Poster Illustration and Editorial

Categories, and two radio PSA entries from your school or group. Each entry must have the following contact information for student and coordinator

attached to the back (using masking tape or a label) or in accompanying email: Name (Student and Coordinator) Student’s Grade

School or Organization Address, Email and Phone Number (Student and Coordinator)

A completed School Winners Entry Form (page 21) and Judges’ Response Form (page 22) must accompany the entries.

A completed model consent form with guardian’s signature (page 19). Entries without appropriate contact information and forms will be disqualified.

A panel selected by the Kentucky Center for School Safety Clearinghouse will conduct the final

judging using the same criteria as the local judging.


Competition Rules All entries must send a clear message of how youth can help reduce gun violence or promote gun safety. Please be sensitive to copyright infringement laws and do not submit any entries that include material that is not public domain. Photographs must include written model release forms (page 19) or proof of public domain status. Just because something appears on a website does NOT mean you are allowed to use it.

Poster Entries may be submitted by youth in grade levels 5-8 and Kindergarten-4. One K-4 entry, one 5-8 entry and one wildcard winner will be selected for publication. Some designs may appear as newspaper advertisements and/or billboards.

GUIDELINES FOR ENTRIES: Dimensions: 12” x 18” Format: Word 2000, PageMaker 6.5 (or later) or .PDF files--only on CDs or Zip disks Layout: Single, Spot or Full Color format is acceptable

Newspaper Editorial Entries may be submitted by youth in grades 6-12 only. One 6-8 entry, one 9-12 entry and one wildcard winner will be selected for publication in Kentucky newspapers and on the KCSS website.

GUIDELINES: Length: 500 words or less Format: Word 2000 (or newer) or .PDF file formats on CD, Zip or floppy disks. Layout: One inch margins all around with Times or Times New Roman font in 12 point.

Please note: It is very important to stay within the format specifications regarding time, size and word limits. Entries not meeting these specifications will not be considered for final judging in the statewide campaign. Youth may enter more than one category, but local winner submissions to KCSS are limited to one entry per youth per category.

Radio PSA Scripts Entries may be submitted by youth in grades 9-12. One winner will be chosen to co-produce their scripts with professionals in the field. GUIDELINES: Script (Use Template provided, page 18.)

TIME LENGTH: 30 seconds

A special recognition is planned for all

“Safe Schools Begin with Me” state winners and their families at the KCSS Safe Schools, Successful Students conference in September 2004.


Suggested Learning Activities for Grades 5-12

The following suggested activities comply with education standards for Grades 5-8. Educators and prevention specialists gathered to develop activities appropriate for the Clear Minds Clear Messages campaign, which have been in turn adapted for use in Kentucky. The National Education Association and the National Office of Drug Control Policy have also developed standards-based classroom activities, which offer ways to easily integrate prevention activities into classrooms. The following activities are a culmination of these developed activities and curricula. Additional activities may be found at many of the websites in the resources portion of this handbook. The suggested classroom activities are not a violence prevention education curriculum, but offer a variety of ways to easily integrate prevention activities into different subject areas. The suggested activities utilize proven effective prevention principles. Most of the activities require a high level of student involvement and hands-on participation. They also encourage critical thinking and life skills development. The service learning activities provide opportunities for students to share anti-violence messages with others. Some of the activities were adapted from the Join Together Action Kit and more information can be found at the Join Together website www.jointogether.org.

English Language Arts

These suggested activities are designed to develop language skills for information and understanding, for critical analysis and evaluation, and language for social interaction. This is a recommended curriculum that enables teachers to meet many of the existing objectives in the language arts curriculum, while focusing on the topic of violence prevention. This is an exciting way for students to learn about language arts through practical application of their skills. It is suggested that each activity be prefaced with students reading written information about violence, collecting factual data, reviewing multimedia materials, listening to professionals and presenters involved in the prevention field, discussing their personal experiences with peer and societal pressures, and discussing their views regarding violence and conflict management. Activity 1 - Draw three columns on the board with the headings: “Negative Consequences”, “Positive Consequences” and “Resistance Skills”. Ask the students what they already know about the dangers of solving conflict with violence. List all the negative consequences that the students can offer. Supplement the student’s responses with factual information (see Internet Resources, page 25). Then, ask students to identify the positive consequences of staying non-violent. List these under “Positive Consequences”. Then, ask students to identify different ways they can resist the pressure to use violence to solve conflicts. Encourage the students to brainstorm ideas, and consider inviting an older youth to join the brainstorming session. Service Learning Opportunity: Have the students do the same exercise with younger students. Activity 2 - Encourage youth to develop television public service announcements (PSA) that market positive health behavior messages related to not using violence. Encourage youth to view many television PSAs to learn more about media marketing. Consider inviting a radio or


television professional to present to your class or group. Instruct students to select a target audience for their media message. Brainstorm effective marketing strategies for the selected audience in order to best deliver the PSA message. Encourage youth to create an outline for the content of their public service announcement in order to write a clear, concise marketing message. Record the created public service announcements on audio or videotape. Share the created media message with others and receive critical feedback. Service Learning Opportunity: Have students present their public service announcements with an explanation of their learning experience to a local community group or civic organization. Activity 3 - Explain to students that they are to write a letter to a friend who has a concern about bullying. The letter should include factual information about bullying behavior, such as what is a bully and ways for the bullying victim to get help, and advise the friend about resisting bullying behavior. Divide the class into groups and have the students share their letters. Guide the students to combine the strongest parts of all the letters to create one new letter. Present and/or display each group’s letter to share and reinforce the anti-bullying messages with others. Activity 4 - Encourage youth to write a newspaper editorial about local violence like bullying in school, and the consequences related to this behavior. Review different newspapers to gain knowledge about editorials and their format. Consider inviting a local news reporter to your class to share with the students. Ask students to talk with peers and gain information about bullying. Have the students research the Internet for newspaper editorials regarding similar topics about violence in schools or bullying. Instruct the students to select a target audience. Print the students’ written editorials, distribute to peers and perhaps even submit to school newspapers, PTA newsletters, and/or local newspapers. Activity 5 - Guide students to create website designs. Have students review many website designs either in school or at home, especially those focused on violence prevention. Encourage the students to select a target population and create a website design appropriate for that population. Activity 6 - Encourage the students to do some research and publicly express their findings about the connection between gun violence and social problems, such as suicide, domestic violence and substance abuse. Write letters to local elected officials and state representatives, as well as the editorials to the community newspaper. Many elected officials gauge public opinion on letters they receive from people in the community, so letters to public officials can be an effective way to draw their attention to gun violence. Letters published in community newspapers can alert members of the community about the consequences of gun violence and encourage people to get involved in local efforts to reduce gun violence. Service Learning Opportunity: Have students present information they find to community or civic groups or other classes in the school to empower community members and students into getting involved in local efforts to reduce gun violence.

Fine Arts


The suggested activities for Fine Arts enable teachers to meet many of the existing objectives in their visual arts curriculum, while incorporating the topic of violence prevention. It is suggested that each activity be prefaced with students reading written information about violence prevention, collecting factual data, reviewing multimedia materials, listening to professionals and presenters involved in the prevention field, discussing their personal experiences with peer and societal pressures, and sharing their views regarding violence and conflict management.

Activity 1 - Inform students that they will create anti-violence messages (poster designs, t-shirt designs, and websites). Introduce the activity by discussing that the general public is greatly influenced by the media. Explain that many advertising strategies are designed to sell a product or service, while other strategies are created to send a particular message. Review and collect examples of print advertisements that encourage the selling of a product or service and those that send a message. Then review advertisements that send anti-violence messages. Discuss elements of persuasive communication and its effect upon people. Explain that it is the students’ assignment to create a print advertisement that sends a message about the danger of solving conflicts with voilence, ways to help prevent violence among young people, as well as the positive consequences for remaining non-violent. Once the students have created their print advertisements, have them share them with each other, with other classes or groups, and even present to community groups. Service Learning Opportunity: Make and post anti-violence posters throughout local community.

Activity 2 - Instruct students that they will collectively create a mural that illustrates solving conflict through violence vs. using non-violent strategies to solving conflict. Review many murals to become familiar with this art form. Study the different mediums used to create murals. Select an actual site where the mural might be created (even if the mural will not be painted at that site). Discuss the limitations and the positive features of this site (difficulty obtaining community approval, good community exposure, art safety issues, artist exposure, etc). Encourage the students to select a target audience and create an appropriate design. Have the students create a plan for their interactions, agreeing on a design for the mural, and the actual painting of the mural. Support the students as they actually paint the mural (on large sheets of white paper taped to a class wall or hall, or perhaps your facility would allow the mural to be actually painted on a wall). Have the students discuss their experiences and what they learned. Share the mural through pictures, including in school newspapers and/or newspaper coverage.

Health and Science

The activities will help young people understand the social norms theory and how it applies to their lives. It will raise awareness about certain behaviors and help encourage young people to live well. It is suggested that each activity be prefaced with students reading written information about violence, collecting factual data, reviewing multimedia materials, listening to professionals and presenters involved in the prevention field, discussing their personal experiences with peer and societal pressures, and sharing their views regarding violence. Activity 1 - Instruct students that they will develop a class survey about healthy and high-risk behaviors. Draw two columns on the board with the headings “Healthy Behaviors” and “High-


Risk Behaviors.” Encourage the students to brainstorm, identifying healthy and risky behaviors and attitudes. List these under the appropriate columns. Guide the students to choose one or two of these behaviors that are related to violence, or drug and alcohol use, for their survey. The teacher/adult facilitator then should formulate the survey questions based upon the subject behaviors or attitudes that the youth selected. Phrase the survey questions appropriately so as to be sensitive to and consistent with school policies. The survey questions should be arranged in pairs, for example: “How many times did you use violence to solve a conflict last month?” How many times do you think other students in this class/team/school used violence to solve a conflict last month?’ “Do you think bullying someone makes a person look cool?’ “Do you think your classmates think bullying someone makes a person look cool?” Distribute the survey to your students. Assure students that this is an anonymous survey and encourage them to answer honestly so that their results are valid. Provide every student with a pencil so that all the surveys look the same when completed. Have students answer the questions and deposit their surveys in a box. The facilitator shuffles the surveys and redistributes one to each student. The facilitator then reads the questions and asks for a show of hands for each possible answer on the survey students are holding. The results are tallied on the blackboard. Review the discrepancy between actual and perceived violence use. Instruct students about Normative Education or Social Norms Theory. (Activity developed by Alan Berkowitz, PHD) Activity 2 - Inform the students that they will create a puppet show to display non-violent strategies (behaviors) to avoid solving conflict with violence, such as using a gun. Research, collect and review information about violent behavior. List the Negative Consequences of using violence to solve problems, and the Positive Consequences of not using violence. Encourage the students to brainstorm Non-Violent Strategies for not using violence when faced with a conflict or problem. Discuss the various non-violent strategies: Walk away/leave, make a joke, hang with others who choose not to use violence and avoid possible problem situation. Discuss that it is important for youth to be prepared for conflict situations, so they will not use violence. Being prepared means thinking ahead and repeatedly practicing ways to avoid violence before the situation arises in a social situation: change the subject, ignore it, offer an alternative. Divide the students into groups. Have each group create a script for their puppet show, reminding the students that the goal is to demonstrate non-violent skills. Provide the students with art supplies to create puppets, props and scenery. Have each group perform their puppet show for the rest of the class. Discuss the many strategies demonstrated. Service Learning Opportunity: Perform puppet shows with anti-violence messages to younger students.

Mathematics

This activity allows the instructor to meet many of the existing objectives in the grades 5-8 mathematics curriculum utilizing enjoyable activities providing violence prevention information. It is suggested that each activity be prefaced with students reading written information about violence, collecting factual data, reviewing multimedia materials, listening to professionals and


presenters involved in the prevention field, discussing their personal experiences with peer and societal pressures, and sharing their views regarding violence. Activity 1 - Instruct students to use national and local data to understand and use numbers in a variety of equivalent forms to convey information about violence. Students can use the information to multiply and divide three digit numbers and convert fractions into decimals and percentages. The percentage can then be used to represent a statement in one of two ways, depending on what the type of message is to be conveyed. For example, if students wanted to emphasize how many people are injured by firearms, they would want to present a statistic using a statement such as this: 5% of Kentuckians are injured in firearm accidents. However, if you wanted to emphasize the positive health behaviors of teens not using violence they would want to present a statistic using a statement such as this: 95% of Kentuckians have not been injured by a firearm! OR most Kentuckians (95%) choose to be safe with firearms! Activity 2 - Use local data to highlight public health problems in the community. Find out how many instances of gun violence were connected with drug and alcohol abuse. If not such data has been collected, work with a local agency like the health department of sheriff’s department to encourage them to include this information in the future. Sharing data and getting clearer information on the connection between gun violence and social problems will help agencies better deal with gun violence issues.


Suggested Activities for Grades K-4

The suggested activities for elementary youth focus on the dangers and risks associated with violence. This approach has been more effective with elementary age youth because they are more concrete thinkers. As children age, they develop ideas and strategies for solving conflict based on what they witness from their parents, peer groups, media, etc. It is important to instill non-violent alternatives to solving conflict early, so children do no develop violent habits or rationalize violence when they get older. Some of the activities were adapted from the Join Together Action Kit and more information can be found at the Join Together website www.jointogether.org.

Art Collages Draw pictures or cut up old magazines to make a collage that tells about all the cool things young people can do when they choose not to use violence. Find pictures of people playing their favorite sport, running fast, hanging out with friends and doing other healthy activities.

Language Arts Journal Writing Write down some of the things that make you feel good about yourself. Include things that make you proud – your good qualities, your accomplishments, and things you do well. Do the things on your list help you say no to using violence? Are there things on the list that would be harder to accomplish if you used violence? Letter Writing Encourage the students to do some research and publicly express their findings about the connection between gun violence and social problems, such as suicide, domestic violence and substance abuse. Write letters to local elected officials and state representatives, as well as the editorials to the community newspaper. Many elected officials gauge public opinion on letters they receive from people in the community, so letters to public officials can be an effective way to draw their attention to gun violence. Letters published in community newspapers can alert members of the community about the consequences of gun violence and encourage people to get involved in local efforts to reduce gun violence.

Mathematics Use local data from your police department to highlight violence problems in the community. Find out how many instances of gun violence were connected with drug and alcohol abuse. If such data has not been collected, work with a local agency like the health department of sheriff’s department to encourage them to include this information in the future. Sharing data and getting clearer information on the connection between gun violence and social problems will help agencies better deal with gun violence issues.


Student Entry Form

Please complete this form and submit it with your entry to your local campaign coordinator.

Name: ___________________________________________________ Age: ________ Grade Level: _________ Phone # (incl. area code): _______________________ Email Address: _______________________________ Home Address: ___________________________________________ ___________________________________________

___________________________________________ School or District: ________________________________________ Contest Category (check one):

Essay: ______ Radio PSA: _______ Poster: _______ I affirm that this entry is my own original work, and I release all copyrights to the Kentucky Center for School Safety (KCSS). I understand that my entry may be reproduced in any or all, but not limited to, the following forms: public service announcements, print and broadcast promotional materials, web-based formats, and billboards. The format will be determined solely by the KCSS. You also have my permission to use these images for any other promotional or display purposes, as long as these purposes are limited to KCSS promotional materials. __________________________________________________________________ Student’s signature Date Parent’s Signature (if student is under 18)

**Please remember to attach completed Model Consent Form(s) to this entry form, if appropriate.**


SAMPLE PSA SCRIPT PSA for SAFE SCHOOLS BEGIN WITH ME Campaign, Fall 2001 Writer: Doris Settles Title: Safe Schools Begin with Me: Community Length: 30 seconds AUDIO VO: The KY Center for School Safety knows that safe schools promote effective, productive citizens. October 14-

20 is Kentucky Safe Schools Week. As a community member, how can YOU keep Kentucky schools safe?

Woman: Safe Schools Begin with ME being a mentor to students.

Man in lab coat: Safe Schools Begin with ME providing links from classroom to workforce.

VO: Safe schools exist in safe communities. The KY Center for School Safety believes community involvement in

schools is an essential ingredient for school safety. Visit the KCSS website, www.kysafeschools.org, or call toll free

877/805-4277 to learn the top ten things community members can do to keep their schools safe.

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Glossary of Terms: Radio Production Actor: A person who appears in dramatic roles. The actor always portrays someone else. Annc’r: A person who is an announcer and speaks in an authoritative voice over actors and sounds. Audio: The sound portion of television and its production. Cross-fade: Audio: a transition method whereby the preceding sound is faded out and the following sound faded

in simultaneously. Dissolve: A gradual transition from shot to shot in which the two sounds temporarily overlap. Fade: The gradual volume increase of a sound from silence (fade in) or its volume decrease to silence

(fade out). SFX: Sound effects that are in the background. Talent: Name for all performers, actors, and narrators. Voice-over (VO): A narration that accompanies the segment. Voice only. Adapted from: Zettl, Herbert (1992). Television Production Handbook (5th ed.). Belmont, CA: Wadsworth

Publishing Company.


RADIO SCRIPT TEMPLATE FOR ALL ENTRIES Please print or type in Arial 10-12 point or similar style Writer: ________________________________________ Address: ________________________________________ ________________________________________ Phone #: ________________________________________ School: ________________________________________ Grade Level: ________________________________________ Length: 30 seconds

Audio

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Model Consent Form Doris Settles Clearinghouse Coordinator KY Center for School Safety 250 Taylor Education Building University of Kentucky Lexington, KY 40506-0001 Dear Ms. Settles:

This is to give permission to the Kentucky Center for School Safety (KCSS) Clearinghouse to

use my photographic image or recorded voice images in promoting the KCSS and its programs.

We understand that the images and/or voice images may be broadcast to the public through a

variety of public service announcements, print and broadcast promotional materials, and web-

based formats. The format will be determined solely by the KCSS. You also have my permission

to use these images for any other promotional or display purposes, as long as these purposes

are limited to KCSS promotional materials.

Model Name (printed) Model Signature Date Parent Signature (if under 18)


“Safe Schools Begin with Me” 2004

Judging Form

Below are the criteria that will be used in the final judging. We suggest you use this as a guideline in your school’s or organization’s judging. Entries do not have to meet all criteria, but we’re looking for more “yes’s” than “no’s.”

1. Material makes clear that use of

alcohol, drugs and guns to resolve a problem is unhealthy and harmful for all persons.

Yes_____ No_____ N/A_____

2. Material gives a clear message of gun safety for persons under 18.

Yes_____ N/A_____

3. Material gives a clear message against using guns to resolve disputes.

Yes_____ N/A_____ 4. Material gives clear message that risk

is associated with the use of any form of alcohol, drugs and guns.

Yes_____ N/A_____

5. Media Design provides a colorful or dramatic message that promotes resolving conflict without guns.

Yes_____ N/A_____

6. Material does not glamorize or glorify the use of alcohol, drugs, and guns.

Yes_____ N/A_____

7. Material focuses on the dangers of alcohol, drugs, and guns.

Yes_____ N/A_____

8. Material targeting youth does not depict users as role models.

Yes_____ N/A_____

9. Material is culturally and ethnically sensitive. Yes_____ N/A_____

10. Language is appropriate.

Yes_____ N/A_____ 11. Format / graphics quality is

acceptable. Yes_____ N/A_____

12. Material relates what goes on in the school with gun crime in the community. Yes_____ N/A_____

13. Messages

Are appealing Yes_____ N/A_____ Are believable

Yes_____ N/A_____ Create awareness

Yes_____ N/A_____ Persuade

Yes_____ N/A_____ Call for action

Yes_____ N/A_____ Offer healthy alternatives to

resolving conflict Yes_____ N/A_____ Are creative and artistic

Yes_____ N/A_____ Will reproduce well

Yes_____ N/A_____


School Winners Entry Form Please complete this form and submit with winning entries to:

Kristi Martin Kentucky Center for School Safety 250 Taylor Education Building, University of Kentucky Lexington, KY 40506 ATTN: “Safe Schools Begin with Me” Media Campaign

Coordinator Name: Coordinator Phone: Coordinator Email: School/District: Radio Winner: Name(s)

Age(s)

Grade Level(s)

Home Address(es) Poster Illustration Winner:

Name(s)

Age(s)

Grade Level(s)

Home Address(es)

Editorial Winner:

Name(s)

Age(s)

Grade Level(s)

Home Address(es)

We must receive this form with each entry postmarked by April 30, 2004. Two entries per category per school is permitted in appropriate grade levels, although local

competitions may themselves select and recognize more than two winners.


Judge’s Response Form

“Safe Schools Begin with Me” 2004

Please complete this assessment form for your local entries. Your responses will be used to help determine the kinds of messages that have the biggest impact on parents and other adults. After reviewing the entries for your school/district...

1. What message(s) do you remember most clearly from the entries you reviewed?

2. What did the messages make you think about?

3. Why do you think the winning message(s) stand out from the others you reviewed?

4. Do you think the message(s) would have the same effect on others like you? Why or why not?

5. Do you have any other comments about the messages/entries you saw?

6. How do you think we could improve on this campaign next year?


Sample Memo to Parents Put on your school’s letterhead and fill in the blanks.

2004 Safe Schools Media Campaign

The Kentucky Center for School Safety (KCSS) is kicking off the 2004 “Safe Schools Begin with Me” campaign early this year with a student competition for Kentucky schools. The theme of this year’s campaign is Take AIM! - Take Action, Get Involved, Make a Difference! Youth are being asked to create posters, editorials, and radio public service announcements focusing on the positive benefits of solving conflict in non-violent ways. Safe Schools Week 2004 is designed to encourage young people and the community to learn more about alcohol, tobacco, other drugs, and guns, and their negative effects upon individuals, families and communities. The campaign offers students and leaders activities to bring out the creativity of the youth, while forming powerful prevention tools. The deadline for submission of school-wide entries is (mm/dd/yy). Youth in grades K-12 are eligible to participate in various categories. These messages will then be forwarded to KCSS for judging in the final, statewide judging campaign scheduled during the month of June 2004. The winning messages will be unveiled at the KCSS annual conference in September 2004 and distributed statewide during Safe Schools Month in October 2004. Participating youths and their teacher, youth provider and family will be invited to attend the reception. Please encourage your children to participate! The Safe Schools Week campaign has grown in scope each year and it always proves to be a rewarding experience for those who participate. It is so rewarding for the youth to learn about violence prevention through the creative process of this campaign. It is exciting for all the youth to see their designs displayed at their school. It is especially exciting for the winners to see their artwork turned into a poster, television commercial, and even see them on television, billboards, and on school walls. The winners will also be featured in newspaper articles. If you have any questions about the campaign, please call (coordinator at ###-####) Thank you,


Sample Press Release Put on your school’s letterhead and fill in the blanks.

2004 Safe Schools Week Media Campaign

For information: (insert Coordinator’s name and phone number)

For immediate release - (insert school name) announces winners of campaign (city, KY), (mm/dd/yy)-(school name) Our school recently completed the first round of judging for the 2nd Annual “Safe Schools Begin with Me” media design campaign. The theme of this year’s campaign is “Take AIM! - Take Action, Get Involved, Make a Difference” The campaign, which is sponsored by the Kentucky Center for School Safety Clearinghouse and Project Safe Neighborhoods, among others, was developed to prevent gun use as a way to solve problems by young people in our community. Youth were asked to create messages about avoiding violent behaviors. Messages could be in the form of a television commercial, newspaper editorial, graphic illustration and web-site design. Judging for school-wide entries was conducted on (mm/dd/yy). The panel of judges included teachers, parents and students (and anyone else – for instance, a person of distinction in the community). (Insert quote from coordinator such as “how hard it was to judge the entries because they were all so good,” said Coordinator Jane Doe. “We’d like to thank all the students for participating and wish the winners luck in the final Statewide Campaign.”) Television Winners (Insert names and grades) Poster Illustration Winners (Insert names and grades) Editorial Winners (Insert Names and grades) These entries have been submitted to the Kentucky Center for School Safety Clearinghouse for judging in the final statewide campaign. The winning entries in the statewide campaign will be professionally produced and aired/distributed throughout Kentucky. Winners of the statewide “Safe Schools Begin with Me!” Campaign will be announced in June 2004 and published during October 2004.


Internet Resources

General websites: Annual Report on School Safety www.ed.gov/pubs/AnnSchoolRept98/index.html Early Warning Guide www.air.org/cecp/guide Indiana School Safety Specialist Academy http://ideanet.doe.state.in.us/isssa Join Together Online www.jointogether.org Juvenile Justice Clearinghouse www.ncjrs.org Kentucky Dept. of Education – Safe Schools www.kde.state.ky.us/results_plng/policy/safe.asp Mississippi Dept. of Education Office of Safe & Orderly Schools www.mde.k12.ms.us/lead/osos Missouri Center for Safe Schools www.umkc.edu/safe-school National Center for Health Statistics www.cdc.gov/nchs/ National Resource Center for Safe Schools www.safetyzone.org National School Safety Center www.nssc1.org National School Safety & Security Services www.schoolsecurity.org New York State Center for School Safety www.mhric.org/scss Office of Juvenile Justice and Delinquency Prevention www.ojjdp.ncjrs.org Ohio Safe Schools Center www.uc.edu/safeschools Pennsylvania Center for Safe Schools www.center-school.org/viol_prev/css/index.html Tennessee School Safety Center www.state.tn.us/education/sp/sptssc.htm Texas School Safety Center www.txssc.swt.edu Virginia Center for School Safety www.virginiaschoolsafety.com Websites specific to violence issues: Bully Report http://www.fightcrime.org/releases.php?id=65 California Safe Schools and Violence Prevention Office www.cde.ca.gov/spbranch/safety Center for the Study and Prevention of Violence www.colorado.edu/Research/cspv Hands Without Guns www.handswithoutguns.org Join Together www.jointogether.org National PTA Violence Prevention Kit www.pta.org/events/violprev North Carolina Center for the Prevention of School Violence www.ncsu.edu/cpsv Partnerships Against Violence Network www.pavnet.org Student Pledge Against Gun Violence www.pledge.org Teaching Tolerance www.tolerance.org Warning Signs http://helping.apa.org/warningsigns Websites especially good for parents: FamilyEducation.com www.familyeducation.com Join Together www.jointogether.org Student Pledge Against Gun Violence www.pledge.org Websites especially good for children & youth: Afterschool.gov http://afterschool.gov/cgi-binh/home.pl Join Together www.jointogether.org US Department of Justice for Kids & Youth www.usdoj.gov/kidspage Websites with tips for creating effective PSA’s: Great PSA’s: A Matter of Judgment and Strategy www.adcouncil.org/np/tips_langer_disesa_interview PSA’s: A Producer’s Guide www.pbs.org/merrow/listenup/resources/production Six Steps to Effective PSA’s www.geocities.com/WallStreet/8925/writepsa.htm

Kentucky Center for School Safety Clearinghouse www.kysafeschools.org

toll free 877.805.4277

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