CTD focuses on the commonalities we share, both big and little, fundamentally shifting students’ views from what makes them different to what makes them similar. CTD helps students understand that what they say and do matters; especially the small things. Bullying is a complex issue and sometimes difficult for students to fully comprehend. CTD breaks down the subtleties of bullying, not just physical intimidation and harassment, but word choice, body language and appropriate humor. CTD challenges students to be a part of the “caring majority” at school and empowers them to be a change agent on campus, regardless of their age or social stature.

CTD can take up to 150 students a day. Consideration must be given to your school’s desired outcome, taking into account its size, socio-economic status and overall student culture. Who should attend and how many days are chosen must reflect your school’s individual targeted goals. Consider the following options when incorporating CTD on your campus and which approach makes the most sense for your school.

Option #1:

Typically an elementary school will strive to incorporate CTD for students at the 4th, 5th and 6th grade levels, and depending on the size of each individual class, target all students in those grades. If a school is considerably larger, then multiple days are recommended to ensure that all students have the opportunity to attend.

Positive outcomes for choosing to have all students in one grade level attend:

Common Relations: The option of having an entire grade level share in the same experience can create a common dialogue with which everyone in that grade level is familiar.

Mutual Understanding: If everyone is on the same page, revisiting issues and themes can be easier as all students have a shared understanding of expectation, promoting “message recall” should students need a reminder of how and why they make certain choices.

Anticipation: The upcoming grades will also build anticipation of “their turn” to go through the CTD program, which breeds awareness and receptiveness.

Repetition: CTD can be repeated each year as students rotate into that grade level.

Option #2: Cross Section of Students

Many schools choose this option if the desired outcome is student interaction between grade levels. Larger schools often choose this option so that representatives from multiple grades experience the program, sharing their learning’s within each grade. Careful selection of students who attend can have a dramatic impact on the student body as participants share their experience with those around them.

Positive outcomes for choosing a cross section of students to attend:

Cross-class Commonality: This allows for student representation at multiple grade levels to experience the program and relate their experience between grade levels.

Change Agent: Each student has the power to become a change agent, if only amongst his/her own friends.

Mentors & Leaders: The vast majority of those students who do not show a bullying tendency can be elevated to roll of mentor or leader.

Campus Contributors: Having representatives from multiple grade levels attend the program would best meet the needs of promoting anti-bullying themes amongst the entire student body, providing new ways for students to evaluate their individual contribution on campus.

Renew Message Annually: Allows for repeating the program annually, targeting a new generation of students each year while simultaneously renewing the message for students who attended the previous year.

Option #3: School-Wide Assembly

If a large percentage of students cannot attend the CTD program, many schools choose to add a school-wide assembly so non-participating students can share in the positive impact of the program.

Positive outcomes for choosing a school-wide assembly:

Positive Message: This option provides a positive message for the whole student body, even if they do not participate in the workshop days.

Themes & Messages: This is a terrific backdrop for the workshop days and allows all students to benefit from the CTD program, as themes and messages are universally understood through a comprehensive approach.

Repeat Keynote: Assemblies can be repeated annually as new and talented professional speakers can be brought in each year with a custom made keynote that reflects the CTD themes.

For maximum impact, CTD has proven most successful when the following formula for student selection is followed. We site Positive Behavior Support (www.pbis.org) as our resource for this formula.

80% of the students attending CTD should be considered the “movers and shakers” on campus. Ideally the students are self-motivated, ambitious, confident, and possess a greater understanding of the world around them as well as an intrinsic awareness of how their choices impact other students. Studies have shown that as little as 10% of a student body can drive the culture on campus (what is cool, what is not; what to say; how to act). CTD strives to put the “Caring Majority” in power, encouraging these students to take active roles in creating positive school culture.

15% may be those students who struggle in their daily school or home life. CTD provides opportunities to make new contacts, connect with other students and spark a sense of belonging with students outside their normal day to day life. Students will develop a mutual awareness of themselves and others, realizing they are not alone. By reinforcing positive behavior, CTD will encourage students to focus on what is good. Becoming a part of the “Caring Majority” means connecting with positive influences and finding those people who make you feel good about yourself.

5% of students attending CTD may come from the population of students who create conflict with and around other students, lack understanding of their word choice or undermine positive behavior. CTD strives to expose this behavior, redirecting negative behavior into a more positive direction.

Everyone has a Cool Card!

Are you to cool for school?

Have you ever tried to define the word love? It is hard to do, but people seem to know when it happens to them. Have you ever tried to define the word “Cool”? It is equally difficult, yet everyone seems to know what it is.

Connecting the Dots puts a new spin on the word “cool” and challenges students to really look at what cool means. Connecting the Dots wants students to understand that everyone has a “COOL CARD” and we only play our cool card when we think we are too cool for something…or someone. Who decides what is cool and what is not? Why is one person cool and not another? If you are “to cool”, you are playing your cool card. Playing your cool card…makes you UN-COOL.

Play fair! Play nice!

Integrity happens when no one is looking.

The philosopher Plato said that “you can learn more about a person in one hour of play than an entire year of conversation”. Plato suggested that the way people play defines their character; that when you play, that is really who you are. Plato would ask… Do you follow the rules? Do you think of others? Do you play fair? Do you play nice?

CTD challenges students to examine the choices they make when it is “their time” and adults are not holding them accountable. What they say and how they act while “hanging out” reflects a deeper, more realistic look into who they really are. Word choice, body language, trying to be “funny” and “joking around” serve as discriptors for common behavioral choices. CTD uses play as a baseline indicator for measuring integrity and character, revealing the true epicenter for bullying choices.

What is on your chalk board?

If I could read your mind…

There is a quote that states “…treat people kinder than necessary for everyone is fighting some type of battle.” What would happen if you could display that battle on a small chalk board so that people could read what is going on in your life? Is it possible others would treat you differently? CTD asks students to consider that everyone has something written on their chalk board and how you interact with them can make things better…or worse. Treat everyone as if there is something written on their chalk board, for you never know what battle they may be fighting. CTD asks, “What is on your chalk board?”

The Value of an opinion!

“What you think of me…says a lot about you”!

CTD wants students to understand the importance of their opinion. As students grow and learn, they become independent thinkers, applying experience, growth and maturity to the decisions they make. Upper elementary students are on the cusp of articulating an opinion beyond likes and dislikes, and the value of a students opinion comes in the way they reach that opinion…and not just in having one.

CTD teaches students to understand the power of their opinion and how it influences the choices they make. Bullying often times begins with an opinion that differs from someone else, increasing the probability for conflict and resentment. Connecting the Dots challenges students on the “value” of their opinion if it purposefully hurts another person simply because it is different than theirs.