Bully-Proofing Your SchoolSession 6: Planning Your Own School-Wide

Program

Under Construction:This is a work in progress. Expect editsWhen this slide is gone, you can begin your session

Reflect on your new learning and how you will implement it.

Bully-Proofing Your School

I DO •Identify key terms and statistics

WE DO •Interact with text and colleagues, Visualization, Fact or Fiction

YOU DO •Apply new learning to current

environment, be alert and aware

Sept

embe

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13 Learning Goal Learners will understand and be able to effectively implement a bully-proofing program. :

Objectiv

es Learners will observe students on campus and in the classrooms to determine conflicts as normal peer interaction or bullying.

Shifting GearsAs you enter, complete the Following…Think of words which describe bullying. Jot down words on sticky notes or create a Thinking Map. Read the poems.

NEXT STEPS: Implementation

Benchmarks: State Statutes, FLDOE, Statistics, Overview of the Program, Bullying Behaviors, Normal Peer Conflict, Characteristics of Bullies, Myth or Fact, Key Terms

Sum-It-UpEssential Question:Who are the bullies? Why do they bully? What are bullying behaviors; mild, moderate, and severe?Common Language:•Bullying, Passive Victim, Provocative Victim, Bully-Victim, Bystanders, Caring Majority, Caring Community

Goal:For the school staff to plan, with the assistance of the

facilitator, their own school-wide program, taking into account the information and strategies learned in the previous five training sessions. This overall plan will be recorded in writing for future reference and all the participating staff members will be familiar with and in agreement with it before the classroom curriculum is begun by the teachers.

Secondly, to begin the development of a team, cadre, or steering committee to support and direct the program within the school building. Ideally, this would include an administrator, mental health or counseling staff member, and teachers representative of different grade levels and subjects in the building. The planning process is the point at which the facilitator role is expanded into a team to be the culture-carrier and over-all problem-solvers.

Review:Review session 1 – 5 materials that may

assist our staff in planning our own school-wide program.

Handouts/Transparencies that Might be Helpful: #12: Bullying Behaviors Chart#16: Developmental Guide to Conflict

Resolution#23: Bully-Proofing Your School Strategies #24: Ideas for Consequences #26: Ideas for Reinforcers

See the following slides and Session #5

Bullying Behaviors ChartPhysical Aggression:Mild

Pushing, Shoving, Spitting, Kicking, HittingModerate

Defacing property, Stealing, Physical acts that are demeaning and humiliating, but not bodily harmful, Locking in a closed or confined space

SeverePhysical violence against family or friends,

Threatening with a weapon, Inflicting bodily harm

Bullying Behaviors ChartSocial Alienation:Mild

Gossiping, Embarrassing, Setting up to look foolish, Spreading rumors about

ModerateEthnic slurs, Setting up to take the blame,

Publicly humiliating, Excluding from group, Social rejection

SevereMaliciously excluding, Manipulating social

order to achieve rejection, Malicious rumor-mongering, Threatening with total isolation by peer group

Bullying Behaviors ChartVerbal Aggression:Mild

Mocking, Name calling, Dirty looks, Taunting, Teasing about clothes or possessions

ModerateTeasing about appearance, Intimidating

telephone callsSevere

Verbal threats of aggression against property or possessions, Verbal threats of violence or inflicting bodily harm

Bullying Behaviors ChartIntimidation:Mild

Threatening to reveal personal information, Graffiti, Publicly challenging to do something, Defacing property or clothing, Playing a dirty trick

ModerateTaking possessions, Extortion, Sexual/racial

tauntingSevere

Threats of using coercion against family or friends, Coercion, Threatening with a weapon

Developmental Guide to Conflict Resolution

1st Grade Typical Conflict: Conflict likely over toys,

possessions (“It’s mine.”), going firstPreferred Styles of Resolution: Action oriented;

Separate the children; Change the topic; No-Nonsense or Smoothing

1st and 2nd GradesTypical Conflict: Selfishness, wanting own way;

Threatening with tattling or not playing with again (“I’m not inviting you to my birthday.”)

Preferred Styles of Resolution: Undo what the offender did; No-Nonsense or Problem Solving

Developmental Guide to Conflict Resolution

3rd, 4th, and 5th GradesTypical Conflict: What’s fair and what isn’t, Teasing,

gossiping, feeling superior; Putting down, accusing of something not true or distorted

Preferred Styles of Resolution: Beginning stage of understanding others’ intentions: mutual negotiation possible with help

5th and 6th GradesTypical Conflict: Bossiness, tattling, put-downs, showing

off, betrayalPreferred Styles of Resolution: Compromise can be used:

empathy possible at this age; Talking things out, even if no compromise is reached; Ignoring (only if minor problem) or Compromising

See Session 5 for Review of:Bullying Proofing Your School Strategies:

Classroom Rules“No-Bullying” Posters

HA HA, SOCARESWeekly “I Caught You Caring”Student Nominations

“Best Caring Behavior” “CARES Buttons”

Ideas for ConsequencesIdeas for Reinforcers

Planning Session Materials:Handouts/Transparencies:

#27: Key Characteristics of an Effective School Policy

#28: School-Wide Program Planning Outline #29: Ten Essential Elements – Levels of

ImplementationCopy of the District Policies on Discipline,

Weapons, Intervention with Students under IEPs, etc.

Characteristics of Effective Policies:The Foundations Program lists the following as key

features of effective school-wide policies:An effective policy…

1) communicates the vision of a positive and invitational school

2) must be designed by staff3) is written with involvement from parents and students4) is centered around a school mission statement5) describes procedures used by staff to achieve

consistency in their day-to-day interactions with students

6) outlines expectations and procedures for consistent staff supervision of school-wide areas.

Characteristics of Effective Policies:An effective policy…

7) while striving for consistency, should provide flexibility for all classroom teachers to set up and run their own classrooms

8) specifies when to involve administration in behavioral problems and outlines procedures to use when sever misbehavior occurs

9) guides staff development and change10) is systematically evaluated, revised, and updated

each year11) is user friendly12) is aligned with school board policy and relevant to

state or federal laws

School-Wide Program Planning:Planning the school-wide program should

cover these main areas:

The Overall School-Wide Campaign to Bully-Proof the School

Implementation of the School-Wide Program

The Overall School-Wide Campaign to Bully-Proof the SchoolThe Plan for Informing the Students About

the Commencement of the Bully-Proofing Your School Program

The Formal School Policy Regarding BullyingThe Individual Classroom Plans (How the

Program Will Be Communicated to Students) Plans for Other Areas of the SchoolThe Plan for Referring Students for Victim

InterventionThe Plan for Referring Students for Bully

Intervention

School-Wide Program Planning:

School-Wide Program Planning:Implementation of the School-Wide Program

Time Frames/Human Resource Responsibilities for the Plan for Informing the Students About the Commencement of the Bully-Proofing Your School Program

Time Frames/Human Resource Responsibilities for Teaching the Individual Classroom Curricula and Classroom Curriculum Follow-Up Sessions

Time Frames/Human Resource Responsibilities for the Plans for Other Areas of the School

Time Frames/Human Resource Responsibilities for the Plan for Working With Parents

Time Frames/Human Resource Responsibilities for the Plan for Referring Students for Victim Intervention

School-Wide Program Planning:Implementation of the School-Wide Program

Time Frames/Human Resource Responsibilities for the Plan for Referring Students for Bully Intervention

Ongoing Evaluation/Modification of the ProgramThe Development of a “Team,” “Task Force,”

“Cadre,” or “Committee” to Coordinate, Support, Direct, and Problem-Solve for the School

The Plan for Evaluating/Modifying the ProgramTime Frames/Human Resource Responsibilities

for the Plan for Evaluating/Modifying the Program

School-Wide Planning OutlineI. OVERALL SCHOOL-WIDE CAMPAIGN TO

BULLY-PROOF THE SCHOOLA. Plan for Informing the Students About the

Commencement of the Bully-Proofing Your School Program 1. The Classroom Curriculum 2. 3.

(Suggestions for inclusion: An announcement by the principal or other administrator; hanging no-bully posters in the hallways to pique student interest; a special assembly)

School-Wide Planning OutlineB. Formal School Policy Regarding BullyingMISSION STATEMENTOur goal is to make the school environment safe

for children both physically and psychologically 1. Stop the behavior – There will be “no-bullying

rules” enforced by staff members. 2. What the students will do – The student will help

others by speaking out and getting adult help. 3. How students should treat one another – The

student will use extra effort to include everyone.

School-Wide Planning OutlineC. The Individual Classroom Plans (How the Program Will Be

Communicated to the Students) 1. My Classroom Rules Will Be

a. b. c. (These classroom rules address the mission statement and the three

elements of the formal school policy regarding bullying described in Part I-B above.)

2. Program Strategies I will Use with My Students a. Posting Classroom Rules b. Classroom No-Bullying Posters c. HA HA, SO d. CARES e. Weekly “I Caught You Caring” Sessions f. Student Nominations of “Best Caring Behavior” and “CARES Buttons” (I have crossed out any program strategies that I object to including in my

classroom curriculum.)

School-Wide Planning Outline 3. Any other skills I will Teach My Students

a. There is Strength in Numbers b. The Difference Between Tattling and Getting Adult

Help. c.

4. How My Students Should Inform Adults of Bullying Situations a. b. c.

5. Reinforcement for Caring Behavior I will Give My Students a. Verbal Praise and Acknowledgement b. c.

School-Wide Planning Outline 6. Consequences I will Apply to Bullying Behavior

a. For a 1st Offense: b. For a 2nd Offense: c. For a 3rd Offense: d. Persistent Bullying Problem:

7. Any Other Techniques/Strategies I will Use in My Classroom a. b. c.

School-Wide Planning OutlineD. Plans for Other Areas of the School

1. Strategies for the Playground/Recess a. b. c. (Suggestions for inclusion: Dealing with conflict; de-

escalating dangerous situations; determining the current adequacy/inadequacy of adult-to-student ratio and ways to increase adult supervision, if necessary)

2. Strategies for the Cafeteria a. b. c.

School-Wide Planning Outline

3. Strategies for the Bus Area/On the Bus a. b. c.

4. Strategies for the Hallways/Common Areas a. b. c.

School-Wide Planning OutlineE. Plan for Working with Parents

1. How Parents Will Be Informed About the Classroom Curriculum and Kept Apprised of Developments With the Program Against Bullying a. Orientation Letter Mailed Prior to Orientation Presentation b. c. (Suggestions for inclusion: Community meetings;

newsletters/fliers; PTA involvement; telephone calls/meetings with staff members)

2. How Parents Should Inform the School Staff of a Bullying Situation a. b. c. (Suggestion for inclusion: Who should the parents contact?)

School-Wide Planning Outline 3. How Parent(s) Will Be Informed of a Bullying Situation

Involving Their Child a. b. c. (Suggestion for inclusion: Who should contact the parent(s)?)

F. Plan for Referring Students for Victim Intervention (Suggestions for inclusion: Classroom teacher referral;

parent referral; support personnel referral; assessing the needs of inhibited/shy students; assessing the needs of students who have no friendships; assessing the needs of students who have suffered a loss or trauma; assessing the needs of students new to the school; assessing the needs of physically weak/petite students)

School-Wide Planning OutlineG. Plan for Referring Students for Bully

Intervention (Suggestions for inclusion: Classroom teacher

referral; parent referral; support personnel referral; administrator referral; assessing the needs of students who are aggressive; assessing the needs of students who lack anger management skills; assessing the needs of students who lack empathy; assessing the needs of students who come from violent, abusive homes; assessing the needs of students who have had frequent disciplinary actions or trouble with the law)

School-Wide Planning OutlineII. IMPLEMENTATION OF THE SCHOOL-WIDE

PROGRAMA. Time Frames/Human Resource Responsibilities for the

Plan for Informing the Students About the Commencement of the Bully-Proofing Your School Program

B. Time Frames/Human Resource Responsibilities for Teaching the Individual Classroom Curriculum and Classroom Curriculum Follow-Up Sessions (Suggestions for inclusion: Will the program be taught in the

classroom grade-by-grade, e.g., all participating first grade classrooms, then all participating second grade classrooms, etc.? Who will teach the individual curriculum – the classroom teachers alone or the classroom teachers with the assistance of the facilitator or alternate, appropriate individual (guidance)? When will the classroom sessions take place? When should the follow-up session be conducted?)

School-Wide Planning OutlineC. Time Frames/Human Resource Responsibilities for

the Plans for Other Areas of the School 1. The Playground/Recess Plan 2. The Cafeteria Plan 3. The Bus Area/On the Bus Plan 4. The Hallways/Common Areas Plan

D. Time Frames/Human Resource Responsibilities for the Plan for Working With Parents 1. The Plan to Inform the Parents About the Classroom

Curriculum and Keep Them Apprised of Developments With the Program Against Bullying

2. The Plan for How Parents Should Inform the School Staff of a Bullying Situation

3. The Plan for How Parent(s) Will be informed of a Bullying Situation Involving Their Child

School-Wide Planning OutlineE. Time Frames/Human Resource

Responsibilities for the Plan for Referring Students for Victim Intervention

F. Time Frames/Human Resource Responsibilities for the Plan for Referring Students for Bully Intervention

School-Wide Planning OutlineIII. ONGOING EVALUATION/MODIFICATION OF THE

PROGRAMA. Plan for Who Will Be the “Steering Committee,”

“Team,” or “Cadre” (Use the “Ten Essential Elements – Levels of Implementation,”

Handout 29, to assess readiness and commitment. Also list members and how frequently and when they will meet to coordinate, support, direct and problem-solve. Schools who identify a cadre, meet regularly, and assess progress show a 30% better outcome.)

B. Plan for Evaluating/Modifying the Program Suggestion for inclusion: Setting up an ongoing “Bullying Task

Force” to monitor Progress, share ideas, and encourage continued staff skill development; annual implementation of the program.

(Use the following chart: “Reviewing the Ten Essential Elements of Implementation” to determine progress)

School-Wide Planning OutlineReviewing the Ten Essential Elements of Implementation

Review the following elements. Rate each of the elements using a scale from 1-5 as it pertains to your current school climate and the status of program implementation.

1 = Hasn’t begun to be addressed to 5 = Solidly and effectively in place

___ 1. Staff acknowledgement of the program of bullying and their commitment to the creation of a safe school

___ 2. Administrative support for the program___ 3. School-wide discipline plan in place___ 4. Bully-Proofing cadre formed and active in designing and

guiding implementation of the program___ 5. Assessment of current school climate and safety issues___ 6. Training of staff___ 7. Training of students – classroom curriculum___ 8. Support from the parent community___ 9. Strategies for ongoing development of the caring community___ 10. Evaluation of the program

School-Wide Planning OutlineC. Time Frames/Human Resource

Responsibilities for the Plan for Evaluating/Modifying the Program

Ten Essential Elements – Levels of ImplementationCircle the appropriate level for each category.1. Staff acknowledgement of the problem of

bullying and their commitment to the creation of a safe schoolLow: High resistance to implementation of the

program. Staff denies the problem of bullying exists.

Medium: Can name types of bullying behaviors that occur in varying locations throughout the school.

High: Demonstrates understanding of the impact of bullying on the psychological and academic well-being of the students and staff.

Ten Essential Elements – Levels of Implementation2. Administrative support for the program

Low: Administration provides little or no opportunities for ongoing faculty discussion and training. Administration doesn’t allow time in faculty meeting agendas for program implementation issues and caring community discussions. Administrative personnel are not aware of and/or do not use Bully-Proofing language.

Medium: Administration has Bully-Proofing program issues on staff meeting agendas approximately once per month.

High: Administration is actively involved in program implementation including such involvement as conducting classroom groups, allows time for program discussion at many faculty meetings, participates in cadre, and allows several opportunities for more lengthy faculty training and discussions.

Ten Essential Elements – Levels of Implementation3. School-wide discipline plan in place

Low: No clearly written formalized discipline plan. Discipline is inconsistently applied and communicated to all school community members.

Medium: Discipline plan is written, however, it is inconsistently communicated and applied by staff and administrators.

High: Discipline plan is clearly written and communicated to all members of the school community. Discipline is uniformly and fairly implemented with all members of the school community.

Ten Essential Elements – Levels of Implementation4. Bully-Proofing cadre formed to design and guide

implementation of the program (PBS Team)Low: Unclear mission and/or established goals, as well

as inconsistent cadre membership and/or scheduled meetings.

Medium: Mission and/or established goals outlined but not used to guide efforts. Some inconsistencies exist regarding regular meetings and/or group membership.

High: Mission and/or established goals outlined and used regularly to guide efforts. Cadre members are acknowledged to be leaders of the school. Cadre is engaged in planning, organizing, and motivating Bully-Proofing efforts.

Ten Essential Elements – Levels of Implementation5. Assessment of current school climate and safety

issuesLow: Staff is unaware of Colorado School Climate

Survey results. Staff does not use the results for planning and/or implementing Bully-Proofing program.

Medium: Some staff knows the results of the Colorado School Climate Survey, however; assessments are not used to drive implementation of the Bully-Proofing program.

High: All staff knows the results of the Colorado School climate Survey and those results are used to drive implementation of the Bully-Proofing program.

Ten Essential Elements – Levels of Implementation6. Training of staff

Low: A few (less than 1/3) of the staff members are trained in a full-day training or all staff are trained in less than a full-day training. Staff does not understand Bully-Proofing concepts.

Medium: Approximately ½ of the staff members have received a full day of training. Some staff understand the Bully-Proofing concepts.

High: Entire or almost entire staff, certified and classified, have received a full day of training. Ongoing annual training or the plan for ongoing training is established. Training for new teachers is established.

Ten Essential Elements – Levels of Implementation7. Training of students

Low: Less than 100% of students participate in the classroom lessons.

Medium: Bully-Proofing lessons are taught by the staff, but not in their entirety.

High: All students are taught all of the Bully-Proofing lessons intended for their grade level.

Ten Essential Elements – Levels of Implementation8. Support from the parent community

Low: No or very few formal or informal attempts are made to communicate Bully-Proofing concepts or expectations to parents and other community members.

Medium: Some formal and/or informal attempts are made to communicate Bully-Proofing concepts to parents and other community members.

High: Many formal and informal communications are extended to parents and other community members. A parent and/or other community member is involved in the cadre.

"It is not what is poured into a student that counts but what is planted."

Linda Conway

Education is not the filling of a pail, but the lighting of a fire.

-William Butler Yeats

We are what we repeatedly do. Excellence then, is not an act, but a habit.

- Aristotle