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OLWEUS Bullying Prevention Program Schoolwide Guide

OLWEUS Bullying Prevention Program Schoolwide Guide. 1. Continuing Our Efforts 2. Evaluating the Impact of Your Program 3. Implementing the Program in High School. Necessary tasks in order to continue the program long term:.

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OLWEUS Bullying Prevention Program Schoolwide Guide

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  1. OLWEUS Bullying Prevention Program Schoolwide Guide 1. Continuing Our Efforts2. Evaluating the Impact of Your Program3. Implementing the Program in High School

  2. Necessary tasks in order to continue the program long term: • Continue the role of our Bullying Prevention Coordinating Committee and program coordinator • Maintain an ongoing relationship with your certified Olweus trainer • Hold twice-yearly staff meetings to update staff about OBPP • Continue staff discussion groups • Provide training for new staff • Administer the OlweusBullying Questionnaire on a yearly basis

  3. Necessary tasks in order to continue the program long term: • Evaluate your supervisory system on a regular basis • Continue to motivate teacher and other staff to actively and consistently enforce the four anti-bullying rules1 • Continue holding class meetings on a regular basis • Continue to hold an annual student kick-off event • Continue to keep parents well informed about the program

  4. Evaluating the Impact of Your Program

  5. When Should You Begin Evaluating Your Program? • Evaluation should begin the first year, and continue over time1 • Does not offer quick fixes, but rather long-term solutions that will endure2

  6. What kinds of evaluation will be used?Measuring Program Outcomes Olweus Bullying Questionnaire • Primary tool • Expect to see changes in some but not all students responses1 • Judging success on the short-term results may be misleading2 • When comparing data from one year to the next, take age-related changes in bullying problems into account3

  7. What kinds of evaluation will be used?Other Evaluation Measures • Absentee and/or truancy rates1 • Student test scores2 • Discipline reports3 • Discipline reports from bus routes4 • The number of suspensions5 • Critical incident rates in school6 • Other surveys that have questions referring to school climate7

  8. What kinds of evaluation will be used?Staff Process Evaluations Examples of process evaluations include: • Regularly using the Implementation Checklists1 • Surveying teachers on key components of these Checklists2 • Administering a take-home parent evaluation that assesses parents’ perceptions of the program and their involvement • Asking staff to list one or two positive changes they have noticed in students, themselves, or the school climate as a result of OBPP3

  9. Who Should Be Informed about the Results? • Report any evaluation results to the entire school community, including staff, students, and parents1 • District Administration2 • Community contacts, funders, and other connections3

  10. How Can We Afford to Evaluate the Program? • For the most part, evaluating the program does not cost money • However, it is important to do evaluations if we want to seek additional outside funding1

  11. Implementing the Program in High School

  12. Implementing the Program in High School • The OBPP is designed for use in grades 1-9 • All research studies on the program’s effectiveness have looked at grades 4-9 • No formal program has been developed for those grades yet1 • With this in mind, schools may consider possible adaptations when providing OBPP to high school students

  13. Adaptations to consider • Closely monitor student behavior1 • Address behaviors related to bullying that may emerge among this age group2 • Identify curriculum resources, student literature, audiovisual materials, student plays, and other materials that could help generate discussions or activities • Be clear that policies and procedures against bullying do not replace laws and other school policies3

  14. Adaptations to consider • Encourage students to take leadership roles in guiding class meetings • Train high school students to present basic bullying concepts to younger students1 • Challenge students to do projects that will promote an anti-bullying message in the community • Have students create posters that provide a more high school oriented message about bullying

  15. Adaptations to consider • Have students serve on your BPCC and play an active role in the development of the program1 • Ask student representatives to help you “redesign” your school’s public spaces or schedule to reduce or prevent bullying2 • Utilize social action committees and clubs3 and/or organize a student “club” whose focus in on a positive school climate, inclusion, or harmony among students4

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