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OLWEUS Bullying Prevention Program Schoolwide Guide

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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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necessary tasks in order to continue the program long term
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
necessary tasks in order to continue the program long term1
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
when should you begin evaluating your program
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
what kinds of evaluation will be used measuring program outcomes
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
what kinds of evaluation will be used other evaluation measures
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
what kinds of evaluation will be used staff process evaluations
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
who should be informed about the results
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
how can we afford to evaluate the program
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
implementing the program in high school1
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
adaptations to consider
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
adaptations to consider1
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
adaptations to consider2
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