Coho Time Information Night. To understand the history of Coho Time. To understand some student data. To understand the program components of Coho.

Sakai Intermediate SchoolTuesday, October 25, 2011

Coho Time Information Night

To understand the history of Coho Time. To understand some student data. To understand the program components of

Coho Time and the Olweus Bullying Prevention Program.

To understand the bullying discipline cycle, and reporting.

To understand how you can be involved.

Goals for Tonight

Students respect other students.

STRONGLY AGREE (5)

AGREE (4)

NEUTRAL (3)

DISAGREE (2)

STRONGLY DISAGREE (1)

Average

20 120 164 66 25 3.08794

Four Years Ago

2008-2009 Student Survey

Students – 398 ResponsesYOUR GRADE LEVEL FIFTH SIXTH

217 181

Diverse Learners Questionnaire

2009-2010 School improvement Plan

Diverse Learners

Howard Gardner’s seven domains of intelligence include interpersonal and intrapersonal.

1995 Daniel Goleman in Emotional Intelligence – self and other awareness, managing difficult feelings, self-motivation, empathy, management of relationships keys to short-term and long-term well-being, academic success, and success in life.

Social and Emotional Intelligence

Initial Olweus Survey 09/10

0%

10%

20%

30%

40%

50%

5th 6th Total

24%

10%

17%

Girls

National Comparison

Graph 3a. Percentage of girls who have been bullied "2-3times a month" or more (Q4 dichotomized)

Initial Olweus Survey 09/10

0%

10%

20%

30%

40%

50%

5th 6th Total

16%

38%

25% Boys

National Comparison

Graph 3b. Percentage of boys who have been bullied "2-3times a month" or more (Q4 dichotomized)

Initial Olweus Survey 09/10

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%

Verbal

Exclusion

Physical

Rumors

Damage

Threat

Racial

Sexual

Cyber

Another Way

4%

6%

0%

2%

1%

0%

0%

0%

0%

5%

5%

0%

3%

2%

1%

2%

0%

1%

1%

3%

12%

10%

7%

6%

2%

3%

3%

6%

1%

8%

Girls bullied by girls Girls bullied by boys Boys bullied by boys

Graph 8. The ways that bullied students (defined as being bullied 2-3 times or more (Q4))are being bullied by others (Q5 to Q13). Percentages represent girls bullied by girls, girls

bullied by boys, and boys bullied by boys.

Initial Olweus Survey 09/10

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%

On playground/athletic field (during recess orbreaks)

In hallways/stairwells

In class (teacher in the room)

In class (teacher not in the room)

In the bathroom

In gym class or locker room/shower

In the lunchroom

On the way to and from school

At the school bus stop

On the school bus

Somewhere else at school

59%

18%

44%

23%

0%

8%

18%

3%

0%

13%

28%

63%

25%

38%

32%

7%

16%

21%

13%

4%

16%

16%

Girls Boys

Graph 10a. Where the bullying has occurred, for students who reported beingbullied "once or twice" or more (Q4). Percentage of girls and boys who report

being bullied in various places

School improvement Plan 2010-2011

Administer the Olweus Survey again

Decisions for 2010-2011

Olweus Survey 2010-2011

0%

10%

20%

30%

5th 6th Total

9%

13%11%

Girls

National Comparison

Graph 3a. Percentage of girls who have been bullied "2-3times a month" or more (Q4 dichotomized)

Olweus Survey 2010-2011

0%

10%

20%

30%

5th 6th Total

19%

13%

16% Boys

National Comparison

Graph 3b. Percentage of boys who have been bullied "2-3times a month" or more (Q4 dichotomized)

Olweus Survey 2010-2011

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%

Verbal

Exclusion

Physical

Rumors

Damage

Threat

Racial

Sexual

Cyber

Another Way

5%

7%

2%

3%

2%

0%

1%

1%

3%

3%

2%

0%

0%

1%

0%

0%

0%

0%

0%

1%

7%

6%

3%

2%

1%

1%

2%

2%

1%

3%

Girls bullied by girls Girls bullied by boys Boys bullied by boys

Graph 8. The ways that bullied students (defined as being bullied 2-3 times or more (Q4))are being bullied by others (Q5 to Q13). Percentages represent girls bullied by girls, girls

bullied by boys, and boys bullied by boys.

Olweus Survey 2010-2011

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%

On playground/athletic field (during recess orbreaks)

In hallways/stairwells

In class (teacher in the room)

In class (teacher not in the room)

In the bathroom

In gym class or locker room/shower

In the lunchroom

On the way to and from school

At the school bus stop

On the school bus

Somewhere else at school

52%

21%

33%

16%

2%

14%

23%

6%

3%

12%

17%

59%

15%

24%

16%

6%

9%

23%

13%

10%

18%

15%

Girls Boys

Graph 10a. Where the bullying has occurred, for students who reported beingbullied "once or twice" or more (Q4). Percentage of girls and boys who report

being bullied in various places

School improvement Goals:1. Reduce the amount of bullying that occurs

on the playground, in the lunchroom, and in the classroom.

2. Continue with Coho Time, continue to improve content of lessons/activities.

3. Continue with Sakai Reads.4. Administer Olweus Survey in Spring 20125. Better communication, including a Parent

Night on Coho Time and Olweus.

Decisions for 2011-2012

16

Student Learning Targets:

I understand the importance of helping others and preventing bullying in school.

I can use my skills learned in COHO Time to help others and prevent bullying, both inside and outside the classroom.

10/17/2011

COHO Time = Caring Observers Helping Others

COHO Time & Olweus Bullying Prevention

Making school safe for EVERYONE

To reduce existing bullying problems among students.

To prevent the development of new bullying problems.

To achieve better peer relations at school 35 years of implementation and research. Recognized as a model program by Center

for the Study & Prevention of Violence and by Substance Abuse and Mental Health Services Administration (SAMHSA).

Olweus Bullying Prevention Program Goals

Thanks to the generous support of the Bainbridge Foundation and PTO for providing the funds for material purchases.

Materials include:◦ Olweus Schoolwide Guide, DVD & CD◦ Olweus Teacher Guide, DVD & CD◦ Olweus Class Meetings That Matter book, DVD &CD ◦ Olweus Bullying Questionnaire

Olweus Bullying Prevention Program Web Sitewww.clemson.edu/olweus

Materials

A person is bullied when he or she is exposed, repeatedly and over time;

To negative actions on the part of one or more other persons;

And he or she has difficulty defending himself or herself.◦ Aggressive behavior that involves unwanted,

negative actions;◦ Typically involves a pattern of behavior repeated

over time;◦ It involves an imbalance of power or strength.

Definition of Bullying

Bullying can take many forms:◦ Direct Bullying◦ Indirect Bullying

Bullying can be Physical, Verbal, or Emotional. It includes: Fighting, Intentional Exclusion, Rumors, Gossip, Relational aggression, Cyber-bullying.

Bullying is not everyday conflict or rough and tumble play.

The Many Faces of Bullying

OLWEUS COMPONENTSWhole-School Systems-Change SCHOOL LEVEL

Components

◦ Coordinating Committee.◦ Conduct Training.◦ Bullying Questionnaire.◦ Introduce school rules

against bullying.◦ Refine supervisory

system.◦ School kick-off event.◦ Involve parents.

CLASSROOM-LEVEL Components

◦ Post and enforce school-wide rules against bullying.

◦ Hold regular class meetings.

◦ Provide role play opportunities.

OLWEUS COMPONENTSWhole-School Systems-Change INDIVIUDAL-LEVEL

Components◦ Supervise students’

activities.◦ Staff interventions in

bullying.◦ Hold meetings with

students involved in bullying.

◦ Hold meetings with parents of involved students.

◦ Develop individual intervention plans for involved students.

COMMUNITY-LEVEL Components◦ Involve community

members in planning. ◦ Develop partnerships with

community members to support the program.

◦ Help to spread anti-bullying messages and principles of best practice in the community.

Principal 1: Warmth, Positive Interest, and Involvement are needed on the Part of Adults in the School.

Principal 2:Set Firm Limits to Unacceptable Behavior.

Principle 3: Consistently use Appropriate Negative Consequences when Rules are Broken.

Principle 4: Adults in the School should Function as Authorities and Positive Role Modes.

Creating Expectations that Bullying Should Not Occur

We will not bully others. We will try to help students who are bullied.

We will try to include students who are left out.

If we know that somebody is being bullied, we will tell an adult at school and an adult at home.

FOUR ANTI-BULLYING RULES

Two facilitators per classroom. The time is used for team building activities

as well as Olweus lessons. Categories of lessons include:

◦ Building positive classroom climate◦ Identifying feelings◦ Communications ◦ Peer relations◦ Respecting differences◦ Community service

COHO Time or Class Meetings

Ground rules are developed with the class:◦ Raise hands when you want to say something.◦ Everyone has a right to be heard.◦ Let others speak without interrupting.◦ Everyone has the right to pass.◦ We can disagree without being disagreeable.◦ When we speak of bullying or other situations, we

don’t mention names. The Lesson or activity is done. Teaching team facilitates discussion.

◦ Librarian prepares notebook slides for this.

Structure of Class Meetings

Lauren & Her “Friends” Video Scenario Discussion questions:

◦ What types of bullying are shown in this story?◦ How do you know it was bullying?◦ Who do you think Lauren felt when her friends

excluded her?◦ Do things like this happen in real life?◦ What would you have done if you were in Ellie’s

shoes?◦ What adults at home and at school could “Ellie”

talk to?

Sample of A Class Meeting

Bullying Circle Exercise

What can defenders do under these circumstances?◦ Tell the students who are bullying to stop.◦ Invite the student who was bullied to join your

group.◦ Offer to go with the student to report the bullying◦ Avoid joining in the bullying.◦ Avoid supporting the bullying, by not laughing, etc.

Sometimes students don’t play the role of defender because they think they will have to befriend someone who is being bullied.

Discussion Questions for the Bullying Circle Exercise

Share your concern with your child’s teacher, the principal, counselor, or dean of students.

Talk with your child. Ask questions:◦ How is it going at school?◦ Friends treating you okay? Other students?

Try to find out more about your child’s school life in general.

What can you do if you think your child is being bullied?

Make it clear you take bullying seriously and that it’s not okay.

Develop clear family rules and expectations. Spend time with your child, monitor

activities. Know who his/her friends are and how free time is spent.

Build on your child’s talents. Share concerns with school personnel. If your child needs help, talk with a

professional.

What if your child is bullying others?

Bullying affects everyone at school. Students who aren’t directly involved have a key role to play in stopping and preventing bullying.

Ask them:◦ What are your thoughts about bullying?◦ Do you see bullying?◦ What do you do when you see it?◦ What did you talk about in COHO time today?◦ How could you include someone who is being left

out?◦ What can parents do to help stop bullying?

What if your child isn’t involved in bullying?

It’s the right thing to do. Students who are safe will perform better academically.

It’s the law: RCW 28A.300.285 Board policy (2320)

Why do we respond to all reports of bullying?

Tell an adult. Request an appointment with Ms.

Browning, Mr. Corsetti or Mr. Brown. Bullying report sheet. Sakai HIB Report.docx

Teacher/staff member witnesses and reports.

Parent call/e-mail.

Ways to report

See the HIB Matrix

\\Sakai\vol1\shared\Coho Time Parent Night 2011\HIB Matrix Sakai 2011-2012.docx

At a minimum … a Student Behavior Plan Student Behavior Plan 2011-1012.docx

What action is taken?

Train Staff Educate and Train Students (e.g., COHO

Time) Investigate Every Complaint Communicate with Parents Get Back to the Complaining Student Do Not Tolerate Retaliation Assess Consequences Provide Positive Behavior Models for the

Future Follow-up

Our Approach

The Community-Level Components of this project are an area of need.◦ Support the anti-bullying message at home and in

the community◦ Help students recognize the importance of

“reporting”◦ Public relations efforts◦ Identify and involve key community leaders ◦ Financial support◦ Help with supervision at Lunch Recess◦ Your ideas????

How Can You Help?