1 / 40

Sakai Intermediate School Tuesday, October 25, 2011

Sakai Intermediate School Tuesday, October 25, 2011. Coho Time Information Night. Goals for Tonight. 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.

devlin
Télécharger la présentation

Sakai Intermediate School Tuesday, October 25, 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sakai Intermediate SchoolTuesday, October 25, 2011 Coho Time Information Night

  2. Goals for Tonight • 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.

  3. Four Years Ago2008-2009 Student Survey

  4. Diverse Learners Diverse Learners Questionnaire 2009-2010 School improvement Plan

  5. Social and Emotional Intelligence • 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.

  6. Initial Olweus Survey 09/10

  7. Initial Olweus Survey 09/10

  8. Initial Olweus Survey 09/10

  9. Initial Olweus Survey 09/10

  10. Decisions for 2010-2011 • School improvement Plan 2010-2011 • Administer the Olweus Survey again

  11. Olweus Survey 2010-2011

  12. OlweusSurvey 2010-2011

  13. Olweus Survey 2010-2011

  14. Olweus Survey 2010-2011

  15. Decisions for 2011-2012 • School improvement Goals: • Reduce the amount of bullying that occurs on the playground, in the lunchroom, and in the classroom. • Continue with Coho Time, continue to improve content of lessons/activities. • Continue with Sakai Reads. • Administer Olweus Survey in Spring 2012 • Better communication, including a Parent Night on Coho Time and Olweus.

  16. COHO Time = Caring Observers Helping Others 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.

  17. COHO Time & Olweus Bullying Prevention Making school safe for EVERYONE

  18. Olweus Bullying Prevention Program Goals • 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).

  19. Materials • Thanks to the generous support of the Bainbridge Foundation and PTO for providing the funds for material purchases. • Materials include: • OlweusSchoolwide Guide, DVD & CD • Olweus Teacher Guide, DVD & CD • Olweus Class Meetings That Matter book, DVD &CD • Olweus Bullying Questionnaire Olweus Bullying Prevention Program Web Site www.clemson.edu/olweus

  20. Definition of Bullying • 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.

  21. The Many Faces 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.

  22. 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.

  23. 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.

  24. Creating Expectations that Bullying Should Not Occur • 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.

  25. FOUR ANTI-BULLYING RULES • 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.

  26. COHO Time or Class Meetings • 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

  27. Structure of 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.

  28. Sample of A Class Meeting • 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?

  29. Bullying Circle Exercise

  30. Discussion Questions for the 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.

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

  32. What if your child is bullying others? • 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.

  33. What if your child isn’t involved in bullying? • 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?

  34. Why do we respond to all reports of 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)

  35. Ways to report • 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.

  36. What action is taken? • At a minimum … a Student Behavior Plan Student Behavior Plan 2011-1012.docx • See the HIB Matrix \\Sakai\vol1\shared\Coho Time Parent Night 2011\HIB Matrix Sakai 2011-2012.docx

  37. Our Approach • 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

  38. How Can You Help? • 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????

More Related