Anti-Bullying: A Need for Systematic Change at Greece Olympia High School

Presentation by Team TEAM:Daniel Fontanez, Daniel McAlpin, Jamie Naple, Reyita Perez,

Deon Rogers, James Tiffin, and Christina Wawrzyniak

Bullying on the Rise

Over a 3 year period 145 bullying referrals were documented

72%

10%18%

Bullying Referral Data2010-2011 2009-2010 2008-2009Data represents:

• Bullying• Intimidation• Harassment• Menacing• Intent to cause physical

harm

Systemic Change

• Mission, vision, and learning outcomes• Implemented in PBIS framework• Evaluation is essential for effective

implementation of the anti-bully initiative

“One Vision, One Team, One Greece”

Bolman, L. G., & Deal, T. E., (2008).

Structural Frame Human Resource Frame Political Frame Symbolic Frame

Strategic Planning Shared Decision Making TeamsTeam MeetingsParent/teacher conferences

Plan for anti-bullying days or celebrationsOctober 20th is Purple Day

Shared Decision Making TeamsLeadership MeetingsSchool Based Planning Team Meetings

Create anti-bullying campaignIncorporate bullying into PBIS programIncorporate anti-bullying into vision and mission of the school

Decision Making Analyze dataImplement PlanMonitor ProgressEvaluate for effectiveness

Empower staff members to form a committee

Implementation of data driven decisions and policies

Annual events

Reorganizing Develop point person for bullyingAssign administrative roles

Administration can provide support to teachers based on current issues

Redistribute administration to focus on bullying

Assign administrative roles based on responsiveness and ability to lead by example

Evaluating PBIS Feedback based on how staff feels roles are being met

Adjust consequences and discipline based on data

Create lead roles in a yearly continuous evaluation

Approaching Conflict Peer conflict resolutionCounseling for repeat victimsCounseling for repeat bullies

Provide various opportunities for different points of view on how to remedy bullying issues in the building (open-communication)

Meetings with student who bully and their parents

Developing shared values and then negotiating the meanings

Goal Setting Establish targets for dataMonitor progress toward goal

Set time frames and goals for bullying initiative of PBIS

Creating goals through shared decision making team (empowerment)

Symbols with mission and vision

Communication Email data, perception data, referral dataPost student survey results around bullying

Committee to meet to exchange needs and teacher feelings

Creating partnerships Invite bullied students and parents of bullied students to come in and share experiences

Meetings Establish regular meeting times to discuss progress of bullying intervention

Committee meetings Provide incentive system Monthly anti-bullying meetings to celebrate accomplishments

Motivation Extrinsic positive behavior rewards Recognize progress and enhance growth opportunities to stay current with bully issues

Guiding individuals for mutual positive outcomes

Symbolic celebrations

Stakeholders

Structural • Human Resources Political • Symbolic

Staff Parents Students

Structural Organization Chart

• The hierarchy of the school leadership

Rationale for Implementation

Professional Development for Teachers

• Students will create videos and activities to complete during advisement

• Student will have discussions and/or activities to complete along side the videos

We created three short videosas examples, but really theywould be student creations

Student Video

Anti-BullyingTake 1

Student Puppet Show

• Students will create interactive puppet shows to share with their peers, to get the anti-bullying message out.

• Age appropriate alternative

We created a short show as an example, but really itwould be a student project

Evaluation Instrument

• Please enter the following link into your browser to complete a brief survey (case-sensitive): svy.mk/Cohort17

The Evaluation Instrument Supports• Mission• Goals• Desired Learning

Outcomes

Systemic Change

Bolman and Deal• Asking The Right Questions

– Organizational Domain• Stakeholders• Technology• External Environment• Accountability• Resource Allocation

– Personal Domain• Leadership & Supervision• Internal Communication• Professional Development• Climate & Culture

– Technical Domain• Standards• Instruction• Assessment• Curriculum

McRel• Reframing Organizations

– Four-Frame Model• The Structural Frame• The Human Resources Frame• The Political Frame• The Symbolic Frame

Bolman, L. G., & Deal, T. E., (2008) and McREL (2000)

• New initiatives have an multifaceted impact on the educational environment and the individuals involved

• Mission, vision, goals, and desired learning outcomes

Conclusion

Questions andAnswers