 Program Type :  Prevention  Intervention  Closing the academic gap  Evaluation Type:  Outcome  Proximal  Data Source(s):  Discipline Records.

Slides:



Advertisements
Similar presentations
I love you more than all the stars at night A Family Presentation On Ensuring Healthy, Safe, & Respectful Environments.
Advertisements

Making Healthy Decisions
Supporting Students with Challenging Behavior in the Classroom
Midway Elementary School P.B.I.S. Programs
Evidence-Based Bullying Prevention Program RISCA Annual Conference Bryant University April 9, 2011 Karen Carnevale, Elementary School Counselor Leslie.
Violence Prevention By: Maggie Froelich & Mihir Patel Grades 2-4 Activity Duration :15 minutes.
Bullying Prevention Results: Bonita Vista Middle School Steven Bosset: School Counseling Fieldwork Student.
ADDRESSING THE NEEDS OF ENGLISH LANGUAGE LEARNERS Honing Your ESOL Strategies.
School-wide Bullying Prevention A Guidance Services Presentation.
Enhancing SIOP Assisting, Collaborating, and Training ESL Secondary Content Teachers ACT-ESL Post-Seminar April 21, 2009 Hosted by VCU School of Education.
Building Self-Esteem While Gaining a Richer Vocabulary for Adjectives Alexandra Schmidt & Hannah Charry.
Assessment of Behavior
Dealing With Put-Downs
Bullying.
Supporting Reading At Home: Creating Lifetime Readers Please take a look at the handouts at your desk. If you have any questions that we do not address,
Instructional Strategies Instructional strategies – refer to the arrangement of the teacher, learner, and environment Many different types – we will explore.
ERIN WIMBERLY LIBERTY UNIVERSITY WINTER 2011 Tool Box Presentation Peer Pressure and Propaganda.
Dramatic Play A means children can use to understand or interpret a story or book by acting out the action, either with each other or with toys and props.
Welcome to Fifth Grade!. Around the Room… / We have an “In” door and an “Out” door. / Homework is always posted on our “Homework Board”. / Our schedule.
Hiring Practices “Getting it Right” Brenda Hammons- Assistant Superintendent Dave Cox – Director of Academic Programs.
Lesson 3 Some families experience problems that can interfere with the normal, healthy conduct of family life. Most problems are resolved through effective.
Davenport Elementary School Counselors Targeted Guidance.
Module 2: Creating a Supportive Classroom Climate Creating a Safe and Respectful Environment in Our Nation’s Classrooms.
“You Must First Respect Yourself, Before Anyone else will”
Promoting Social Emotional Competence PROMOTING CHILDREN’S SUCCESS: PROBLEM SOLVING SKILLS.
What is Bullying and How to Handle It Can Fishing help change a bully’s spots?
Say No to Bullying! Bullying is negative acts committed by one or more children against another child. These acts can be physical or verbal.
HOSTED BY THE BAYLOR AUTISM RESOURCE CENTER BULLYING.
Preventing School Failure, Spring2005
BE AN UP-STANDER NOT A BY-STANDER. Caring We care about others and the world around us. We are committed to having a positive impact on the world. Caring.
Wilson Middle School School Counseling and Guidance Program Classroom Guidance Respectful Interactions (Results sample) Ryan Berry and Ibonne Pineda Hatching.
Thompson School District’s Elementary School Bully Prevention Program.
Professional Expectations Non-Standard and/or Destructive (Unacceptable) Cooperative (Acceptable) Collaborative (Most Desired) Conflict: Uses conflict.
CARLETON READS & COUNTS (TUTOR SESSION) April 30, 2013 Diane Torbenson RtI Greenvale Park Elementary School
4. (10-15 min.) Introduce Vocabulary – T.E. Pgs. _____________ Read the word alone, then whole class reads the word Read aloud, “What Does It Mean?” (Back.
Effective Questioning: Gap Closing Grade 9 Student Success Summer Program 2011 Mathematics 7-12.
Classroom Management Classroom Survival. Disclaimer "In order to discover the rules of society best suited to nations, a superior intelligence beholding.
Relationships: A Kindergarten Literacy Unit Kate Wills, Carlinville Unit School District #1
Secondary Bullying Interventions Bridget Gallagher, April McNamara, Tracy Perkins, and Suzanne Saunders.
Determining School-Wide Expectations & Teaching Expectations Positive Behavioral Interventions & Support (PBIS)
Promoting Children’s Success: Social Emotional Problem Solving Skills
Don’t Stand by for Bullying!. Why do People Bully?  They think they can get away with it  The bullies also think bullying shows that they are in charge.
XYZ Middle School School Counseling and Guidance Program Classroom Guidance (Results sample)
Welcome Hello, my name is Roshel Salvador. I teach Grade 3 at Meadows West School in Winnipeg, Manitoba, Canada. I have created an interactive web-based.
Honing Your ESOL Strategies Addressing the needs of English Language Learners.
Violence Prevention By: Maggie Froelich & Mihir Patel Grades 2-4 Activity Duration :15 minutes.
Working with Gifted Learners
Learning to Add Kindergarten Math.
Unit 7 Play and Learning in Children’s Education.
Parent Information Session Underwood Elementary Family Night February 13, 2007.
Positive Behavioral Interventions and Supports and Social and Emotional Learning.
Mueller Charter School School Counseling Program Intentional Guidance Nathan Locke Marcela Munoz.
Size Of the Problem Beginning Social Communication High School: Lesson Three.
3/9/ “If you stop making fun of me, I promise to stop making fun of you Bullying Prevention Prevention Lynne Mayo.
Title Page James Washington & John Pierson Ivy Tech.
Instructions for using this template. Remember this is Jeopardy, so where I have written “Answer” this is the prompt the students will see, and where.
Beginning Social Communication High School: Lesson Two
Size Of the Problem Beginning Social Communication Middle School: Lesson Four.
School Counseling Program Small Group Results Results from 2010 Success Skills Group.
Using Data in a School Counseling Program Miss M. Brand Pine Grove Area Elementary School.
6 th Grade  Physical & Personal Wellness  Emotional & Social Wellness  Prevention & Risk Management.
Ruling Our eXperiences
Teaching Appropriate Behavior
BULLYING Ice breaking exercise – How does this make you feel? Not too good does it. Victims of bullying feel this same pain your are feeling right now.
Prevent Bullying in school
I can talk about how I’m feeling
Practical Considerations in Using Data
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
Presentation transcript:

 Program Type :  Prevention  Intervention  Closing the academic gap  Evaluation Type:  Outcome  Proximal  Data Source(s):  Discipline Records  Pre-Post Testing

Population: First Grade

 Goal: › To enhance group dynamics and to reinforce academic achievement (language arts) for all group members.  Objective: 1. To enhance awareness of bullying by 85% 2. To increase student knowledge of LA by 20%

Personal/Social Academic Development  Acquire Self-Knowledge › PS:A1.6 Distinguish between appropriate and inappropriate behavior  Acquire Skills for Improving Learning › A.A2.3 Use communication skills to know when and how to ask for help when needed

Language Arts  Acquisition of Vocabulary › Gain new words › Comprehension › Applying knowledge of words (origins, parts, relationships, meaning)  Phonemic Awareness (sight words) › Example of first grade sight words: after, again, ask, could, how, know, think, stop, walk, when

 Number of Lessons: 1  Length: minutes  Research:  Research indicates that negative consequences of bullying show social, emotional, behavioral, and academic problems with the bully and the victim (Bauman, 2008).  Further research on a national level indicates that elementary children admit to being bullied twice the amount of secondary students (Bauman, 2008).

 Activity: Introduce self and start with an ice-breaker. Have the students stand in a circle and answer certain questions (What do you like about a friend? How might someone treat you when they are not your friend or do not like you?)  Next, the children will return to their seats and we will discuss their answers. Using a easel, show a comparison of the above. The children will need to verbally distinguish the appropriate and inappropriate behavior (PS:A1.6)  The next step is to define bullying and indicate how a student should seek help if they are being bullied. Role playing can provide an opportunity for the students to have a hands on experience (A.A2.3).  Using the Ohio state standards, introduce vocabulary related to bullying or how to deal with bullying (humor, avoid, expensive, trusted adult, etc…) Next, indicate how a student can get help, using the first grade sight words.  Wrap-up with encouragement and power!

 Pre-Post Group Measure  Measure of Session Effectiveness Pre____ Post____  Student ID#______Date_____Class ID#_____  1. Indicate how you would treat a friend. (Circle One) a. I would help them pick up their books if they fell off their desk. b. I would walk in front of them to get to the front of the line. c. I would push them out of the way. d. I would take their toy away from them 2. How would you ask for help if someone was bullying you? a. Tell an adult b. Hide under the desk c. Tell your pet d. Give your teacher a mean look

3. What is bullying? a. a large animal with horns b. when someone treats you mean c. a fruit that grows on trees d. the name of farm equipment 4. Which word is spelled correctly a. ask b. agin c. stp d. wak _______________________________________________________________________ Ethnicity Code_____ IEP-504-ESL: Y or N Gender_____ Achievement Gap: Y or N

Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108, Retrieved from Schellenberg, R. (2008). The new school counselor: strategies for universal academic achievement. Rowman & Littlefield, Lanham, Maryland.