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.

Students respect other students. STRONGLY AGREE (5) AGREE (4) NEUTRAL (3) DISAGRE E (2) STRONGLY DISAGREE (1) Average Students – 398Responses YOUR GRADE LEVELFIFTHSIXTH

Diverse Learners Questionnaire School improvement Plan

 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.

 School improvement Plan School improvement Plan  Administer the Olweus Survey again

 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 Better communication, including a Parent Night on Coho Time and Olweus.

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/

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).

 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 Site

 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.

 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.

 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.

 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.

 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.

 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

 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.

 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?

 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.

 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.

 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.

 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?

 It’s the right thing to do.  Students who are safe will perform better academically.  It’s the law:  RCW 28A  Board policy (2320)

 Tell an adult.  Request an appointment with Ms. Browning, Mr. Corsetti or Mr. Brown.  Bullying report sheet. Sakai HIB Report.docx Sakai HIB Report.docx  Teacher/staff member witnesses and reports.  Parent call/ .

 See the HIB Matrix \\Sakai\vol1\shared\Coho Time Parent Night 2011\HIB Matrix Sakai docx  At a minimum … a Student Behavior Plan Student Behavior Plan docx Student Behavior Plan docx

 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

 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????