Greeneville Middle School

 Mrs. Smith: purpose of meeting  “The end of bullying begins with me!” BULLYING

 Student reporting  Guidance Procedures  Role Play

 Bullying Definition (this definition includes three important components): 1. Bullying is aggressive behavior that involves unwanted, negative actions. 2. Bullying involves a pattern of behavior repeated over time. 3. Bullying involves an imbalance of power or strength.

 Bullying can take on many forms. As part of the Olweus Bullying Questionnaire, students are asked if they have been bullied in any of these nine ways: 1.Verbal bullying including derogatory comments and bad names 2. Bullying through social exclusion or isolation 3. Physical bullying such as hitting, kicking, shoving, and spitting 4. Bullying through lies and false rumors 5. Having money or other things taken or damaged by students who bully 6. Being threatened or being forced to do things by students who bully 7. Racial bullying 8. Sexual bullying 9. Cyber bullying (via cell phone or Internet)

 Information about bullying suggests that there are three interrelated reasons why students bully. 1. Students who bully have strong needs for power and (negative) dominance. 2. Students who bully find satisfaction in causing injury and suffering to other students. 3. Students who bully are often rewarded in some way for their behavior with material or psychological rewards.

 A single student who bullies can have a wide- ranging impact on the students they bully, students who observe bullying, and the overall climate of the school and community.

 Students deserve to feel safe at school. But when they experience bullying, these types of effects can last long into their future:  Depression  Low self-esteem  Health problems  Poor grades  Suicidal thoughts

 Students who see bullying happen also may feel that they are in an unsafe environment. Effects may include feeling:  Fearful  Powerless to act  Guilty for not acting  Tempted to participate

 Bullying may vary greatly between schools and school districts, but it is very prevalent:  Statistics show that 23 percent of students in grades 4-6 had been bullied "several times" or more; 20 percent had bullied others (1998 study of 6,500 students in rural South Carolina)  Statistics show that 17 percent of students in grades 6-10 reported having been bullied "sometimes" or more, with 8 percent being bullied once a week. 19 percent said they had been a bully to others "sometimes" or more. (2001 study of 15,000 U.S. students)

 Although not specific to the school environment, under Code (2009), threatening by electronic communication to take action known to be unlawful by any person is a Class A misdemeanor (up to one year in prison and a $2,500 fine)

 Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence- based academic and behavioral practices for improving important academic and behavior outcomes for all students.

 In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

 Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are  Less reactive, aversive, dangerous, and exclusionary, and  More engaging, responsive, preventive, and productive  Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior),  Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and  Most importantly, maximize academic engagement and achievement for all students.

 Parent Reporting  Contact administration or guidance ( )  Use the GMS Parent Liaisons ▪ Patricia Neas ( ) or ▪ Emily Grubbs ( ) ▪ See the back table to get a form to report bullying issues!

 If we all work together, we can see positive things happen and put a stop to bullying!

 Family and Community Engagement Liaison: Ms. Estefania Chavez

 During our dance 6-8, we will have math class for parents. There will be a math take home manipulative bag for the first 25 parents!