 Continue the role of our Bullying Prevention Coordinating Committee and program coordinator  Maintain an ongoing relationship with your certified Olweus trainer  Hold twice-yearly staff meetings to update staff about OBPP  Continue staff discussion groups  Provide training for new staff  Administer the Olweus Bullying Questionnaire on a yearly basis

 Evaluate your supervisory system on a regular basis  Continue to motivate teacher and other staff to actively and consistently enforce the four anti- bullying rules 1  Continue holding class meetings on a regular basis  Continue to hold an annual student kick-off event  Continue to keep parents well informed about the program

 Evaluation should begin the first year, and continue over time 1  Does not offer quick fixes, but rather long-term solutions that will endure 2

Olweus Bullying Questionnaire  Primary tool  Expect to see changes in some but not all students responses 1  Judging success on the short-term results may be misleading 2  When comparing data from one year to the next, take age-related changes in bullying problems into account 3

 Absentee and/or truancy rates 1  Student test scores 2  Discipline reports 3  Discipline reports from bus routes 4  The number of suspensions 5  Critical incident rates in school 6  Other surveys that have questions referring to school climate 7

Examples of process evaluations include:  Regularly using the Implementation Checklists 1  Surveying teachers on key components of these Checklists 2  Administering a take-home parent evaluation that assesses parents’ perceptions of the program and their involvement  Asking staff to list one or two positive changes they have noticed in students, themselves, or the school climate as a result of OBPP 3

 Report any evaluation results to the entire school community, including staff, students, and parents 1  District Administration 2  Community contacts, funders, and other connections 3

 For the most part, evaluating the program does not cost money  However, it is important to do evaluations if we want to seek additional outside funding 1

 The OBPP is designed for use in grades 1-9  All research studies on the program’s effectiveness have looked at grades 4-9  No formal program has been developed for those grades yet 1  With this in mind, schools may consider possible adaptations when providing OBPP to high school students

 Closely monitor student behavior 1  Address behaviors related to bullying that may emerge among this age group 2  Identify curriculum resources, student literature, audiovisual materials, student plays, and other materials that could help generate discussions or activities  Be clear that policies and procedures against bullying do not replace laws and other school policies 3

 Encourage students to take leadership roles in guiding class meetings  Train high school students to present basic bullying concepts to younger students 1  Challenge students to do projects that will promote an anti-bullying message in the community  Have students create posters that provide a more high school oriented message about bullying

 Have students serve on your BPCC and play an active role in the development of the program 1  Ask student representatives to help you “redesign” your school’s public spaces or schedule to reduce or prevent bullying 2  Utilize social action committees and clubs 3 and/or organize a student “club” whose focus in on a positive school climate, inclusion, or harmony among students 4