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
Bullying Referral Data
Data represents:
• Bullying
• Intimidation
• Harassment
• Menacing
• Intent to cause physical
harm
2010-2011
2009-2010
2008-2009
72%
18%
10%
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”
Structural Frame
Human Resource Frame
Political Frame
Symbolic Frame
Strategic Planning
Shared Decision Making Teams
Team Meetings
Parent/teacher conferences
Plan for anti-bullying days or
celebrations
October 20th is Purple Day
Shared Decision Making Teams
Leadership Meetings
School Based Planning Team
Meetings
Decision Making
Analyze data
Implement Plan
Monitor Progress
Evaluate for effectiveness
Empower staff members to form a
committee
Implementation of data driven Annual events
decisions and policies
Reorganizing
Develop point person for bullying
Assign administrative roles
Administration can provide support
to teachers based on current issues
Redistribute administration to Assign administrative roles based
on responsiveness and ability to
focus on bullying
lead by example
Evaluating
PBIS
Feedback based on how staff feels
roles are being met
Adjust consequences and
discipline based on data
Approaching Conflict
Peer conflict resolution
Counseling for repeat victims
Counseling for repeat bullies
Provide various opportunities for
Meetings with student who
different points of view on how to
bully and their parents
remedy bullying issues in the building
(open-communication)
Goal Setting
Establish targets for data
Monitor progress toward goal
Set time frames and goals for bullying Creating goals through shared Symbols with mission and vision
decision making team
initiative of PBIS
(empowerment)
Communication
Email data, perception data,
Committee to meet to exchange
referral data
needs and teacher feelings
Post student survey results around
bullying
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
Provide incentive system
Monthly anti-bullying meetings to
celebrate accomplishments
Motivation
Guiding individuals for mutual Symbolic celebrations
Extrinsic positive behavior rewards Recognize progress and enhance
growth opportunities to stay current positive outcomes
with bully issues
Bolman, L. G., & Deal, T. E., (2008).
Committee meetings
Create anti-bullying campaign
Incorporate bullying into PBIS
program
Incorporate anti-bullying into
vision and mission of the school
Create lead roles in a yearly
continuous evaluation
Developing shared values and
then negotiating the meanings
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
Student Video
• 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 videos
as examples, but really they
would be student creations
Anti-Bullying
Take 1
Student Puppet Show
• Students will create interactive puppet shows
to share with their peers, to get the antibullying message out.
• Age appropriate alternative
We created a short show as
an example, but really it
would be a student project
Evaluation Instrument
• Please enter the following link into your
browser to complete a brief survey (casesensitive): svy.mk/Cohort17
The Evaluation Instrument Supports
• Mission
• Goals
• Desired Learning
Outcomes
Systemic Change
• New initiatives have an multifaceted impact on the educational environment and
the individuals involved
• Mission, vision, goals, and desired learning outcomes
Bolman and Deal
• Reframing Organizations
– Four-Frame Model
•
•
•
•
The Structural Frame
The Human Resources Frame
The Political Frame
The Symbolic Frame
McRel
• Asking The Right Questions
–
Organizational Domain
•
•
•
•
•
–
Personal Domain
•
•
•
•
–
Leadership & Supervision
Internal Communication
Professional Development
Climate & Culture
Technical Domain
•
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•
•
Bolman, L. G., & Deal, T. E., (2008) and McREL (2000)
Stakeholders
Technology
External Environment
Accountability
Resource Allocation
Standards
Instruction
Assessment
Curriculum
Conclusion
Questions and
Answers