8. 6. Establish a follow-up intervention with “high-risk” students who do not improve with the school-wide and classroom-based interventions. 7. Efforts to bully-proof schools need to include bystander intervention programs that nurture student leadership and involvement. 8. Involve parents from the outset and provide ongoing training and feedback. 9. Improve school safety by addressing the presence of gangs. 10. Develop school-community partnerships that are designed to reduce school violence and bullying/harassment.

11. “ There is no more powerful engine driving an organization toward excellence and long-range success than an attractive, worthwhile and achievable vision of the future, widely shared.” (Nanus, 1992, p. 3.) “ The research on school climate suggests that the principal is the single most important person to have involved in school violence-reduction programs. Researchers have consistently reported that principal’s leadership and vision predict the degree to which the staff is able to effect needed reform, particularly in discipline matters.” (Hoover & Oliver, 1996, p. 38.)

20. Who - Who are the students who repeatedly get sent to the office? (Grades, academic status, special education status, ethnicity, gender) Nature of the Behavior - What is the nature of their misbehavior? Did these behaviors result in office referral? Are there behaviors that are handled by some teachers in their classrooms, while other teachers use office referrals? Is there a trend in the type of disruptive behaviors? Personnel Reactions - Who refers students most often (teachers, yard supervisors)? Would the misbehavior receive the same response in other classrooms? When – What (time of day) do students tend to get in trouble? What months or days of the week are most likely to result in office referrals? Effectiveness - What consequences seem to reduce office referrals? Do these consequences work differently for different types of students? Is there a sequence of interventions that work? Are the consequences teaching students the skills and understanding that they lack?

21. Parent involvement includes a wide variety of parent behaviors. Research indicates that what parents do at home with their children has more influence in their children’s academic performance, than how much parents are involved in their children’s school activities. Most often those parents who are most knowledgeable and engaged in their children’s school activities are also most nurturing of their children’s academic performance at home. When parents are involved, students perform most successfully and have fewer learning problems. “According to scientific analysis, when parents are more involved, their children are 30% more successful in school” (Parent Institute – www.parent-institute.com )

26. STUDENT COMPLAINT FORM: A counselor or administrator who receives a report of bullying, sexual harassment will address the following issues with the student who is the target of the reported behaviors in a private meeting before assisting the student to complete the Complaint Form. STUDENT ON STUDENT ALTERCATION RESPONSE CHART FORM: Principals or principal’s designee are responsible for responding to incident reports. This checklist has been provided to assist the principal or designee in ensuring that necessary steps are taken when incidents have been brought to the principal’s attention. Confidentiality should be maintained when investigating reports.

27. SCHOOL-BASED STAY AWAY AGREEMENT: The intent of this agreement is to increase safety for students who have been the target of severe or repeated bullying, sexual harassment or dating violence. It is to be administered by the Principal or the principal’s designee in a conference with the offending student and his or her parent. FOUNDATIONAL BULLYING COMPONENTS The foundational bullying components is a flow chart of central office, administrative and instructional support for schools and families. The development of the plan, although spear-headed through school support services, represents a cross-section of professionals from departments throughout the district. Because bullying can have critical outcomes, what is taught and the techniques used must be considered and approved before implementation.

28. BULLYING CONTINUUM: The intent of the bullying continuum is to create an awareness of the effects of bullying over time if no interventions are provided in the adolescent stages. It is to be administered by the Principal or the principal’s designee in a conference with the offending student and his or her parent. BEHAVIOR PYRAMID: The behavior pyramid provides a framework of acceptable actions as it relates to student’s instructional and social involvement. These interactions and strategies should be modeled by administration and all stakeholders who impact students.

29. STUDENT REFLECTIVE LOG: The intent of the student reflective log is to allow students to think critically about the choices that they are making. It is to be administered by the Principal or the principal’s designee in a conference with the offending student and his or her parent. CAMPUS NEEDS ASSESSMENT: The needs assessment provides administrators with an in depth look into what is happening on their campus. It helps to clarify challenging questions and also provides the introductory steps towards solidifying potentially crisis's.

30. Hoover, J.H. (in press). Schoolyard Bullying. York, PA: The William Gladden Foundation. Nanus, B. (1992). Visionary leadership: Creating a compelling sense of direction for your organization San Francisco: Jossey Bass. Shoop, J.G. (1994). Beyond horseplay: Students sue schools over sexual harassment. Trial, 30, (6), 12-14.

31. David D. Colter, M.Ed. Houston Independent School District Academic Trainer, Leadership Development Location: (713) 696-0600 Fax: (713) 696-0666 [email_address] "You can't tell what you don't know & you can't lead where you don't go. Listen, Look, Learn, Lead!"