STEPS TO RESPECT Newsletter
Back-to-School 2007
Get the Word Out
The Whole School Is My Classroom
"Walking the Talk" Makes a Difference
Fresh New Face
Book Review: Stand Tall, Molly Lou Melon by Patty Lovell
STEPS TO RESPECT Implementation at Barron Park Elementary School
A few of the items identified during Barron Park's community dialogue included the following: the need for direct teaching of social skills necessary for building positive student relationships and friendships, a bigger emphasis on the role of bystanders in bullying situations, and role-playing opportunities for these and other situations with students both at school and at home.
Using these recommendations, the site council members followed up, and in December 2006 selected the STEPS TO RESPECT program as a way to address these needs. Funds from a state block grant were used to purchase the program, and the implementation process began. (Explore funding opportunities.)
Just before winter break 2007, a volunteer team of nine staff members convened to begin to bring the STEPS TO RESPECT program to Barron Park. As part of their implementation tasks, the team surveyed staff members on their perception of bullying and their level of preparedness in working with students involved in bullying situations.
They reached out to teachers, parents, and students in drafting a revised anti-bullying policy and a corresponding plan for addressing bullying in the school. This inclusive and comprehensive approach got staff, students, and parents on board at the very beginning.
The school's steering team met throughout January and February and had most of the logistics of program implementation in place before I joined the picture six weeks later, when I came down to facilitate the staff training. When asked about the steering team process, fifth-grade teacher and steering team member Sheri McDaniel said, "nothing was overwhelming. This continues to feel very doable." "And very practical," added her colleague, Larry Wong.
The steering team's preliminary work on buy-in and program logistics made my job as trainer much easier. The staff was impressed with the work of the steering team, and they seemed eager to begin the student curriculum. "I really like the idea of addressing bullying in K–5 so we are all on the same page," commented one teacher on the evaluation form.
The theme of consistency also came up many times on the Staff Snapshot Survey administered by the steering team. Consistency in language, policy, and consequences were identified as critical elements of Barron Park's approach to preventing bullying.
Steve Plunk
Program Developer/Trainer
Committee for Children
