A summary of Gardner's reflection



C.R.O.S.S. Initiative

(Crusaders Reaching Out to Support Students)

Final Analysis

Holy Cross High School

Joseph Marino

University of New England

EDU 715

Justin Roy

The Connecticut General Assembly passed a bullying law that was signed by Governor Malloy on July 13, 2011. The stated purpose of the law was to “To help foster safe school climates by strengthening and expanding Connecticut's school bullying laws.” The law in Connecticut sates that each school board must have in place a policy regarding bullying that states in part,

“Allow students to anonymously report acts of bullying to teachers

and school administrators and require students to be notified

annually of the process for making such reports. Enable the parents

or guardians of students to file written reports of suspected

bullying. Require teachers and other school staff who witness acts

of bullying or receive student reports of bullying to notify school

administrators in writing. Require school administrators to

investigate any written reports and to review any anonymous

reports, except that no disciplinary action can be taken based solely

on an anonymous report. Include a prevention and intervention

strategy for school staff to deal with bullying.” ("Anti-bullying bill

becomes," 2011)

The law goes on to require schools to notify parents of incidents of bullying as well as requiring rules for student conduct to be included in student handbooks, and develop intervention plans .

As with any new initiative in the current economic climate, cost is a major consideration. I decided to develop a program as if cost were not an issue. The best course of action would be to develop the best program possible, and then if necessary pare it down to meet the financial resource of the organization. With that mind set the C.R.O.S.S. initiative can move forward.

In response to the law, Holy Cross High School will initiate an in-service training program for all staff regarding the law as well as school responsibility. As a member of our school safety committee, I designed a brief presentation on Bullying. The presentation begins with a legal definition of bullying, as well as some myths and facts regarding bullying. A second feature that will be looked at is a program designed with the input of students. It would entail the implementation of a curriculum change that would incorporate an anti-bullying program as part of the theology department. Students at Holy Cross are required to take four years of religion as a graduation requirement. I met with the department chair and he seemed receptive to such a change. The thought was to have an ongoing program as opposed to a one-time presentation at the beginning of each school year.

I was fortunate to meet with the school administrator who is directly responsible for school discipline. He was able to provide me with some preliminary data with regard to bullying at our school. There have been twenty-two reported cases of bullying in the current academic school year, (as of March 1, 2012). That number is six more than the previous school year, an increase of around twenty-five percent, and we still have nine weeks remaining. The number of incidents not reported is unknown however, the administrator estimates that it is at least double the number reported. I conducted an unscientific survey of about one hundred students, in my classes to see if I could get a picture from the student perspective. Of the one hundred students, approximately seventy percent stated that they either were the victim of a bullying incident or knew a friend that was. Of those students, eighty-five percent indicated that the bullying occurred over a social media such as Twitter or Facebook. I also learned that Twitter is more prominent with the students today. Since module, three in March there have been two more incidents of bullying that has come to my attention in the school. Unfortunately, for me one of the incidents involved two of my baseball players. That situation is being addressed as of this writing.

With respect to the disciplines offered by Senge, mental models, shared vision as well as team learning seem to fit best. Primarily in my mind mental models goes to the heart of bullying. How students perceive each other has a direct impact on bullying. Senge states, “Since most mental models in education are often ‘undiscussable’ and hidden from view, one of the critical acts for a learning school is to develop the capability to talk safely and productively dangerous and discomforting subjects.”(2000, p.7) Bullying would certainly fall into this category. Shared vision as stated by Senge (2000) requires a “focus on mutual purpose”, in this case to end bullying in and around the school. Team learning is at the center of establishing both an educational and deterrence program with respect to bullying. Senge states, “A school that hopes to live by learning needs a common shared vision process.”(2000, p. 7).

The program at Holy Cross is a work in progress that will be developed in at least three phases. The first will define bullying and attempt to identify the strengths and weaknesses of the school as an organization utilizing the SWOT analysis format. The second phase will involve education of the entire school community with the final phase being implementation of a permanent ongoing program.

Bullying defined

“An act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person” () Bullying is an attempt to socially isolate an individual or group of individuals either through physical and or mental abuse and can occur in the first person or through social media.

SWOT Analysis

Institutional Strengths

1) Strong Student Government

2) Strong parental involvement through both a mothers’ club and fathers’ club

3) Permanent fulltime in-house social worker/counselor

4) Administrative resolve

5) Excellent student teacher ratio of approximately ten to one

6) Positive school culture of trust between students and teachers

7) Flexibility of curriculum

8) Excellent reputation within the local community

Institutional Weaknesses

1) Limited financial resources

2) Lack of understanding on the part of adults with respect to bullying vs. conflict in general

3) Lack of understanding on the part of students with respect to bullying Vs conflict in general

4) Lack of understanding on long term ramifications of bullying

Institutional Opportunities

1) Dedicated and experienced faculty and staff

2) Strong student government

3) Partnership with local law enforcement

4) Strong alumni relationships

5) Ability to enforce rules within the organization regarding negative student behavior (detention, suspension or expulsion)

Institutional Threats

1) Outside worldly influences

2) Changing demographic of student body

3) Proliferation of technology and social media both during school and after school

4) Lack of proper education of both student and faculty

5) Available financial resources

“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.” (Violence prevention works, impact of bullying, retrieved from the web) Holy Cross stands committed to address this issue head on.

S.M.A.R.T. Goals

Strategic and Specific

In response to Connecticut state law as well as an increase in incidents of Bullying, Holy Cross High School and its community members agree that a bullying prevention program is essential to build on the strengths of Holy Cross as a safe and comfortable learning environment for all of its students.(Mental Models/ Shared Vision)

Measurable

Holy Cross will reduce the reported incidences of bullying by 25% percent per quarter in the first year.

Attainable

While the goal is a challenge due to outside influences inherent in a school community, it is achievable with the right programs and participants in place. Staff development as well as student involvement are essential. Holy cross has the benefit of a four-year theology program in which all students are required to participate to qualify for graduation. (Team Learning/ Mental Models)

Relevance

A curriculum designed by faculty and students will ensure an ongoing focus on the essential skills and strategies necessary to establish a culture where bullying is not tolerated by anyone in the school community. The curriculum will be incorporate into each of the theology classes offered at Holy Cross for grades 9 through 12. This curriculum modification will aid in reinforcing the cultural shift in the school community. (Shared Vision /Team Learning / Mental Models)

Timeline

A program will be in place for the upcoming 2012 - 2013 school year. Reduce all incidents of bullying by June 2013.

C.R.O.S.S Initiative - Bullying prevention program

Cost Estimate 2012-2013 School Year

Consultant for Staff Training @2 days $2,500.00 to $3,000.00 (Onetime expense)

Program materials / students $34.50 per student @ 700 $24, 00.00 (onetime expense)

Club moderator $600.00 (per annum)

Data Collection & analysis 15 hours per quarter@ 20per hour $300.00 per quarter/ $1200.00 (per annum)

Printing material $600.00 (per annum)

Total first year cost estimate $29,400.00

* It should be noted that there are also a host of programs on the internet that may be utilized to complement the original proposal at little or no additional cost.

References

Commission on Children, connecticut general Assembly. (2011). Anti-bullying

Bill becomes law (Public Act 11-232). Retrieved from the web

http/cga.coc/PDFs/bullying/2011_bullying_law

Marino, J., University of New England, EDU 715, March- April 2012

Senge, P., Cambron-Mcabe, N., Lucas, T., smith, B., Dutton, J., & Kleiner, A.

(2000). Schools that learn. (first ed.). New York, New York:

Doubleday





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