Alignment Of The Olweus Bullying Prevention Program To .
1Alignment of the Olweus Bullying Prevention Program toElementary Common Core Standards (K-5)Compiled by: June Jenkins and Lucinda Mejdell-AwbreyIntroductionEducators who implement the Olweus Bullying Prevention Program (OBPP), or who are considering doing so, frequently ask if theOBPP supports Common Core Standards. The Common Core is a set of academic standards in mathematics and English languagearts/literacy (ELA). These learning goals outline what a student should know and be able to do by the end of each grade(www.corestandards.org). Below are examples of OBPP materials that meet Common Core Standards. This is not an exhaustive listbut is intended to: (a) illustrate the many connections between Common Core Standards and the OBPP, and (b) help educatorsidentify OBPP sources that meet each standard.For more information about the OBPP, visit: www.violencepreventionworks.org or www.clemson.edu/olweus.For more information about Common Core Standards, visit: www.corestandards.org.OBPP materials include:OBPP Schoolwide Guide and DVD/CD-ROM (2007)OBPP Teacher Guide and DVD/CD-ROM (2007)Olweus Bullying Questionnaire (2007)Class Meetings that Matter: A Year’s Worth of Resources for Grades K-5 (2009)Cyber Bullying: A Prevention Curriculum for Grades 3-5 (2009, 2014)Class Meetings and Individual Interventions: A How-To Guide and DVDs (2008)OBPP Companion Bibliography for Grades K-12 2015 Olweus Bullying Prevention Program, U.S.02/20/15
2KindergartenCommon Core State Standards for English Language ArtsReading Standards for Literature (RL)Common Core StandardKey Ideas and DetailsRL 1: With prompting and support, ask and answerquestions about key details in a text.RL 2: With prompting and support, retell familiar stories,including key details.RL 3: With prompting and support, identify characters,settings, and major events in a story.Craft and StructureRL 5: Recognize common types of texts (e.g., storybooks,poems).Integration of Knowledge and IdeasRL 7: With prompting and support, describe therelationship between illustrations and the story in whichthey appear (e.g., what moment in a story an illustrationdepicts).RL 9: With prompting and support, compare and contrastthe adventures and experiences of character in familiarstories.Range of Reading and Level of Text ComplexityRL 10: Actively engage in group reading activities withpurpose and understanding 2015 Olweus Bullying Prevention Program, U.S.02/20/15OBPP Source(s)Class Meetings That Matter (Grades: K-5), pp. 21-23, 31, 37-41, 57-59,60-63, 78-81, 104-106, 108-111, 115-118, 126-129, 137, 147-150, 154,164-167Class Meetings That Matter (Grades K-5), pp. 60-63, 137, 167Class Meetings That Matter (Grades K-5), pp. 20, 137, 147-150, 167Class Meetings That Matter (Grades K-5), pp. 60-63, 111Class Meetings That Matter (Grades K-5), pp. 57-59Class Meetings That Matter (Grades K-5), pp. 60-63, 78-81, 167Class Meetings That Matter (Grades K-5), pp. 20, 27, 31, 46, 54, 57-59,60-63, 78-81, 90, 111, 114, 115-118, 137, 141, 147-150, 154, 158,164-167
3Reading Standards: Foundational Skills (RF)StandardPrint ConceptsFluencyRF 4: Read emergent-reader texts with purpose andunderstanding.Source(s)Class Meetings That Matter (Grades K-5), pp. 31, 111, 115-118Writing Standards (W)StandardText Types and PurposesW 1: Use a combination of drawing, dictating, and writingto compose opinion pieces in which they tell a reader thetopic or the name of the book they are writing about andstate an opinion or preference about the topic of book(e.g., My favorite book is )W 2: Use a combination of drawing, dictating, and writingto compose informative/explanatory texts in which theyname what they are writing about and supply someinformation about the topic.W 3: Use a combination of drawing, dictating, and writingto narrate a single event or several loosely linked events,tell about the events in the order in which they occurred,and provide a reaction to what happened.Production and Distribution of WritingW 6: With guidance and support from adults, explore avariety of digital tools to produce and publish writing,including in collaboration with peers. 2015 Olweus Bullying Prevention Program, U.S.02/20/15Source(s)Class Meetings That Matter (Grades K-5), pp. 23, 78-81, 125, 167Teacher Guide, p. 70Class Meetings That Matter (Grades K-5), pp. 46, 59, 73-77, 86, 95-98,106, 118, 119-121, 129, 158, 160-162Class Meetings That Matter (Grades K-5), pp. 27, 31, 59, 63, 80, 95-98,99-106, 115-118, 137Class Meetings That Matter (Grades K-5), pp. 55, 80, 94, 125, 162
4Research to Build and Present KnowledgeW 7: Participate in shared research and writing projects(e.g., explore a number of books by a favorite author andexpress opinions about them).W 8: With guidance and support from adults, recallinformation from experiences or gather information fromprovided sources to answer a question.Class Meetings That Matter (Grades K-5), pp. 111, 162Class Meetings That Matter (Grades K-5), pp. 24-27, 73-77, 80, 118,123-125Speaking and Listening Standards (SL)StandardSource(s)Comprehension and CollaborationSL 1: Participate in collaborative conversations with diverse Class Meetings That Matter (Grades K-5), Allpartners about kindergarten topics and texts with peersand adults in small and larger groups.Schoolwide Guide, p. 53SL 1a: Follow agreed-upon rules for discussions (e.g.,listening to others and taking turns speaking about thetopics and texts under discussion).SL 1b: Continue a conversation through multipleexchanges.SL 2: Confirm understanding of a text read aloud orinformation presented orally or through other media byasking and answering questions about key details andrequesting clarification if something is not understood. 2015 Olweus Bullying Prevention Program, U.S.02/20/15Teacher Guide, pp. 52, 55, 57, 62, 67-75Teacher Guide: CD Docs 11-20Class Meetings That Matter (Grades K-5), AllTeacher Guide, p.70Class Meetings That Matter (Grades K-5), AllTeacher Guide, pp. 77-86Teacher Guide: CD Docs 11-20Class Meetings That Matter (Grades K-5), pp. 21-23, 51-55, 60-63, 6467, 78-81, 116-118, 119-121, 123-125, 126-129, 130-133, 134-137,138-141, 147-150, 151-154, 156-159Teacher Guide: CD Docs 12-13, 17
5SL 3: Ask and answer questions in order to seek help, getinformation, or clarify something that is not understood.Class Meetings That Matter (Grades K-5), pp. 43-46, 51-55, 68-71,87-90Schoolwide Guide, p. 54Presentation of Knowledge and IdeasSL 4: Describe familiar people, places, things, and eventsand with prompting and support, provide additional details.SL 5: Add drawings or other visual displays to descriptionsas desired to provide additional detail.SL 6: Speak audibly and express thoughts, feelings, andideas clearly.Teacher Guide: CD Docs 11–20Class Meetings That Matter (Grades K-5), pp. 59, 60-63, 73-77, 83-86,87-90, 91-94, 95-98Class Meetings That Matter (Grades K-5), pp. 31, 57-59, 118Class Meetings That Matter (Grades K-5), AllTeacher Guide: CD Docs 11–20Language Standards (L)StandardVocabulary Acquisition and UseL 5c: Identify real-life connections between words andtheir use (e.g., note places at school that are colorful).L 6: Use words and phrases acquired throughconversations, reading and being read to, and respondingto texts. 2015 Olweus Bullying Prevention Program, U.S.02/20/15Source(s)Class Meetings That Matter (Grades K-5), pp. 21-23, 51-55, 73-77,115-118, 119-121, 126-129Teacher Guide: CD Docs 11-16Class Meetings That Matter (Grades K-5), pp. 17-20, 112-114Teacher Guide: CD Docs 16-17
6KindergartenCommon Core State Standards for MathematicsCounting and Cardinality (K.CC)StandardCompare numbers.K.CC 6: Identify whether the number of objects in onegroup is greater than, less than, or equal to the number ofobjects in another group, e.g., by using matching andcounting strategies.Source(s)Class Meetings That Matter (Grades K-5), pp. 36, 72, 86, 129Measurement and Data (K.MD)StandardDescribe and compare measureable attributes.K.MD 2: Directly compare two objects with a measurableattribute in common, to see which object has “moreof”/”less of” the attribute, and describe the difference. Forexample, directly compare the heights of two children anddescribe one child as taller/shorter.Classify objects and count the number of objects in eachcategory.K.MD 3: Classify objects into given categories; count thenumbers of objects in each category and sort thecategories by count. 2015 Olweus Bullying Prevention Program, U.S.02/20/15Source(s)Class Meetings That Matter (Grades K-5), pp. 36, 72, 86Class Meetings That Matter (Grades K-5), pp. 36, 72, 86, 102, 129
7First GradeCommon Core State Standards for English Language ArtsReading Standards for Literature (RL)StandardKey Ideas and DetailsRL 1: Ask and answer questions about key details in a text.RL 2: Retell stories, including key details, and demonstrateunderstanding of their central message or lesson.RL 3: Describe characters, settings, and major events, in astory, using key details.Craft and StructureRL 4: Identify words and phrases in stories or poems thatsuggest feelings or appeal to the senses.Integration of Knowledge and IdeasRL 7: Use illustrations and details in a story to describe itscharacters, setting, or events.RL 9: Compare and contrast the adventures andexperiences of characters in stories.Range of Reading and Level of Text ComplexityRL 10: With prompting and support, read prose and poetryof appropriate complexity for grade 1.Source(s)Class Meetings That Matter (Grades K-5), pp. 21-23, 31, 37-41, 57-59,60-63, 73-77, 78-81, 104-106, 108-111, 115-118, 126-129, 147-150,154, 164-167Class Meetings That Matter (Grades K-5), pp. 60-63, 115-118, 137,147-150, 167Class Meetings That Matter (Grades K-5), pp. 20, 37-41, 60-63, 73-77,115-118, 126-129, 137, 147-150, 154, 167Class Meetings That Matter (Grades K-5), pp. 37-41, 57-59, 147-150Class Meetings That Matter (Grades K-5), pp. 21-23, 57-59Class Meetings That Matter (Grades K-5), pp. 60-63, 78-81, 126-129,147-150, 167Class Meetings That Matter (Grades K-5), pp. 20, 27, 31, 55,78-81, 90, 114, 115-118, 137, 141, 154, 158Companion Bibliography (Grades K-12), p. 11 2015 Olweus Bullying Prevention Program, U.S.02/20/15
8Reading Standards: Foundational Skills (RF)FluencyRF 4: Read with sufficient accuracy and fluency to supportcomprehension.RF 4a: Read grade-level text with purpose andunderstanding.Class Meetings That Matter (Grades K-5), p. 31Class Meetings That Matter (Grades K-5), pp. 111, 115-118Writing Standards (W)StandardText Types and PurposesW 1: Write opinion pieces in which they introduce thetopic or name the book they are writing about, state anopinion, supply a reason for the opinion, and provide somesense of closure.W 2: Write informative/explanatory texts in which theyname a topic, supply some facts about the topic, andprovide some sense of closure.W 3: Write narratives in which they recount two or moreappropriately sequenced events, include some detailsregarding what happened, use temporal words to signalevent order, and provide some sense of closure.Production and Distribution of WritingW 6: With guidance and support from adults, use a varietyof digital tools to produce and publish writing, including incollaboration with peers.Research to Build and Present KnowledgeW 7: Participate in shared research and writing projects(e.g., explore a number of “how-to” books on a given topicand use them to write a sequence of instructions). 2015 Olweus Bullying Prevention Program, U.S.02/20/15Source(s)Class Meetings That Matter (Grades K-5), pp. 23, 78-81, 112-114Teacher Guide, p. 70Class Meetings That Matter (Grades K-5), pp. 27, 46, 55, 59, 75, 86,106, 121, 129, 137, 154, 159, 160-162, 167Class Meetings That Matter (Grades K-5), pp. 31, 59, 63, 80, 95-98, 106,115-118, 137, 162Class Meetings That Matter (Grades K-5), pp. 55, 80, 94, 98, 125, 162Class Meetings That Matter (Grades K-5), p. 111
9W 8: With guidance and support from adults, recallinformation from experiences or gather information fromprovided sources to answer a question.Class Meetings That Matter (Grades K-5), pp. 73-77, 80, 118, 121, 123125Speaking and Listening Standards (SL)StandardSource(s)Comprehension and CollaborationSL 1: Participate in collaborative conversations with diverse Class Meetings That Matter (Grades K-5), Allpartners about grade 1 topics and texts with peers andadults in small and larger groups.Schoolwide Guide, p. 53SL 1a: Follow agreed-upon rules for discussions (e.g.,listening to others with care, speaking one at a time aboutthe topics and texts under discussion).SL 1b: Build on others’ talk in conversations by respondingto the comments of others through multiple exchanges.SL 2: Ask and answer questions about key details in a textread aloud or information presented orally or throughother media.SL 3: Ask and answer questions about what a speaker saysin order to gather additional information or clarifysomething that is not understood.Teacher Guide, pp. 52, 55, 57, 62, 67-75Teacher Guide: CD Docs 11-20Class Meetings That Matter (Grades K-5), AllTeacher Guide, p. 70Class Meetings That Matter (Grades K-5), AllTeacher Guide, pp. 77-86Teacher Guide: CD Docs 11-20Class Meetings That Matter (Grades K-5), pp. 21-23, 51-55, 60-63, 6467, 68-71, 73-77, 78-81, 115-118, 123-125, 126-129, 130-133, 134-137,138-141, 147-150, 151-154, 156-159Teacher Guide: CD Docs 12-13, 17Class Meetings That Matter (Grades K-5), pp. 43-46, 51-55, 68-71,78-81, 87-90, 138-141, 143-146, 164-167Schoolwide Guide, p. 54Teacher Guide: CD Docs 11-20 2015 Olweus Bullying Prevention Program, U.S.02/20/15
10Presentation of Knowledge and IdeasSL 4: Describe people, places, things, and events withrelevant details, expressing ideas and feelings clearly.SL 5: Add drawings or other visual displays to descriptionswhen appropriate to clarify ideas, thoughts, and feelings.SL 6: Produce complete sentences when appropriate totask and situation. (See grade 1 Language standards 1 and3 on page 26 for specific expectations.)Class Meetings That Matter (Grades K-5), pp. 59, 60-63, 73-77, 83-86,87-90, 91-94, 95-98, 147-150Class Meetings That Matter (Grades K-5), pp. 31, 57-59, 121, 162Class Meetings That Matter (Grades K-5), pp. 17-20, 33-36, 43-46,64-67, 78-81, 99-106, 108-111, 118, 130-133, 134-137Teacher Guide: CD Docs 11-20Language Standards (L)StandardVocabulary Acquisition and UseL 5c: Identify real-life connections between words andtheir use (e.g., note places at home that are cozy).L 6: Use words and phrases acquired throughconversations, reading and being read to, and occurringconjunctions to signal simple relationship (e.g., because).Source(s)Class Meetings That Matter (Grades K-5), pp. 21-23, 40, 51-55, 73-77,116-118, 119-121, 126-129Class Meetings That Matter (Grades K-5), pp. 17-20, 112-114, 147-150Measurement and Data (1.MD)StandardRepresent and interpret data.1.MD 4: Organize, represent, and interpret data with up tothree categories; ask and answer questions about the totalnumber of data points, how many in each category, andhow many more or less are in one category than inanother. 2015 Olweus Bullying Prevention Program, U.S.02/20/15Source(s)Class Meetings That Matter (Grades K-5), pp. 36, 72, 86, 102, 129
11Second GradeCommon Core State Standards for English Language ArtsReading Standards for Literature (RL)StandardKey Ideas and DetailsRL 1: Ask and answer such questions as who, what, where,when, why and how to demonstrate understanding of keydetails in a text.RL 2: Recount stories, including fables and folktales fromdiverse cultures, and determine their central message,lesson, or moral.RL 3: Describe how characters in a story respond to majorevents and challenges.Craft and StructureRL 5: Describe the overall structure of a story, includingdescribing how the beginning introduces the story and theending concludes the action.Integration of Knowledge and IdeasRL 7: Use information gained from the illustrations andwords in a print or digital text to demonstrateunderstanding of its characters, setting, or plot.RL 9: Compare and contrast two or more versions of thesame story (e.g., Cinderella stories) but different authors orfrom different cultures.Range of Reading and Level of Text ComplexityRL 10: By the end of the year, read and comprehendliterature, including stories and poetry, in the grades 2-3 2015 Olweus Bullying Prevention Program, U.S.02/20/15Source(s)Class Meetings That Matter (Grades K-5), pp. 21-23, 31, 37-41, 57-59,60-63, 73-77, 78-81, 104-106, 108-111, 115-118, 126-129, 147-150,154, 164-167Class Meetings That Matter (Grades K-5), pp. 60-63, 115-118, 147-150,167Class Meetings That Matter (Grades K-5), pp. 20, 37-41, 60-63, 73-77,115-118, 126-129, 137, 147-150, 154, 167Class Meetings That Matter (Grades K-5), pp. 60-63, 111Class Meetings That Matter (Grades K-5), pp. 21-23, 57-59Class Meetings That Matter (Grades K-5), pp. 60-63, 78-81, 126-129,147-150, 167Class Meetings That Matter (Grades K-5), pp. 20, 27, 31, 46, 78-81, 90,111, 114, 115-118, 137, 141, 154, 158, 164-167
12text complexity band proficiently, with scaffolding asneeded at the high end of the range.Companion Bibliography (Grades K-12), pp. 16, 23Reading Standards: Foundational Skills (RF)StandardFluencyRF 4: Read with sufficient accuracy and fluency to supportcomprehension.RF 4a: Read grade-level text with purpose andunderstanding.Source(s)Class Meetings That Matter (K-5), pp. 31, 111, 115-118Class Meetings That Matter (K-5), pp. 31, 111, 115-118Writing Standards (W)StandardText Types and PurposesW 1: Write opinion pieces in which they introduce thetopic or book they are writing about, state an opinion,supply reasons that support the opinion, use linking words(e.g., because, and, also) to connect opinion and reasons,and provide a concluding statement or section.W 2: Write informative/explanatory texts in which theyintroduce a topic, use facts and definitions to developpoints, and provide a concluding statement or section.W 3: Write narratives, in which they recount a wellelaborated event or short sequence of events, includedetails to describe actions, thoughts, and feelings, usetemporal words to signal event order, and provide a senseof closure. 2015 Olweus Bullying Prevention Program, U.S.02/20/15Source(s)Class Meetings That Matter (Grades K-5), pp. 23, 78-81, 112-114Teacher Guide, p. 70Class Meetings That Matter (Grades K-5), pp. 27, 46, 55, 75, 86, 106,121, 137, 159, 160-162Class Meetings That Matter (Grades K-5), pp. 31, 59, 63, 80, 95-98,99-106, 115-118, 137, 162
13Production and Distribution of WritingW 6: With guidance and support from adults, use a varietyof digital tools to produce and publish writing, including incollaboration with peers.Research to Build and Present KnowledgeW 7: Participate in shared research and writing projects(e.g., read a number of books on a single topic to produce areport; record science observations).W 8: Recall information from experiences or gatherinformation from provided sources to answer a question.Class Meetings That Matter (Grades K-5), pp. 55, 80, 94, 98, 125, 162Class Meetings That Matter (Grades K-5), p. 111Class Meetings That Matter (K-5), pp. 73-77, 80, 118, 121, 123-125Speaking and Listening Standards (SL)StandardSource(s)Comprehension and CollaborationSL 1: Participate in collaborative conversations with diverse Class Meetings That Matter (K-5), Allpartners about grade 2 topics and texts with peers andadults in small and larger groups.Schoolwide Guide, p. 53SL 1a: Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening to others withcare, speaking one at a time about the topics and textsunder discussion).SL 1b: Build on others’ talk in conversations by linking theircomments to the remarks of others. 2015 Olweus Bullying Prevention Program, U.S.02/20/15Teacher Guide, pp. 52, 55, 57, 62, 67-75Teacher Guide: CD Docs 11-20Class Meetings That Matter (K-5), AllTeacher Guide, p. 70Class Mee
OBPP supports Common Core Standards. The Common Core is a set of academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do by the end of each grade (www.corestandards.org). Below are examples of OBPP materials that meet Common Core Standards.
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
bullying, cyber bullying and so on, this paper specifically focuses on violent physical school bullying. Based on the recent definition of bullying above, physical school bullying, like other forms of bullying is associated with a series of harmful behaviors occurring repeatedly over time and characterizes an imbalance of power between
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Bullying Behaviors Tiers 2 & 3 risk or who have already been identified as engaging in bullying behavior. Another strategy brief addresses bullying prevention and intervention more generally, and focusing more particu-larly on preventing bullying, and the discussion which follows assumes that bullying prevention strategies are also in place.
