There are four items on Section A, all of which relate to the need for a bullying prevention program in the applicant's school. There are a total of 28 possible points for Section A. Below you will find the criteria for Section A as well as a walkthrough for each item.
Section A.1 asks applicants to use data to validate their need for bullying prevention in their school. The overall question to be answered in this part of the application is, "How do you know bullying is a problem at this school?" More specifically, providing data on the number of office discipline referrals or other documentation of repeated aggression can lead to a strong response on this item. Additionally, applicants may ask for input from their teachers, families, and community about the need for bullying prevention. This could include quotes about previous experiences with bullying and/or the background knowledge stakeholders have about bullying which could be improved through the education portion of the grant.
Note: Applicants are NOT expected to use one of the four survey options suggested by CDE to complete this section. The data used for this section should be data already collected.
Section A.2 asks applicants to identify current and previous attempts to reduce bullying in their school. This may include previous evidence-based programs that were used, informal prevention and intervention strategies, how students, families, and community members were involved in the efforts, and the resources that were required to implement these efforts. A second piece of this item is an examination of the strengths and weaknesses of previous attempts to reduce bullying. What were the core components that seemed to have the most impact? What roadblocks were faced when attempting to reduce bullying? Were the programs implemented with fidelity? If not, what were the contributing factors? Was the reason for not using a more comprehensive bullying prevention evidence-based program due to a lack of funds, capacity, or resources?
Section A.3 asks applicants to describe the ways in which they attempt to build a positive school climate. Research has demonstrated that bullying is less likely to occur when there is a positive school climate in place. Having a prevention-based framework such as MTSS or PBIS can help build a positive school climate. On this item, a strong response will describe the school-wide behavior expectations that are currently in place or will be established if grant funds are awarded. Additionally, describing the positive recognition systems (e.g., student of the week, token economy system for positive behavior) that are in place or will be established if grant funds are awarded is essential.
Section A.4 asks applicants to describe how data are used to inform school climate practices. This includes a description of how a discipline referral system is currently used or will be used if grant funds are awarded. Additionally, describing how problem solving currently takes place, or will take place if grant funds are awarded, around the areas of school climate need is important.