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Section B: Program Description


There are five items on Section B, all of which relate to the details and processes that will be used in the grant program. There are a total of 50 possible points in this section making it the section with highest point total. Below you will find the criteria for Section B as well as a walkthrough for each item within Section B.

BPEG Cohort 4 RFA - Rubric Section B


Section B.1 asks applicants to indicate the evidence-based bullying prevention program or best practice that will be implemented with the grant funds. A list of evidence-based bullying prevention programs (PDF) that have been reviewed and recommended by an outside research lab with in-depth knowledge of the bullying dynamic has been provided on the Bullying Prevention and Education Grant (BPEG) website. The second part of this item is to report how the selected evidence-based program will address the school's specific needs. A well-described response to this item would likely reference back to Section A.1 and connect how specific aspects of the selected best practice will respond to the needs of the school. The three most commonly used curricula during the 2019-2022 grant cycle were, Bullying Prevention in PBIS, Second Step, and the Olweus Bullying Prevention Program. You can find an in-depth description of each of these programs by clicking on their name.

Section B.2 asks applicants to provide information on the Implementation Coach (IC) who will be hired/designated to assist the school(s) with effective implementation of the evidence-based bullying prevention program and the BPEG program as a whole. Will the ideal IC candidate be one who is already working with the school district or will a candidate outside of the district likely be a better fit for the goals of the school(s)? The anticipated activities of the IC (e.g., working with school administration to organize the annual student perception survey, incorporating the bullying prevention committee into an already existing school committee) should be described. A list of likely IC competencies is included as an attachment in the RFA. Additionally, applicants should describe the creation or integration of a BPEG Implementation Team (BIT) at their site. The BIT supports the work of the BPEG and is typically led by the IC. A strong response includes a description of who will be on the team (e.g., teachers, family members) and the anticipated work to be conducted by the team.

Section B.3 asks applicants to focus on how families and community members will be communicated with and involved in bullying prevention efforts. This can be addressed by including family and community members as part of the BIT but should also include how information about the bullying prevention efforts being conducted by the school are disseminated. How will the school provide education to family and community members about bullying and the steps they can take to prevent it? Will the school's PTA be involved in the bullying prevention efforts? Sometimes figuring out how to involve the community in effective ways can be difficult. The U.S. Department of Health and Human Services has a website that can provide ideas for how to best include the community in bullying prevention efforts at school.

Section B.4 asks applicants to describe how students will be included in bullying prevention efforts. This includes how student leadership will be included when developing solutions to stop bullying. Part of this can be including students on the BIT, but it can also involve creating a student leadership team or getting the input of current student organizations (e.g., student council, GSA). 

Section B.5 asks applicants to describe how the bullying prevention efforts will be made sustainable over time. The field of sustainability is extensive, but the BPEG website has resources to help applicants prepare for a sustainable program from the very start of the grant. For this item of the application, a strong response would include a description of known barriers to sustainability (e.g., lack of staff buy in, no diversity in financial opportunities) and the processes that will be used to address these sustainability concerns. Additionally, a strong response includes a description of how bullying prevention will be integrated into school, family, and community systems across the life of the grant. The aim of this item is to describe how the school will be able to continue implementing evidence-based bullying prevention strategies after the grant period has concluded.