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Section B: Program Description


There are eight 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 56 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.

Program Description - Cohort 2


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 2016-2019 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 to assist the school(s) with effective implementation of the evidence-based bullying prevention program and the BPEG 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. Additionally, the activities that are planned for the Implementation Coach should be described. A list of likely Implementation Coach competencies is included as an attachment in the RFP.

Section B.3 asks applicants to describe the organizational structure of the staff working as part of the BPEG. For example, an application may start by describing the different positions involved in the BPEG: Implementation Coach, District Fiscal Manager, School Lead, School Administration, and School Staff. Then, a narrative could describe the roles and responsibilities for each position. As an example, the Implementation Coach may be described as being at the district level overseeing the implementation of the BPEG across the multiple schools in the grant. The Implementation Coach works directly with the School Lead at each school to ensure that grant activities are being completed with fidelity. Collaborating with the District Fiscal Manager, the Implementation Coach may serve as a communication liaison with the School Lead and School Administration on the budget. Applicants should decide on the best organizational structure given their unique local circumstances. 


Section B.4 asks applicants to describe how they plan to ensure the selected evidence-based best practice to prevent bullying is implemented with fidelity. Generally, there are fidelity checklists included with programs so it may be helpful to call company to ask if these exist for the evidence-based program/practice you have selected. Research suggests that staff buy in to a program is extremely important. When there is a consensus that preventing bullying is important and staff, parents, and students feel valued and part of the process, implementation fidelity improves. How will stakeholder buy in be achieved? What kind of training and technical assistance will be provided to the Bullying Prevention Committee (BPC) and other stakeholders? When implementation fidelity measures are used, how will the results be utilized to problem solve?

Section B.5 asks applicants to describe BPC in detail. The purpose of the BPC is to have a collective group of stakeholders who are working together to reduce bullying in the school. These activities include everything from organizing the annual student perception survey to building excitement among staff to implement the evidence-based best practices. The BPC can be integrated into an already existing committee within the school's structure to avoid the complication of finding additional time to hold meetings. For example, if a Positive Behavioral Interventions and Supports (PBIS) committee already has a set meeting schedule, an agenda item for the PBIS team could be related to the bullying prevention efforts of the school. It is also important to remember that including other stakeholders such as families, students, and community members as part of the BPC is essential to gathering a broad perspective of the needs and desires of the entire school community. Ensure that the process for developing and revising the BPC is included on this item.

Section B.6 asks applicants to focus on how families and community members will be involved in bullying prevention efforts. This can be addressed by including family and community members as part of the BPC 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.7 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 BPC, 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.8 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. 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.