Robert Benjamin Wiley Community Charter School

Robert Benjamin Wiley Community Charter School"Developing Scholars and Leaders"
No one logged in.
Show if logged out

Bullying Prevention

The Robert Benjamin Wiley Community Charter School 

Bullying Prevention Components within a "Whole-School" Approach:

Wiley Charter Educational Community ........................................................................... pg. 3

Meeting Safe Schools Statutes ...................................................................................... pg. 4

Whole-School Approach and In-Service 4

System of Positive Guidance 6

Restorative Justice Model .............................................................................................. pg. 7

Satellite Clinic and Counseling Services-                                                                            pg. 10

Educational Community

The Robert Benjamin Wiley Community Charter School (formerly the GECAC Community Charter School), was the first Charter School in northwest Pennsylvania and the sixth school in Pennsylvania to receive a charter. Through the vision of Mr. R. Benjamin Wiley, the commitment of the Board of Directors, the hard work and

dedication of the staff of the GECAC agency, and the hopes, needs, and trust of the families of the Erie community, the GECAC Community Charter School came into existence. The mission of the school is to "leave no child behind", articulated by our founder four years prior to that mission statement becoming the mantra for the "No Child Left Behind" legislation. Our goal has been to provide a quality educational opportunity for "children of promise" who were not experiencing success in other educational settings, giving them a vision of success, productivity, and valued membership in school and community, as well as the world around them.

The Robert Benjamin Wiley Community Charter School is located on the east side of the city of Erie, overlooking Lake Erie. It is located in a park-like setting with a spacious playground. Our one-story building spreads across the campus and is totally handicapped accessible with ramps at all doors and a lift at the loading dock. The building is on the grounds of the former International Paper research facility and was converted into our elementary/middle school upon being leased eight years ago. The building houses eighteen classrooms, kindergarten through 8th grades, with grades 7 and 8 located in a separate section of the building and functioning as the middle school. Our Board of Directors and current administration continues to demonstrate a strong commitment to comprehensive and contemporary access to technology. There are multiple computers in every classroom, a computer lab, four mobile computer labs, six smart boards, three classroom-based computer labs, and three technology units. Additionally, all computers are networked and internet connected. Wireless notebooks have recently been obtained for more intensive student use.

Due to our ability to maintain a waiting list with students from the city of Erie, all of our families are residents of Erie upon enrollment. Our charter allows us to maintain student enrollment for those who may relocate to outlying districts. Our original mission was to serve children determined to be "at risk". The demographics of our school attest to meeting that mission. Currently 96 percent of our student population are classified as "low income". 30 percent of the population is diagnosed as exceptional and in need of special education services. Historically, families and students in upper elementary and middle school grades report that they select the Charter School due to systemic access barriers in other educational settings and the comprehensive, systemic services offered by the school.


The Robert Benjamin Wiley community Charter School is designed to develop responsible, democratic citizens who are prepared to face the challenges of tomorrow. We seek to develop competent students who can compete with students from any school

Text Box: 4in the country. It is our mission to instill the twin attributes of responsibility and discipline in our students so that they may succeed in their future endeavors,

Safe Schools: Wiley adheres to current principles of effectiveness requirements under the SI)FSCA statute?

The Principles of effectiveness provide the framework to assist States and local entities in designing, implementing, and evaluating high-quality programs and achieving

measurable results. Programs or activities must:

  • be based on an assessment of objective data regarding the incidence of violence and illegal drug use in the elementary schools and secondary schools and communities to be served. This assessment must include an objective analysis of the current conditions and consequences regarding violence and illegal drug use that is based on ongoing local assessment or evaluation activities. Analysis of the conditions and consequences must include delinquency and serious discipline problems among students who attend such schools (including private nonprofit school students who participate in the drug and violence prevention program).
  • be based on an established set of performance measures aimed at ensuring that the elementary schools and secondary schools and communities to be served have a safe, orderly, and drug-free learning environment.
  • be based on scientifically based research demonstrating that the program to be used will reduce violence and illegal drug use.

be based on an analysis of the data reasonably available at the time, of the prevalence of risk factors, including high or increasing rates of reported cases of child abuse and domestic violence; protective factors, buffers, assets; or other variables identified through scientifically based research that occur in schools and communities.

  • include meaningful and ongoing consultation with and input from parents in the development of the application and administration of the program or activity.

Areas of In-service Education for School Personnel to Facilitate Implementation of a Whole-School Approach to Bullying at Wiley Community Charter School

Area                                                                                                     Examples

Awareness and Problem                                                Recognition of types of bullying and

Assessment                                                                  negative effects of bullying on individuals and school environment.

  Use of assessment information to design interventions and monitor progress

  Parent education and involvement

School Climate Strategies                                          Policies and procedures that address

  all forms of bullying behavior and that facilitate immediate, ongoing, consistent responding

  Promotion of healthy norms, standards, and beliefs

  Facilitation of prosocial behaviors in students

  Staff modeling of prosocial behaviors

  Surveillance and supervision in the school building

Classroom Strategies                                                Classroom rules against bullying

 Classroom education including classroom meetings to facilitate awareness, self reflection, and  opportunities to practice new behaviors/skills

  Teacher and student interventions to encourage inclusion and discourage exclusion and social isolation

Strategies for Individuals Involved in Bullying

  Encourage reinforcers, participants,       defenders, and outsiders to engage in       behaviors that discourage bullying.

  Provide individualized services for      bullies, victims, and bully victims  (social skills training, self-  management skills, individual and    group counseling, etc.).

Text Box: 6Wiley Charter System of Behavior/Discipline based on Positive Guidance Positive Behavior Support, Bullying Prevention and Discipline

Wiley ensures the heightened development of positive behavior supports within the educational and social community.

The school has adopted an Upgraded Behavior/Disciplining System based on Positive Guidance. Behavior management principles and guidelines have been constructed via best-practice methodology. Stall trainings continue to occur. School Code of conduct and staff protocol for managing children and behavior are distributed and supported annually.

Our behavior model helps to bring about lasting changes in students' attitudes about themselves and those around them. They acquire the skills to be productive students in the classroom, be in control of their own behavior, and find appropriate solutions to their problems.

The school staff, faculty, and administrators play an integral role in supporting students,

so they can accept responsibility for their behavior by helping them become aware of

what THEY can change:



Work habits

Empathy for others

Sense of responsibility

Desire to change

The model enables the school stall to provide safe classrooms, develop personal relationships with all students, and partner with parents in this important process.

When a student is disruptive (hurtful to and/or about another student or adult; and/or interferes with the learning of other students), the teacher will confront the student in a caring manner without the use of anger.

The student will be given one opportunity to correct his/her behavior. If unable to do so, the student will he asked to go to a "sate place" in the classroom or in another location until he/she is able to accept responsibility for their problem and determine an acceptable plan to address it. The plan may include an apology, a specific contract for improvement, restitution and restoration (restorative justice).

A "safe place" may be any of the following:

Safe Seat: A seat in the classroom, other than the student's regular seat. The student may stay in the safe seat as long as the disruptive behavior stops. A student may be asked to

Text Box: 7complete a "think sheet" to help him begin to look at his problem, accept responsibility, and make plans for changes.

Buddy Room: A buddy room is simply the safe seat in another teacher's classroom. It is meant to provide a safe place for students where the acting out can stop when they are not able to be successful in the safe seat in their classroom.

Alternate Placement / Positive Support Recovery Room: A safe place for students who prove unable to curtail the disruptive behavior in a buddy room or the safe seat. While in Positive Support Room, students are given time to think through the situation and begin taking responsibility for their actions. Support staff supervises this area and guides students in developing an objective action plan and to learn safe methods for dealing with their feelings and others.

Parents must sign the plan and are encouraged to discuss the plan with their child, and communicate with their teacher(s). This process opens up communication between teacher and student, teacher and parent, student and student, and parent and child. This partnership assists students in becoming responsible, successful problem solvers.

Students are held accountable for their decisions in a non-punitive manner. When a

student has accepted responsibility for disruptive behavior, they will be able to say and


I did it.

I'm sorry.

This is a problem for me.

l accept the consequences.

I will restore what I've taken from my fellow students and my community

I am willing to let adults help me.


Restorative Justice model in the school

Restorative justice’s three main goals are:

• Accountability. Restorative justice strategies provide opportunities for wrongdoers to be accountable to those they have harmed, and enable them to repair the harm they caused to the

extent possible.

• Community safety. Restorative justice recognizes the need to keep the community safe through strategies that build relationships and empower the community to take responsibility for

the well-being of its members. 

• Competency development. Restorative justice seeks to increase the pro-social skills of those who have harmed others, address underlying factors that lead youth to engage in delinquent

behavior, and build on strengths in each young person. The balanced and restorative justice (BARJ) model was a concept developed, in part, by the U.S. Department of Justice Office of Juvenile Justice and Delinquency Prevention to make the philosophy of restorative justice applicable to the modern U.S. criminal and juvenile justice systems. BARJ focuses specifically on crime and recognizes three parties with an important role and stake in the justice process—offenders, victims, and communities.

Restorative Justice Model component is implemented in the school:

The Wiley Charter has also committed to, and implemented, a more thoughtful and effective disciplining practices to challenge a failing "retributive" paradigm for urban students. The Restorative Justice Models was implemented school-wide in 2011 and continues today. The restorative model was implemented to ensure greater student skill in understanding the systemic effects of their decision making on entire communities.



1) Misdemeanor defined as breaking the school rules 2) Focus on establishing blame or guilt, (did he/she do it?) 3) Adversarial relationship and process 4) Imposition of pain or unpleasantness to punish and deter/prevent 5) Attention to right rules, and adherence to due process 6) Conflict represented as impersonal and abstract: (individual versus school) 7) One social injury replaced by another 8) School community as spectators, represented by member of staff dealing with the situation 9) People affected by offense, not

Text Box: 9necessarily involved 10) Miscreant accountability defined in terms of receiving punishment



1) Misdemeanor defined as adversely affecting others 2) Focus on problem-solving by expressing feelings and needs and how to meet them in the future 3) Dialogue and negotiation -- everyone involved in communicating and cooperating with each other 4) Restitution as a means of restoring both/all parties, the goal being reconciliation 5) Attention to right relationships and achievement of the desired outcome 6) Misdemeanors recognized as interpersonal conflicts with some value for learning 7) Focus on repair of social injury/damage 8) School community involved in facilitating restoration 9) Encouragement or all concerned to be involved — empowerment 10) Accountability defined as understanding the impact of the action, seeing it as a consequence of choices and helping to decide how to put things right

  • Wiley Satellite Mental Health Clinic
  • full Timed School Counselor
  • Wiley Individual and Group Counseling Available:           

  •                                                                                                                                                                                                                                                              School Satellite Mental Health Clinic:
  • School-Based Mental Health Program: Eliminating Barriers to Achievement

The School-Based Mental Health Program offers a variety of services targeting those students who have emotional and behavioral difficulties in the general education setting, and their families. The program oversees collaborations and initiatives with collaborating mental health and social service agencies, non-profits that treat, prevent and educate students and their families dealing with mental health issues that impede

Models of Service: 

• On-Site Mental Health Programs – offers individual treatment and counseling, and crisis interventions on school campus. 
• Early Recognition and Screening Program - Community mental health providers offer screenings school-wide for underlining emotional and behavioral issues. With parental consent, student can be referred for further assessment and offered treatment if indicated.
• Presentations – Presentations and trainings on a wide variety of emotional topics relevant to youth.  

Why Have Mental Health Programs in Schools? 

• Keeps issues from affecting emotional, academic, or physical development 
• Provides relief from symptoms earlier rather than later 
• Can prevent long-term problems through supportive, expert collaboration
• Improves academic performance and personal relationships with family and friends 

What Do School Mental Health Programs Offer? 

• Identification: Children with behavioral and emotional health needs 
• Assessment: Assessments, Interviews and Evidence Based Evaluations 
• Intervention: Individual, Group, Family Therapies; and Psychiatric Evaluations 
• Consultation: With parents, teachers and providing crisis interventions 
• Facilitation: Specialty Care 
• Training: Parent and Teacher trainings on mental health issues 

Why do School-Based Mental Health Programs Work? 

• Interventions are sensitive to students’ and family culture 
• Easy access for mental health services in communities where services are scarce and access barriers are real.
• Removes the stigma for mental health services 
• Having programs on site allows teachers to spend more time teaching 
• Fewer discipline problems school-wide and distraction from class work


School Counselor:

Wiley Counselor Qualifications

  • Hold a master's degree in school counseling from an accredited college or university,
  • Meet the certification requirements as set by Pennsylvania State Department of Education.

Primary Functions and Services

  • Develop and deliver the school counseling curriculum in a classroom setting, as well as individualized counseling setting.
  • Assist students in the areas of academic and social/emotional development.
  • Provide individual and small group counseling in a variety of settings.
  • Consult and collaborate with teachers, staff and parents in understanding and meeting the needs of students in the school setting.
  • Make appropriate referrals of students and parents to outside agencies and specialists.
  • Participate in activities that contribute to the effective operation of the school.
  • Plan, evaluate and revise the school counseling program.
  • Pursue continuous professional growth to stay abreast of the field.
  • Promote an understanding and appreciation of diverse populations and cultures.
  • Monitor and advise students and their parents as to progress toward promotion/graduation,
  • Prepare students for the academic and social-emotional transition to the next level: middle school, high school and post high school activities.

Text Box: 10Responsibilities and Services


  • Provide individual planning sessions to students in the areas of academic planning and social/emotional development in accordance with planned objectives for grade level.
  • Conduct structured goal-oriented counseling sessions in systematic response to identified needs of groups of children. Themes include academic skill building, social skill development, career awareness, conflict resolution, family issues and making healthy choices.
  • Assist in the transition to middle school and high school
  • Interpret tests, student data and other assessment results appropriately in the counseling environment.
  • Provide individual counseling in response to student requests.


  • Provide information and skills to parents, school staff administration and the community to assist them in helping students in academic and social development.
  • Take a leadership role in the infusion of counseling content into the curriculum, staff development and parent education programs.
  • Assist parents in addressing school related problems and issues. Refer students and their parents, as needed, to appropriate specialists, special programs and/or outside agencies.
  • Inform students and their parents as to pertinent test results and their implications for educational and career planning.


  • Promote the liaison and coordination of school activities and resources and

communicate between and among home, school, community agencies and business and industry.

  • Advocate for equal access to programs and services for all students.
  • Coordinate parent education programs to assist students in making a smooth transition from elementary to middle school, middle school to the high school.

School System

  • Participate in school decision making and in activities, which contribute to the effective operation of the school.
  • Cooperate and collaborate with other professionals in enhancing the education of students. Communicate with the administrators, teachers and staff, parents and students as to the role of the school counseling program in the overall educational process of the school.


  • Adhere to the ethical standards of state and national school counselor associations.
  • Adhere to preferred practices prescribed by state and national school counselor associations.
  • Demonstrate knowledge of local policies and state and federal laws pertaining to school counseling.
  • Demonstrate personal growth and professional development