Bully Prevention - PBIS

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created from the work of Rob Horner and Scott Ross, this presentation focuses embedding bully prevention into your existing PBIS framework

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  • Bullying- a tough issue and there are a lots of ways parents can help a child who is being bullied. Parents should create an open, honest and supportive environment. Encourage your child to talk about what’s happening. Let them know that you’ll help them figure out what to do and encourage your child to be assertive rather than aggressive when confronted by a bully. As a way of helping everyone especially the parents, who still find it quite hard to manage issues like this, I found this great application which featured safety app which gets me connected to a Safety Network or escalate my call to the nearest 911 when needed, it has other cool features that are helpful for your kids with just a press of a Panic Button. Check it here: http://www.SafeKidZone.com/
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  • Keep in mind we’re still fairly early on in terms of learning how to do this. Much of the research that we will talk about today comes from a project started in the state of New Mexico. Legislator in New Mexico went to conference on PBIS and came back and said he wanted every school in New Mexico to adopt Anti-Bullying program. Working closely with the University of Oregon, who told him that’s actually a really lousy way to actually produce change, (Band-aid strategy). Build on things that are already embedded into the system. Study schools from New Mexico which adopted the approach we will talk about today vs. schools that went out and bought a program. Part of what was found is a 50% increase in the effectiveness of this method and a 400% increase in sustainability when you embed as opposed to patch.
  • Tables will Jigsaw chapter 8 in the bullying prevention manual…..for each section, participant will pull out one key phrase from reading. Groups will reconvene and have each member read their key phrase for their section in order. Share out at random having table read phrases in order.This will give you a preview on the theory behind BP-PBIS
  • White House Conference on Bullying Prevention March 10, 2011Authors of the handbooks we are using presented at this conference.
  • Teachers aren’t seeing it as a problem when it really is a problem.Why might that be? Why would it be underrated? Possible Answers: too tough to fix, underreported (because of the definiton)If I asked you, how many times least week were you bullied, I’m going to get a pretty low number in a lot of schools. If I turn around, through, and say, so how many times were you hit, kicked, or pushed? How many times were you teased over and over again? How many times were your excluded from activities? All of a sudden, those numbers go way up.
  • Hill Walker, studied aggression and bullying. We tend to say early on, that these kids will outgrow this. What he found was 47% probability that is somebody is aggressive and bullying in 3rd grade, they’ll be aggressive and bullying in 8th grade, they’ll be aggressive and bullying as an adult. Now we’ve got people at the high school level saying very bad things about us at the elementary level.We want to argue that every school that we’re dealing wigh has kids in the school who are engaged in bullying. So as part of what we are about, in tems of talking about pbs, is really about building schools that have an effective, rich, positive social CULTURE.
  • Disclaim this video!!!!!!!!!!!!Stop at minute 4:17As you watch this video….what forms of bullying do you see…..what is the bully getting from this behavior (jot your ideas down on a piece of paper)
  • Why does this definition cause a problem? As you read this definition, imagine yourself on the playground, watching the kids. Imagine yourself in the parking lot as kids are dismissed from high school, imagine yourself in the cafteria. Imagine yourself watching the behavior and determining if someone is bullying someone else. Bullying is repeated aggression. It is harassment, it’s threats or intimidation when one person has greater status or power than the other. SO by most definitions, bullying requires this intent to hurt someone else. It requires frequency. It happens over and over again. It also requires that one person has more power than the other person.As an adult this is difficult, as a child even harder. Someone is teasing me. Is this bullying? Do I report it”. Typically they will wait until it is so severe that something severe must be done about it.Focus of today, we need to intervene with this before it ever actually becomes bullying. We will not focus on the language of “bullying”. Focus is on rules/expectations. Bullying falls within “being respectful”. So we focus on this language and we can impact students before it gets so severe that we would call it bullying. In groups/with a partner: 1. What do common forms of bullying and harassment look like for you? How do staff typically respond to those incidents? What sort of practices do you see in your school that actually might make it worse? Share OutAgain the goal today is, to find something that is going to fit in your school and that teachers will be able to do without some massive, multi-thousand dollar intervention program.Big Take Away: Function of bullying behavior is not to hurt the individual. It is not to get something from. It’s not to avoid punishment. It is to get the other kids to laugh or to join in or peer attention. 90% of the time. When you think about how to intervene (especially at a high school level, it’s got to involve peer attention. If you try to punish a kid, it’s not going to work.
  • What is the difference?What arbitrary line was crossed in #1 that was not crossed in #2?
  • Great things and some not so great things: extra emphasis on bullying, people are recognizing how big of a problem it is, more emphasis on prevention.Many programs, teaching social-skills, monitoring better, policies. Problems1 &2. Blame the Bully/ignore role of bystander who are key to changing behavior Takes about 3 years to institute real positive change3. Expensive…familiar with the triangle right, think within the triangle. Don’t want to add a large amount of new stuff. Start at Universal and think about what are the things we have in place that we can improve or modify. Then we can move up the triangle.4. Tends to be a generic intervention response. Buy program, plug it in, but its generic….it doesn’t fit our context. Likelihood of sustainability little.6. Inadvertent teaching of bullying. Who can guess what this means? Programs actually showing kids what it looks like. DARE Program….don’t do drugs, studies show actually increases kids use of drugsLabeling kids more oftenLimited examination of why its happening. We say here’s bullying, let’s put intervention in place instead of, “what are the things that are causing the bullying? What are the issues that are causing the problem” Peer attention is what we’re finding.Overemphasis on a student responseIf we focus on the language of bullying, we’re likely to wait for the severe behavior before we do something about it. Focus on Disrespect. It’s not bullying until this kid goes over the line. We don’t want to wait until they cross this arbitrary line before we interveneAt tier 1 we: teaching explicitly, reinforce, use data, parent engagement. States requiring things around bullying: coordinators, interventions, data systems, reporting, response teams, professional development…If you have a PBIS team, you have already met these requirements
  • Brainstorm what do we need after we look at those problems?Generalization….many programs teach social skills, but the difficult thing is getting kids to generalize that real settings
  • Common responseRemove praise, attention, recognition that follows bullyingDo this without (a) teaching bullying (b) denigrating children who engage in bullyingMore intensive supports for those few who need it
  • SurveyReason we are doing this is because we don’t want to add in something new if we have something we can use from what you’re doing to improve it, to make it better. SET GOALS
  • Also available in spanish
  • Why does bullying occur? What are key features of a school that reduces bullying? Student Focus Group (Forum): Why, What, HowEstablish a positive school-wide social culture (respect, responsible, safe) Teach a common response to “behavior that is not respectful” (as a victim and as a bystander) Teach how to respond if you are asked to stop Teach how to recruit adult supportHow to conduct student training How to respond to instances of bullying or reports of bullyingMeasure if we have Bully Prevention in place with fidelity measure if Bully Prevention effort is effective (student outcomes)Students/Families who need more intensive support6. Share action plan for BP PBIS with participants
  • Is relational aggression perceived as a problem?
  • Most “disrespect” that is written up is STUDENT-ADULT.Does that mean that there is little to not STUDENT-STUDENT disrespect?Are the expectations different?
  • Graph results pre BP and post BPYou have this handoutShare results with student bodyThis is easily put into a bar graph!
  • Teach be respectful as a basic concept for the whole school Teach what not respectful looks like Students and staff can identify the difference between respectful and disrespectful behavior: Student to Student, Student to Adult, and Adult to StudentEveryone knows the expectations there is school wide agreements on how to respond to disrespect: what is the signal for “stop”, what is the routine for “walking away”, and what is the routine for “getting help” What happens when someone asks for help….what can the adult do? What should the adult do, What will the adult do?
  • Intro Video on Basic Concept of Stop, Walk, TalkThis is a preview of what we will be teaching students
  • This lesson is approximately 50 minutes and should occur at every classroom.What does attention from others look like?Peer attention comes in many different form:Arguing with someone who teases youLaughing at someone being picked onWatching someone be hurt and doing nothingTake away the attention that sustains disrespectful behaviors!!!!4. The candle under a glass
  • Review the logic: saying “stop” is a way to stop giving oxygen to disrespectful behaviorBe prepared for students to use the “stop” response with too much gustoConsider having students show you examples of using the “stop” response in a way that actually provided attention
  • KEY: students must know what to expect from adults if the student reports an instance of behavior that is not respectful
  • Game #2 rotate roles so everyone is in each role
  • In groups, go through section one to work on logistics. Review next two slides before letting them go into groups
  • Lesson takes approximately 30 minutes and should be taught in every classroom on the same day
  • Responding appropriately even when you don’t think you did anything wrongResponding appropriately even if you think the other student is just trying to get you in trouble
  • We will review this in more depth when we move on to staff orientation section. This is CRUCIAL!
  • Note the importance of getting back to the childWhat happens when we never get back to them?
  • Divide into groups of 3 (A, B, and C)A = Teacher, B = Victim, and C = Person who did bullyingNow repeat so everyone is in all three roles
  • Divide into groups of 3 (A, B, and C)A = Teacher, B = Victim, and C = Person who did bullyingRepeat so everyone is in all three roles
  • Graph results pre BP and post BP
  • Pull out action plan
  • http://www.papbs.org/ContentLoader.aspx?PageID=7f321b3c-9a6a-4517-bbd0-08484843714d
  • Idea….closure…..six wordmemoir around how you feel about bullying
  • Bully Prevention - PBIS

    1. 1. BULLYPREVENTIONIn Positive Behavior Support Modified from the work of Scott Ross & Rob Horner
    2. 2. OBJECTIVES• Explore logic for investment in bully prevention• Define five core skills for “student orientation”• Outline core elements for “faculty orientation”• Identify how to collect and use data• Create expectations for advanced support• Describe steps to implementation
    3. 3. PREVIEWING Section 8
    4. 4. Increasing National Attention
    5. 5. THE LOGIC BEHIND INVESTMENT • National Schools Safety Center called bullying the most enduring and underrated problem in U.S. Schools. • Nearly 30 percent of students have reported being involved in bullying. • Victims and perpetrators of bullying are more likely to skip and/or drop out of school. • Victims and perpetrators of bullying are more likely to suffer from underachievement.
    6. 6. THE LOGIC BEHIND INVESTMENT• 85% of LGBT students report verbal harassment & 40% physical harassment.• Bullying is a cross-cultural phenomenon.
    7. 7. VIDEO
    8. 8. WHAT IS BULLYING?“Bullying” is repeated aggression, harassment, threats orintimidation when one person has greater status or powerthan another”
    9. 9. BULLY PREVENTION• Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. • Bullying is seldom maintained by feedback from adults• What rewards bullying behavior? • Most common are: • Attention from peers • Attention and “reaction” from victim • Self-delivered praise
    10. 10. ACTIVITY1. Identify an example of bullying you have encountered context/situation bullying behavior rewarding consequence2. Identify a problem behavior that would NOT be bullying.
    11. 11. Blame the bully Inadvertent “teaching of Ignore role of bullying” bystandersNon-data based intervention decisions Expensive Initial effects without sustained impact
    12. 12. WHAT DO WE NEED?• Bully prevention that is efficient and “fits” with existing behavior support efforts• Bully prevention, not just remediation• Bully prevention with the systems that make it sustainable
    13. 13. EffectiveBully School-WidePrevention PBIS Faculty Implementation Student Use Data Use of BP-PBIS Bully Advanced Prevention Support Logic
    14. 14. Core Features Students FacultySchool wide expectations (respect) Agreement on the logicStop routine when faced with disrespectful Strategy for teaching students core skillsbehaviorBystander stop routine when observing Strategy for follow-up and consistency indisrespectful behavior respondingStopping routine if someone tells you to “stop” Clear data collection and useA recruit help routine to recruit adult help if Advance support optionsyou feel unsafe
    15. 15. HOW READY IS YOURSCHOOL FOR BULLY PREVENTION? Survey
    16. 16. www.pbis.org
    17. 17. BULLY PREVENTION IN PBIS Intro & Section 8: Logic  Know what you want and why you want it before you adopt it Sections 1 & 2: Student Curriculum  School-wide expectations  A school-wide “stop” signal (how to use and respond to it) Sections 3, 4, and 5: Difficult Situations  Gossip, name calling/ignoring, cyber-bullying
    18. 18. BULLY PREVENTION IN PBIS Section 6: Supervising Bully Prevention  Focus on prevention  Focus on teaching and re-teaching the skills  Minimize rewards for bullying Section 7: Faculty Follow Up  Fidelity, decision flowchart
    19. 19. SIX ESSENTIAL ELEMENTS1. Logic2. Student Orientation3. Adult Orientation4. Data Use5. Advanced Support6. Steps to Implementation
    20. 20. SIX ESSENTIAL ELEMENTS1. Logic
    21. 21. THE LOGIC: ESTABLISH STUDENT “BUY-IN” Build a positive social culture  Teach all students core expectations  One of the core expectations must be “respect” Collect student survey data Hold student forums Share results with student-body
    22. 22. THE LOGIC• Bullying is “behavior”….not a trait• Maintained by social rewards from other students, not consequences for adults• Will continue as long as it is rewarded• Prevention requires students remove the social rewards that maintain the bullying behavior
    23. 23. Name Calling/Inapp. LanguageHarassment Physical Aggression
    24. 24. In Your School Disagree...Somewhat Agree…Agree 1. You feel safe? 1 2 3 4 5 2. Other students treat you 1 2 3 4 5 respectfully? 3. You treat other students 1 2 3 4 5 respectfully?Student 4. Adults treat you 1 2 3 4 5 respectfully?Survey 5. You treat adults in your 1 2 3 4 5 school respectfully? In the Past Week…. 6. Has anyone treated you No Yes disrespectfully? 7. Have you asked someone to No Yes “stop”? 8. Has anyone asked you to No Yes “stop”? 9. Have you seen someone No Yes treated disrespectfully?
    25. 25. STUDENT FORUM (MS/HS)• 8-10 students selected for leadership team • What to do if someone is being disrespectful to you • What to do if you see someone being disrespectful towards others • What to do when someone asks you to stop • Getting help when you feel unsafe • What would be best way to introduce/train these routines? • How to overcome natural barriers about students using “stop” • Potential opportunity to visit other schools • Review Expect/Respect Lessons
    26. 26. STUDENT FORUM (MS/HS) Logic  School should be a safe welcoming place  Disrespectful behavior is maintained if (a) it results in attention from peers, and (b) is not addressed by adults Discussion  What are behaviors that are disrespectful?  “Stop Routine” What would be an acceptable word/gesture to indicate, “Stop?” (for victim, bystander, cyberspace)  “Stopping Routine” What would someone do if they were asked to “stop?”  “Recruiting help routine” What is the appropriate way to get help/or report a problem?
    27. 27. SIX ESSENTIAL ELEMENTS1. Logic2. Student Orientation
    28. 28. STUDENT ORIENTATION GOALS1. Establish a school-wide social culture where positive behavior is expected and rewards for bullying are not provided.2. Build a culture of social competence
    29. 29. SECTION 1: STUDENT ORIENTATION1. Teach School Expectations2. Discuss what expectations look like outside the classroom3. Discuss example of not following expectations in specific settings4. Discuss why kids exhibit problem behavior outside the classroom (to get attention) and how ways in which kids provident them attention.5. Teach Stop/Walk/Talk The word BULLY is NEVER used!!!
    30. 30. If you encounter behavior that is NOT respectful STOP WALK TALKSay and Show Walk Away Talk to an Adult “STOP”
    31. 31. TEACH “STOP” If someone is directing problem behavior to you, ask them to “stop”  Gesture and word Review how the stop signal should look and sound  Firm hand signal  Clear voice
    32. 32. Discuss howshowing/saying“stop” could be done so it still rewarded disrespectful behavior
    33. 33. HOW TO RESPOND TO “STOP” Eventually, every student will be told to stop. When this happens, they should do the following things  Stop what you are doing  Take a deep breath  Go about your day (no big deal) These steps should be followed even when you don’t agree with the “stop” message
    34. 34. The rule is: If someone asks you to stop, you stop!
    35. 35. LET’S PRACTICE Divide up into pairs (student a and student b) Game #1: Student A says: “I am being disrespectful” Student B says: “stop” and shows the stop signal Student A stops, takes a breath, turns away Game #2: (change roles) Student B says: “I am being disrespectful” Student B says: “stop” and shows the stop signal Student B stops, takes a breath, turns away
    36. 36. ELABORATION Everyone think of a situation where you might use the “stop” message Invite two students to demonstrate how to use the “stop” skill in those situations
    37. 37. SAYING “STOP” AS A BYSTANDER Remember: Even if all you do is “watch” a bad situation, you are providing attention that rewards disrespectful behavior. If you see someone else being treated disrespectfully: Say and show “stop” to the person being disrespectful Offer to take the other person away for a little bit If they do not want to go, that is okay…just walk away
    38. 38. LETS PRACTICE: BYSTANDER ROUTINE Divide up into groups of 3  Student a, b, c, Game #1: student a says: “I am being disrespectful to you” to student b student c says: “stop” and moves student b away student a stops, takes a breath, and turns away Game #2 take turns until everyone has been in each role at least twice
    39. 39. ELABORATION Ask students to identify a situation when they were a bystander and could have used the “stop” signal If appropriate, ask 3 students to role-play some of the situations proposed.
    40. 40. “WALK AWAY” AND GET HELP Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to “walk away” from the problem behavior. Remember that walking away removes the attention for problem behavior Encourage students to support one another when they use the appropriate stop/walk/talk response
    41. 41. WALK AWAY AND GET HELPEven when students use “stop” and they “walk away” from theproblem, sometimes someone will continue to behaveinappropriately toward them. When that happens, students should“talk” to an adult. Report problems to adults  Where is the line between tattling/snitching and reporting  “talking” is when you have tried to solve the problem yourself, and have used “stop” and “walk” steps first:  Tattling is when you do not use the “stop” and “walk away” steps before “talking” to and adult  Tattling is when your goal is to get the other person in trouble
    42. 42. GETTING HELP WORKS Research indicates that if you are submissive or aggressive when faced with disrespectful behavior you are MORE likely to suffer prolonged social problems. “Getting help” is associated with reduction experiencing relational and physical aggression Kochenderfer-Ladd, 2004 Mahady-Wilton, Cragi, & Pepler, 2000
    43. 43. LETS PRACTICE: “WALK AWAY/TALK”Divide into groups of 3  Student a, b, and c Game: Student a is the teacher/supervisor student b says: “I am being disrespectful” to student c student c says: “stop” student b says: “I am still being disrespectful” student b walks away, gets teacher and says “I said “stop” and he/she didn’t’ stop”
    44. 44. ELABORATION What will adults do when you report a problem? 1. Adults will ask if you said “stop” and walked away 2. If you didn’t say “stop”, adults will ask you to practice that skill 3. If you did say “stop” adults will talk to the other student. It is important to all adults in this school that your are both treated respectfully and feel safe Remember that the real way to reduce disrespectful behavior is to stop attending to it and stop talking about it to other students. Tell adults!
    45. 45. REFLECT & PLAN Section 1
    46. 46. REFLECT & PLAN1. What is a “stop” signal that would work for our school?2. How would we obtain student input into the selection of the “stop” signal?3. How would we get “buy in” from all faculty?4. How would we teach the Stop-Walk-Talk concepts to our students?
    47. 47. ADAPTING FOR MIDDLE/HIGH SCHOOL Students involved in selecting the “stop” responses (gesture, word) Consider more active role for students as trainers of the Stop- Walk-Talk response sequence Adapt examples to fit developmental level, cyber risk, etc. Main message from adults is that we will act to ensure student safety
    48. 48. SECTION 2: STUDENT ORIENTATION1. Review expectations2. Review examples of expectations outside the classroom3. Review STOP/WALK/TALK4. Teach Responding to STOP/WALK/TALK5. Group Practice
    49. 49. RESPONDING TO STOP/WALK/TALK• Will be used with EVERY student at some point• Important to respond appropriately• Even if you DON’T Agree
    50. 50. RESPONDING TO STOP/WALK/TALK1. Stop what you are doing2. Take a deep breath and count to 33. Go on with your day
    51. 51. LET’S PRACTICE: RESPONDING TO STOP/WALK/TALKDivide into groups of 2(Student A and Student B) Student A says: I am being disrespectful to you Student B says: STOP Student A stops being disrespectful, takes a deep breath and counts to 3 Student B walks away Student A walks away and goes on with his/her day
    52. 52. LET’S PRACTICE: RESPONDING TO STOP/WALK/TALKDivide into groups of 2(Student A and Student B) Student A says: I am not being disrespectful to you, but you think I am Student B says: STOP Student A stops what they are doing, takes a deep breath and counts to 3 Student B walks away Student A walks away and goes on with his/her day
    53. 53. WHEN STUDENT REPORTS TO ADULT: “TALKS” When students report problem behavior to adult: 1. Adults will thank you for coming to them 2. They will ask you what the problem is 3. They will ask you if you said “stop” 4. They will ask if you “walked away” 5. They will practice “stop/walk, talk with you if you need it” 6. They will contact the student if they didn’t “Stop” and practice with them.
    54. 54. SIX ESSENTIAL ELEMENTS1. Logic2. Student Orientation3. Adult Orientation
    55. 55. FACULTY/STAFF ORIENTATION: OBJECTIVES Faculty can define logic for BP-PBIS Common “stop” signal adopted for whole school Faculty can teach “student orientation” skills Faculty reward/recognize student use of BP “stop” routine Faculty manage “student reporting” routine Faculty can deliver “booster training” Faculty can deliver “pre-corrections” Faculty collect and use data for decision making
    56. 56. FACULTY/STAFF BP ORIENTATION: LOGIC Provide logic  Define bullying behavior  Review current data from school  Review national patterns  Review goal for embedding bully prevention within current PBIS effort  Provide summary of BP-PBIS core elements  Review empirical support for Bully Prevention within PBIS
    57. 57. ORIENTATION: DELIVER STUDENT ORIENTATION How to deliver the student bully prevention orientation  Review logic for being “respectful”  Need to remove the attention (oxygen) that sustains disrespectful behavior  Teach four student skills  How to indicate “stop” if you are treated disrespectfully  How to respond to being told to “stop”  How to say “stop” if you see someone else treated disrespectfully  How to “walk away” and get help  Teach students to be clear about what to expect from adults when they ask for help
    58. 58. ORIENTATION: REWARDING APPROPRIATE BEHAVIOR Effective implementation and generalization of BP routines requires that students receive recognition for appropriate behavior, the FIRST time they attempt to use the new skills.  Look for students that use the 3 step response (stop-walk-talk) appropriately and provide recognition of their skill  Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches. Reward them for efforts that are close approximations
    59. 59. ORIENTATION: RESPONDING TO REPORT OF BULLYINGWhen any problem behavior is reported, adults follow a specificresponse sequence: Ensure the student’s safety  Is the bullying still happening  Is the reporting child at risk  What does the student need to feel safe  What is the severity of the situation Determine if “stop” response was used  If “stop” was used provide praise and connect with perpetrator  If “stop” was not used, practice the routine with the reporting student Determine if “stop” response was followed  If “stop” was not followed, practice how to stop when asked.
    60. 60. ORIENTATION: RESPONDING TO REPORT OF BULLYING With student reporting bullying:  “Did you tell _______________ to stop?” If yes: “How did ______________ respond?” If no: Practice the 3 step response with the student  “Did you walk away?” If yes: “How did _______________ respond?” If no: Practice the 3 step response “okay, I will take it from here and get back to you”
    61. 61. WHEN THE REPORTING CHILD DID IT RIGHTWith student reported to have done the bullying: Reinforce the student for discussing the problem with you “Did _______________ tell you to stop?” If yes: “How did you respond?” If no: Practice the 3 step response “Did _______________ walk away?” If yes: “How did you respond?” If no: Practice the 3 step response Practice the 3 step response The amount of practice depends on the severity and frequency of problem behavior
    62. 62. LETS PRACTICE: STAFF RESPONDING ROUTINEVictim (B) approaches teacher (A) and says, “__________ did not stop”Teacher (A): “You did well to come to me” “are you okay?” “did you tell __________ to stop?”Victim: “No I forgot”Teacher: “Remember we need to take the attention away from behaviors we don’t like so let’s practice how you could handle this. If some ?????, how would you show them they needed to stop?....”good”…..Now do that in the future.
    63. 63. LETS PRACTICE: STAFF RESPONDING ROUTINEVictim approaches teacher and says: “______________ did not stop”Teacher says: “You did well to come tell me” “Are you okay” “Did you tell _______________ to stop?”Victim says: “Yes I told ______________ to stop” (so you talk to the person who did bullying:Teacher says (to person who did bullying): “Did _______________ ask you to stop?Teacher says: “Did you stop? Let’s practice stopping when someone asks you to stop.”
    64. 64. FACULTY/STAFF BP ORIENTATION: BOOSTER Build in “booster” trainings  Week one: In-Class follow up/reminder Identify situations where “stop” worked Identify situations where “stop” did NOT work  Two Months: Hold brief review of stop-walk-talk routine Select examples that are like three problem events that have been reported  Four Months: old another brief review of stop-walk-talk routine
    65. 65. FACULTY/STAFF BP ORIENTATION: PRE-CORRECTING  Pre-correcting for effective bully prevention  First 2 weeks after whole-school BP orientation  Identify 2-3 times when bullying is most likely  For the first 2 weeks after training, teachers will rehearse “stop-walk- talk” guidelines just before releasing students for activity  Pre-correct students needing more support  For students with higher likelihood of bullying or victim behavior  Rehearse “stop-walk-talk” guidelines just before releasing students for activities with high-probability of problem behavior  As a Team: How will you prompt pre-correcting?
    66. 66. DISCUSSION Discuss how to ensure that staff follow “reporting routine” Did you ask _______________ to stop? Discuss how to build initial follow-up Week one After a month Three months
    67. 67. SPECIFIC PROBLEM BEHAVIORS Gossip Racial/gender/GLBT/Religious Challenges Cyber-bullying Other… As a team, review sections 3-5 of Manual and discuss the relevance, expansion, adaptations needed
    68. 68. ACTIVITY How would you establish staff “buy-in”? How would you deliver orientation to all faculty/staff? How would you ensure “responding routine” was followed by supervisory staff? How would you schedule the follow up events?
    69. 69. SIX ESSENTIAL ELEMENTS1. Logic2. Student Orientation3. Adult Orientation4. Data Use
    70. 70. DATA COLLECTION Office discipline referral data  Whole school  Individual students Student/staff surveys  School climate survey  Harassment survey Fidelity  Fidelity checklist  Are we doing the BP-PBIS as planned?
    71. 71. USING ODR’S Do we have a problem? Do we need BP-PBIS? If we use BP-PBIS is the effort effective? Remember that many instances of bullying are NOT reported by students, or recorded in the ODR data
    72. 72. Name Calling/Inapp. LanguageHarassment Physical Aggression
    73. 73. AGGRESSION, HARASSMENT, FIGHT, NAME CALLING PER SCHOOL DAY 4 WEEKS BEFORE BP AND 4 WEEKS AFTER BPPost BPPre BP 0 0.5 1 1.5 2 2.5 3
    74. 74. In Your School Disagree...Somewhat Agree…Agree 1. You feel safe? 1 2 3 4 5 2. Other students treat you 1 2 3 4 5 respectfully? 3. You treat other students 1 2 3 4 5 respectfully?Student 4. Adults treat you 1 2 3 4 5 respectfully?Survey 5. You treat adults in your 1 2 3 4 5 school respectfully? In the Past Week…. 6. Has anyone treated you No Yes disrespectfully? 7. Have you asked someone to No Yes “stop”? 8. Has anyone asked you to No Yes “stop”? 9. Have you seen someone No Yes treated disrespectfully?
    75. 75. SIMULATED SURVEY RESPONSES 54.5 43.5 32.5 Pre BP 2 Post BP1.5 10.5 0 safe you are treated you treat others adults treat you you treat adults
    76. 76. SIMULATED SURVEY RESPONSES 40 35Percentage of students responding “yes” 30 25 20 Pre BP Post BP 15 10 5 0 treated dispresp. ask other to stop asked to stop seen disrespe.
    77. 77. FIDELITY DATAQuick check Are we implementing BP-PBIS? 8 questions (use with whole team or whole school) Always build into action planScore percentage of items with most people rating “in place”
    78. 78. Not Partia In Needed Actions Feature In lly In Place What? Who? When? Place Place1. School-Wide Expectations are defined andtaught to all students (respect others)2. PB-PBIS initial training provided to all students3. BP-PBIS follow training and practice conductedat least once two months after initial training4. At least 80% of students can describe “stoppingroutine” to problem behavior (stop-walk-talk) (ask10)5. At least 80% of students can describe “stoppingroutine” (ask 10) when they are asked to stop.6. Supervisors check-in with (pre-correct) chronicperpetrators and victims at least 2 times/week7. Staff use BP-PBS “response routine” forstudent reports of problem behavior8. Student outcome data are collected andreported to all faculty at least quarterly
    79. 79. DISCUSSION: DATA USE What data do you have? What data do you need? What schedule would be needed to make this work?
    80. 80. SIX ESSENTIAL ELEMENTS1. Logic2. Student Orientation3. Adult Orientation4. Data Use5. Advanced Support
    81. 81. #6 ADVANCED SUPPORT School-wide PBIS and BP-PBIS will not be sufficient for all students Aggressive bullying behaviors occur for many reasons  Mental health issues  Family dynamics  Disabilities Use your data to identify students in need of more intense support and refer them to your team
    82. 82. INTENSIVE INDIVIDUAL SUPPORTS Full assessment  Functional behavior assessment  Academic assessment  Social emotional assessment  Family support Individualized Intervention  Prevention  Instruction/teaching  Formal contingencies  On-going data progress monitoring
    83. 83. SIX ESSENTIAL ELEMENTS1. Logic2. Student Orientation3. Adult Orientation4. Data Use5. Advanced Support6. Steps to Implementation
    84. 84. BUILDING A PLAN FOR IMPLEMENTATIONTrainer Coach School Team Faculty Students
    85. 85. SIX WORD MEMOIRSAcceptance– Embracethose who need it!

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