1.
Bully Prevention in Positive Behavior Supports (BP-PBS): Kirsten Rice, LMSW MTSS Coordinator Kent ISD March 1, 2013

2. Group Expectations
To make this day the best possible, we need your assistance and participation
Be Responsible
Attend to the “Come back together” signal
Active participation…Please ask questions
Be Respectful
Please allow others to listen
Please turn off cell phones and pagers
Please limit sidebar conversations
Share “air time”
Please refrain from and Internet browsing
Be Safe
Take care of your own needs
Less than 30 seconds
Please do not skip over these expectations. They are important for setting up the day.
Introduce a signal (e.g., hand raise and “May I have your attention please.”) and indicate that when they see it, people should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention.
Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from . This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally present throughout the day.

3. Acknowledgements
The material for this training day was developed with the efforts of…
Christine Russell
Melissa Nantais
Kim St. Martin
Anna Harms
Steve Goodman
Mary Bechtel
Content was based on the work of…
Rob Horner, University of Oregon
Scott Ross, Utah State University
Stiller, Nese, Tomlanovich, Groff, Joo & Garcia (2011)
Less than 30 seconds

4. Training Agenda:
1.0 Understanding How Schoolwide PBIS and BP- PBS Provide Bully Prevention
2.0 Comprehensive Bully Prevention Model
Teaching:
- Stop - Bystander Routine
- Walk - Responding to Stop
Talk - Reviewing and Practicing Routines
3.0 Continuum of Responses to Stop-Walk-Talk
4.0 Reviewing Stop-Walk-Talk
5.0 Evaluating the Implementation and Outcomes

5.
1.0 Understanding How Schoolwide PBIS and BP-PBS Provide Bully Prevention

6. How Schoolwide PBIS Prevents Bullying Behavior
Respect is a critical teaching component of or Schoolwide System
Our behavior expectation model where we as a school Define, Teach, Monitor and Reward expected behavior is our first step toward decreasing disrespectful behavior
Article by Good, McIntosh and Gietz

7. Independent Activity
Complete the left hand column of the anticipatory guide for the article you are about to read
Independently read pg. 48, 50, 51 (to the end of the second column) of the article entitled, “Integrating Bullying Prevention Into Schoolwide Positive Behavior Support”
Complete the right hand column of the anticipatory guide for the article you just read

8. Partner Activity
Discuss the following with your partner and record your responses on your PowerPoint.
Typical Responses to Bullying Behavior in Schools
The effectiveness of typical anti-bullying programs implemented in schools
Components of a broader systems-level approach to prevent behaviors that are classified as bullying behaviors

9. Typical Response to the Problem
The most common response is to implement a stand-alone, anti-bullying program. Such programs commonly include:
Holding school assemblies with speakers who highlight the harmful effects of bullying
Teach students how to identify bullies
Follow up with a focus on catching bullies “in the act” and providing increasingly severe punishments
(Rigby, 2002; Good, McIntosh, & Gietz, 2011)

10. Typical Response to the Problem
Additional responses in stand-alone programs could include additional components such as:
Conflict Resolution
Peer Support Systems
Working with Individuals Identified as “Bullies”
(Merrell, Gueldner, Ross & Isava, 2008; Rigby, 2002;
Whitted & Dupper, 2005; Good, McIntosh, & Gietz, 2011)

11. Does the Typical Response Work?
“Researchers and practitioners alike recognize that simple solutions such as stand-alone curriculums or targeting only a subset of students for interventions are not effective. Schools need systemic approaches that noticeably change aspects of the school culture while also teaching ALL students the skills to meet their social needs without bullying.
(Olweus, 2003 as cited in IL-PBIS Technical Assistance Brief, December 2010, p.1)

12. Typical Bully Prevention (BP) Programs: Concerns
Tend to label and attempt to punish students demonstrating bullying-type behaviors can increase the incidents of bullying upwards of 20%
Why?
Increase in student attention
Student could draw self-confidence and self-identification from the label
Student could be targeted by others
Increasing punitive measures and zero tolerance policies have been shown to increase instances of aggression
(Merrell, Gueldner, Ross, & Isava, 2008; Riby, 2002; Whitted & Dupper, 2005 )

13. Typical BP Programs: Concerns (con’t)
Anti-bullying programs tend to be more reactive than preventative
Why?
BP programs tend to be implemented as a response to an already significant problem
Established patterns in bullying behavior make it difficult to intervene
Escalation of negative interventions rarely produce the desired effect; BUT prevention of bullying is more likely to produce the desired outcome
(Good, McIntosh, Gietz; 2011)

14. Typical BP Programs: Concerns (con’t)
Stand alone programs are difficult to implement and sustain
Why?
Often viewed as “add-ons”
Teacher perceptions about the effectiveness of bully prevention programs is often times related to their perceptions about the usefulness of the program and their level of preparedness to implement
Full implementation is challenging and often times, new programs are being implemented to replace existing practices before staff have been shown the effectiveness of existing practices in achieving the desired outcome
(Latham, 1988; McIntosh, Horner & Sugai, 2009)

15. Tier Three: Tier Two: Tier One:
Intensive Supports
Functional Behavioral Assessment and Individual Behavior Plans
Tier Two:
Targeted Supports
Bully Prevention in PBIS
Embedding anti-bullying into the schoolwide implementation of Positive Behavior Supports
Tier One:
Universal Supports
Schoolwide PBIS

16. Is Schoolwide PBIS Being Implemented with Fidelity?
Program Quality / Fidelity Measure
Criteria
Schoolwide Evaluation Tool (SET) Expectations Taught and Implementation Average (Subscale Score)
80% for both scores
Benchmarks of Quality (BOQ) Total Score
70% or above
Self Assessment Survey (SAS) for Schoolwide Current Status (Total Score Report)
Team Implementation Checklist (TIC) Total Score
80% or above
Set up partner activity to look at BOQ and SAS reports from School A and School B

17. Schoolwide Positive Behavior & Interventions Supports
“A promising alternative to the stand-alone, anti-bullying program is to include the anti-bullying program as part of a broader systems-level approach to preventing and addressing problem behaviors.”
(Good, McIntosh, & Gietz, 2011; p. 50)

18. Core Elements of an Effective Bully Prevention Effort
Many Bully Prevention programs focus on the bully and the victim
Problem #1: Inadvertent “teaching of bullying”
Problem #2: Blame the bully
Problem #3: Ignore role of “bystanders”
Problem #4: Initial effects without sustained impact.
Problem #5: Expensive effort
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 the program sustainable.

19. Do not focus on “Bully” Focus on appropriate behavior
What is the behavior you want (teach this)
(e.g., Be respectful, Be responsible, Be safe)
Focus on “non-structured” settings
Cafeteria, Gym, Playground, Hallway, Bus Area
Use same teaching format
If someone directs problem behavior toward you.
If you see others receive problem behavior
If someone tells you to “stop”

20. Bully Prevention in Positive Behavior Support: The Foundation
What rewards Bullying Behavior?
Bullying is seldom maintained by feedback from adults
Likely many different rewards are effective
Most common are:
Attention from bystanders
Attention and reaction of “victim”
Self-delivered praise

21. Bully Prevention in Positive Behavior Support: The Foundation
Consider the smallest change that could make the biggest impact on Bullying…
Remove the praise, attention, recognition that follows bullying.
Do this without (a) teaching bullying, or (b) denigrating children who engage in bullying.

22. A three part approach to school-wide Bully Prevention
Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided.
Provide training and support for adults to (a) train, (b) precorrect, and (c) provide consequences for bullying
Provide direct, individualized support for students who engage in “bullying” or “victim” behaviors.

23. Our Job We need to create a culture of support for ALL students.
Behaviors that fall under the “umbrella” of bullying are reinforced by the bystander & victim responses.
Strategies needed to address bullying must be explicitly taught.
We must set up the system to evaluate the impact of the implementation efforts.

24. Bullying Behavior “Bullying” is a behavior – not a trait
A person is not a “bully”. A person may engage in bullying behavior
Us vs. Them activities are also a form of bullying behavior

25. Academic Connection
When adults in the school are not creating a safe environment and not fully protecting students, targets of bullying behavior will find their own way to cope:
Getting angry
Ignoring and Suffering
Getting Scared
Avoiding School
An estimated 160,000 children each day miss school for fear of being picked on by someone at school. (Winters & Orecklin, 2000)

26. Academic Connection Students who exhibit bullying behavior
Tend to have higher levels of overall conduct problems
Often dislike school
Are often at risk for dropout

27. Why do Bully Behaviors Persist
Three Main Reasons
Unknown About by Adults
Occurs when staff is not around
Unreported
Students often don’t report for fear of retaliation
Students often don’t report because there is not consistency in staff responses
Misunderstood by Adults
Thinking it’s not a big deal, these behaviors are common with kids, kids bring it on themselves, they need to learn to stand up for themselves

28. Ways Staff May Enable Bullying
Blame the victim
Failure of staff to act collectively to stop inappropriate behavior
Look the other way
Call it normal
Buy into myths
Bully each other
Bully students themselves

29. What do Targets of Bullying Behavior Need?
What do Those Engaging in Bullying Behavior Need?
Schoolwide and Classroom Rules about Respect
Consistency in Adult Responses
Others to Stand up for Them
Assertiveness Skills
Friendship Teams
Social Skills (sometimes)
Schoolwide and Classroom Rules about Respect
Consistency in Adult Responses
Intervention Support
Ongoing Accountability
Empathy Training
Social Skills (sometimes)

30. 2.0 Comprehensive Bully Prevention Program
2.0 Comprehensive Bully Prevention Program

31. A Comprehensive Bully-Proofing Model
Individual
Student/Advanced
Support Options
Establish a Social
Culture Using
Universal Positive
Behavior Intervention
Supports
Train all Staff
On How to Respond
To Bullying and/or
Aggression
Teach Social
Responsibility to
Students
Define & Teach
Expectations
Monitor and
Acknowledge
Continuum of
Consequences
Behavioral
Errors
Data System
Teach Logic for
Bully
Prevention
Training
Teach How to
Train Student
Skills
Respond to
Problem
Behavior
Teach “Stop”
Routine
Teach Bystander
Teach Being
Asked to “Stop”
Teach a Recruit
Help Routine
Function-based
Support for
Student
Exhibiting
Bully Behavior
Victim
Repeat of last slide but in a graphic form. We’re going to walk through each step in the rest of this section.

32. Building Consensus and Commitment
For middle and high school, always conduct pre-implementation survey, and pre-implementation focus groups. (Student Advisory, pg 14)
For elementary schools, conduct discussions with families, faculty and staff.
Use existing ODR, suspension, expulsion, discussion data.
Share the information with families, students, faculty, staff

33. Student Advisory (middle/high school)
8-10 students selected for leadership/contribution
60-90 min
Content of discussion:
1. Is disrespectful behavior a problem?
What is impact of disrespectful behavior on ability of others to succeed in school?
2. Disrespectful behavior typically keeps happening because it results in attention from peers.
3. We need common (school-wide) routines for:
A) Stop Routine (signal that behavior should stop)
If someone is disrespectful toward you
B) Bystander Routine
If you encounter someone being disrespectful toward others
B) Stopping Routine (what to do when someone asks you to “stop”
C) Recruiting Help Routine (Getting help when you feel unsafe)

34. Teach “Stop, Walk, Talk” Routine
Teach a Three-Step Skill that can be used in all places at all times
If a student encounters a disrespectful behavior:
STOP
WALK
TALK

35. Lesson 1 Re-teach Schoolwide Rules including Respect Activity
Elementary: Candle Demonstration
Secondary: Common Responses to Disrespectful Behavior
Stop Signal (with practice)
Examples and Non-examples of when to use the signal
Walk Away
Bystander Routine
Talk

36. Lesson 1
Teachers will begin by leading a discussion of what Respect means at their school.
Use the Schoolwide Matrix to assist with this part of the lesson
Use both examples and non-examples
This likely will be done through whole class discussion although other formats can be used

37. Lesson 1
Discuss how peers respond when they see bullying behavior. What is helpful? What is not helpful?
Talk about how peer attention comes in many forms:
Arguing with someone that teases you
Laughing at someone being picked on
Watching problem behavior and doing nothing

38. Lesson 1: Elementary The Candle Under the Glass Cup
Essential step to the program
Giving “Oxygen” to the behavior becomes a common thread and common language used to describe what target are doing if they do not use the Stop, Walk, Talk Routine
Giving “Oxygen to the behavior describes what bystanders are doing if they do not use the Bystander Routine

39. Common Responses from Students when they encounter disrespectful behavior
Action
Pros
Cons
Return insults
Fight Back
Tell an Adult
Don’t react – just ignore it
Ask a friend for advice
Tell them to stop

40. The candle under a glass cup
Materials Needed:
Small candle
Clear glass cup that can fit over the top of the candle
Matches or lighter

41. Developing a Schoolwide Stop Signal
If someone is directing problem behavior to a student, or someone that student is with, students will tell them to “stop.”
What is the “Stop Signal” for your school?
Need a physical as well as a verbal signal
Some suggestions for physical signal:
Eye contact/step back, hand up
Some suggestions for verbal signal:
“Stop” “That’s not cool” “Cut it out” “Knock it off”
How to Build Consensus Around a Stop Signal?
Staff Vote (tournament style)
Student Input

42. High School/Middle School Suggestion:
At the Secondary Level this likely will not be successful without student input
Especially when determining a stop signal
It may work best for students to teach the lessons along with or instead of the teachers
Or consider the use of student videos
8-10 students selected for leadership/contribution through a Student Advisory
Refer to the Student Advisory section (pg 14 in manual) if you are in a High School or Middle School. Consider this option as we move through the activities and lessons.
Either refer to or read the second half of the Good, Macintosh, etc. Second half is an example of a middle school and includes getting input from students.

43. Team Time The Stop Signal Elementary Secondary
Discuss possible stop signals and words to be used at your building
How will you get consensus/buy-in from staff?
Secondary
Review the Student Advisory sections (pages 14-17) in your manual
How will you select students?
What possible options for stop signals could you provide the advisory?

44. Teaching the Schoolwide Stop Signal
Lesson 1
Teaching the Schoolwide Stop Signal
When teachers are teaching students, give examples & non-examples when to use the signal, and when it is not appropriate to use the signal
Model use of the signal when they experience problem behavior AND when they see another student experiencing problem behavior.
Signal should be given with …
Physical signal, eye contact, clear voice

45. Practicing the Schoolwide Stop Signal
Lesson 1
Practicing the Schoolwide Stop Signal
Be Sure Students Understand Why They Should Use the Stop Signal
Takes the “oxygen” away from the behavior
Relate back to the candle activity from the lesson
Issues with the Stop Signal
Some students may use too much enthusiasm when they use the signal
May end up giving more attention to the behavior

46. Partner Activity
1’s tell 2’s how you would help students keep their STOP from being overly animated
2’s tell 1’s a way a student may misuse the “STOP” and end up giving the aggressor more attention

47. Lesson 1 Options for “Practice” Classroom Discussion
Scenarios read by teacher and students rate when students follow routines
Develop Role Plays for Students
Role plays do not have to include an actual disrespectful behavior
Student can meerly say “I did something disrespectful”.
Videos of Kids Demonstrating Routines

48. Teaching the Walk Routine
Lesson 1
Teaching the Walk Routine
Remind students that walking away removes the reinforcement for problem behavior
Teach students to encourage one another when they use the appropriate response
Practice "walking away" with student volunteers at the front of the class
Include at least 3 examples of how to "walk away" and at least one example of when not to.

49. Teaching the Walk Routine
Lesson 1
Teaching the Walk Routine
Be Sure Students Understand Why They Should Walk Away
Even when we use the Stop Signal, sometimes problem behavior continues.
When this happens we should walk away from the problem behavior.
Explain that most socially initiated problem behavior is maintained by peer attention.
Explain that walking away removes the reinforcement for much aggressive behavior.
**We are taking away the oxygen by walking away**

50. Teaching Bystander Routine
Lesson 1
Teaching Bystander Routine
Saying stop when someone else is being treated disrespectfully is a skill kids need to learn
Need to Teach Students:
Even if all you do is “watch” a bad situation, you are providing attention that rewards disrespectful behavior. You are providing oxygen to the behavior (again refer to candle/fire activity)

51. Teaching the Bystander Routine
Lesson 1
Teaching the Bystander Routine
If you see someone else being treated disrespectfully:
Say and show “stop” to the person being disrespectful
Ask the recipient to go with you and leave the area
Comfort the recipient.
If they do not want to go, that is okay…just walk away.

52. Video from Dateline’s Series on Bullying Behavior
As we watch the video consider:
What happens when one person stands up to the bullying behavior?
What are some reasons it is difficult to engage in a Bystander Routine?

54. Partner Activity
2’s share with 1’s what did you observe happens when one person stands up to the bullying behavior?
1’s share with 2’s what are some reasons it is difficult to engage in a Bystander Routine?

55. Lesson 1 Bystander Routine
We have to acknowledge that it is not always easy to do the right thing as a bystander.
Don’t want to take on the attention of the person doing the bully behavior – afraid that the person will turn on them
Desire to align themselves with the powerful/popular bully
Not sure how to correctly defuse the situation
Don’t want to get involved-apathy-“not my issue.”
Don’t know how to get help.

56. Partner Activity
Stop to think about how difficult what we’re asking students to do actually is
Has their been a time where someone around you (family, friend, coworker, stranger) was being treated disrespectfully and you intervened?
Has there been a time when it was easy to step in?
A time when it was difficult?
What was the difference between the two situations?

57. Lesson 1 When Walk Should Become Talk
Students Need to:
Decide whether to continue to ignore the behavior or seek help
If Talk is the right next step:
Select a school adult to report to
Report to the adult who the problem is with, what the problem is, and that the behavior continued after you asked them to stop and you walked away.
If the adult doesn’t have time to help solve the problem right then, ask the adult who you should talk to or when they will have time to talk with you.

58. Lesson 1 Talk or Getting Help Routine
Explain the line between Talking and Tattling
Talking is when you have tried to solve the problem by using “stop” and “walk” first
Tattling is when your goal is to get the other person in trouble OR make yourself look good
Tattling is when you do not try to use the “stop” and “walk” signals first

59. Lesson 1 Why Students May be Resistant to Talk
Victims fear:
Retaliation
Adult may not take the report seriously
Adult may side with the bully
Losing face in front of peers
Breaking the code of silence
Secondary: It is important that students know exactly how the adult will respond. Get input from the advisory on how they want adults to respond.

60. Lesson 1 Reinforcing the Stop, Walk, Talk Routine
Encourage the Use of Talk
For students to regularly use this routine, they need to see the benefit.
They need to know how what staff will do next
Staff responses need to be consistent

61. Lesson 2 - Elementary*
Review the Social Responsibility Skills (Stop/Walk/Talk)
Teach students how to reply when someone uses Stop/Walk/Talk
Remind students what responses to expect from adults
*These strategies are included in Lesson 1 for secondary.

62. Lesson 2 - Elementary Teaching Responding to the Stop Signal
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.
*These strategies are included in Lesson 1 for secondary.

63. Lesson 2 - Elementary Practice Responding to the Stop Signal
Divide up into pairs (Student A and Student B)
Turn #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.
Turn #2: Change roles:
Student B says “I am being disrespectful”
Student A says “stop” and shows the stop signal
Student B stops, takes a breath, turns away.

64. Ways to provide additional practice
Scenarios for groups to discuss
Quick writes about how to do the Routines
Watching video clips from movies, tv or youtube that show disrespectful behavior, show someone walking/talking, or show a bystander helping
Provide worksheets to go along with this lesson
Create a pledge committing to use Stop, Walk, Talk
Create a video of how to use Stop, Walk, Talk

65. How to teach “Stop/Walk/Talk”
Individual Activity
How to teach “Stop/Walk/Talk”
Elementary: Read Chapter 1 & 2, pages 1-1 to 2-4 of your “Bully Prevention” guide.
Secondary: Read Lesson 1, pages of your “Expect Respect” manual.
As you read the chapter/lesson, note how long you think should be devoted to each section of the lesson.

66. 3.0 Staff Response to Stop-Walk-Talk
3.0 Staff Response to Stop-Walk-Talk

67. Video from Dateline’s Series on Bullying Behavior
As we watch the video consider:
What happens when one person stands up to the bullying behavior?
How does adult behavior affect the situation?
What gets reported out to adults by the students?

69. Discuss together what was reported out to adults by the students?
Partner Activity
1’s tell 2’s what you saw happen when one person stands up to the bullying behavior?
2’s tell 1’s how you saw adult behavior affect the situation?
Discuss together what was reported out to adults by the students?

70. How Staff Responds to Problem Behavior
When bullying behavior is ignored by staff this can lead to:
Silent support of the behavior
An increase in bullying behavior
Students feeling unsafe
Responding appropriately to bullying behavior is a show of support for the program and to decreasing instances of bullying behavior

71. How Staff Responds to Problem Behavior
Students report that they are highly upset by teachers and school staff who do not respond when behaviors are seen by teachers or reported to them
It is inappropriate to teach students how to react to bullying behaviors without including expectations on how we as teachers will prevent, pre-correct, and react to bullying behavior

72. How Staff Responds to Problem Behavior
Rude behavior from a student to a teacher is typically quickly and consistently addressed.
The same level of response is often not there when the rude behavior is from one student to another.
This behavior is not as irritating to adults so we’re less likely to respond
If a staff member ignores bullying behavior from one student to another, they have just contributed to the likelihood that the behavior will continue

73. What is the Staff’s Role in the use of the Stop, Walk, Talk routine?
Table Activity
What is the Staff’s Role in the use of the Stop, Walk, Talk routine?
What should be asked when a problem behavior between peers is referred to the office?
What questions does the principal start with that would help reinforce Stop, Walk, Talk?

74. Faculty/Staff BP Orientation: Responding to Report of Bullying Elementary: Chapter Secondary: Pages 9-13
When any problem behavior is reported, adults follow a specific response 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” used provide praise, and connect with perpetrator
If “stop” response was not used, practice the Stop-Walk-Talk routine with the student reporting a problem.
Determine if “stop” response was followed
If “stop” not followed, practice how to stop when asked.

75. Faculty/Staff BP Orientation: Responding to Report of Bullying (Elementary)
With Student reporting bullying:
“Okay, I will take it from here.”
"Did you tell ______ to stop?"
If yes: "How did ____ respond?”
If no: Practice the 3 step response (stop-walk-talk).
"Did you walk away?"
If no: Practice the 3 step response.

76. When the reporting child did it right… (Elementary)
With student reported to have done 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?"
Practice the 3 step response (stop-take breath-go on with day).
The amount of practice depends on the severity and frequency of problem behavior

77. Responding to a Report of Bullying Secondary
Step One: Say “Thanks for telling me.”
Step Two: Listen empathetically. Get the who, what, when, and where. Ask if this is the first time the problem has occurred.
Step Three: Ask the student if the person who didn’t stop is likely to retaliate if confronted by an adult about their behavior.
Step Four: Help the student select a course of action. Possibilities include:
Filing a harassment report.
Talking to the counselor or administrator
A plan for minimizing contact between the student and the person who didn’t stop
A mediated discussion between the two students with the adult as the facilitator
Letting it go (“I just needed someone to listen to me.”)

78. Faculty/Staff BP Orientation: Booster
Build in “booster” training events
Secondary: See “Repeat and Repair” & “Student Forum” (pg )
Two Weeks after training: Each week review skills, and update
What were examples where the routines worked well
What were examples where students were unclear
Two months after initial student training, hold a brief review of Stop-Walk-Talk routine.
Four months after initial student training, consider holding another brief review of Stop-Walk-Talk routine.

79. Faculty/Staff BP Orientation: Pre-correcting
Pre-correcting for effective bully prevention.
First two weeks after whole-school BP orientation
Identify 2-3 times when bullying is most likely (playground, cafeteria, assembly).
For the first two weeks after training, teachers will rehearse “Stop-Walk-Talk” guidelines just before releasing students for the 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.

80. Team Time How will you establish staff buy-in?
How will you deliver orientation/training to staff?
How will you ensure that staff follow “reporting routine”
Did you ask ____ to stop?
How will you prompt pre-correcting?
How will you build in initial follow-up?
Week One
After a month
Three months.
After team time, make any edits or alterations and then use a fist to 5 technique to gain consensus. Ask how comfortable staff is using the phrase (fist to 5 response with fist meaning not at all comfortable, 5 meaning 100% comfortable). Also, ask how committed they are to using the phrase (fist to 5). May want to role play and practice. Some schools put this phrase on a lanyard so staff have it handy. Does the staff need time to consider how to make this phrase easy to remember and use?

82. Team Time
Consider the school’s process for handling rule violations such as Aggression, Harassment, Gossiping, Bullying Behaviors, etc.
Discuss your own school’s continuum of responses
Is there a focus on identifying “hot stops” and using pre-corrections?
Does your school culture include a quick verbal response to inappropriate behavior that all staff are trained on?
Have a variety of responses been developed other than sending a student to the office?
15 minute team time

83. Continuum of Responses
Using a Scripted Phrase to Interrupt Disrespectful Behavior
15 SECOND INTERVENTION
I saw you ________(action)
This doesn’t help others feel safe and respected.
I’d never let someone disrespect you that way.
It’s not okay to do what you did.
In the future I’d like to see you _______ (state action they should do)

84. Team Time Using a Scripted Phrase to Interrupt Disrespectful Behavior
Look over the provided scripted phrase with your group
Consider any additions, deletions or alterations to this script
Can we as a staff commit to using an agreed upon scripted phrase when we see inappropriate behavior?
After team time, make any edits or alterations and then use a fist to 5 technique to gain consensus. Ask how comfortable staff is using the phrase (fist to 5 response with fist meaning not at all comfortable, 5 meaning 100% comfortable). Also, ask how committed they are to using the phrase (fist to 5). May want to role play and practice. Some schools put this phrase on a lanyard so staff have it handy. Does the staff need time to consider how to make this phrase easy to remember and use?

85. 4.0 Reviewing Stop-Walk-Talk
4.0 Reviewing Stop-Walk-Talk

86. Review of the Routines Elementary
Lessons 3-5
Manual states the lessons each take about 20 minutes each.
Objectives:
Review “Stop, Walk, Talk”
Learn and Practice how to use the routine with specific situations
Lesson 3: Gossiping
Lesson 4: Inappropriate Remarks
Lesson 5: Cyber-Bullying

87. Elementary Lesson 5: Cyber Bullying Behavior
Review the school-wide “Stop, Walk, Talk” Routine.
How to use Stop
Type “Stop”
How to use Walk
Turn off technology
Block the person
How to use Talk
Print off what you can
Go to an adult at home or school

88. Review of the Routines Secondary
Lessons
Year 1, Lesson 2
Year 1, Lesson 3 (parts 1&2)
Year 2, Lesson 2
Year 2 Lesson 3 (parts 1&2)
Supplemental Lesson
Objectives:
Review strategies and important role of bystanders
Lesson 2: stopping and helping strategies
Lesson 2: helping and seeking support strategies
Practice through use of role-plays and videos

89. Team Time Jigsaw lessons as a group Split up the lessons
Elementary:
Lesson 3
Lesson 4
Lesson 5
Secondary:
Year 1, Lesson 2 (pg )
Year 2, Lesson 2 (pg )
Year 1, Lesson 3 (pg )
Year 2, Lesson 3 (pg )
Supplemental Lesson (pg )
Read the lesson
Share out:
What needs to be prepared prior to the lesson
How long you believe the lesson will take

90. Team Time
Consider as a group any additional lessons that may need to be developed for your school community
LGBT
Religious/Cultural
Racial
Gender
Other

91. 5.0 Implementation, Evaluation, and Outcomes
5.0 Implementation, Evaluation, and Outcomes

92. Structures Needed to Support Implementation
Administrator’s Vision and Active Support
Staff Buy-In
Time
Schedule
Parent/Family Involvement
Building Leadership Team
Need to align this language with the language from the BP-PBS Planning Guide

93. Time for Initial Implementation…
Train Staff in BP-PBS
Staff Preparation for Teaching Lessons
Time for Staff to Teach Lessons to Students
Time for Training Supervisors (lunch, hallways, playground, etc.)

94. Time for Full Implementation…
Coaching Supervisors
Orienting New Students
Orienting New Staff
Annual Review
Booster Sessions

95. Schedule… Training Staff Initial Teaching of Lessons 1-5
Follow-Up Lessons
Booster Sessions as indicated by data
Orienting new students and staff
Annual “Refresher”

96. Parent/Family Involvement
Longwood Elementary Parent Letter
Fletcher Intermediate Science & Technology School
Metz Elementary
Ashland School District
Dunn’s Corner Elementary
Letter included in Secondary “Expect Respect” Manual (pg. 55)

97. Team Time
Review each of the example Parent Letters or websites.
How would you inform and involve parents?

98. Building Leadership Team…
Roles & Responsibilities are clearly defined for:
Developing materials for BP-PBS
Training staff (if appropriate)
Fidelity checks
Data collection (e.g., staff & student surveys)
Communicating with parents/families
BP-PBS implementation is a standing agenda item for building leadership team meetings
Review of implementation status
Review monthly SWIS data
Review efficiency and impact with families, staff, students
Use of the “Decision Making Flowchart”

99. Measuring Implementation Fidelity of Bully Prevention-PBIS
Goal:
Determine the extent to which BP-PBS is being implemented as intended.
Measures:
Implementation of SWPBIS and
Bully Prevention Program Quality / Fidelity Tools

100. BP-PBIS Fidelity Self-Assessment
Feature
Not in Place
Partially in Place
In Place
Needed Actions
What? Who? When?
School-wide Expectations are defined and taught to all students (respect others)
BP-PBS initial training provided to all students
BP-PBS follow-up training and practice conducted at least once 2 mo. after initial
Additional trainings scheduled and held for re-
teaching throughout the school year
5. At least 80% of students can describe the “stop routine” to problem behavior (stop/walk/talk) (ask 10)
6. At least 80% of students can describe “stopping routine” (ask 10). (when they are asked to “stop”)
7. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week
Staff use BP-PBS “response routine” for student reports of problem behavior
9. Student outcome data are collected and reported to all faculty at least quarterly.
Ross & Horner (2012)

101. Training Fidelity Checklists Secondary: Page 57 in manual.
Stiller, Nese, Tomlanovich, Groff, Joo &Garcia (2011)

102. Secondary: Page 58 in Manual
Stiller, Nese, Tomlanovich, Groff, Joo & Garcia (2011)

103. Problem Solving Barriers to Implementation Elementary Manual

104. Measuring Student Outcomes Resulting from Implementation of Bully Prevention-PBIS
Goal:
Determine the extent to which implementation of BP-PBIS is impacting desired student outcomes
Measures:
Discipline Referrals and Suspensions / Expulsions
Student Surveys of School Climate and Bullying
Observations of Student Behavior

105. Referrals by Problem Behavior
Abusive/Inappropriate Language, Profanity
Physical Aggression
Harassment / Bullying
Fighting

106. Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP
Pre BP Post BP

107. A 9-Item Survey Ross & Horner (2012) In your school: Disagree Agree
1. You feel safe. 1 2 3 4 5
2. Other students treat you respectfully.
3. You treat other students respectfully.
4. Adults treat you respectfully.
5. You treat adults in your school respectfully.
In the past week:
6. Has anyone treated you disrespectfully? No
Yes
7. Have you asked someone to “stop?”
8. Has anyone asked you to “stop?”
9. Have you seen someone else treated disrespectfully?
Ross & Horner (2012)

108. Scott Ross, University of Oregon

109. Team Time
How will you ensure necessary structures are in place to support implementation?
Administrator’s Vision and Active Support
Staff Buy-In
Time
Schedule
Parent/Family Involvement
Building Leadership Team
Develop an schedule for initial training of staff, lessons, boosters, and data reviews.

110. Final Thought To This Day
To This Day is a project based on a spoken word poem written by Shane Koyczan called “To This Day”, to further explore the profound and lasting impact that bullying can have on an individual.
Schools and families are in desperate need of proper tools to confront this problem. We can give them a starting point… A message that will have a far reaching and long lasting effect in confronting bullying.
Animators and motion artists brought their unique styles to 20 second segments that will thread into one fluid voice.
This collaborative volunteer effort demonstrates what a community of caring individuals are capable of when they come together. To This Day was Produced by Giant Ant.
To This Day

111. Thank You For All You Do!
Feel free to contact me at anytime. Kirsten Rice (616)