Presentation on theme: "Www.miblsi.cenmi.org Bully Prevention in Positive Behavior Supports (BP-PBS): Kirsten Rice, LMSW MTSS Coordinator Kent ISD March 1, 2013."— Presentation transcript:
1 Bully Prevention in Positive Behavior Supports (BP-PBS): Kirsten Rice, LMSW MTSS Coordinator Kent ISD March 1, 2013
2 Group ExpectationsTo make this day the best possible, we need your assistance and participationBe ResponsibleAttend to the “Come back together” signalActive participation…Please ask questionsBe RespectfulPlease allow others to listenPlease turn off cell phones and pagersPlease limit sidebar conversationsShare “air time”Please refrain from and Internet browsingBe SafeTake care of your own needsLess than 30 secondsPlease 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 AcknowledgementsThe material for this training day was developed with the efforts of…Christine RussellMelissa NantaisKim St. MartinAnna HarmsSteve GoodmanMary BechtelContent was based on the work of…Rob Horner, University of OregonScott Ross, Utah State UniversityStiller, Nese, Tomlanovich, Groff, Joo & Garcia (2011)Less than 30 seconds
4 Training Agenda:1.0 Understanding How Schoolwide PBIS and BP- PBS Provide Bully Prevention2.0 Comprehensive Bully Prevention ModelTeaching:- Stop - Bystander Routine- Walk - Responding to StopTalk - Reviewing and Practicing Routines3.0 Continuum of Responses to Stop-Walk-Talk4.0 Reviewing Stop-Walk-Talk5.0 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 SystemOur behavior expectation model where we as a school Define, Teach, Monitor and Reward expected behavior is our first step toward decreasing disrespectful behaviorArticle by Good, McIntosh and Gietz
7 Independent ActivityComplete the left hand column of the anticipatory guide for the article you are about to readIndependently 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 ActivityDiscuss the following with your partner and record your responses on your PowerPoint.Typical Responses to Bullying Behavior in SchoolsThe effectiveness of typical anti-bullying programs implemented in schoolsComponents 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 bullyingTeach students how to identify bulliesFollow 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 ResolutionPeer Support SystemsWorking 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 attentionStudent could draw self-confidence and self-identification from the labelStudent could be targeted by othersIncreasing 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 preventativeWhy?BP programs tend to be implemented as a response to an already significant problemEstablished patterns in bullying behavior make it difficult to interveneEscalation 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 sustainWhy?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 implementFull 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 SupportsFunctional Behavioral Assessment and Individual Behavior PlansTier Two:Targeted SupportsBully Prevention in PBISEmbedding anti-bullying into the schoolwide implementation of Positive Behavior SupportsTier One:Universal SupportsSchoolwide PBIS
16 Is Schoolwide PBIS Being Implemented with Fidelity? Program Quality / Fidelity MeasureCriteriaSchoolwide Evaluation Tool (SET) Expectations Taught and Implementation Average (Subscale Score)80% for both scoresBenchmarks of Quality (BOQ) Total Score70% or aboveSelf Assessment Survey (SAS) for Schoolwide Current Status (Total Score Report)Team Implementation Checklist (TIC) Total Score80% or aboveSet 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 victimProblem #1: Inadvertent “teaching of bullying”Problem #2: Blame the bullyProblem #3: Ignore role of “bystanders”Problem #4: Initial effects without sustained impact.Problem #5: Expensive effortWhat do we need?Bully prevention that is efficient, and “fits” with existing behavior support effortsBully PREVENTION, not just remediationBully 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” settingsCafeteria, Gym, Playground, Hallway, Bus AreaUse same teaching formatIf someone directs problem behavior toward you.If you see others receive problem behaviorIf 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 adultsLikely many different rewards are effectiveMost common are:Attention from bystandersAttention 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 bullyingProvide 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 behaviorUs vs. Them activities are also a form of bullying behavior
25 Academic ConnectionWhen 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 angryIgnoring and SufferingGetting ScaredAvoiding SchoolAn 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 problemsOften dislike schoolAre often at risk for dropout
27 Why do Bully Behaviors Persist Three Main ReasonsUnknown About by AdultsOccurs when staff is not aroundUnreportedStudents often don’t report for fear of retaliationStudents often don’t report because there is not consistency in staff responsesMisunderstood by AdultsThinking 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 victimFailure of staff to act collectively to stop inappropriate behaviorLook the other wayCall it normalBuy into mythsBully each otherBully students themselves
29 What do Targets of Bullying Behavior Need? What do Those Engaging in Bullying Behavior Need?Schoolwide and Classroom Rules about RespectConsistency in Adult ResponsesOthers to Stand up for ThemAssertiveness SkillsFriendship TeamsSocial Skills (sometimes)Schoolwide and Classroom Rules about RespectConsistency in Adult ResponsesIntervention SupportOngoing AccountabilityEmpathy TrainingSocial Skills (sometimes)
30 2.0 Comprehensive Bully Prevention Program 2.0 Comprehensive Bully Prevention Program
31 A Comprehensive Bully-Proofing Model IndividualStudent/AdvancedSupport OptionsEstablish a SocialCulture UsingUniversal PositiveBehavior InterventionSupportsTrain all StaffOn How to RespondTo Bullying and/orAggressionTeach SocialResponsibility toStudentsDefine & TeachExpectationsMonitor andAcknowledgeContinuum ofConsequencesBehavioralErrorsData SystemTeach Logic forBullyPreventionTrainingTeach How toTrain StudentSkillsRespond toProblemBehaviorTeach “Stop”RoutineTeach BystanderTeach BeingAsked to “Stop”Teach a RecruitHelp RoutineFunction-basedSupport forStudentExhibitingBully BehaviorVictimRepeat 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/contribution60-90 minContent 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 youB) Bystander RoutineIf you encounter someone being disrespectful toward othersB) 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 timesIf a student encounters a disrespectful behavior:STOPWALKTALK
35 Lesson 1 Re-teach Schoolwide Rules including Respect Activity Elementary: Candle DemonstrationSecondary: Common Responses to Disrespectful BehaviorStop Signal (with practice)Examples and Non-examples of when to use the signalWalk AwayBystander RoutineTalk
36 Lesson 1Teachers will begin by leading a discussion of what Respect means at their school.Use the Schoolwide Matrix to assist with this part of the lessonUse both examples and non-examplesThis likely will be done through whole class discussion although other formats can be used
37 Lesson 1Discuss 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 youLaughing at someone being picked onWatching problem behavior and doing nothing
38 Lesson 1: Elementary The Candle Under the Glass Cup Essential step to the programGiving “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 RoutineGiving “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 ActionProsConsReturn insultsFight BackTell an AdultDon’t react – just ignore itAsk a friend for adviceTell them to stop
40 The candle under a glass cup Materials Needed:Small candleClear glass cup that can fit over the top of the candleMatches 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 signalSome suggestions for physical signal:Eye contact/step back, hand upSome 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 inputEspecially when determining a stop signalIt may work best for students to teach the lessons along with or instead of the teachersOr consider the use of student videos8-10 students selected for leadership/contribution through a Student AdvisoryRefer 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 buildingHow will you get consensus/buy-in from staff?SecondaryReview the Student Advisory sections (pages 14-17) in your manualHow will you select students?What possible options for stop signals could you provide the advisory?
44 Teaching the Schoolwide Stop Signal Lesson 1Teaching the Schoolwide Stop SignalWhen teachers are teaching students, give examples & non-examples when to use the signal, and when it is not appropriate to use the signalModel 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 1Practicing the Schoolwide Stop SignalBe Sure Students Understand Why They Should Use the Stop SignalTakes the “oxygen” away from the behaviorRelate back to the candle activity from the lessonIssues with the Stop SignalSome students may use too much enthusiasm when they use the signalMay end up giving more attention to the behavior
46 Partner Activity1’s tell 2’s how you would help students keep their STOP from being overly animated2’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 routinesDevelop Role Plays for StudentsRole plays do not have to include an actual disrespectful behaviorStudent can meerly say “I did something disrespectful”.Videos of Kids Demonstrating Routines
48 Teaching the Walk Routine Lesson 1Teaching the Walk RoutineRemind students that walking away removes the reinforcement for problem behaviorTeach students to encourage one another when they use the appropriate responsePractice "walking away" with student volunteers at the front of the classInclude at least 3 examples of how to "walk away" and at least one example of when not to.
49 Teaching the Walk Routine Lesson 1Teaching the Walk RoutineBe Sure Students Understand Why They Should Walk AwayEven 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 1Teaching Bystander RoutineSaying stop when someone else is being treated disrespectfully is a skill kids need to learnNeed 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 1Teaching the Bystander RoutineIf you see someone else being treated disrespectfully:Say and show “stop” to the person being disrespectfulAsk the recipient to go with you and leave the areaComfort 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 Activity2’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 themDesire to align themselves with the powerful/popular bullyNot sure how to correctly defuse the situationDon’t want to get involved-apathy-“not my issue.”Don’t know how to get help.
56 Partner ActivityStop to think about how difficult what we’re asking students to do actually isHas 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 helpIf Talk is the right next step:Select a school adult to report toReport 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 TattlingTalking is when you have tried to solve the problem by using “stop” and “walk” firstTattling is when your goal is to get the other person in trouble OR make yourself look goodTattling 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:RetaliationAdult may not take the report seriouslyAdult may side with the bullyLosing face in front of peersBreaking the code of silenceSecondary: 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 TalkFor students to regularly use this routine, they need to see the benefit.They need to know how what staff will do nextStaff 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/TalkRemind 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 doingTake a deep breathGo 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 signalStudent 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 signalStudent B stops, takes a breath, turns away.
64 Ways to provide additional practice Scenarios for groups to discussQuick writes about how to do the RoutinesWatching video clips from movies, tv or youtube that show disrespectful behavior, show someone walking/talking, or show a bystander helpingProvide worksheets to go along with this lessonCreate a pledge committing to use Stop, Walk, TalkCreate a video of how to use Stop, Walk, Talk
65 How to teach “Stop/Walk/Talk” Individual ActivityHow 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 Activity1’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 behaviorAn increase in bullying behaviorStudents feeling unsafeResponding 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 themIt 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 respondIf 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 ActivityWhat 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 9-13When 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 usedIf “stop” used provide praise, and connect with perpetratorIf “stop” response was not used, practice the Stop-Walk-Talk routine with the student reporting a problem.Determine if “stop” response was followedIf “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 administratorA plan for minimizing contact between the student and the person who didn’t stopA mediated discussion between the two students with the adult as the facilitatorLetting it go (“I just needed someone to listen to me.”)
78 Faculty/Staff BP Orientation: Booster Build in “booster” training eventsSecondary: See “Repeat and Repair” & “Student Forum” (pg )Two Weeks after training: Each week review skills, and updateWhat were examples where the routines worked wellWhat were examples where students were unclearTwo 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 orientationIdentify 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 supportFor students with higher likelihood of bullying or victim behaviorRehearse “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 OneAfter a monthThree 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 TimeConsider the school’s process for handling rule violations such as Aggression, Harassment, Gossiping, Bullying Behaviors, etc.Discuss your own school’s continuum of responsesIs 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 Behavior15 SECOND INTERVENTIONI 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 groupConsider any additions, deletions or alterations to this scriptCan 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?
86 Review of the Routines Elementary Lessons 3-5Manual states the lessons each take about 20 minutes each.Objectives:Review “Stop, Walk, Talk”Learn and Practice how to use the routine with specific situationsLesson 3: GossipingLesson 4: Inappropriate RemarksLesson 5: Cyber-Bullying
87 Elementary Lesson 5: Cyber Bullying Behavior Review the school-wide “Stop, Walk, Talk” Routine.How to use StopType “Stop”How to use WalkTurn off technologyBlock the personHow to use TalkPrint off what you canGo to an adult at home or school
88 Review of the Routines Secondary LessonsYear 1, Lesson 2Year 1, Lesson 3 (parts 1&2)Year 2, Lesson 2Year 2 Lesson 3 (parts 1&2)Supplemental LessonObjectives:Review strategies and important role of bystandersLesson 2: stopping and helping strategiesLesson 2: helping and seeking support strategiesPractice through use of role-plays and videos
89 Team Time Jigsaw lessons as a group Split up the lessons Elementary:Lesson 3Lesson 4Lesson 5Secondary: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 lessonShare out:What needs to be prepared prior to the lessonHow long you believe the lesson will take
90 Team TimeConsider as a group any additional lessons that may need to be developed for your school communityLGBTReligious/CulturalRacialGenderOther
91 5.0 Implementation, Evaluation, and Outcomes 5.0 Implementation, Evaluation, and Outcomes
92 Structures Needed to Support Implementation Administrator’s Vision and Active SupportStaff Buy-InTimeScheduleParent/Family InvolvementBuilding Leadership TeamNeed to align this language with the language from the BP-PBS Planning Guide
93 Time for Initial Implementation… Train Staff in BP-PBSStaff Preparation for Teaching LessonsTime for Staff to Teach Lessons to StudentsTime for Training Supervisors (lunch, hallways, playground, etc.)
94 Time for Full Implementation… Coaching SupervisorsOrienting New StudentsOrienting New StaffAnnual ReviewBooster Sessions
95 Schedule… Training Staff Initial Teaching of Lessons 1-5 Follow-Up LessonsBooster Sessions as indicated by dataOrienting new students and staffAnnual “Refresher”
96 Parent/Family Involvement Longwood Elementary Parent LetterFletcher Intermediate Science & Technology SchoolMetz ElementaryAshland School DistrictDunn’s Corner ElementaryLetter included in Secondary “Expect Respect” Manual (pg. 55)
97 Team TimeReview 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-PBSTraining staff (if appropriate)Fidelity checksData collection (e.g., staff & student surveys)Communicating with parents/familiesBP-PBS implementation is a standing agenda item for building leadership team meetingsReview of implementation statusReview monthly SWIS dataReview efficiency and impact with families, staff, studentsUse 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 andBully Prevention Program Quality / Fidelity Tools
100 BP-PBIS Fidelity Self-Assessment FeatureNot in PlacePartially in PlaceIn PlaceNeeded ActionsWhat? Who? When?School-wide Expectations are defined and taught to all students (respect others)BP-PBS initial training provided to all studentsBP-PBS follow-up training and practice conducted at least once 2 mo. after initialAdditional trainings scheduled and held for re-teaching throughout the school year5. 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/ weekStaff use BP-PBS “response routine” for student reports of problem behavior9. 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)
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 outcomesMeasures:Discipline Referrals and Suspensions / ExpulsionsStudent Surveys of School Climate and BullyingObservations of Student Behavior
105 Referrals by Problem Behavior Abusive/Inappropriate Language, ProfanityPhysical AggressionHarassment / BullyingFighting
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.123452. 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?NoYes7. Have you asked someone to “stop?”8. Has anyone asked you to “stop?”9. Have you seen someone else treated disrespectfully?Ross & Horner (2012)
109 Team TimeHow will you ensure necessary structures are in place to support implementation?Administrator’s Vision and Active SupportStaff Buy-InTimeScheduleParent/Family InvolvementBuilding Leadership TeamDevelop 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)