1. Rob Horner Matt Tincani University of Oregon Temple University 1 www.pbis.org APBS Webinar February 20, 2013

2. Format  Introduction/ Agenda  Orientation to Bully Prevention within SWPBIS (30 min)  Questions (facilitated by Matt Tincani)  Implementing Bully Prevention within SWPBIS (30 min)  Questions (facilitated by Matt Tincani) 2

3. Goal/ Objectives  Goal:  Define a plan for implementing Bully Prevention within schools already using School-wide PBIS  Objectives:  1. Define the logic for investing in bully prevention  2. Define the five core skills for “student orientation”  What to teach, How to teach it.  3. Define the core elements for “faculty orientation”  What to teach, How to teach it.  4. Define the role of data before, during and after implementation  For both fidelity and impact  5. Define the expectations for advanced support  6. Define steps to Implementation of BP within SWPBIS

4. Acknowledgements  Scott Ross, University of Utah  Brianna Stiller, Eugene 4J School District  Rhonda Nese, University of Oregon  Celeste Rossetto Dickey, University of Oregon  Anne Tomlanovich, Eugene, 4J School District  George Sugai, University of Connecticut 4

5. 5 The Logic: Why invest in Bully Prevention?  The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools. (Beale, 2001)  Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim  (Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001; Swearer & Espelage, 2004).  Victims and perpetrators of bullying are more likely to skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994)  Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995).

6. The Logic Why invest in Bully Prevention?  Involvement in bullying is a cross-cultural phenomenon (Jimerson, Swearer, & Espelage, 2010)  Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, grade, and class.  Bradshaw, et al., 2010  Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying.  Merrell et al., 2008 6

7. The Foundations  What is Bullying Behavior?  Why does Bullying Behavior develop and sustain?  What are the core elements of a school setting that both prevents the development of bullying behavior, and reduces bully that is occurring? 7

8. What is Bullying?  “Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another.”  Examples: 8 Office of Civil Rights: Recognition of Intensity There is a level of bullying and harassment where the behavior of a student(s) creates a “hostile environment” for another student(s). When this occurs the school is obliged to not just “problem solve” a solution, but to engage in immediate and substantive efforts to protect the “at risk” student(s). When Bullying or harassment target a student from a protected class (race/ethnicity, disability, at-risk) a “hostile environment: exists.

9. Bully Prevention 9  Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.  Bullying is seldom maintained by feedback from adults  Bullying is more likely to occur toward students who do not retaliate  Bullying is most likely when it results in social attention from others  Students who engage in bullying behavior often have the skills to get attention in more appropriate ways.  What rewards Bullying Behavior?  Most common are:  Attention from bystanders  Attention and reaction of “victim”  Self-delivered praise  Obtaining objects (food, clothing)

10. Activity  1. Identify an example of bullying you have encountered  _________________________________________  Context/Situation  Bullying Behavior  Rewarding Consequence  _____________________________________________  2. Identify a problem behavior that would NOT be bullying. 10

11. Core Elements of an Effective Bully Prevention Effort. 11  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.

12. Elements of Effective Bully Prevention 12 School-wide PBIS Data Use Bully Prevention Logic Faculty Implementation Student Use of BP-PBIS routines Advanced Support

13. Core Features of an Effective Bully Prevention Effort. Five Student Skills For Faculty/Staff  School-wide behavioral expectations (respect)  Stop routine when faced with disrespectful behavior  Bystander routine when observing disrespectful behavior  Stopping routine if someone tells you to “stop”  A recruit help routine to recruit adult help if you feel unsafe.  Agreement on logic for bully prevention effort.  Strategy for teaching students core skills  Strategy for follow-up and consistency in responding  Clear data collection and data use process  Advanced support options 13

14. Adapting Any Bully Prevention Effort  Make any bully prevention program fit the social culture of the school.  (terms, intensity, coordination, collaboration)  Make the bully prevention effort fit the developmental level of the students.  Do the same thing, differently for elementary, middle, high school  Collect and use data  Before implementing collect data to document need and build consensus  After implementing collect data to assess impact and guide local adaptation 14

15. Research Support  Experimental Support  Descriptive Support 15

16. 16 The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial Tracy E. Waasdorp; Catherine P. Bradshaw; Philip J. Leaf Arch Pediatr Adolesc Med. 2012;166(2):149-156 Results: Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacher- reported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the effects of SWPBIS on rejection were strongest among children who were first exposed to SWPBIS at a younger age. Conclusions: The results indicated that SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as victims and perpetrators. The findings were considered in light of other outcomes for students, staff, and the school environment, and they suggest that SWPBIS may help address the increasing national concerns related to school bullying by improving school climate.

17. Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42 (4), 747-759.  Three Schools  Six students identified for high rates of verbal and physical aggression toward others.  Whole school implementation of SWPBIS  Whole school addition of Stop-Walk-Talk  Direct observation of problem behavior on playground. 17

18. www.pbis.org

19. 19 3.14 1.88.88 72%

20. BP-PBS, Scott Ross20 28% increase 19% decrease

21. BP-PBS, Scott Ross21 21% increase 22% decrease

22. Available at www.pbis.org

23. Middle Schools: Expect Respect  Student forum  Multiple lessons (Three lessons plus monthly discussion)  On-going assessment of staff fidelity  Student survey 23

24. Elements of Bully Prevention within SWPBIS  1. Build Commitment/ Establish the Logic:  Why does bullying occur? What are key features of a school that reduces bullying?  Student focus group (forum): Why, What, How  2. Student Orientation  Establish a positive school-wide social culture (respect, responsible, safe)  Teach a common response to “behavior that is not respectful”  As a victim  As a bystander  Teach how to respond if you are asked to stop  Teach how to recruit adult support  3. Adult Orientation  How to conduct the student training  How to respond to instances of bullying or reports of bullying 24

25. Bully Prevention within PBIS Core Elements and Implementation Process 25

26. Building Consensus and Commitment  For middle and high school, always conduct pre- implementation survey, and pre-implementation focus groups.  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 26

27. Student Forum (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) 27

28. Common Responses from Students when they encounter disrespectful behavior ActionProsCons Return insults Fight Back Tell an Adult Don’t react – just ignore it Ask a friend for advice Tell them to stop 28

29. Scott Ross, University of Oregon29 Harassment Disrepect Physical Aggression Name Calling/ Inapp Language

30. Student Survey Date:_______  In your school  1. You feel safe  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  5. Has anyone treated you disrespectfully?  6. Have you asked someone to “stop?”  7. Has anyone asked you to “stop?”  8. Have you seen someone else treated disrespectfully? Disagree Agree 1 2 3 4 5 No Yes No Yes No Yes

31. 31

32. Scott Ross, University of Oregon32

33. 1. Establish The Logic  Bullying is “behavior” … not a trait  Bullying is maintained by social rewards from other students (victims and bystanders):  Not consequences from adults  Bullying will continue as long as it continues to be rewarded.  Even if we teach appropriate behavior and punish bullying  Even if some students resist bully efforts.  Preventing bullying requires that students remove the social rewards that maintain bullying behaviors. 33 Note: This is not consistent with our societal message to simply “stand up” to bullying. ----------------------------------------- (Note: “standing up” to bullying typically just transfers the target to someone else… it not a real solution for the whole school).

34. The Logic: Establish student “buy-in”  Build a positive social culture  Teach all students core behavioral expectations  One of the core expectations should include:  Be respectful of others  Teach all students what to do when they encounter behavior that is not respectful.  1. What do you do if someone is not respectful to you?  2. What do you do if you encounter someone not being respectful to someone else?  3. What do you do if someone tells you that you are not being respectful?  Remove the rewards that sustain bullying behavior. 34

35. Student Orientation/Focus Group  Building a culture of social competence  A) School-wide behavioral expectations  Common goal (make school safe and respectful for all)  B) School-wide agreement about how to respond to problem behavior.  Routine for signaling “stop”  Routine for stopping  Routine for recruiting help  C) Define what happens when someone recruits help.  What can adults do.? What should adults do? What will adults do? 35

36. An approach to school-wide Bully Prevention: For Staff to use  Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided.  Teach “be respectful” as a basic concept for the school  Teach what “not respectful” looks like.  All students know what is expected, and can identify the difference between respectful and disrespectful behavior.  Student to student  Student to adult  Adult to student

37. Delivering Bully Prevention in Positive Behavior Support 37  Establish rules for instruction based on 3-5 school-wide positively stated rules  “Be Respectful”  Discuss examples (and non-examples) of following school-wide rules in specific settings.  Use non-examples (e.g. problem behaviors) from outside the classroom:  Basketball, Four square, Wall ball  The word “bully” is never used

38. Teach all students to remove the rewards that sustain bullying  Do NOT use the label, “bullying,” with students. Teach how to respond if someone is NOT respectful.  __________________________________________  What does it look like when people are not respectful?  Why do these behaviors keep happening?  What should you do?  If you experience someone doing these behaviors to you?  If you see someone else in these situations?  If someone tells YOU that your behavior is disrespectful? 38

39. Student BP Orientation  Given school-wide expectations  Conduct a 30 min training in each classroom:  Logic:Everyone should treat everyone else with respect  Everyone should avoid rewarding disrespectful behavior  Skills: Know what it means to be “respectful”  Know what to do if someone is disrespectful to you (show stop)  Know what to do if someone asks you to “stop”  Know what to do if someone is disrespectful to someone else  Know how to get help from an adult 39

40. Student BP Orientation  Learning requires a respectful setting.  What does it mean to be respectful?  Provide examples of being respectful in class, on playground, in cafeteria  What does it look like if someone is NOT respectful?  Provide examples  Why are people not respectful to each other? Why does disrespectful behavior keep happening?  Discussion  Disrespectful behavior keeps happening in most cases because it results in attention from others. 40

41. 41

42. Student BP Orientation 42 What does attention from others look like? Peer attention comes in many forms:  Arguing with someone who teases you  Laughing at someone being picked on  Simply watching someone be hurt and doing nothing (watching is attention)  Provide the core message: Take away the attention that sustains disrespectful behaviors. The candle under a glass Stop, Walk, Talk  A clear, simple, and easy to remember 3 step response

43. 43

44. Teach Three-Steps that can be used in all places at all times. Keep it simple 44 If you encounter behavior that is NOT respectful Say and Show “STOP”  Talk to an Adult Stop -------- Walk -------- Talk Walk Away

45. Skill #1: “Respect” (school-wide) Skill #2: Teach the “Stop Signal” 45  If someone is directing problem behavior to you, ask them them to “stop.”  Gesture and word  Review how the stop signal should look and sound  Firm hand signal  Clear voice

46. 46 Discuss how showing/saying “stop” could be done so it still rewarded disrespectful behavior

47. Skill #3: Teach how to respond if someone says “Stop” 47  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.

48. Scott Ross, University of Oregon “Stop” means stop. The rule is: If someone asks you to stop, you stop.

49. Let’s Practice: Student Skills #1 and #2 (“Stop”)  Divide up into pairs (Student A and Student B)  “Raise your hand if you are “Student A”…. “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 A says “stop” and shows the stop signal  Student B stops, takes a breath, turns away. 49 Review the Logic: Saying “stop” is a way to stop giving oxygen to disrespectful behavior * Be prepared for students to use the “stop” response with too much gusto. * Consider having students show you examples of using the stop response in a way that actually provided attention

50. 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. 50

51. Skill #4: Saying stop when someone else is being treated disrespectfully  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. 51

52. Let’s Practice: Skill #4: Bystander routine  Divide up into groups of 3 or 4.  Student A, B, C, D: Who is Student A? B? C? D?  Game #1: Student A says “I am being disrespectful toward 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. 52

53. 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. 53

54. Skill #5: “walk away” and get help 54 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

55. Walk away, and get help 55 Even when students use “stop” and they “walk away” from the problem, sometimes someone will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.  Report problems to adults  Where is the line between tattling, and reporting?  "Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first:  Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult  Tattling is when your goal is to get the other person in trouble KEY: Students must know what to expect from adults if the student reports an instance of behavior that is not respectful

56. 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 Scott Ross, University of Oregon56

57. Let’s practice: Skill #4 (Walk away)  Divide up into groups of 3  Student A, Student B, Student C  Game #1:Student A, you are the teacher/supervisor  Student B: Say, “I am being disrespectful” to Student C  Student C: Say “stop”  Student B: Say “I am still being disrespectful”  Student B: Walk away, go to teacher and say  “I said “stop” and he/she did not stop”  Game #2: Rotate roles so everyone is in each role. 57

58. Elaboration  What will adults do when you report a problem?  1. Adults will ask if you said “stop” and walked away  2. If you did not 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 you 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.

59. Student Orientation  Using the teaching plans in the BP-PBIS handbook  Building your own teaching plans.  Developing a schedule for implementation  Teach all children in the school within a 2 week period. How will we do this?  Build a strategy for providing orientation to new students entering the school.  Plan on 1-2 follow up “booster” training events  Two months after initial training.  Use examples of most common problems, and have students rehearse how to use the Stop-Walk-Talk routine 59

60. Activity  1. What is a “stop” signal/ routine that would work for your school?  2. What is a “stopping routine” that would work for your school?  3. How would we obtain student input into the selection of the “stop” and “stopping” routines?  Student forum? 60

61. 3. 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-corrects”  Faculty collect and use data for decision making 61

62. Faculty/Staff BP Orientation: Bully Prevention Logic  Provide logic:  Define bullying behavior  Define the impact of bullying behavior on social and educational outcomes for students.  Review current data from school  ODRs for harassment, aggression, fighting, inappropriate language  Review informal reports from students, faculty or families.  Conduct survey (if appropriate)  Review national patterns  30% of students report experiencing bullying behavior  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

63. Faculty/Staff BP Orientation: Responding to Report of Bullying 63 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.

64. Faculty/Staff BP Orientation: Responding to Report of Bullying  With Student reporting bullying:  “Okay, I will take it from here.” 64 "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 yes: "How did ____ respond?” If no: Practice the 3 step response.

65. When the reporting child did it right… 65 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?"  If yes: "How did you respond?”  If no: Practice the 3 step response. Practice the 3 step response (stop-walk-talk).  The amount of practice depends on the severity and frequency of problem behavior

66. Faculty/Staff BP Orientation: Booster  Build in “booster” training events  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. 66

67. 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.  As a team: How will you prompt pre-correcting? 67

68. Activity  Discuss how to ensure that staff follow “reporting routine”  Did you ask ____ to stop?  Discuss how to build in initial follow-up  Week One  After a month  Three months. Scott Ross, University of Oregon68

69. Specific Problem Behaviors  Gossip  Racial/ Gender/ GLBT/ Religious challenges  Cyber-bullying  Other… 69

70. 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? 70

71. 5. Data collection/ Decision-making  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 program as planned? 71

72. Using ODRs  Do we have a problem?  Do we need the BP-PBIS program?  If we use the program: Is the BP effort effective?  Remember that many instances of bullying are NOT reported by students, or recorded in the ODR data. 72

73. Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP 73 Pre BP Post BP

74. Student Survey Date:_______  In your school  1. You feel safe  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  5. Has anyone treated you disrespectfully?  6. Have you asked someone to “stop?”  7. Has anyone asked you to “stop?”  8. Have you seen someone else treated disrespectfully? Disagree Agree 1 2 3 4 5 No Yes No Yes No Yes

75. 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” 75

76. Feature Not in Place Partially in Place In Place Needed Actions What? Who? When? 1. School-wide Expectations are defined and taught to all students (respect others) 2. BP-PBS initial training provided to all students 3.BP-PBS follow-up training and practice conducted at least once 2 mo after initial training (is more needed?) 4. At least 80% of students can describe the “stop routine” to problem behavior (stop/walk/talk) (ask 10) 5. At least 80% of students can describe “stopping routine” (ask 10). (when they are asked to “stop”) 6. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week 7. Staff use BP-PBS “response routine” for student reports of problem behavior 8. Student outcome data are collected and reported to all faculty at least quarterly. BP-PBIS Fidelity Self-Assessment

77. 77 BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training 0 = not in place, 1 = partially in place, 2 = in place

78. Activity: Data Use  What data do you have?  What data do you need?  What schedule would be needed to make this work? 78

79. 6. Advanced Support 79  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.

80. Intensive Individual Supports (Tier 3)  Full Assessment  Functional behavioral assessment  Academic assessment  Social emotional assessment  Family support  Individualized intervention  Prevention  Instruction/ Teaching  Formal contingencies  On-going data progress monitoring 80

81. Implementing Bully Prevention Phase ExplorationDoes your school need a bully prevention program? Office discipline referrals Student survey Faculty/ family reports InstallationBuild the foundation Faculty Orientation Team developed/trained “Stop” signal selected Faculty orientation (logic) Implement Bully Prevention within SWPBIS Develop and deliver student orientation Build BP curriculum and teaching plans Teach BP-PBS to all students Schedule and conduct “booster” Full ImplementationMonitor fidelity and impact Adapt to unique needs. Build sustainability Collect and use data Coaching and Training Capacity developed 81

82. How to Implement Bully Prevention in PBIS 82  School  Implement School-wide PBIS  Faculty commitment  Faculty introduction to BP  Team to implement  Student Forum  Build BP lessons for students  Train all students  Booster/Follow up lessons  Coaching support for supervisors  Collect and use data  District  Build expectation for all schools  Fall orientation emphasis on social behavior  District trainer/coordinator  District reporting of:  Schools using BP-PBIS  Fidelity of implementation  Impact on student behavior

83. Activity: Review Planning Guide and Build Schedule for Next Steps  Is BP-PBIS something you need?  Is this the most efficient approach?  How to build consensus across faculty  Presentation at faculty meeting?  Building capacity  What help is needed from ESD?  Who would provide staff orientation?  What materials, and protocols would need to be developed?  Establish a schedule for implementation  Define what you need from District/ESD 83

84. 84 Prevention in Bully Positive Behavior Support Planning Guide: Moving from Discussion to Action This planning guide is designed for use by teams planning to implement bully prevention efforts as part of their existing school-wide positive behavior support program. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bully prevention effort will be implemented well, sustained, and a benefit to students, families and faculty. School Building Planning Team ActionCriterion In Place Partially In Place Not In place Who?By When? 1.Faculty/Staff ReadinessTeam defined to lead implementation of BP-PBIS All faculty/staff have read the BP-PBIS manual "Stop" signal selected All faculty/staff have received BP-PBIS orientation training 2. Curriculum DeliverySchedule developed for student BP training. BP-PBS lessons delivered to all students Plan developed for BP-PBS orientation for students who enter during the year. 3. Follow-up/ BoosterFollow-up lessons scheduled to occur during two month period after initial student training. Follow up lessons delivered at least twice after initial training, including practice in applicable settings. 4. PBIS teamBP-PBIS set as a standard item on the PBS team agenda

85. 85 ActionCriterion In Place Partially In Place Not In place Who?By When? 5. CoachingPlan developed for coaching and feedback for playground supervisors Coaching for playground, lunch, hall supervisors provided at least twice, and as needed after. 6. Evaluation/ MonitoringQuarterly review to assess if BP-PBS is being used as intended (fidelity) Monthly review of office referral and incident reports related to bullying behaviors (aggression, harassment, threats) Collect study BP survey data at least annually 7. Social ValidityReview efficiency and impact with families, faculty, students

86. 86 District Leadership Team ActionCriterion In Place Partially In Place Not In place Who?By When? 1.Bully Prevention orientation for New Faculty Fall orientation for all new faculty 2.District update at least once a year Report to District administration or board about (a) number of schools using BP-PBS, (b) fidelity of implementation, (c) impact on student behavior. 3. District Trainer District has individual(s) trained to conduct staff orientation/training/coaching in BP-PBS

87. Summary  Bullying is behavior  Bully prevention requires changing how students label and respond to the disrespectful behavior of their peers.  The key to bully prevention is SCHOOL-WIDE agreement about appropriate responses.  SWPBIS allows investment in prevention as first step  Teaching Bully Prevention routines is efficient and effective  Adapt the content to fit the culture, age-level and preferences of students/families/faculty. 87

88. Contact Information 88  Curriculum Available at: www.pbis.orgwww.pbis.org