1. Bully Prevention within School-wide PBIS LISA BATEMAN & CELESTE ROSSETTO DICKEY 2013 National PBIS Leadership Forum

2. Acknowledgements: DR. BRUCE STILLER DR. RHONDA NESE ANN TOMLANOVICH DR. ROB HORNER DR. SCOTT ROSS EUGENE & BETHEL SCHOOL DISTRICTS, OREGON

3. Agenda Importance of Bully Prevention Curriculum within PBIS Expect Respect Curriculum Expect Respect Strategies Middle School Pilot Study Bethel School District Implementation Questions/Discussion

4. Maximizing Your Session Participation Work with your team Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned?

5. Where are you in implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence- based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real (investment) Full Implementation Let’s make it our way of doing business (institutionalized use) Sustainability & Continuous Regeneration

6. Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

7. Bullying & Harassment Studies  Approximately a third of teens reported being bullied at school  Most bullying occurred in the school  Only about a third of victims reported the bullying  44% of middle schools reported bullying problems, as compared to just over 20% for both elementary and high schools  Half of the middle school students involved were bully/victims Indicators of School Crime and Safety, 2009, NCES.

8. Bullying & Harassment Studies  Staff are likely to underestimate the extent of harassment and bullying. One study showed:  58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.  Only 25% of teachers perceived these behaviors to be problems. Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

9. What Reinforces Bullying? Attention from Bystanders Reactions from the Recipient Access to Items

10. Pay Attention to Minor Behaviors The majority of incidents are low level – name calling; exclusion; low levels of physical contact (pushing; shoving; etc.) There is research to show that high rates of low level behaviors are associated with a greater probability of high intensity incidents. Ignoring low level incidents is an invitation to escalate social aggression.

11. Expect Respect Curriculum www.pbis.org

12. Bully Prevention in PBIS: Expect Respect Critical Features of Expect Respect: ◦Student participation ◦ Reduce interactions that reinforce bullying ◦ Target Recipient Behavior; Perpetrator Behavior; and Bystander Behavior ◦ Teach students how to respectfully interrupt socially aggressive behavior ◦ Establish a School-Wide Stop Phrase ◦ Teach Student Strategies ◦ Deliver the intervention with sufficient intensity to maintain positive effects

13. Expect Respect MIDDLE SCHOOL STUDY 2011-12 13

14. None of the schools had been implementing Bully Prevention in PBIS before this study Study included: Data on bullying/harassment behavior collected during 6 th -7 th grade lunch for 20 minute observations Student Pre/Post Survey Three Lessons Taught Staff Fidelity Checklists Piloted in 3 PBIS Middle Schools

15. Bully Prevention within PBIS: Expect Respect -- Components PBIS Team Meeting Faculty Orientation Student Advisory Committee 3-4 Formal Lessons Repeat and Repair Fidelity of Implementation Monitor Plan Data Student Projects? You-Tube; Assembly; Play

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22. Expect Respect Pilot Study: 2011-2012 Direct Observation data shows reduction in socially aggressive incidents during and after implementation of Expect Respect Student survey data indicates students liked the program, but that it didn’t change their perceptions of bullying in the school **Behavior can change before perception does**

23. Critical Implementation Variables: ◦Intensity: Enough to engage the students in problem solution ◦Fidelity: Systematic checks particularly regarding adult coaching and follow through with interrupting behaviors ◦Sustainability: Continued effort needed to obtain long term results Lessons Learned

24. A Team (PBIS Team) is needed to monitor implementation Keep the conversation going Facilitate active participation from the students and keep it real! Solicit feedback from the staff and maintain staff involvement

25. Bully Prevention within School-wide PBIS LISA BATEMAN & CELESTE ROSSETTO DICKEY Process for Implementation

27. September -December  Faculty Orientation  Student Advisory Meeting  Lessons 1 - 3  Regular check-ins with staff January – May  Fidelity Checks  Repeat and Repair  Student Project? June  School-wide event to celebrate Expect Respect

28. September-October  Faculty Orientation  Student Advisory Meeting  Lessons 1 - 3  Regular check-ins with staff November-May  Fidelity Checks  Repeat and Repair  Student Project June  School-wide event to celebrate Expect Respect

29. Expect Respect Lessons Lesson 1: Student Orientation/Introduction Lesson 2 (Year 1): Simulation (Getting on the Bus) Lesson 2 (Year 2): Interrupting Bullying and Harassment in the Classroom Lesson 3 (Year 1): YouTube videos and Safety Plan Lesson 3 (Year 2): It Gets Better and Seeking Support Supplementary Lesson: Creating a Pledge

30. Lesson Planning Scripted lessons Determine: ◦Who will teach the lessons? ◦How far apart the lessons will be taught? Skilled Facilitation is important ◦Make the role plays realistic. If the scenarios and responses are trivial or not congruent with how students interact with one another when no adults are present, the students will think the program is silly. Be provocative; the students must be actively engaged

31. Bully Prevention in Positive Behavior Support: Expect Respect Skills taught within Expect Respect ◦Stop Strategy ◦Stopping Strategy ◦Seeking Support Strategy ◦Adult Coaching Strategy

32. Decisions about behaviors STAFF CONSISTENCY SCOTT ROSS, UNIVERSITY OF OREGON 32

33. Bullying/Harassment Prevention Plan Acceptable BehaviorsBehaviors to Re- teach (No ODR) Complete ODR for Disciplinary Action

34. Fidelity of Implementation The purpose of fidelity of implementation checklists are to: ◦Track the progress of implementation of the intervention ◦Provide a reminder of the steps that staff take in responding to bullying behaviors ◦Assess whether or not the intervention is being delivered as intended

35. Faculty Self-Assessment

36. Student Survey In your School: Strongly Disagree DisagreeAgree Strongly Agree Do you feel safe? Do other students treat you respectfully? Do you treat other students respectfully? Do you treat adults in your school respectfully? In the past week: YesNo Has anyone treated you disrespectfully? Have you asked someone to “stop?” Has anyone asked you to “stop?” Do adults treat you respectfully? Have you seen someone else treated disrespectfully?

37. Implementing Bully Prevention & Expect Respect District-wide BETHEL SCHOOL DISTRICT EUGENE, OREGON

38. Bethel School District Demographics Bethel is a school district Eugene, Oregon that is home to approximately 5,700 students 60% of students qualify for free & reduced lunches ◦Five Elementary Schools ◦Two K-8 Schools ◦Two traditional middle schools ◦One alternative high school (grades 10-12) ◦One traditional high school

39. District PBIS Leadership Team’s Charge Be the guiding/driving force for Bethel’s Systems Approach to improving behavior and achievement for all the students in the district. The District Leadership Team has been the guiding force for the past 10 years.

40. District Leadership Team Roles

41. Ensure coordination of PBIS ◦District Coordination ◦PBIS is District policy and has a role in hiring practices for licensed staff ◦Uniform implementation across the district ◦Uniformed behavior referrals and minor K-8 as a result of PBIS LT ◦PBIS District-wide allows for easier transitions for staff when moving buildings ◦Incorporating Bethel & First Student Transportation into PBIS Ensuring Coordination is a DLT team member responsibility ◦PBIS Coordinator ◦Behavior Specialist ◦Building Administrators ◦School Counselor/PBIS Facilitator ◦District Multi-Cultural Coordinator ◦First Student transportation representative

42. District Leadership Team Purpose DLT’s purpose is to support, improve and sustain PBIS in the Bethel School District. The DLT will: ◦Analyze district-wide data ◦Ensure coordination of PBIS across schools and levels ◦Determine and provide resource for professional development ◦Build capacity to meet the needs of all students ◦Review research for effective practices ◦Provide stable funding to support schools ◦Partner with organizations (U of O, First Student, ORI, etc) ◦Maintain PBIS as a district focus ◦Ensure coordination across systems (EBISS, On-Track)

43. Bully Prevention within PBIS Teaching Expectations Barriers/Challenges Ways to Problem Solve

44. Barriers and Challenges Counseling FTE reduced by.5 Administrative changes/reduction Careful contextual fit ◦Student ownership ◦“Let it go” Competing Initiatives Partial implementation

45. Problem Solving for Sustainability Systematize “Expect Respect” by embedding it into the existing PBIS system Embedding boosters for students into the existing PBIS boosters scheduled for the building. Capacity building for staff ◦Fidelity checks ◦Coaching and follow through Staff Commitment ◦Continued effort needed to obtain long term results.

46. Questions & Comments LISA BATEMAN: LISA.BATEMAN@BETHEL.K12.OR.US CELESTE ROSSETTO DICKEY CROSSETTO-DICKEY@PLACERCOE.K12.CA.US

47. Maximizing Your Session Participation Work with your team Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned?

48. Where are you in implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence- based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real (investment) Full Implementation Let’s make it our way of doing business (institutionalized use) Sustainability & Continuous Regeneration

49. Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet