Chunyan Yang George Bear Debby Boyer Sarah Hearn

Chunyan Yang George Bear Debby Boyer Sarah Hearn
2/19/2014 Bullying Victimization and School-wide Discipline: Their Relations to School Climate Chunyan Yang George Bear Debby Boyer Sarah Hearn Do we have a log for the Center to insert here? Suggest time for 50 minute session: GB -- intro and overview - 3-5 DB -- School climate importance and DE measures, 10 GB -- Results - 15 SH -- Implications/applications 10-15 Questions/Discussion 5-10 NASP, 2/19/14 NASP 2014

2/19/2014 The Delaware Positive Behavior Support Project (DE-PBS) is a collaboration between the DE Department of Education, the University of Delaware’s Center for Disabilities Studies, and Delaware Public Schools. GB NASP, 2/19/14 NASP 2014

2/19/2014 Overview Present the Delaware School Climate Survey (includes measure of bullying) and how it is used in over 70% of schools in DE to improve school climate and bullying prevention. Report results of recent study of the effects of school climate and disciplinary techniques on bullying victimization, and how effects varied depending on type the of bullying victimization, the disciplinary technique emphasized in the school, and the dimension of school climate, as well as on individual student characteristics (i.e., race/ethnicity, gender, grade level). Discuss practical implications of the our findings for improving school climate and preventing bullying, including what we’re doing in Delaware schools. GB NASP, 2/19/14 NASP 2014

Why is school climate important overall?
2/19/2014 Why is school climate important overall? School Climate is linked to a wide range of academic, behavioral, and socio-emotional outcomes for students: Academic achievement Student academic, social, and personal attitudes and motives Delinquency Behavior problems DB There are many reasons why school climate is worth examining NASP, 2/19/14 NASP 2014

Why is School Climate important to Bully Prevention?
2/19/2014 Why is School Climate important to Bully Prevention? Problematic school climate contributes to negative outcomes including: Bullying victimization Attendance and school avoidance Depression and self-esteem DB Today we will be focusing on the relationship between school climate and bullying victimization NASP, 2/19/14 NASP 2014

Subscales of Delaware School Climate Surveys 2013
Student Survey Teacher/Staff Survey Home Survey Part I : School Climate Teacher-Student Relations Student-Student Relations Respect for Diversity Clarity of Expectations Fairness of Rules School Safety Student Engagement School- wide Student Engagement School-wide Bullying School-wide Teacher-Home Communications Staff Relations Total School Climate Parent Satisfaction 2/19/2014 UPDATED 2013 NASP 2014

Part I: School Climate Item Examples
2/19/2014 Part I: School Climate Item Examples Teacher-Student Relations “Teachers care about their students.” Student-Student Relations “Students are friendly with each other.” Respect for Diversity “Students respect those of other races.” Student Engagement School-wide “Most students try their best.” Clarity of Expectations “Students know what the rules are.” UPDATED 2013 NASP, 2/19/14 NASP 2014

Part I: School Climate Item Examples (continued)
2/19/2014 Part I: School Climate Item Examples (continued) Fairness of Rules “The school rules are fair.” School Safety “This school is safe.” Bullying School-wide “Students threaten and bully others in this school” Teacher-Home Communications “Teachers listen to the concerns of parents.” Teacher-Staff Relations “Teachers work well together in this school.” Satisfaction with School “I like this school.” UPDATED 2013 Add something about lie items? NASP, 2/19/14 NASP 2014

Positive Behavior Techniques
2/19/2014 PART II: Techniques Student Survey Teacher/Staff Survey Home Survey Positive Behavior Techniques Punitive Techniques Social Emotional Learning Techniques UPDATED 2013 DB –These areas address the SW discipline techniques NASP, 2/19/14 NASP 2014

Part II: Techniques Item Examples
2/19/2014 Part II: Techniques Item Examples Use of Positive Techniques “Students are praised often.” “Classes get rewards for good behavior.” Use of Punitive Techniques “Students are punished a lot.” “Students are often sent out of class for breaking rules.” Use of Social Emotional Learning (SEL) Techniques “Students are taught to feel responsible for how they act.” “Students are taught to understand how others think and feel.” NASP, 2/19/14 NASP 2014

Part III: Bullying & IV: Engagement (Individual Level)
2/19/2014 Part III: Bullying & IV: Engagement (Individual Level) Student Survey Teacher/Staff Survey Home Survey Bullying Victimization1 Physical Bullying Verbal Bullying Social/Relational Bullying Cyberbullying2 Student Engagement Cognitive & Behavioral Emotional 1 Grades 6-12 only for the printed version. Optional for grades 4-5 with computer version. 2 Grades 6-12 only. UPDATED 2013 NASP 2014

Part III: Bullying Item Examples
2/19/2014 Part III: Bullying Item Examples Bully Victimization Verbal Bullying “A student said mean things to me.” Physical Bullying “I was pushed or shoved on purpose.” Social/Relational Bullying “A student told/got others to not like me.” Cyberbullying (grades 6-12) “A student sent me a mean or hurtful message about me using , text messaging, instant messaging, or similar electronic messaging.” UPDATED 2013 We include the 4 areas of bullying typically seen in the literature. Our relational bullying sectional includes social exclusion. NASP, 2/19/14 NASP 2014

Part IV: Engagement Item Examples
2/19/2014 Part IV: Engagement Item Examples Student Engagement Cognitive and Behavioral Engagement “I pay attention in class.” “I try my best in school.” Emotional Engagement “I feel happy in school.” “My school is a fun place to be.” Updated 2013 Engagement is not our main focus today, but this is another important area we measure NASP, 2/19/14 NASP 2014

School Climate Surveys Process
2/19/2014 School Climate Surveys Process Supported by Delaware DOE and managed by the Delaware Positive Behavior Support (DE-PBS) Project staff Free to all public schools – not just DE-PBS schools Optional but required by some districts Completed by students, teachers, and parents Students in grades 3-12 Via either computer or Scantron paper form Individual School Reports developed Score interpretation workshops provided Including Guidelines and Worksheets DB Be sure to note the TA opportunity w/ workshop Student - has 58 (gr 3-5) or 75 (gr 6+) items total Home – has 43 items total Teacher staff – has 68 items total Ensure schools have a valid and reliable measure Developed with input from stakeholders and scale is specific to the project Brevity User friendly Free to schools Same items 3-12 grades (readability level = 2.6) Two formats available: online and paper Spanish versions for students and home NASP, 2/19/14 NASP 2014

2013 DSC Survey Sample Student Survey Teacher Survey Home Survey
Elementary Schools 89 83 Respondents 18498 3391 15795 Middle 28 29 26 10971 1334 3522 High 18 13 7245 1084 1177 Alternative 4 3 189 65 59 Special 8 244 340 298 Early Childhood 5 116 361 Other 10 9 7 3116 301 1061 2/19/2014 DB NASP, 2/19/14 NASP 2014

Climate Surveys: School Climate Reliability (alpha coefficients)
2/19/2014 Student Teacher/ Staff Home Teacher-Student Relations .88 .87 .91 Student-Student Relations .86 .90 .93 School Safety .85 .92 Clarity of Expectations .76 Fairness of Rules .79 .89 Respect for Diversity .83 Student Engagement School-wide .81 N/A Bullying School-wide .77 Teacher-Home Communications Staff Relations Total Climate .95 .98 Parent Satisfaction UPDATED 2013 NASP 2014

Climate Surveys: Techniques Reliability (alpha coefficients)
2/19/2014 Climate Surveys: Techniques Reliability (alpha coefficients) Student Teacher/ Staff Home Use of Positive Behavioral Techniques .82 .85 N/A Use of Punitive Techniques .72 .78 Use of Social Emotional Learning Techniques .91 UPDATED 2013 NASP, 2/19/14 NASP 2014

2/19/2014 Climate Surveys: Engagement & Bullying Reliability (alpha coefficients) Student Cognitive and Behavioral Engagement .85 Emotional Engagement .88 Verbal Bullying .91 Physical Bullying .86 Social/Relational Bullying .90 Total Bullying .95 Cyberbullying .92 UPDATED 2013 NASP, 2/19/14 NASP 2014

New This Year: Two Lie Items
“I am telling the truth in this survey.” “I answered all items truthfully on this survey.” Results: 7.5% (2,637) disagreed to 1 of 2 items and thus were deleted. (Additional 1% dropped due to incomplete responses.) “Liars” scored significantly lower, BUT their removal had very little impact on overall scores (about 1 tenth of a point) NASP, 2/19/14

How do school climate scores relate to other measures?
2/19/2014 How do school climate scores relate to other measures? Caution: Correlation does not mean causation.  Direction of influence is likely to be bidirectional. DB – I don’t know what the lead in title for this slide should be but I just drafted something. NASP, 2/19/14 NASP 2014

Evidence of Concurrent Validity Student Survey and School-level Data
2/19/2014 Evidence of Concurrent Validity Student Survey and School-level Data Student Survey % Students Suspended/Expelled % Passing ELA % Passing Math Elementary Middle/High Teacher-Student Relations -.62** -.49** .46** .52** .39** Student-Student Relations -.74** -.52** .57** .58** .53** .61** Respect for Diversity -.72** -.43** .60** .50** .43** School Safety -.65** .63** .47** Clarity of Expectations -.55** .44** .51** Fairness of Rules -.54** -.58** .49** Engagement -.51** .40** .42** School-wide Bullying .70** .38* -.67** -.40** -.47** Total Climate .41** N= 89 Elementary schools; 46 Middle and High Schools. *p <.05, **p < .01 UPDATED NASP 2014

Evidence of Concurrent Validity Student Survey: Positive, Punitive, SEL Techniques
2/19/2014 Positive Punitive SEL Elementary Middle/High Teacher-Student Relations .69** .74** -.70** -.47** .87** .92** Student-Student Relations .52** .33* -.83** -.66** .83** .63** Respect for Diversity .50** -.84** -.40** .79** .88** School Safety .58** .53** -.74** -.63** .84** .78** Clarity of Expectations .64** -.75** -.37* .91** Fairness of Rules .67** -.50** .85** .82** Engagement .66** .73** -.41** .90** Bullying School-wide -.31** .01 .94** .70** -.67** -.20 Total Climate .71** -.68** -.44** .95** % Suspensions -.22** -.13 % Passing ELA .16 .06 .42** .41** % Passing Math .12 .04 -.59** .37** .38** N= 89 Elementary schools; 46 Middle and High Schools. *p <.05, **p < .01 UPDATED NASP, 2/19/14 NASP 2014

Elementary School (school level results)
2/19/2014 Elementary School (school level results) Verbal Bullying Physical Bullying Social Bullying Total School Climate -.50** -.42** -.43** Engagement: Cog. & Behav -.33** -.30** Engagement: Emotional -.52** -.45** Punitive Techniques .62** .55** .56** Positive Techniques -.20 -.11 -.12 SEL Techniques -.39** -.31* N = 70, ** p ≤ .001; p ≤ .05 UPDATED School Level Results NASP 2014

Middle School and High School (School Level)
2/19/2014 Middle School and High School (School Level) Verbal Bullying Physical Bullying Social Bullying Total School Climate .16 -.11 -.16 Engagement: Cog. & Behav .26 .101 -.01 Engagement: Emotional .12 -.09 -.13 Punitive Techniques .24 .37* .21 Positive Techniques .32* .094 SEL Techniques .242 .00 -.10 N = 41; p ≤ .05 UPDATED School Level Results NASP, 2/19/14 NASP 2014

Gain Scores (2012-2013) Controlling for Grade Level
2/19/2014 Gain Scores ( ) Controlling for Grade Level Verbal Bullying Physical Bullying Social Bullying Teacher-Student Relations -23* -.38** -.36** Student-Student Relations -.29** -.24* -.28** Respect for Diversity -.25* -.39** -.41** Engagement -.15 -.26** Clarity of Expectations -.01 -.16 Fairness of Rules .03 -.10 Safety -.04 -.17 -.18 N = 41; *p ≤ .05, **p ≤ .01 UPDATED School Level Results NASP, 2/19/14 NASP 2014

Recent Study, Using Multi-level Analyses
2/19/2014 Recent Study, Using Multi-level Analyses Q1: How do school climate factors and other individual demographic characteristics influence bullying victimization? Q2: How do school disciplinary techniques influence bullying victimization at the school level? Q3: How does school-level school disciplinary techniques moderate the association between school climate factors and bullying victimization? Punitive Techniques (PUT) subscale: 4 items, e.g. “Someone was sent home for bad behavior”. Positive Behavioral Techniques (POBT) subscale: 4 items, e.g. “I was praised or rewarded for good behavior” Social-emotional Learning Techniques (SELT) subscale: 5 items, e.g. “Students are taught to feel responsible for how they act.” NASP, 2/19/14 NASP 2014

Elementary Schools Middle Schools High Schools Full Sample (N=65)
2/19/2014 Elementary Schools Middle Schools High Schools Full Sample (N=65) (N=28) (N=21) (N=114) Gender Male 3,815 (51.24%) 4,291, 51.35%) 3,736 (48.6%) 11,842 Female 3,631 (48.76%) 4,065 (48.65%) 3,951 (51.4%) 11,647 Race Black 1,484 (19.93%) 1,950 (23.34%) 1,651 (21.48%) 5, 085 White 3,725 (50.03%) 3,825 (45.78%) 4,066 (52.89%) 11, 616 Hispanic 977 (13.12%) 1,063 (12.72%) 820 (10.67%) 2, 860 Asian 281 (3.77%) 278 (3.33%) 273 (3.55%) 832 Other 979 (13.15%) 1,240 (14.84%) 877 (11.41%) 3,096 With quite diversity population NASP, 2/19/14 NASP 2014

2/19/2014 School Climate and School Discipline: Their Relations to Bullying Victimization Individual-level Predictors 6 domains of student perception of school climate Gender, Race and Grade Levels School-level predictors and moderators (aggregated) Positive disciplinary techniques (rewards and praise) Punitive disciplinary techniques SEL disciplinary techniques Punitive Techniques (PUT) subscale: 4 items, e.g. “Someone was sent home for bad behavior”. Positive Behavioral Techniques (POBT) subscale: 4 items, e.g. “I was praised or rewarded for good behavior” Social-emotional Learning Techniques (SELT) subscale: 5 items, e.g. “Students are taught to feel responsible for how they act.” NASP, 2/19/14 NASP 2014

2/19/2014 School Climate and School Discipline: Their Relations to Bullying Victimization Outcome Variables: Bullying Victimization Physical Bullying Victimization Verbal Bullying Victimization Social/Relational Bullying Victimization Punitive Techniques (PUT) subscale: 4 items, e.g. “Someone was sent home for bad behavior”. Positive Behavioral Techniques (POBT) subscale: 4 items, e.g. “I was praised or rewarded for good behavior” Social-emotional Learning Techniques (SELT) subscale: 5 items, e.g. “Students are taught to feel responsible for how they act.” NASP, 2/19/14 NASP 2014

Bullying Victimization
School Climate and School Discipline: Their Relations to Bullying Victimization 2/19/2014 School Climate Domains T-S Relations S-S Relations Fairness of School Rules Clarity of Expectation School Safety Respect for Diversity Predictors Disciplinary Techniques Positive Punitive Social-emotional Learning Predictors & Moderators Bullying Victimization Outcome NASP, 2/19/14 NASP 2014

Results: Multilevel regression analysis of bullying victimization
2/19/2014 Physical Verbal Social/Relational Predicting Variables Coefficient SE Student-level Variables Individual Characteristics Grade Level _D1 (Elementary v.s. Middle) -0.17** 0.06 -0.20* 0.08 -0.23*** 0.07 Grade Level _D2 (Elementary v.s. High) -0.29*** 0.09 -0.34** 0.11 -0.30*** Gender -0.17*** 0.01 -0.05*** 0.02 Race/Ethnicity_D1 (White v.s. Black) -0.13*** -0.22*** Race/Ethnicity_D2 (White v.s. Hispanic) -0.27*** 0.03 -0.15*** Race/Ethnicity_D3 (White v.s. Asian) 0.04 Race/Ethnicity_D4 (White v.s. Others) -0.04 - 0.09*** -0.04** School Climate Factors Teacher-Student Relations 0.06*** 0.12*** 0.10*** Student-Student Relations -0.25*** - 0.59*** -0.38*** Respect for Diversity -0.18*** - 0.15*** -0.19*** Clarity of Expectation -0.01 0.07*** 0.03* Fairness of Rules 0.00 0.06** School Safety -0.31*** School-level Disciplinary Techniques Positive Behavioral 0.33* 0.13 0.32 0.17 0.23 0.15 Punitive - 0.29*** -0.39*** 0.1 -0.27 SEL -0.38** 0.16 0.2 -0.28 0.18 Constant 1.82*** 2.18*** Chunyan: Please edit: Change “Fairness of Expecation” to “Fairness of Rules” - Done Are the coefficients for School Climate Factors and Disciplinary Techniques AFTER controlling for covariates? I don’t think so, but want to check. CY: No. this is the results based on the model that all the factors are included. I didn’t controll any variables because we are interested in knowing the effects of all variables. NASP 2014

Results: Moderation analysis of bullying victimization
2/19/2014 Physical Verbal Social/Relational Predicting Variables Coefficient SE Student-Student Relations (SS) Intercept -0.26*** 0.02 -0.60 -0.38*** SS X Positive 0.36** 0.14 0.60*** 0.17 0.51*** 0.15 SS X Punitive 0.00 0.09 0.06 0.11 0.10 SS X SEL -0.56** 0.18 -0.90*** 0.23 -0.65** 0.21 Respect for Diversity (Diversity) -0.17 -0.13*** Diversity X Positive -0.03 0.13 -0.01 0.16 -0.04 Diversity X Punitive -0.08 0.08 -0.25* -0.18 Diversity X SEL 0.28 0.24 0.19 Clarity of Expectation(Clarity) 0.03 0.10*** 0.07*** Clarity X Positive 0.25* 0.12 0.20 Clarity X Punitive 0.16* 0.30** 0.35*** Clarity X SEL -0.19 -0.24 -0.22 Fairness of School Rules (Fairness) 2.269 0.01 Fairness X Positive -0.12 1.124 -0.11 Fairness X Punitive -0.26** 0.10* -2.578 -0.32*** Fairness X SEL -0.827 0.29 Not sure if we want to include this. Chunyan, please help me explain these results with respect to moderation. Also, why are some results in red and others in red and blue? CY: Blue are the ones that the similar moderation effects were found across all three types of bullyings. Red are the ones are found only in some types of bullyings. SS x Positive and SS X SEL : The protecting effects of positive peer relations to bullying victimization was weaker in schools with more frequent use of positive techniques and less frequent use of SEL techniques. The protecting effect of expectation clarity to bullying victimization was weaker in schools with more frequent use of punitive techniques, but was stronger in schools with more frequent use of punitive techniques. Please correct spelling of Expectations -- Done NASP 2014

Results: Moderation analysis of bullying victimization
2/19/2014 Results: Moderation analysis of bullying victimization Predicting Variables Coefficient SE Student-Student Relations (SS) Intercept -0.41*** 0.02 SS X Positive 0.47** 0.14 SS X Punitive 0.00 0.09 SS X SEL -0.70** 0.19 Clarity of Expectation(Clarity) 0.06*** Clarity X Positive 0.20* 0.12 Clarity X Punitive 0.27** 0.08 Clarity X SEL -0.21 0.17 Fairness of School Rules (Fairness) -0.01 Fairness X Positive -0.13 0.13 Fairness X Punitive -0.28*** Fairness X SEL Chunyan, please help me explain these results with respect to moderation. ‘Is this is for the total bullying victimization score? NASP, 2/19/14 NASP 2014

Effects of School-wide Disciplinary Techniques on School Climate
2/19/2014 Effects of School-wide Disciplinary Techniques on School Climate Varied depending on grade level and technique type After controlling for individual characteristics and school level effects: School climate was positively predicted by SEL techniques in elementary, middle school, and high school. Use of positive techniques (rewards/praise) did not predict school climate. Punitive Techniques (PUT) subscale: 4 items, e.g. “Someone was sent home for bad behavior”. Positive Behavioral Techniques (POBT) subscale: 4 items, e.g. “I was praised or rewarded for good behavior” Social-emotional Learning Techniques (SELT) subscale: 5 items, e.g. “Students are taught to feel responsible for how they act.” NASP, 2/19/14 NASP 2014

Implications of findings for improving school climate and preventing bullying. What we’re doing in Delaware schools to address critical areas. NASP, 2/19/14

School Climate’s Relationship with Bullying (and Self-Discipline) is RECIPROCAL
Thus, improving school climate is likely to reduce bullying and develop self-discipline, and vice versa. NASP, 2/19/14

Focus on School Climate
2/19/2014 Focus on School Climate “Given the overwhelming evidence that school climate is a critical factor for increased (or decreased) levels of bullying, all school personnel should be aware of elements that contribute to a positive school climate.” (Swearer, et al., 2012, p. 184) Debby takes over NASP, 2/19/14 NASP 2014

2/19/2014 School Climate Very similar factors influence, and are influenced by, school discipline (including self-discipline) and school climate. Research shows many of the same strategies influence both school discipline and school climate, and they are reciprocally related. Bullying Prevention Same strategies for improving school discipline (including self-discipline) and school climate apply to preventing bullying. “Character education” = “school climate” (with national standards) NASP, 2/19/14 NASP 2014

Preventing Bullying Where to start?
2/19/2014 Preventing Bullying Where to start? 1st step “Assess school prevention and intervention efforts around student behavior, including substance use and violence. You may be able to build upon them or integrate bullying prevention strategies. Many programs help address the same protective and risk factors that bullying programs do.” From: DB – next slide will look at 2 common approaches in existence already in many schools SH: Frame as preventing bullying by supporting schools to utilize data about predictors & moderators (around SC & Techniques) to plan interventions in order to prevent bullying victimization NASP, 2/19/14 NASP 2014

Components of Comprehensive School Discipline
2/19/2014 2 Common Approaches in Schools Components of Comprehensive School Discipline Traditional SWPBS SEL Developing the social and emotional competencies of self-discipline Weakness Strength Preventing behavior problems Strength (more so for immediate environment) Strength (more lasting effects) Correcting behavior problems (short-term goal) Addressing Tier 2 and 3 Needs DB - I really liked this and the next slide, but not sure how to use Both aims are critically important. Both approaches have strengths and weaknesses. A blend of the two approaches would be consistent with best practices of the most effective teachers. NASP, 2/19/14 NASP 2014

What does the research say regarding integrating the two approaches, providing a more comprehensive approach? Best for achieving compliance Best for promoting self-discipline and resilience Best for effective prevention and correction Best for school climate Best for preventing bullying NASP, 2/19/14

2/19/2014 How do we measure school climate, and the research-supported practices for achieving a positive school climate in schools? Multi-component Evaluation Process DE School Climate Survey: Student, Teacher/Staff, and Home DE-PBS Key Features Evaluation DE Assessment of Strengths and Needs for Positive Behavior Support (DASNPBS) Very rough and only suggestive here. Might want to say that the focus here is the surveys, but then say that it’s important to mention two other measures and then present a slide on each. Have to be very brief, however  Just reference needs assessment and that it covers same areas as KFE but is a self assessment NASP, 2/19/14 NASP 2014

DSCS Interpretation & Planning
Identify overall strengths & concerns by examining subscale scores By Race By Gender By Grade Identify specific items influencing high or low subscale scores NASP, 2/19/14

DE-PBS Key Feature Evaluation Structure
2/19/2014 DE-PBS Key Feature Evaluation Structure SW PBS Tier 1: Program Development & Evaluation Prevention: Implementing SW & CR Systems Data Problem-Solving Teams Professional Development & Resources Positive Relations Expectations & Teaching Acknowledgement Safety Correcting Problem Behavior Developing Self Discipline Initial development of a rubrics to flesh out each of the 10 DE-PBS Key Features To better align with existing materials, we rearranged items from 10 rubrics to fall under 4 main categories from Part A – DASNPBS. 2 sections are more multifaceted and therefore have sub-headings NASP, 2/19/14 NASP 2014

Evaluation Process On-site Evaluation (approx. 3-4 hours)
2/19/2014 Evaluation Process On-site Evaluation (approx. 3-4 hours) Sources of Information: Interviews with administrator, DE-PBS team leader, teachers/staff, students Review of documents School-wide observations Existing data: School Climate Surveys, DASNPBS, Office Discipline Referrals (ODR) SARAH Approach & some items similar to SET process Interviewing staff and students during lunch hours (non-instructional time) NASP, 2/19/14 NASP 2014

Rubric 2: Prevention - Implementing School-wide & Classroom Systems
2/19/2014 Rubric 2: Prevention - Implementing School-wide & Classroom Systems School expectations are taught and the school has a set of teaching materials to be used where needed (ie, where behavior problems are common, where expectations were not clearly taught) Source: Documentation & Team Leader Interview 3 2 1 Team Leader reports school has age appropriate methods to teach SW expectations across focused areas of need. These are used ongoing as needed based on data. 1.Posting expectations Assemblies Videos & discussions Lesson Plans Teaching methods used include 3 of the 4 listed in Column 1. Teaching methods used include 2 of 4 listed in Column 1. School has 1 of 4 listed in Column 1 OR no methods for teaching expectations. Sarah This area also pull in DSCS data about relationships so teams receive additional feedback and guidance. NASP, 2/19/14 NASP 2014

I.2 Authoritative approach to prevention and correction.
2/19/2014 10 Evidence-based Strategies for Preventing Behavior Problems (and promoting a positive school climate) as found on the Strengths and Needs Assessment (DASNPBS) 1.1 Caring and supportive adult-student relationships. Adults demonstrate warmth, respect, support, and caring toward all students (irrespective of gender, race, ethnicity, socioeconomic background, disabilities, previous history of behavior). Every student has a supportive relationship with at least one adult at school. I.2 Authoritative approach to prevention and correction. I.3 High expectations for all. I.4 Positive behavioral expectations and clear and fair rules pertaining to bullying. Be sure to note that we have 40 other strategies for the other 4 components that align with our KF eval DB – I included the exact wording on first item because it is so important and seem so relevant to bullying NASP, 2/19/14 NASP 2014

I.5 Positive behavior expectations related to bullying are taught.
I.6 Recognition of desired behaviors. I.7 Procedures and routines I.8 Monitoring and supervision. I.9 Motivating instruction and curriculum. I.10 Home communication and collaboration. Emphasis was on Supportive Relationships NASP, 2/19/14

2/19/2014 How do we measure use of disciplinary techniques, and use data to guide practices? DE School Climate Survey: Student and Teacher/Staff (not Home) DE-PBS Key Features Evaluation Disciplinary Techniques Positive Punitive Social-emotional Learning For climate survey, as you have seen we have items related to all three areas. We do not ask about how often punitive techniques are used during our external evaluation. We do look at ODR data however. NASP, 2/19/14 NASP 2014

Rubric 2: Prevention - Implementing School-wide & Classroom Systems
2/19/2014 Rubric 2: Prevention - Implementing School-wide & Classroom Systems Students are recognized for their good behavior (E.g., verbal praise, ticket, privilege), and can state the reason for recognition. Source: Student Interview 3 2 1 13-15 students interviewed stated they were recognized during the last week and why. 11-12 students interviewed. 8-10 students interviewed. 0-7 students interviewed. Sarah Can cut if needed This question also stems from Key Feature 3. Similar to SET, but includes the “WHY” component which we feel is very important that the students receive that message with their acknowledgement. S-2a- Have you received any recognition from a teacher or other adult in school for good behavior during the past week? B. If yes, why did you receive this recognition? NASP, 2/19/14 NASP 2014

Rubric 4: Developing Self-Discipline
2/19/2014 Rubric 4: Developing Self-Discipline Teachers can give specific examples of recognizing students for desired behaviors that include reasons for the desired behavior other than extrinsic rewards/teacher recognition. Source: Staff Interviews 3 2 1 9-10 staff can give a specific example of recognizing students for not only the behavior, but reasons other than extrinsic rewards/teacher recognition. 8 staff can give a specific example. 6-7 staff can give a specific example. 0-5 staff can give a specific example. Sarah T-5- A student stands up for or comforts a peer who is being bullied, what would you say or do to recognize that student? Reference PD – Strategic use of praise and rewards NASP, 2/19/14 NASP 2014

Rubric 3: Correcting Behavior Problems
2/19/2014 Rubric 3: Correcting Behavior Problems School Staff view correction not just as use of punishment or consequences but also as opportunity to help develop social & emotional problem solving/decision making skills of self-discipline and prosocial behavior. Source: Staff Interviews 3 2 1 staff interviewed respond that when a student is corrected for a behavior problem, the intervention includes (in addition to any punitive consequence or reinforcement system) strategies or techniques designed specifically to develop social & emotional problem solving/decision making skills 8 teachers/staff interviewed 6-7 teachers/staff interviewed 0-5 teachers/staff interviewed Sarah teachers/staff interviewed respond that when a student is corrected for a behavior problem, the intervention includes (in addition to any punitive consequence or reinforcement system) strategies or techniques designed specifically to develop social & emotional problem solving/decision making skills (e.g., guided problem solving, reasoning with the student, a focus on the impact of the behavior on others) T-7b- Beyond those classroom management strategies, when correcting misbehavior, how do you help students develop problem solving & decision making skills? NASP, 2/19/14 NASP 2014

Rubric 4: Developing Self-Discipline
2/19/2014 Rubric 4: Developing Self-Discipline Social Emotional Lessons are infused throughout the school curriculum. Source: Staff Question 3 2 1 9-10 staff state that self-discipline concepts are part of lessons/curriculum and provide good examples. -OR- 9-10 staff cite a specific curriculum program (e.g. Second Step, Bullyproofing) that is used in the school in which self-discipline is developed and how/when teaching occurs. 8 staff state. 6-7 of staff state. 0-5 staff state. T-4- a. Do teachers or other staff teach lessons intended to help develop social/emotional competencies? b. If so, how is this done? When and where in the curriculum? E.g. (empathy, perspective taking, social problem solving) NASP, 2/19/14 NASP 2014

How do we assess and monitor current perception of bullying?
2/19/2014 How do we assess and monitor current perception of bullying? DE School Climate Survey: Student and Home (not teacher/staff) Verbal Bullying Physical Bullying Social/Relational Bullying Cyberbullying Bullying Victimization NASP, 2/19/14 NASP 2014

10 Tips for Preventing and Reducing Bullying
2/19/2014 10 Tips for Preventing and Reducing Bullying Focus on the two key aspects of effective classroom management: Structure/Demandingness and Support/Responsiveness. Respond immediately to all acts of bullying (verbal, physical, social, and cyberbullying). Build and maintain positive and supportive relationships, including teacher-student, student-student, and family-school relationships. Have clear, consistent school-wide and classroom rules and policies against all forms of bullying. Teach “bystanders” important roles they can play in preventing bullying by not supporting it and actively stopping it (where appropriate and when it is safe to do so). DB – won’t really talk about them but include? We still need a summary NASP, 2/19/14 NASP 2014

Teach students (including bystanders) how to respond when bullied.
Teach specific lessons on bullying including its effects on victims, bullies, and the general school climate. Increase supervision and monitoring in places where bullying most often occurs, such as the playground, hallways, cafeteria, and bus. Provide individual and small-group services and supports to bullies and their victims. Overall, work toward establishing school-wide and classroom norms that prevent bullying. NASP, 2/19/14

Questions? www.delawarepbs.org Thank you! George Bear: gbear@udel.edu
2/19/2014 Questions? George Bear: Debby Boyer: Sarah Hearn: Thank you! Sarah Assessment tools are posted and we recently posted the technical manual for the school climate survey Note resources on website. Any questions? NASP, 2/19/14 NASP 2014

Chunyan Yang George Bear Debby Boyer Sarah Hearn

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Chunyan Yang George Bear Debby Boyer Sarah Hearn

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