1. Scott Ross & Rob Horner Utah State University and University of Oregon 1 www.pbis.org 41

2. Objectives  1. Define the logic for investing in bully prevention  2. Define the core elements 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 how to collect and use data  For both fidelity and impact  5. Define the expectations for advanced support  6. Define steps to Implementation of BP within SWPBIS

3. A Context: Increasing national attention  Whitehouse Forum on Bully Prevention (March, 2011)  Susan M. Swearer, University of Nebraska – Lincoln  Risk Factors  Catherine P. Bradshaw, Johns Hopkins University  Teachers are not prepared on procedures to respond to bullying  Justin W. Patchin, Ph.D. University of Wisconsin-Eau C  Growing role of cyber-bullying  George Sugai, Ph.D., University of Connecticut  Role of school-wide systems in preventing bullying  Dorothy L. Espelage, University of Illinois, Urbana-Champaign  Bullying and LGBT students; Students with disabilities.

4. Scott Ross, University of Oregon4 White House Conference On Bullying Prevention – Obama, Duncan, Experts Weigh In March 10, 2011

5. BP-PBS, Scott Ross5 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?  84.6% of LGBT students reported being verbally harassed, 40.1% reported being physically harassed and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation (GLSEN, 2009)  Students on the autism spectrum are more likely to be victimized than their non-disabled peers (Little, 2002). Scott Ross, University of Oregon6

7. 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 Scott Ross, University of Oregon7

8. What is Bullying?  Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status, control, or power than the other.  Examples: Scott Ross, University of Oregon8

9. Bully Prevention Scott Ross, University of Oregon9  Bullying is behavior, not a trait or diagnosis  Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.  Bullying is seldom maintained by feedback from adults  What rewards Bullying Behavior?  Likely many different rewards are effective  Most common are:  Attention from bystanders  Attention and reaction of “victim”  Self-delivered praise  Obtaining objects (food, clothing) video

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. Scott Ross, University of Oregon10

11. Assumptions about behavior change  Teach new skills:  Bullying behavior will change if we teach students appropriate ways of interacting, and clarify that bullying behavior is not acceptable.  Insight:  Bullying behavior will change if students gain a sense of personal insight about the impact of their behavior, and how their behavior is linked to their personal values.  Performance:  Bulling behavior will change if (a) the student has the skills to behavior appropriate, (b) the context sets up appropriate behavior not bullying behavior, (c) bullying behavior is NOT rewarded, and (d) appropriate behavior is rewarded. Scott Ross, University of Oregon11

12. Core Elements of an Effective Bully Prevention Effort. Scott Ross, University of Oregon12  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, effective and “fits” with existing behavior support efforts  Bully PREVENTION, not just remediation  Bully prevention with the systems that make the program sustainable.

13. Foundations for Bully Prevention  All students know what is expected, and acceptable.  Students withhold or remove social rewards for bullying.  Students know how to recruit help from adults.  Individualized support for students with more intense needs. Scott Ross, University of Oregon13

14. Elements of Effective Bully Prevention Scott Ross, University of Oregon14 School-wide PBIS Data Use Bully Prevention Logic Faculty Implementation Student Use of BP-PBIS Advanced Support Effective Steps for Implementing and sustaining

15. Core Features of an Effective Bully Prevention Effort. For Students For Faculty/Staff  School-wide behavioral expectations (respect)  Response to disrepectful behavior that removes peer attention.  Clear strategy for recruiting adult assistance  Participation in data collection and problem solving.  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 Scott Ross, University of Oregon15

16. Core Elements of an Effective Bully Prevention Effort. Scott Ross, University of Oregon16  Establish School-wide expectations (be respectful of others)  Teach a common response to behavior that is not respectful…  Remove the praise, attention, recognition that follows bullying.  Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling. ______________________________________________ Bully Prevention in Positive Behavior Support

17. www.pbis.org

18. Bully Prevention within PBIS  Intro & Section 8: Logic  Know what you want and why you want it before adopting a program  Sections 1 & 2: Student Curriculum  School-wide expectations  A school-wide “stop” signal (and how to use and respond to it)  Sections 3, 4, 5: Difficult situations  Gossip, name calling/ignoring, cyber-bullying  Section 6: Supervising Bully Prevention  Focus on prevention  Focus on teaching and re-teaching the skills  Minimize rewards for bullying.  Section 7: Faculty Follow up  Fidelity, Decision-flowchart 18

19. Research Support  Experimental Support  Descriptive Support  Examining error patterns  Building in sustainability Scott Ross, University of Oregon19

20. 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. Scott Ross, University of Oregon20

21. 21 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School 3 3.14 1.88.88 72%

22. BP-PBS, Scott Ross22 28% increase 19% decrease

23. BP-PBS, Scott Ross23 21% increase 22% decrease

24. Descriptive Study: Whole School  Illinois Scott Ross, University of Oregon24

25. 25

26. Bully Prevention within PBIS Core Elements and Implementation Process Scott Ross, University of Oregon26

27. Elements of Bully Prevention within SWPBIS  1. The Logic:  Why does bullying occur? What are key features of a school that reduces bullying?  2. Student Orientation  Establish a positive school-wide social culture (respect, responsible, safe)  Teach a common response to “behavior that is not respectful”  3. Adult Orientation  How to conduct the student training  How to respond to observed instances of bullying or reports of bullying  How to pre-correct, and provide booster support. 27

28. Elements of Bully Prevention within SWPBIS  4. Data Use  Measure if we have Bully Prevention in place (fidelity)  Measure if Bully Prevention effort is effective (student outcomes)  5. Advanced Support  Students/families who need more intensive support  6. Steps to Implementation Scott Ross, University of Oregon28

29. 1. The Logic  Bullying is “behavior” … not a trait  Bullying happens much more than we think/see, and is a major barrier to effective education.  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  Preventing bullying requires that students remove the social rewards that maintain bullying behaviors. 29

30. 1. The Approach  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. Scott Ross, University of Oregon30

31. 2. Student Orientation  Building a culture of social competence  A) School-wide behavioral expectations  B) School-wide agreement about how to respond to problem behavior.  C) Define how to recruit help from adults. Scott Ross, University of Oregon31

32. An approach to school-wide Bully Prevention  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

33. Teach all students to remove the rewards that sustain bullying  Do NOT:  Teach “bullying”  Teach “being respectful”… and contrast with not being respectful.  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? 33

34. Student BP Orientation  Given school-wide expectations  Conduct a 30 min training in each classroom:  Logic:Everyone should be treated 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  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 34

35. 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. Scott Ross, University of Oregon35

36. Scott Ross, University of Oregon36

37. Student BP Orientation 37 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

38. Teach a Three-Step Skill that can be used in all places at all times. Keep it simple Scott Ross, University of Oregon38 If you encounter behavior that is NOT respectful Say and Show “STOP”  Talk to an Adult Stop -------- Walk -------- Talk Walk Away

39. Skill #1: Teach the “Stop Signal” 39  What to do, When to do it.  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  Hand signal  Clear voice

40. Why do we use the “stop” message? 40 Discuss how showing/saying “stop” could be done so it still rewarded disrespectful behavior Discuss how showing/saying “stop” could be done so it was an aggressive response

41. Many ways to say “stop” Many gestures that work  Why a gesture?  Students will find it far more difficult to talk coherently when they are angry or hurt.  Make the message age appropriate  “enough” “what ever” “knock it off”  Consider gestures that might work in your school  One-hand gestures are more flexible  The Key is to build a social culture where EVERYONE knows Scott Ross, University of Oregon41

42. Skill #2: Teach how to respond if someone says “Stop” 42  Eventually, every student will be asked to stop. When this happens, they should do the following things  Stop what you are doing  Take a deep breath  Go about their day (no big deal)  These steps should be followed even when you don’t agree with the “stop” message.

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

44. 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 toward you”  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. Scott Ross, University of Oregon44 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

45. 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. Scott Ross, University of Oregon45

46. Skill #3: 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. Scott Ross, University of Oregon46

47. Let’s Practice: Skill #3: 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. Scott Ross, University of Oregon47

48. 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. Scott Ross, University of Oregon48

49. Skill #4: “walk away” and get help 49 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

50. Walk away, and get help 50 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

51. 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. Scott Ross, University of Oregon51

52. 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.  4. If you were asked to “stop” and did not, teachers will help you practice that skill.  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.

53. Student Orientation  Using the teaching plans in the BP-PBIS handbook  Build 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 Scott Ross, University of Oregon53

54. Activity  1. What is a “stop” signal that would work for our school?  2. How would we get “buy in” from full faculty?  3. How would we teach the Stop-Walk-Talk concepts to our students? Scott Ross, University of Oregon54

55. Adapting for Middle/ High School  Students involved in selecting the “stop” responses (gesture, word)  Consider more active role for students as trainers of the Stop/Walk/Talk response sequence.  Adapt examples to fit developmental level, cyber risk, etc.  Main message from adults is that we will act to ensure student safety 55

56. Activity:  Do you have school-wide expectations?  Is being “respectful” (or equivalent) one of your expectations?  How would you select the “stop” signal?  Age appropriate  Gesture and word  Easy to teach.  How might you teach the Stop-Walk-Talk skills to students?  In classroom, Assembly, ???  What exceptions might your students propose? Scott Ross, University of Oregon56

57. 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 Scott Ross, University of Oregon57

58. 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 62

59. Faculty/Staff BP Orientation: Deliver Student Orientation  How to Deliver the Student Bully Prevention Orientation  Review logic for being “respectful”  Need to remove the attention (oxygen) that sustains disrespectful behavior.  Teach four student skills.  How to indicate “stop” if you are treated disrespectfully  How to respond if someone asks you to “stop.”  How to say “stop” if you see someone else treated disrespectfully  How to walk away and get help  Teach students to be clear about what to expect from adults when they ask for help.

60. Faculty/Staff BP Orientation: Rewarding Appropriate Behavior 60  Effective Implementation and Generalization of BP routines requires that students receive recognition for appropriate behavior, the FIRST time they attempt to use the new skills.  Look for students that use the 3 step response (Stop-Walk- Talk) appropriately and provide recognition of their skill.  Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches.  Reward them for efforts that are good approximations.

61. Faculty/Staff BP Orientation: Responding to Report of Bullying 61 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.

62. Faculty/Staff BP Orientation: Responding to Report of Bullying  With Student reporting bullying:  “Okay, I will take it from here.” Scott Ross, University of Oregon62 "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.

63. When the reporting child did it right… Scott Ross, University of Oregon63 With student reported to have done bullying: " 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

64. Let’s Practice: Staff responding routine  Divide into groups of 3 (A, B, C  Decide who is A = Teacher, B = Victim, C = Person who did bullying.  Activity 1: Victim approaches teacher, “____ did not stop”  Teacher: 1. You did well to come tell me  2. Are you okay?  3. Did you tell ____ to “stop”  4. Victim did not tell ____ to stop… so you say “remember we need to take the oxygen away from behaviors we don’t like… so let’s practice how you could handle this. If someone did ????, how would you show them they needed to stop?” …. “good”…. Now do that in the future.  Repeat so everyone is in all three roles. Scott Ross, University of Oregon64

65. Let’s Practice  Divide into groups of 3 (A, B, C)  Decide who is A = Teacher, B = Victim, C = Person who did bullying.  Activity 1I: Victim approaches teacher, “____ did not stop”  Teacher: 1. You did well to come tell me  2. Are you okay?  3. Did you tell ____ to “stop”  4. Victim did tell ____ to stop… so you talk to the person who did bullying:  5. Did ____ ask you to “stop?”… did you stop? Let’s practice stopping when someone asks you to stop.  Repeat so everyone is in all three roles. Scott Ross, University of Oregon65

66. Faculty/Staff BP Orientation: Booster  Build in 1-2 “booster” training events  Two months after initial student training, hold a brief review of Stop-Walk-Talk routine.  Select examples that are like three problem events that been reported.  Four months after initial student training, consider holding another brief review of Stop-Walk-Talk routine. Scott Ross, University of Oregon66

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? Scott Ross, University of Oregon67

68. Specific Problem Behaviors  Gossip  Racial/ Gender/ GLBT/ Religious challenges  Cyber-bullying  Other…  Activity: Review Sections 3-5 of Manual  Discuss relevance, expansion, adaptations needed Scott Ross, University of Oregon68

69. 5. Data collection/ Decision-making  Office Discipline Referral Data  Whole school  Individual students  Student/ Staff surveys (2-3 per year)  School climate survey  Harassment survey  Fidelity  Fidelity checklist.  Are we doing the BP-PBIS program as planned? Scott Ross, University of Oregon69

70. 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. Scott Ross, University of Oregon70

71. Scott Ross, University of Oregon71 Harassment Name Calling/ Inapp Language Physical Aggression

72. Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP Scott Ross, University of Oregon72 Pre BP Post BP

73. Student Survey Date:_______  In your school  1. Other students treat you respectfully?  2. You treat other students respectfully?  3. Adults treat you respectfully?  4. 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   1 2 3 4 5 1 2 3 4 5 No Yes No Yes

74. Simulated Survey Responses 74 Peers Treat You Treat Others Adults Treat You Treat Adults Respectfully Respectfully You Respectfully Respectfully Mean Student Response N = 235

75. Simulated Survey Results 4 weeks before BP and 4 week after BP 75 Treated Asked Someone Asked to Seen Others Treated Disrespectfully To Stop “Stop” Disrespectfully Percentage of Students Responding “yes”

76. Fidelity Data  Quick check  Are we implementing BP-PBIS?  7 questions (use with whole team, or whole school)  Always build into action plan  Score percentage of items with most people rating “in place” Scott Ross, University of Oregon76

77. 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 BP-BPS 3-step response to problem behavior (stop/walk/talk) (ask > 10) 5. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week 6. Staff use BP-PBS response routine for student reports of problem behavior 7. Student outcome data are collected and reported to all faculty at least quarterly. BP-PBIS Fidelity Self-Assessment

78. 78 Expectations BP BP Follow-up Precorrects Staff Use of Defined Training Practice Response Data

79. Activity: Data Use  What data do you have?  What data do you need?  What schedule would be needed to make this work? Scott Ross, University of Oregon79

80. 6. Advanced Support 80  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.

81. 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 Scott Ross, University of Oregon81

82. Implementing Bully Prevention PhaseContentAction 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 82

83. How to Implement Bully Prevention in PBS Scott Ross, University of Oregon83  School  Implement School-wide PBS  Faculty commitment  Faculty introduction to BP  Team to implement  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-PBS  Fidelity of implementation  Impact on student behavior

84. Activity: Review Planning Guide and Build Schedule for Next Steps  Is BP-PBS 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 Scott Ross, University of Oregon84

85. 85 Bully Prevention in 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

86. 86 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

87. Scott Ross, University of Oregon87 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

88. Contact Information 88  Curriculum Available at: www.pbis.orgwww.pbis.org  Scott Ross: sross@usu.edusross@usu.edu  Rob Horner: robh@uoregon.edurobh@uoregon.edu