1. In Positive Behavior Support Bully Prevention An Elementary Anti-Bullying Prevention Program Methacton School District 2011-2012

2. What is different about this program? Most Bully Prevention programs focus on the bully and the victim Inadvertent “teaching of bullying” Blame the bully Ignore role of “bystanders” Initial effects without sustained impact Expensive effort What do we need? Bully prevention that “fits” with existing behavior support efforts Bully PREVENTION, not just remediation Scott Ross, University of Oregon www.pbis.org

3. Bully Prevention in Positive Behavior Support The Foundation What rewards Bullying Behavior?  Attention from bystanders  Attention and reaction of “victim”  Self-delivered praise Scott Ross, University of Oregon www.pbis.org

4. Consider the smallest change that could make the biggest impact on bullying…  Remove the praise, attention, recognition that follows bullying  Do this without teaching bullying or denigrating children who engage in bullying Scott Ross, University of Oregon www.pbis.org

5. A five part approach to school-wide Bully Prevention 1.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 2.All students know expectations, and can identify the difference between respectful and disrespectful behavior. Scott Ross, University of Oregon www.pbis.org Scott Ross, University of Oregon www.pbis.org

6. 6 3.Establish rules for instruction based on 3-5 school-wide positively stated rules: Be Safe Be Respectful Be Responsible 4.Discuss examples (and non-examples) of following school-wide rules in specific settings. 5.Use non-examples (e.g. problem behaviors) from outside the classroom: Recess, lunch, busses, hallways The word “bully” is never used Scott Ross, University of Oregon www.pbis.org

7. Our School Rules: BE SAFE BE RESPECTFUL BE RESPONSIBLE

8. Teach: Stop, Walk and Talk 1.STOP : Open hand by shoulder and say “STOP” 2.WALK: Removes the attention for problem behavior 3.TALK: When you have tried to resolve the problem, used the stop signal and have walked away

9. When you need to TALK, find the closest adult. They will thank you for coming and ask: 1. What is the problem? 2. Did you say “STOP?” 3. Did you WALK away? 4. Can you go on with your day?

10. If someone tells you to STOP! 1.Stop what you are doing 2.Take a deep breath and count to 3 3.Go on with your day!

11. Talking vs. Tattling Talking is when student has used the Stop and Walk steps. Tattling is when student does not use the steps. If a student is in danger, the stop and walk steps should be skipped and talking to an adult should happen immediately.

12. 12 Here’s what the staff has to say…

13.  I like the common language created throughout the district.  I like the program. I think it gives students steps to take without labeling anybody and helps take the focus away from the problem behaviors.  It is nice that the whole school is on the same page. I love that we are taking the focus off of the bully and instead giving all students tools to use.

14. 14 Here’s what the students have to say…

17. 3 rd Grade

18. 18 Here’s what the parents have to say…

19. 19  My kinder was playing outside and he came in and told me he was having a problem with another child. I offered to help him and he said that he used the stop sign and already solved it himself!  My family practices the stop walk and talk at the dinner table.  The lesson on gossiping really made an impression on my daughter. She told me all about it and even wanted to act out some of the things that she would do if people spoke unkindly about someone else.

21. Survey Results

27. What’s Next?

28. Questions? Thank you!