Susan Barrett sbarrett@pbismaryland

1. Can PBIS Effectively Address Trends in Bullying?Applying Evidence Based PracticeWorking Smarter, Not Harder Susan Barrett sbarrett@pbismaryland.org

2. Big Ideas • Anchored in Three Tiered Logic- back up plan for non responders • Linked to school improvement plan- clear outcomes, clear operating procedures • Based on School-wide foundation • Common language, common approach • Data/tools that makes it easy to get key information- • System created before students are identified with access to support within 72 hours • NOT a gateway to special ed • Constant feedback loop to stakeholders • All staff, students, parents know how to access support, process and expectations • Modify as necessary • Continuously change, adapt to fit school needs

3. MemoTo: School AdministratorsFrom: District Administrators In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!!

4. 14 Initiatives • School Counseling Services • Second Step • FBA/BIP’s • School Health • Social Skills • Bully proofing • Anger Management • Student Intervention Plans • Behavioral Contracting • Character Education • 504 Plans/IEP • CICO • Responsive Classroom • Expanded School Mental Health

5. Competing or Coordinated • Need for a framework, the anchor, for all school improvement efforts • Common language, Common logic

6. INTENSIVE TARGETED UNIVERSAL School counseling services Second Step FBAs/BIPs Responsive Classroom Social skills, bully proofing, and/or anger management groups Special Educaton/IEPs School-wide PBS Behavioral contracting Character Education Conflict Resolution Alternative programs Check-in/Check-out Section 504 Plans School mental health services Bullying Prevention

7. INTENSIVE Bullying TARGETED Bullying UNIVERSAL Bullying School counseling services Second Step FBAs/BIPs Responsive Classroom Social skills, bully proofing, and/or anger management groups Special Educaton/IEPs School-wide PBS Behavioral contracting Character Education Conflict Resolution Alternative programs Check-in/Check-out Section 504 Plans School mental health services Bullying Prevention

8. INTENSIVE System: Few Students-Individual Student Team Data: Individual Progress Monitoring Tool Practice: establish personal goal sheet, personal strategies, parent and community involvement Wrap Team Student Services Team TARGETED System: Some Students-Student Support Team Data: General Point Card-Track Individual Report- Progress Monitoring Practice: More frequent opportunities for teaching, modeling and feedback ESMH UNIVERSAL System: All Students, All Staff, All Areas-Leadership Team Data: Office Referrals, Staff/Student/Parent Report Practice: Embed in Teaching Matrix, Expectations, Teach Student and Staff What to do!! Family Leadership Team Non-negotiable: Natural extension of SW expectations- create decision rules, team approach, strength based, student and family voice, operating procedures

9. Who will provide the support?What will be the operating procedures? • School Leadership Team- Tier I • Subset of Leadership Team- Tier II • Problem Solving Team- Tier III • Establish roles and responsibilities- • Whole team v individuals on team • Communication procedures- each other, staff • Overlap? • What will work best for your school?

10. Embedding Bully-Proofing in School-wide PBSScott RossRob HornerBruce Stiller

11. Bullying • Analyze your school data • Plan for prevention, plan for non- responders at Tier II, III • Tool for tracking • Communication • Strategy • Move from new to standard operating procedure

12. Defining Bullying • Aggressive behavior that intends to cause harm or distress • Usually is repeated over time • Occurs in a relationship where there is an imbalance of power or strength (HRSA, 2006; Limber & Alley, 2006; Olweus, 1993)

13. Challenges in Defining Bullying • Bullying ≠ fighting • Fighting assume balance of power • Bullying ≠ conflict • Conflict suggests a disagreement • Bullying ≠ harassment - Harassment is for protected classes • Bullying ≈ peer victimization or abuse

14. Forms of Bullying Direct • Hitting, kicking, shoving, spitting, stealing • Taunting, teasing, sexual comments • Threatening, obscene gestures Indirect • Getting another person to bully someone for you • Spreading rumors • Deliberately excluding someone from a group or activity • Cyberbullying

15. Cyberbullying • Study of 3,767 children (grades 6-8) • Prevalence • 25% of girls and 11% of boys had been cyberbullied at least once • 13% of girls and 9% of boys had cyberbullied someone else at least once • Common methods of cyberbullying • Instant messaging: 67% (8th graders more) • Chat rooms: 25% • E-mail: 24% • Website: 24% • Text messaging: 15% (8th graders more) • Who did the cyberbullying? • Student at school (53%) • Didn’t know (48%) • Friend (37%) • Sibling (13%) (Kowalski et al., 2007)

16. Staff Experiences with Bullying • Staff Efficacy: Staff who had effective strategies • Thought bullying was less of a problem • Thought their school was doing “enough” to prevent bullying • Were more likely to intervene • Were less likely to make the situation worse • Felt safer at school • Felt like they belonged at school (Bradshaw et al., 2007, SPR)

17. Common “Misdirections” in Bullying Prevention and Intervention • Zero tolerance (student exclusion) • Conflict Resolution/Peer Mediation • Group treatment for children who bully • Simple, short-term solutions

18. http://www.pbis.org/files/newwebfiles2008/pbsbullyprevention.pdfhttp://www.pbis.org/files/newwebfiles2008/pbsbullyprevention.pdf

22. Main Ideas “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, or power than the other. Bullying behaviors affect the sense of school as a “safe” environment. video

23. Main Ideas Bullying behavior typically is rewarded (maintained) by the “victims” or “bystanders” Social attention Social recognition Social status Access to physical items/ preferred activities Bullying behavior is seldom maintained by adult attention

24. Main Ideas All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations. Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

25. A Comprehensive Bully-proofing Model Teach a “stop” signal Staff training Individual Student Supports Universal Positive Behavior Support Define & Teach Expectations Consequences For Behavioral Errors Data System Teach “stop” routine Teach Bystander routine Teach being asked to “stop” Teach how to train “stop” Signal Teach Precorrection Teach supervisor routine Function-based support for Aggressive Student (bully) Function-based support for victim

26. Step 1: Establish a social culture Teach school-wide behavioral expectations Be respectful, be responsible, be safe Acknowledge appropriate behavior Establish clear consequences for inappropriate behavior Develop and use a data collection system for monitoring effects, and making decisions.

27. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

28. Teaching Social Responsibility Teach school-wide expectations first Be respectful Be responsible Be safe Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area Teach Bully Prevention “SKILLS” If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop”

29. Step #2: Teach a school-wide “stop” signal If someone is directing problem behavior to you, or someone you are with, tell them to “stop.” What is the “Stop Signal” for your school? Have a physical as well as verbal signal “Stop” “Enough” “Don’t” The language and signal need to age appropriate, and contextually acceptable.

30. Teach how to use the “Stop Signal” How do you deliver the “stop signal” if you feel someone is not being respectful? (e.g. you feel intimidated, harassed, bullied)? How do you deliver the “stop signal” if you see someone else being harassed, teased, bullied? What to do if someone uses the “stop signal” with you? Note: Include “non-examples” of when and how to use “stop” signal.

31. Teach “walk away”“Look Cool and Walk Away” Most socially initiated problem behavior is maintained by peer attention. Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior. Build social reward for victim for “walking away” Do not reward inappropriate behavior.

32. Teach “getting help” Report problems to adults Where is the line between tattling, and reporting? The adult should always ask: Did you say, “stop” Did you walk away?

33. Step #3: Focus on Role of Adults How to teach expectations Establish relationships- Acknowledgement System as excuse to get to know everyone Pre-correct (quick practice of appropriate skills just prior to entering “high probability” context) With whole class With “at risk” students Reporting routine What do you say when a student comes to you? What do you ask of a student accused of being a bully?

34. Reporting Routine A child comes to you and reports that someone else was not respectful “Did you say stop?” “Did you walk away?” Talking to the child who was disrespectful “Did he say stop” “What did you do” “Show me doing it the right way”

35. Activity #1 Select an appropriate “stop” signal for your school. How might you include students in defining this signal? Ensure that the “stop” signal include BOTH a verbal and physical component.

36. Step #4: Individual Student Support Support for Students who are aggressive Individualized assessment Family support Teach appropriate social skills Isolate from deviant peer group. Support for Students who are frequent “victims” Redefine roles Re-teach respectful behavior Teach social skills Embed student in constructive peer groups.

37. Social Responsibility Matrix

38. Social Responsibility Matrix

39. Embedding Bully-Proofing: One Example How Bully-Proofing was taught in one school How data were recorded Current status of research effort

40. How it was taught School Rules: Be Safe, Be Kind, Be Responsible Problem Behaviors Basketball, Four square, In between Why do kids do it? Stop, Walk, Talk

41. How data were recorded When problem behavior was reported, staff follow a specific school-wide response: Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response) "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response)

42. How data are recorded When students report problem behavior appropriately, staff initiate to following response with student accused of inappropriate behavior: "Did ______ tell you to stop?" If yes: "How did you respond?" Follow with step 2 If no: Practice the 3 step response. "Did ______ walk away?" If yes: "How did you respond?" Follow with step 3 If no: Practice the 3 step response. Practice the 3 step response.

43. How data are recorded

44. Tier 3 • Individual student works through • Lesson plans based on need (data) • Good Day Plan • Booster session for targeted group • Using lesson plans based on data Tier 2 • 3rd grade elementary classroom uses lesson plan on decision making • Progress Monitor Tier 1 Triangle Activity: Applying the Three-Tiered • Define and Teach SW expectations • Teach Signal • Build a plan for staff • Pre- correct • Active Supervision • Establish Data System

45. SW Expectations • What are your SW expectations? • Same Process • Admin critical- allocation of resources • Agreement, ownership, priority, link to SIP • Teaching stakeholders (staff, students, parents) • Expectations/Matrix established • Tracking fidelity and outcomes

46. Daily Progress Report consistent with SW Expectations CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Comments:

47. Daily Progress Report consistent with SW Expectations CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Comments:

48. HAWK Report Date ________ Student _______________Teacher___________________

49. Point Card /Matrix Personal Goal: