Bully-Proofing Your School

1. Bully-Proofing Your School Session 6: Planning Your Own School-Wide Program

2. Under Construction: • This is a work in progress. • Expect edits • When this slide is gone, you can begin your session

3. Shifting Gears Bully-Proofing Your School As you enter, complete the Following… Think of words which describe bullying. Jot down words on sticky notes or create a Thinking Map. Read the poems. • Learning Goal • Learners will understand and be able to effectively implement a bully-proofing program. • : Benchmarks: State Statutes, FLDOE, Statistics, Overview of the Program, Bullying Behaviors, Normal Peer Conflict, Characteristics of Bullies, Myth or Fact, Key Terms September 2013 Learners will observe students on campus and in the classrooms to determine conflicts as normal peer interaction or bullying. Objectives Reflect on your new learning and how you will implement it. Sum-It-Up Essential Question: Who are the bullies? Why do they bully? What are bullying behaviors; mild, moderate, and severe? Common Language: NEXT STEPS: Implementation • Bullying, Passive Victim, Provocative Victim, Bully-Victim, Bystanders, Caring Majority, Caring Community

4. Goal: • For the school staff to plan, with the assistance of the facilitator, their own school-wide program, taking into account the information and strategies learned in the previous five training sessions. This overall plan will be recorded in writing for future reference and all the participating staff members will be familiar with and in agreement with it before the classroom curriculum is begun by the teachers. • Secondly, to begin the development of a team, cadre, or steering committee to support and direct the program within the school building. Ideally, this would include an administrator, mental health or counseling staff member, and teachers representative of different grade levels and subjects in the building. The planning process is the point at which the facilitator role is expanded into a team to be the culture-carrier and over-all problem-solvers.

5. Review: • Review session 1 – 5 materials that may assist our staff in planning our own school-wide program. • Handouts/Transparencies that Might be Helpful: • #12: Bullying Behaviors Chart • #16: Developmental Guide to Conflict Resolution • #23: Bully-Proofing Your School Strategies • #24: Ideas for Consequences • #26: Ideas for Reinforcers • See the following slides and Session #5

6. Bullying Behaviors ChartPhysical Aggression: • Mild • Pushing, Shoving, Spitting, Kicking, Hitting • Moderate • Defacing property, Stealing, Physical acts that are demeaning and humiliating, but not bodily harmful, Locking in a closed or confined space • Severe • Physical violence against family or friends, Threatening with a weapon, Inflicting bodily harm

7. Bullying Behaviors ChartSocial Alienation: • Mild • Gossiping, Embarrassing, Setting up to look foolish, Spreading rumors about • Moderate • Ethnic slurs, Setting up to take the blame, Publicly humiliating, Excluding from group, Social rejection • Severe • Maliciously excluding, Manipulating social order to achieve rejection, Malicious rumor-mongering, Threatening with total isolation by peer group

8. Bullying Behaviors ChartVerbal Aggression: • Mild • Mocking, Name calling, Dirty looks, Taunting, Teasing about clothes or possessions • Moderate • Teasing about appearance, Intimidating telephone calls • Severe • Verbal threats of aggression against property or possessions, Verbal threats of violence or inflicting bodily harm

9. Bullying Behaviors ChartIntimidation: • Mild • Threatening to reveal personal information, Graffiti, Publicly challenging to do something, Defacing property or clothing, Playing a dirty trick • Moderate • Taking possessions, Extortion, Sexual/racial taunting • Severe • Threats of using coercion against family or friends, Coercion, Threatening with a weapon

10. Developmental Guide to Conflict Resolution • 1st Grade • Typical Conflict: Conflict likely over toys, possessions (“It’s mine.”), going first • Preferred Styles of Resolution: Action oriented; Separate the children; Change the topic; No-Nonsense or Smoothing • 1stand 2ndGrades • Typical Conflict: Selfishness, wanting own way; Threatening with tattling or not playing with again (“I’m not inviting you to my birthday.”) • Preferred Styles of Resolution: Undo what the offender did; No-Nonsense or Problem Solving

11. Developmental Guide to Conflict Resolution • 3rd, 4th, and 5thGrades • Typical Conflict: What’s fair and what isn’t, Teasing, gossiping, feeling superior; Putting down, accusing of something not true or distorted • Preferred Styles of Resolution: Beginning stage of understanding others’ intentions: mutual negotiation possible with help • 5thand 6thGrades • Typical Conflict: Bossiness, tattling, put-downs, showing off, betrayal • Preferred Styles of Resolution: Compromise can be used: empathy possible at this age; Talking things out, even if no compromise is reached; Ignoring (only if minor problem) or Compromising

12. See Session 5 for Review of: • Bullying Proofing Your School Strategies: • Classroom Rules • “No-Bullying” Posters • HA HA, SO • CARES • Weekly “I Caught You Caring” • Student Nominations • “Best Caring Behavior” • “CARES Buttons” • Ideas for Consequences • Ideas for Reinforcers

13. Planning Session Materials: • Handouts/Transparencies: • #27: Key Characteristics of an Effective School Policy • #28: School-Wide Program Planning Outline • #29: Ten Essential Elements – Levels of Implementation • Copy of the District Policies on Discipline, Weapons, Intervention with Students under IEPs, etc.

15. Characteristics of Effective Policies: • The Foundations Program lists the following as key features of effective school-wide policies: • An effective policy… • 1) communicates the vision of a positive and invitational school • 2) must be designed by staff • 3) is written with involvement from parents and students • 4) is centered around a school mission statement • 5) describes procedures used by staff to achieve consistency in their day-to-day interactions with students • 6) outlines expectations and procedures for consistent staff supervision of school-wide areas.

16. Characteristics of Effective Policies: • An effective policy… • 7) while striving for consistency, should provide flexibility for all classroom teachers to set up and run their own classrooms • 8) specifies when to involve administration in behavioral problems and outlines procedures to use when sever misbehavior occurs • 9) guides staff development and change • 10) is systematically evaluated, revised, and updated each year • 11) is user friendly • 12) is aligned with school board policy and relevant to state or federal laws

17. School-Wide Program Planning: • Planning the school-wide program should cover these main areas: • The Overall School-Wide Campaign to Bully-Proof the School • Implementation of the School-Wide Program

18. School-Wide Program Planning: • The Overall School-Wide Campaign to Bully-Proof the School • The Plan for Informing the Students About the Commencement of the Bully-Proofing Your School Program • The Formal School Policy Regarding Bullying • The Individual Classroom Plans (How the Program Will Be Communicated to Students) • Plans for Other Areas of the School • The Plan for Referring Students for Victim Intervention • The Plan for Referring Students for Bully Intervention

19. School-Wide Program Planning: • Implementation of the School-Wide Program • Time Frames/Human Resource Responsibilities for the Plan for Informing the Students About the Commencement of the Bully-Proofing Your School Program • Time Frames/Human Resource Responsibilities for Teaching the Individual Classroom Curricula and Classroom Curriculum Follow-Up Sessions • Time Frames/Human Resource Responsibilities for the Plans for Other Areas of the School • Time Frames/Human Resource Responsibilities for the Plan for Working With Parents • Time Frames/Human Resource Responsibilities for the Plan for Referring Students for Victim Intervention

20. School-Wide Program Planning: • Implementation of the School-Wide Program • Time Frames/Human Resource Responsibilities for the Plan for Referring Students for Bully Intervention • Ongoing Evaluation/Modification of the Program • The Development of a “Team,” “Task Force,” “Cadre,” or “Committee” to Coordinate, Support, Direct, and Problem-Solve for the School • The Plan for Evaluating/Modifying the Program • Time Frames/Human Resource Responsibilities for the Plan for Evaluating/Modifying the Program

21. School-Wide Planning Outline • I. OVERALL SCHOOL-WIDE CAMPAIGN TO BULLY-PROOF THE SCHOOL • A. Plan for Informing the Students About the Commencement of the Bully-Proofing Your School Program • 1. The Classroom Curriculum • 2. • 3. • (Suggestions for inclusion: An announcement by the principal or other administrator; hanging no-bully posters in the hallways to pique student interest; a special assembly)

22. School-Wide Planning Outline • B. Formal School Policy Regarding Bullying MISSION STATEMENT Our goal is to make the school environment safe for children both physically and psychologically • 1. Stop the behavior – There will be “no-bullying rules” enforced by staff members. • 2. What the students will do – The student will help others by speaking out and getting adult help. • 3. How students should treat one another – The student will use extra effort to include everyone.

23. School-Wide Planning Outline • C. The Individual Classroom Plans (How the Program Will Be Communicated to the Students) • 1. My Classroom Rules Will Be • a. • b. • c. • (These classroom rules address the mission statement and the three elements of the formal school policy regarding bullying described in Part I-B above.) • 2. Program Strategies I will Use with My Students • a. Posting Classroom Rules • b. Classroom No-Bullying Posters • c. HA HA, SO • d. CARES • e. Weekly “I Caught You Caring” Sessions • f. Student Nominations of “Best Caring Behavior” and “CARES Buttons” • (I have crossed out any program strategies that I object to including in my classroom curriculum.)

24. School-Wide Planning Outline • 3. Any other skills I will Teach My Students • a. There is Strength in Numbers • b. The Difference Between Tattling and Getting Adult Help. • c. • 4. How My Students Should Inform Adults of Bullying Situations • a. • b. • c. • 5. Reinforcement for Caring Behavior I will Give My Students • a. Verbal Praise and Acknowledgement • b. • c.

25. School-Wide Planning Outline • 6. Consequences I will Apply to Bullying Behavior • a. For a 1st Offense: • b. For a 2nd Offense: • c. For a 3rd Offense: • d. Persistent Bullying Problem: • 7. Any Other Techniques/Strategies I will Use in My Classroom • a. • b. • c.

27. School-Wide Planning Outline • D. Plans for Other Areas of the School • 1. Strategies for the Playground/Recess • a. • b. • c. • (Suggestions for inclusion: Dealing with conflict; de-escalating dangerous situations; determining the current adequacy/inadequacy of adult-to-student ratio and ways to increase adult supervision, if necessary) • 2. Strategies for the Cafeteria • a. • b. • c.

28. School-Wide Planning Outline • 3. Strategies for the Bus Area/On the Bus • a. • b. • c. • 4. Strategies for the Hallways/Common Areas • a. • b. • c.

29. School-Wide Planning Outline • E. Plan for Working with Parents • 1. How Parents Will Be Informed About the Classroom Curriculum and Kept Apprised of Developments With the Program Against Bullying • a. Orientation Letter Mailed Prior to Orientation Presentation • b. • c. • (Suggestions for inclusion: Community meetings; newsletters/fliers; PTA involvement; telephone calls/meetings with staff members) • 2. How Parents Should Inform the School Staff of a Bullying Situation • a. • b. • c. • (Suggestion for inclusion: Who should the parents contact?)

30. School-Wide Planning Outline • 3. How Parent(s) Will Be Informed of a Bullying Situation Involving Their Child • a. • b. • c. • (Suggestion for inclusion: Who should contact the parent(s)?) • F. Plan for Referring Students for Victim Intervention • (Suggestions for inclusion: Classroom teacher referral; parent referral; support personnel referral; assessing the needs of inhibited/shy students; assessing the needs of students who have no friendships; assessing the needs of students who have suffered a loss or trauma; assessing the needs of students new to the school; assessing the needs of physically weak/petite students)

31. School-Wide Planning Outline • G. Plan for Referring Students for Bully Intervention • (Suggestions for inclusion: Classroom teacher referral; parent referral; support personnel referral; administrator referral; assessing the needs of students who are aggressive; assessing the needs of students who lack anger management skills; assessing the needs of students who lack empathy; assessing the needs of students who come from violent, abusive homes; assessing the needs of students who have had frequent disciplinary actions or trouble with the law)

32. School-Wide Planning Outline • II. IMPLEMENTATION OF THE SCHOOL-WIDE PROGRAM • A. Time Frames/Human Resource Responsibilities for the Plan for Informing the Students About the Commencement of the Bully-Proofing Your School Program • B. Time Frames/Human Resource Responsibilities for Teaching the Individual Classroom Curriculum and Classroom Curriculum Follow-Up Sessions • (Suggestions for inclusion: Will the program be taught in the classroom grade-by-grade, e.g., all participating first grade classrooms, then all participating second grade classrooms, etc.? Who will teach the individual curriculum – the classroom teachers alone or the classroom teachers with the assistance of the facilitator or alternate, appropriate individual (guidance)? When will the classroom sessions take place? When should the follow-up session be conducted?)

33. School-Wide Planning Outline • C. Time Frames/Human Resource Responsibilities for the Plans for Other Areas of the School • 1. The Playground/Recess Plan • 2. The Cafeteria Plan • 3. The Bus Area/On the Bus Plan • 4. The Hallways/Common Areas Plan • D. Time Frames/Human Resource Responsibilities for the Plan for Working With Parents • 1. The Plan to Inform the Parents About the Classroom Curriculum and Keep Them Apprised of Developments With the Program Against Bullying • 2. The Plan for How Parents Should Inform the School Staff of a Bullying Situation • 3. The Plan for How Parent(s) Will be informed of a Bullying Situation Involving Their Child

34. School-Wide Planning Outline • E. Time Frames/Human Resource Responsibilities for the Plan for Referring Students for Victim Intervention • F. Time Frames/Human Resource Responsibilities for the Plan for Referring Students for Bully Intervention

35. School-Wide Planning Outline • III. ONGOING EVALUATION/MODIFICATION OF THE PROGRAM • A. Plan for Who Will Be the “Steering Committee,” “Team,” or “Cadre” • (Use the “Ten Essential Elements – Levels of Implementation,” Handout 29, to assess readiness and commitment. Also list members and how frequently and when they will meet to coordinate, support, direct and problem-solve. Schools who identify a cadre, meet regularly, and assess progress show a 30% better outcome.) • B. Plan for Evaluating/Modifying the Program • Suggestion for inclusion: Setting up an ongoing “Bullying Task Force” to monitor Progress, share ideas, and encourage continued staff skill development; annual implementation of the program. • (Use the following chart: “Reviewing the Ten Essential Elements of Implementation” to determine progress)

36. School-Wide Planning Outline • Reviewing the Ten Essential Elements of Implementation • Review the following elements. Rate each of the elements using a scale from 1-5 as it pertains to your current school climate and the status of program implementation. • 1 = Hasn’t begun to be addressed to 5 = Solidly and effectively in place • ___ 1. Staff acknowledgement of the program of bullying and their commitment to the creation of a safe school • ___ 2. Administrative support for the program • ___ 3. School-wide discipline plan in place • ___ 4. Bully-Proofing cadre formed and active in designing and guiding implementation of the program • ___ 5. Assessment of current school climate and safety issues • ___ 6. Training of staff • ___ 7. Training of students – classroom curriculum • ___ 8. Support from the parent community • ___ 9. Strategies for ongoing development of the caring community • ___ 10. Evaluation of the program

37. School-Wide Planning Outline • C. Time Frames/Human Resource Responsibilities for the Plan for Evaluating/Modifying the Program

38. Ten Essential Elements – Levels of Implementation Circle the appropriate level for each category. • 1. Staff acknowledgement of the problem of bullying and their commitment to the creation of a safe school • Low: High resistance to implementation of the program. Staff denies the problem of bullying exists. • Medium: Can name types of bullying behaviors that occur in varying locations throughout the school. • High: Demonstrates understanding of the impact of bullying on the psychological and academic well-being of the students and staff.

39. Ten Essential Elements – Levels of Implementation • 2. Administrative support for the program • Low: Administration provides little or no opportunities for ongoing faculty discussion and training. Administration doesn’t allow time in faculty meeting agendas for program implementation issues and caring community discussions. Administrative personnel are not aware of and/or do not use Bully-Proofing language. • Medium: Administration has Bully-Proofing program issues on staff meeting agendas approximately once per month. • High: Administration is actively involved in program implementation including such involvement as conducting classroom groups, allows time for program discussion at many faculty meetings, participates in cadre, and allows several opportunities for more lengthy faculty training and discussions.

40. Ten Essential Elements – Levels of Implementation • 3. School-wide discipline plan in place • Low: No clearly written formalized discipline plan. Discipline is inconsistently applied and communicated to all school community members. • Medium: Discipline plan is written, however, it is inconsistently communicated and applied by staff and administrators. • High: Discipline plan is clearly written and communicated to all members of the school community. Discipline is uniformly and fairly implemented with all members of the school community.

41. Ten Essential Elements – Levels of Implementation • 4. Bully-Proofing cadre formed to design and guide implementation of the program (PBS Team) • Low: Unclear mission and/or established goals, as well as inconsistent cadre membership and/or scheduled meetings. • Medium: Mission and/or established goals outlined but not used to guide efforts. Some inconsistencies exist regarding regular meetings and/or group membership. • High: Mission and/or established goals outlined and used regularly to guide efforts. Cadre members are acknowledged to be leaders of the school. Cadre is engaged in planning, organizing, and motivating Bully-Proofing efforts.

42. Ten Essential Elements – Levels of Implementation • 5. Assessment of current school climate and safety issues • Low: Staff is unaware of Colorado School Climate Survey results. Staff does not use the results for planning and/or implementing Bully-Proofing program. • Medium: Some staff knows the results of the Colorado School Climate Survey, however; assessments are not used to drive implementation of the Bully-Proofing program. • High: All staff knows the results of the Colorado School climate Survey and those results are used to drive implementation of the Bully-Proofing program.

43. Ten Essential Elements – Levels of Implementation • 6. Training of staff • Low: A few (less than 1/3) of the staff members are trained in a full-day training or all staff are trained in less than a full-day training. Staff does not understand Bully-Proofing concepts. • Medium: Approximately ½ of the staff members have received a full day of training. Some staff understand the Bully-Proofing concepts. • High: Entire or almost entire staff, certified and classified, have received a full day of training. Ongoing annual training or the plan for ongoing training is established. Training for new teachers is established.

44. Ten Essential Elements – Levels of Implementation • 7. Training of students • Low: Less than 100% of students participate in the classroom lessons. • Medium: Bully-Proofing lessons are taught by the staff, but not in their entirety. • High: All students are taught all of the Bully-Proofing lessons intended for their grade level.

45. Ten Essential Elements – Levels of Implementation • 8. Support from the parent community • Low: No or very few formal or informal attempts are made to communicate Bully-Proofing concepts or expectations to parents and other community members. • Medium: Some formal and/or informal attempts are made to communicate Bully-Proofing concepts to parents and other community members. • High: Many formal and informal communications are extended to parents and other community members. A parent and/or other community member is involved in the cadre.

50. "It is not what is poured into a student that counts but what is planted." Linda Conway