Liz Brewer Kelly Davis GRREC Consultants Bully Prevention In Positive Behavior Support Green River Region Educational Cooperative Part 2: March 20, 2014 Liz Brewer Kelly Davis GRREC Consultants www.grrec.ky.gov www.pbis.org

Define a plan for implementing Bully Prevention Overall Training Goal Define a plan for implementing Bully Prevention within schools already using School-wide PBIS

Learning Targets Day One Define the logic for investing in bully prevention Define the five core skills for “student orientation” What to teach, How to teach it Define the core elements for “faculty orientation” Day Two Define the role of data before, during and after implementation For both fidelity and impact Define steps to Implementation of BP within SWPBIS Define the expectations for advanced support

Review of Part 1 Training 1. Define the logic: Why implement Bully Prevention strategies? Staff input/buy-in Student input: Focus group, Student Survey Clarifying definitions of behavior Reframing our language (i.e., describe the behavior, don’t use labels) 2. Student orientation: 5 Core Skills How to teach When to teach 3. Staff orientation What to teach Boosters and fidelity checks

Big Picture Thinking How does Bully Prevention in PBS fit with other initiatives? Program Review Professional Growth Effectiveness System Leader in Me Other

Big Picture Thinking And consider research on the effectiveness of bully prevention programs It is true that bullying-prevention efforts are on the rise. In fact, 49 states now have anti-bullying legislation in place, and the number of schools using anti-bullying programs continues to grow. These legislative and programmatic actions demonstrate a commitment to addressing a critical problem. They have cost our nation billions, and, yet, according to nationwide surveys, bullying rates have not declined. The results of six meta-analyses confirm that current anti-bullying programs are not working. Most are ineffective because they address the symptoms of bullying, not the underlying causes, which likely include a lack of emotional intelligence—a set of skills for understanding, communicating about, and regulating feelings.

Discussion/Activity Think about how the Bully Prevention strategies fit within these contexts: Other program initiatives Poor research findings when programs focus on addressing the symptoms of bullying. Discuss at your tables and be ready to share your thoughts.

Data collection/Decision-making Office Discipline Referral Data Whole school Individual students Student/ Staff surveys School climate survey Harassment survey Fidelity Fidelity checklist Are we doing the BP-PBIS program as planned?

Using Office Discipline Referrals (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.

Aggression, Harassment, Fight, Name Calling/School Day 4 weeks before BP and 4 weeks after BP Pre BP Post BP

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

Fidelity Data Quick check Are we implementing BP-PBIS? 8 questions (use with whole team, or whole school) Always build into action plan Score percentage of items with most people rating “in place”

BP-PBIS Fidelity Self-Assessment 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 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 “stop routine” to problem behavior (stop/walk/talk) (ask 10) 5. At least 80% of students can describe “stopping routine” (ask 10). (when they are asked to “stop”) 6. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week 7. Staff use BP-PBS “response routine” for student reports of problem behavior 8. Student outcome data are collected and reported to all faculty at least quarterly.

BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training 0 = not in place, 1 = partially in place, 2 = in place

Activity: Data Use What data do you have? What data do you need? What schedule would be needed to make this work?

How to Implement Bully Prevention in PBIS School Implement School-wide PBIS Faculty commitment Faculty introduction to BP Team to implement Student Forum 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-PBIS Fidelity of implementation Impact on student behavior

Activity: Review Planning Guide and Build Schedule for Next Steps Use the provided planning guide to: Determine what you have in place What you want/need to have in place Develop a training outline for staff Develop a preliminary plan for implementation Staff training Student survey Student launch Fidelity check Boosters

Moving from Discussion to Action School Building Planning Team Prevention in Bully 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 Action Criterion In Place Partially In Place Not In place Who? By When? Faculty/Staff Readiness Team 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 Delivery Schedule 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/ Booster Follow-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 team BP-PBIS set as a standard item on the PBS team agenda

Action Criterion In Place Partially In Place Not In place Who? By When? 5. Coaching Plan developed for coaching and feedback for playground supervisors Coaching for playground, lunch, hall supervisors provided at least twice, and as needed after. 6. Evaluation/ Monitoring Quarterly 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 Validity Review efficiency and impact with families, faculty, students

District Leadership Team Action Criterion 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

Advanced Supports 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 Persistent, habitual behavior Use your data to identify students in need of more intense support and refer them to your team

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5% Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15% Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90% Tier 1/Universal Interventions All settings, all students Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

State Mandates for RtI August 1, 2013: Reading and Writing August 1, 2014 Math August 1, 2015: Behavior Mandated for all K-3 students (KRS 158.305)

Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Group Interventions -Check in/Check-Out -Behavior Education Program (BEP) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/ Secondary Tier 3/ Tertiary Assessment Intervention Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR) (Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect – CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP HSC-T, RD-T, EI-T Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

Use Data to Analyze Trends Within the 10-15% of students not responding at Tier 1, what are the patterns of behavior you see? Is there a whole school or grade level solution?

Example

Example 23 referrals for physical aggression Physical aggression accounts for 26% of all referrals 19 different students Grades: 5+6 = 10 referrals, K+1 = 8 referrals Motivation: Get peer attention, obtain item Time: 11:45 to 1:00 = 11 referrals Location: Classroom Action Taken: Detention All repeat offenders are K or 1st grade students

Example Brainstorm grade level solutions for 5th/6th and K/1st, keeping these two differences in mind: K/1st more likely to receive detention than any other consequence; 5th/6th about equal between detention and conference with student K/1st generated more referrals during the 11:45 to 1:00 time range; 5th/6th more spread out across the day

Funneling Down into Tier 2 If whole group or grade level solutions are not appropriate, what are the next steps? Group interventions Individual interventions

Tier 2 Group Interventions Operationally defined problem behavior and replacement behavior Data/assessment criteria used to match student to appropriate intervention Clearly defined objectives Documented procedures Regular data-based progress monitoring Formative decisions based on data Criteria to determine when to fade

Benefits of Tier 2 Group Interventions Improved structure Student is “set-up” for success Increase in contingent feedback Applied across school settings Increased reward for appropriate behavior Evolve to self-management Supportive response to teachers

Critical Features of Tier 2 Group Interventions Continuously available Rapid access to intervention Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty Function-based Student chooses to participate Continuous monitoring

Potential Barriers Time Lack of resources (i.e., person) Poor monitoring of fidelity Lack of staff training Tier 1 structures not in place Social skills groups are NOT a good choice to address true bullying behavior

Examples of Tier 2 Group Interventions Behavior Education Program Social Skills Groups Heterogeneous grouping a must Mentoring

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

Wrapping It Up!