1. Dansville Schools PBIS and Anti-Bullying Update

2. District-Wide PBIS  Appropriate behavior taught to students in each grade level using a behavior matrix and behavior lesson plans  Behavior expectations posted throughout the district  Acknowledge/reinforce positive behavior with Aggie Bucks  Common phrase used when inappropriate behavior is seen: “We don’t do that here.”

3. HallwayBusRecessCafeteria Respectful  Practice random acts of kindness  Close lockers quietly  Keep lockers clean  Use “ G ” rated language  Positive talk  Respect all adults  Greet the bus driver and use appropriate language  Use “ G ” rated language  Positive talk  Practice random acts of kindness  Respect all adults  Use “ G ” rated language.  Positive talk  Practice random acts of kindness  Follow directions given by adults  Use “ G ” rated language  Indoor voices  Positive talk  Practice random acts of kindness  Follow directions given by adults Responsible  Pick up trash  Be on time  Have materials ready and head to class  Be a positive role model for younger students  Pick up trash and personal items on the bus  Be on time  Practice good sportsmanship  Share equipment  Pick up trash  Bring recess items with you  Wipe up messes Safe  Walk  Stay to the right  Hands and feet to self  Sit up and face forward in seat  Use an inside voice  Walk to and from the bus  Wipe feet as you enter the building  Stay in designated areas  Hands and feet to self  Enter and exit the building quietly and calmly  Walk  Sit in chairs  Report spills on floor  Wait patiently in line  Stay in designated areas

4.  SWIS computer program tracks behavior data  Identifies patterns of high incident areas, behaviors and students  Patterns are addressed by re-teaching behaviors, using replacement behaviors and positive behavior support plans

5.  Graph shows us what times and areas the behaviors usually occur, allowing us to implement more staff and structure in these areas

6.  “PBIS is an effective school-wide framework for implementing and sustaining bully prevention efforts.”  “PBIS has a strong focus on partnering with families and community, which are necessary components of effective bully prevention efforts.”  Olweus, 2003; Ross, Horner & Stiller, 2008.

7. “Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself. The three key components of bullying behavior are: (1)Involves and imbalance of power and strength; (2) Involves a pattern of behavior over time; and (3) Involves an aggressive behavior.” From Olweus Bullying Prevention Program

8.  Tell a trusted adult  “Safe Box” located in classrooms  Send anonymous incident report on the Dansville Schools website  Send anonymous text or voice message to the district’s Tip Line

9. “Stand alone, anti-bullying programs and curricula are often based on the premise that bullying can be reduced solely by increasing supervision, identifying perpetrators, and punishing them until they no longer bully others. Programs based on this approach are shown to increase the number of students who report being bullied by 20%.” Rigby, 2009

10.  Anti-bullying and awareness lessons  Leadership Class  Weekly character building videos and discussions  Restorative conferences  Small group discussions  Aspiring Aggies  Adult mentors  Safe reporting methods

11.  Anti-bullying information and strategies  Importance of reporting  Common message: “We don’t do that here.”  Community presentations (Kevin Honeycutt)

12.  Survey students, parents, staff and community  Continue to use data to make decisions  Continue to implement research-based and best-practice interventions