1. Danielle Triplett PBIS Coordinator Gresham-Barlow School District

2. Just Kidding by Trudy Ludwig

7. Book Response Turn & talk: How have you used children’s literature with students to help teach social skills? What key concepts does Just Kidding teach students?

8. The Logic: Why invest in Bully Prevention?  The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools. (Beale, 2001)  Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim (Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001; Swearer & Espelage, 2004).  Victims and perpetrators of bullying are more likely to skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994)  Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995). BP-PBS, Scott Ross8

9. SWIS Data: Elementary Schools Which behaviors? Where? *data through 1/27/14

10. Scott Ross, University of Oregon Adults only see the tip of the iceberg.

11. Do Sweat the Small Stuff The majority of incidents are low level – name calling; exclusion; low levels of physical contact (pushing; shoving; etc.) There is research to show that high rates of low level behaviors are associated with a greater probability of high intensity incidents Ignoring low level incidents is an invitation to escalate social aggression Need: teach students social responsibility skills

12. Purpose of Universal Prevention This is about changing social culture Setting clear standards for acceptable and unacceptable behavior Consistent response to problem behavior Common language and education to all students and staff Social culture is controlled by your green zone, not by the students doing the bullying in your school What you’re hoping to change is the behavior of the 85%, so that the students engaging in bullying behavior respond to those around them, and they are socially influenced by their peers in a positive way

13. Primary Prevention School Wide Program: Stop/Walk/Talk Secondary Prevention: Intensive Practice Safety Plans for Recipients Mediation Tertiary Prevention: Behavior Support Plans for Perpetrators and/or Recipients ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE Bully Prevention Program Critical Features: 1.Invest in prevention first 2.Universal strategies & common language 3.Empower students and create positive school culture

14. Key Features

15. Elementary BP PBIS Called Stop Walk Talk Can be found online: www.pbis.orgwww.pbis.org Click on “bully prevention in SWPBS”

16. Conceptual Framework

17. Stop Walk Talk The Stop Signal PBIS team and staff to develop universal signal (physical gesture and word) Consider ways to get input from older students Signals should be short, easy to remember, and easy to produce Universal: school-wide use for all grades

18. Stop/Walk/Talk: Lesson 1 Lesson 1: Introduction (50 minutes) Objectives: Establish rules and expectations for group discussions Teach 3-5 school-wide rules for outside the classroom Teach social responsibility skills (Stop/Walk/Talk) Practice

20. Lesson 1 Teach social responsibility skills 1. The Stop Signal Used for verbal or physical problem behaviors Model the use of stop signal when they experience problem behavior or when they see another student experiencing problem behavior Practice stop signal with volunteers Examples and non-examples of when stop signal is appropriate

21. Lesson 1 Teach social responsibility skills 2. Walk Away Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students should “walk away”. Model walking away—removes reinforcement for problem behavior Practice walking away—include examples and at least one non-example

22. Lesson 1 Teach social responsibility skills 3. Talk: report problems to an adult After stop and walk away, some problem behaviors continue. When this happens, students should talk to an adult Talking vs. Tattling Idea: create a T-chart to discuss differences between talking to an adult to report a problem and tattling (often used just to try to get others in trouble)

23. Lesson 1 Review Stop/Walk/Talk Ask questions to measure understanding of concepts Use realistic scenarios to review Stop/Walk/Talk

24. Stop Walk Talk Continues with 5 more bullying prevention lessons Includes information and strategies for supervising behavior

25. Example Timeline January: PBIS team develops school-wide stop signal; staff agree to talk to colleagues and get input on stop signal February: PBIS team presents BP-PBIS program to staff; overview including concepts from section 8 (intro) and 6 (supervising behavior). March: Staff teach lessons 1 & 2 to all students April: Staff teach lessons 3 & 4 to all students May: Staff teach lesson 5 to all students Connect monthly efforts to: Life skills Assemblies Children’s literature Connect monthly efforts to: Life skills Assemblies Children’s literature