1. Bully Prevention PBIS www.bullypreventionpbis.org Cristy Clouse cristy@pbiscaltac.org Barbara Kelley Barbara@pbiscaltac.org

2. bully preventionpbis.org Teen Uses Twitter to Compliment Peers http://bit.ly/UH8tZf

3. Why What

4. Why o So all kids can have a safe and happy school experience o To give kids a voice; to empower kids o To develop life-long positive social skills o Because our kids cant wait any longer o Because it is the right thing to do o To empower bystanders to take charge and be a big part of the cure o Children trust us to keep them safe o To prevent escalation of undesirable behavior o Create systemic, positive, safe and secure, cohesive environments o Students encourage pro-social behavior o People are more important than things o Internal joy o Students feel comfortable confiding in adults on campus o Improved decision-making

5. Student Involvement Adult Responsibilities Implementation Monitoring Tools

6. Relationships De-stress the Distress Positive Performance Feedback Active Listening Active Supervision Best Practice Language

7. Bullying is like an iceberg because …………..

8. Redefining the Bullying Construct RESPECT COMPASSION CARING Positive Behavioral Expectations Tier I

9. RESPECT Routines Active Supervision High Rates of Positive Interactions and Feedback Engaging, Successful and Challenging Learning Environments Consistent Reporting Routines Tier I TEACHING for staff a common strategy for preventing and responding to disrespectful behavior:

10. TO AVOID TO EMPOWER TO REMOVE Tier I RESPECT ROUTINES for students

11. Specific Performance Feedback Acknowledgement for using 3-part response signal and “Respect Routines” Acknowledgement for following school-wide response sequences and reporting procedures Tier I Acknowledgement System

12. Continuum of evidence-based responses and consequences Active listening strategies to encourage student reporting Consistency for Students reporting and students accused of disrespectful behavior Tier I Response to Problem Behaviors

13. School Safety Survey School Climate Needs Assessment Fidelity Checklist for Trainers Fidelity Checklist for Staff Members The Lesson Preparation Evaluation Student Survey School-wide Information Tier I Data for Decision-Making

14. School-wide Expectations Redefining the Bullying Construct; Teach students to recognize “respectful” versus “non respectful” behavior “Function” or “Pay Off ” Teach through questions and metaphors to begin thinking about peer attention maintaining the behavior School-wide Strategies Using a schoolwide STOP signal, STOPPING strategy, Student Empowerment Develop a student advisory board for decision-making and adapting to local context Adult Responsibility Conduct student forums and/or lessons; Refine skills for reflective listening and conflict mediation Fidelity of Implementation Continual collection and use of information to improve school climate

15. HOW Redefining the Bullying Construct Teach students to recognize “respectful” versus “non respectful” behavior Teach through questions and metaphors to begin thinking about peer attention maintaining the behavior Using a school wide STOP signal, STOPPING strategy, RECRUITING HELP strategy Develop a student advisory board for decision-making and adapting to local context Conduct student forums and/or lessons Refine skills for reflective listening and conflict mediation Continual collection and use of information to improve school climate WHAT School-wide Expectations “Function” or “Pay Off” Respect Routine Student Empowerment Adult Responsibility Fidelity of Implementation and Progress Monitoring Tools