1. RtI and PBIS Core Team Training Safe and Supportive Learning Environments Design II Vancouver Public Schools Rob Horner University of Oregon www.pbis.org

2. Goals for Day 8:30-11:30 Bully Prevention within a PBIS Framework 1. Define logic for school-wide bully prevention 2. Train five core student skills 3. Establish staff competencies 4. Design a plan of implementation for the coming year 11:30-12:45Lunch on your own 12:45- 3:45 Team Initiated Problem Solving 1. Establish effective “meeting foundations” 2. Use data to define problems with precision 3. Build solutions that are effective and doable 4. Monitor solution implementation and impact

3. Scott Ross & Rob Horner Utah State University and University of Oregon 3 www.pbis.org

4. Assumptions  Many schools are already using Bully Prevention procedures.  Most schools are already implementing Tier I PBIS.  Do not stop doing things that are working  Add the smallest additions that will make the biggest impact on student behavior.  Never add something new without identifying what you will stop doing to free up the needed resources. 4

5. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

6. ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/ Check out Targeted social skills instruction Anger Management Social skills club First Step to Success TERTIARY PREVENTION Function-based support Wraparound Person-centered planning Check and Connect PRIMARY PREVENTION Teach SW expectations Consistent Consequences Positive reinforcement Classroom Systems Parent engagement Bully Prevention SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

7. Goal/ Objectives  Goal:  Define a plan for implementing Bully Prevention within schools already using School-wide PBIS  Objectives:  1. Define the logic for investing in bully prevention  2. Define the five core elements for “student orientation”  What to teach, How to teach it.  3. Define the core elements for “faculty orientation”  What to teach, How to teach it.  4. Define how to collect and use data  For both fidelity and impact  5. Define the expectations for advanced support  6. Steps to Implementation of BP within SWPBIS

8. 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).

9. The Logic: Why invest in Bully Prevention?  84.6% of LGBT students reported being verbally harassed, 40.1% reported being physically harassed and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation (GLSEN, 2009)  Students on the autism spectrum are more likely to be victimized than their non-disabled peers  (Little, 2002).  40-60% of students with intellectual disabilities report being bullied. But not at a level of intensity or chronicity that differs from typically developing adolescent ( Christensen, Fraynt, Neece & Baker, 2012) 9

10. The Logic Why invest in Bully Prevention?  Involvement in bullying is a cross-cultural phenomenon (Jimerson, Swearer, & Espelage, 2010)  Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, grade, and class.  Bradshaw, et al., 2010  Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying.  Merrell et al., 2008 10

11. The Logic Why invest in Bully Prevention?  Victims of bullying are:  4.6 times as likely as their peers to develop agoraphobia  2.7 times as likely as their peers to develop generalized anxiety  3.1 times as likely as their peers to develop panic disorder  Individuals who both bully and are bullied are:  4.8 times as likely as their peers to develop clinical depression  Copeland, Wolke, Angold, & Costello (2013)  Although bully prevention programs were associated with changes in knowledge and attitudes, actual decreases in bully were less evident.  Holt, Raczynski, Frey, Hymel, Limber 2013 11

12. What is Bullying?  “Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another.”  Examples: 12

13. Bully Prevention 13  Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.  Bullying is seldom maintained by feedback from adults  Bullying is more likely to occur toward students who do not retaliate  Bullying is most likely when it results in social attention from others  Students who engage in bullying behavior often have the skills to get attention in more appropriate ways.  What rewards Bullying Behavior?  Most common are:  Attention from bystanders  Attention and reaction of “victim”  Self-delivered praise  Obtaining objects (food, clothing)

14. Activity  1. Identify an example of bullying you have encountered  _________________________________________  Context/Situation  Bullying Behavior  Rewarding Consequence  _____________________________________________  2. Identify a problem behavior that would NOT be bullying. 14

15. Assumptions about behavior change  Teach new skills:  Bullying behavior will change if we teach students appropriate ways of interacting, and clarify that bullying behavior is not acceptable.  Insight:  Bullying behavior will change if students gain a sense of personal insight about the impact of their behavior, and how their behavior is linked to their personal values.  Performance:  Bulling behavior will change if (a) the student has the skills to behavior appropriate, (b) the context sets up appropriate behavior not bullying behavior, (c) bullying behavior is NOT rewarded, and (d) appropriate behavior is rewarded. 15

16. Core Elements of an Effective Bully Prevention Effort. 16  Many Bully Prevention programs focus on the bully and the victim  Problem #1: Inadvertent “teaching of bullying”  Problem #2: Blame the bully  Problem #3: Ignore role of “bystanders”  Problem #4: Initial effects without sustained impact.  Problem #5: Expensive effort  What do we need?  Bully prevention that is efficient, and “fits” with existing behavior support efforts  Bully PREVENTION, not just remediation  Bully prevention with the systems that make the program sustainable.

17. Elements of Effective Bully Prevention 17 School-wide PBIS Data Use Bully Prevention Logic Faculty Implementation Student Use of BP-PBIS Advanced Support

18. Core Features of an Effective Bully Prevention Effort. Five Student Skills For Faculty/Staff  School-wide behavioral expectations (respect others)  Stop routine when faced with disrespectful behavior  Bystander stop routine when observing disrespectful behavior  Stopping routine if someone tells you to “stop”  A recruit help routine to recruit adult help if you feel unsafe.  Agreement on logic for bully prevention effort.  Strategy for teaching students core skills  Strategy for follow-up and consistency in responding  Clear data collection and data use process  Advanced support options 18

19. Core Elements of an Effective Bully Prevention Effort. 19  Establish School-wide expectations (be respectful of others)  Teach a common response for students to use when they encounter behavior that is not respectful…  Remove the praise, attention, recognition that follows bullying.  Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling.  Make more intensive supports available for the few who need it. ______________________________________________ Bully Prevention in Positive Behavior Support

21. Available at www.pbis.org

22. Scott Ross, University of Oregon22 Norwegian

23. Build an approach that will avoid common pit falls.  Students have not been taught “be respectful”  Students do not feel like the “stop routine” is age or context appropriate.  Students are not taught a “stopping routine”  Students are not taught that “bystander” is important  --------------------------------------------------------------------  Students who engage in bullying attempt to dismiss the process  Students in groups (gangs) continue to reward bullying  ----------------------------------------------------------------------  Teachers/adults are perceived to ignore student bullying  Teachers/adults do not follow up after the training 23

24. Bully Prevention within PBIS  Intro & Section 8: Logic  Know what you want and why you want it before adopting a program  Sections 1 & 2: Student Curriculum  School-wide expectations  A school-wide “stop” signal (and how to use and respond to it)  Sections 3, 4, 5: Difficult situations  Gossip, name calling/ignoring, cyber-bullying  Section 6: Supervising Bully Prevention  Focus on prevention  Focus on teaching and re-teaching the skills  Minimize rewards for bullying.  Section 7: Faculty Follow up  Fidelity, Decision-flowchart 24

25. Research Support  Experimental Support  Descriptive Support  Examining error patterns  Building in sustainability 25

26. Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42 (4), 747-759.  Three Schools  Six students identified for high rates of verbal and physical aggression toward others.  Whole school implementation of SWPBIS  Whole school addition of Stop-Walk-Talk  Direct observation of problem behavior on playground. 26

27. 27 3.14 1.88.88 72%

28. BP-PBS, Scott Ross28 28% increase 19% decrease

29. BP-PBS, Scott Ross29 21% increase 22% decrease

30. 30 The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial Tracy E. Waasdorp; Catherine P. Bradshaw; Philip J. Leaf Arch Pediatr Adolesc Med. 2012;166(2):149-156 Results: Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacher-reported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the effects of SWPBIS on rejection were strongest among children who were first exposed to SWPBIS at a younger age. Conclusions: The results indicated that SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as victims and perpetrators. The findings were considered in light of other outcomes for students, staff, and the school environment, and they suggest that SWPBIS may help address the increasing national concerns related to school bullying by improving school climate.

31. 31 Number of out-of-school suspensions pre- and post-implementation of the SWPBS program Good, C., McIntosh, K., Poirier, C. (2009). Integrating Bullying Prevention into School-wide Positive Behavior Support.

32. 32 Good, C., McIntosh, K., Poirier, C. (2009). Integrating Bullying Prevention into School-wide Positive Behavior Support. Number of ODRs for bullying behavior per month pre- and post-implementation of the BP-PBS program

33. Descriptive Study: Whole School  Illinois 33

34. 34

35. Middle Schools: Expect Respect  Student forum  Multiple lessons  On-going assessment of staff fidelity  Student survey 35

36. 36 Bullying/Harassment Prevention in Positive Behavior Support: Expect Respect Brianna C. Stiller Rhonda N.T. Nese Anne K. Tomlanovich Robert H. Horner Scott W. Ross Middle School: Expect Respect

37. School A School B School C Number of Physical/Verbal Aggressions in Unstructured Setting over 20 min Nese, Stiller, Tomlanovich, Rossetto Dickey, Horner & Ross, 2012

38. Elements of Bully Prevention within SWPBIS  1. The Logic:  Why does bullying occur? What are key features of a school that reduces bullying?  Student focus group (forum): Why, What, How  2. Student Orientation  Establish a positive school-wide social culture (respect, responsible, safe)  Teach a common response to “behavior that is not respectful”  As a victim  As a bystander  Teach how to respond if you are asked to stop  Teach how to recruit adult support  3. Adult Orientation  How to conduct the student training  How to respond to instances of bullying or reports of bullying 38

39. Bully Prevention within PBIS Core Elements and Implementation Process 39

40. Elements of Bully Prevention within SWPBIS  4. Data Use  Measure if we have Bully Prevention in place (fidelity)  Measure if Bully Prevention effort is effective (student outcomes)  5. Advanced Support  Students/families who need more intensive support  6. Steps to Implementation 40

41. 1. The Logic  Bullying is “behavior” … not a trait  Bullying is maintained by social rewards from other students (victims and bystanders):  Not consequences from adults  Bullying will continue as long as it continues to be rewarded.  Even if we teach appropriate behavior and punish bullying  Preventing bullying requires that students remove the social rewards that maintain bullying behaviors. 41

42. 1. The Logic: Establish student “buy-in”  Build a positive social culture  Teach all students core behavioral expectations  One of the core expectations should include:  Be respectful of others  Teach all students what to do when they encounter behavior that is not respectful.  1. What do you do if someone is not respectful to you?  2. What do you do if you encounter someone not being respectful to someone else?  3. What do you do if someone tells you that you are not being respectful?  Remove the rewards that sustain bullying behavior. 42

43. Building Consensus  Collect student survey data  Is relational aggression perceived as a problem?  Hold student Forums (many formats possible)  Share results with whole student-body Scott Ross, University of Oregon43

44. Scott Ross, University of Oregon44 Harassment Name Calling/ Inapp Language Physical Aggression

45. 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

46. 46

47. Simulated Survey Responses 47 Mean Student Response N = 235

48. Simulated Survey Results 4 weeks before BP and 4 week after BP 48 Percentage of Students Responding “yes”

49. Student Forum (middle/high school)  8-10 students selected for leadership/contribution  60-90 min  Content of discussion:  1. Disrespectful behavior is a problem. Damages ability of others to succeed in school.  2. Disrespectful behavior typically keeps happening because it results in attention from peers.  3. We need common (school-wide) routines for:  A) Stop Routine (signal that behavior should stop)  If someone is disrespectful toward you  If you encounter someone being disrespectful toward others  B) Stopping Routine (what to do when someone asks you to “stop”  C) Recruiting help routing (Getting help when you feel unsafe)  4. What would be best way to introduce/train these routines? 49

50. “What should we do when someone is disrespectful?” Common Responses from Students ActionProsCons Return insults Fight Back Tell an Adult Don’t react – just ignore it Ask a friend for advice Tell them to stop 50

51. Student Forum---Could we do this?  Logic  School should be a safe and welcoming place.  Disrespectful behavior is maintained if (a) it results in attention from students, and (b) is not addressed by adults.  Discussion  What are behaviors that are disrespectful?  “stop routine” What would be an acceptable word/gesture to indicate, “stop?” (for victim, for bystander, on cyberspace)  “Stopping Routine” What should someone do if they are asked to “stop?”  “Recruiting help routine” What is the appropriate way to get help/ or report a problem?

52. 2. Student Orientation/Focus Group  Building a culture of social competence  A) School-wide behavioral expectations  Common goal (make school safe and respectful for all)  B) School-wide agreement about how to respond to problem behavior.  Routine for signaling “stop”  Routine for stopping  Routine for recruiting help  C) Define what happens when someone recruits help.  What can adults do.? What should adults do? What will adults do? 52

53. An approach to school-wide Bully Prevention: For Staff to use  Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided.  Teach “be respectful” as a basic concept for the school  Teach what “not respectful” looks like.  All students know what is expected, and can identify the difference between respectful and disrespectful behavior.  Student to student  Student to adult  Adult to student

54. Delivering Bully Prevention in Positive Behavior Support 54  Establish rules for instruction based on 3-5 school-wide positively stated rules  “Be Respectful”  Discuss examples (and non-examples) of following school-wide rules in specific settings.  Use non-examples (e.g. problem behaviors) from outside the classroom:  Basketball, Four square, Wall ball  The word “bully” is never used

55. Teach all students to remove the rewards that sustain bullying  Do NOT use the label, “bullying,” with students. Teach how to respond if someone is NOT respectful.  __________________________________________  What does it look like when people are not respectful?  Why do these behaviors keep happening?  What should you do?  If you experience someone doing these behaviors to you?  If you see someone else in these situations?  If someone tells YOU that your behavior is disrespectful? 55

56. Student BP Orientation  Given school-wide expectations  Conduct a 30 min training in each classroom:  Logic:Everyone should treat everyone else with respect  Everyone should avoid rewarding disrespectful behavior  Skills: Know what it means to be “respectful”  Know what to do if someone is disrespectful to you (show stop)  Know what to do if someone asks you to “stop”  Know what to do if someone is disrespectful to someone else  Know how to get help from an adult 56

57. Student BP Orientation  Learning requires a respectful setting.  What does it mean to be respectful?  Provide examples of being respectful in class, on playground, in cafeteria  What does it look like if someone is NOT respectful?  Provide examples  Why are people not respectful to each other? Why does disrespectful behavior keep happening?  Discussion  Disrespectful behavior keeps happening in most cases because it results in attention from others. 57

58. 58

59. Student BP Orientation 59 What does attention from others look like? Peer attention comes in many forms:  Arguing with someone who teases you  Laughing at someone being picked on  Simply watching someone be hurt and doing nothing (watching is attention)  Provide the core message: Take away the attention that sustains disrespectful behaviors. The candle under a glass Stop, Walk, Talk  A clear, simple, and easy to remember 3 step response

60. Teach a Three-Step Skill that can be used in all places at all times. Keep it simple 60 If you encounter behavior that is NOT respectful Say and Show “STOP”  Talk to an Adult Stop -------- Walk -------- Talk Walk Away

61. Predictable, consistent, positive and safe social culture (expectations defined, taught, acknowledged) Everyone can identify “respectful” and non- respectful behavior. Stop Walk Talk Change in the rewards for bullying. Change in likelihood of bullying

62. Skills #1: Teach the “Stop Signal” 62  If someone is directing problem behavior to you, ask them them to “stop.”  Gesture and word  Review how the stop signal should look and sound  Firm hand signal  Clear voice

63. 63 Discuss how showing/saying “stop” could be done so it still rewarded disrespectful behavior

64. Activity  Discuss what “stop” signal would be most appropriate for your school.  How would you include students in defining the appropriate “stop” signal? 64

65. Skill #2: Teach how to respond if someone says “Stop” 65  Eventually, every student will be told to stop. When this happens, they should do the following things  Stop what you are doing  Take a deep breath  Go about your day (no big deal)  These steps should be followed even when you don’t agree with the “stop” message.

66. Scott Ross, University of Oregon “Stop” means stop. The rule is: If someone asks you to stop, you stop.

67. Activity  Discuss what “stopping” routine would be most appropriate for your school.  How would you include students in defining the appropriate “stopping” routine? 67

68. Let’s Practice: Student Skills #1 and #2 (“Stop”)  Divide up into pairs (Student A and Student B)  “Raise your hand if you are “Student A”…. “Student B”  Game #1: Student A says “I am being disrespectful”  Student B says “stop” and shows the stop signal  Student A stops, takes a breath, turns away.  Game #2: Change roles:  Student B says “I am being disrepectful”  Student A says “stop” and shows the stop signal  Student B stops, takes a breath, turns away. 68 Review the Logic: Saying “stop” is a way to stop giving oxygen to disrespectful behavior * Be prepared for students to use the “stop” response with too much gusto. * Consider having students show you examples of using the stop response in a way that actually provided attention

69. Elaboration  Everyone think of a situation where you might use the “Stop” message?  Invite two students to demonstrate how to use the “stop” skill in those situations. 69

70. Skill #3: Saying stop when someone else is being treated disrespectfully  Remember: Even if all you do is “watch” a bad situation, you are providing attention that rewards disrespectful behavior.  If you see someone else being treated disrespectfully:  Say and show “stop” to the person being disrespectful  Offer to take the other person away for a little bit.  If they do not want to go, that is okay…just walk away. 70

71. Let’s Practice: Skill #3: Bystander routine  Divide up into groups of 3 or 4.  Student A, B, C, D: Who is Student A? B? C? D?  Game #1: Student A says “I am being disrespectful toward you” to Student B.  Student C says, “stop” and moves Student B away  Student A stops, takes a breath, and turns away.  Game #2: Take turns until everyone has been in each role at least twice. 71

72. Elaboration  Ask students to identify a situation when they were a bystander, and could have used the “stop” signal.  If appropriate, ask 3 students to role-play some of the situations proposed. 72

73. Skill #4: “walk away” and get help 73 Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.  Remember that walking away removes the attention for problem behavior  Encourage students to support one another when they use the appropriate Stop  Walk  Talk response

74. Walk away, and get help 74 Even when students use “stop” and they “walk away” from the problem, sometimes someone will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.  Report problems to adults  Where is the line between tattling, and reporting?  "Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first:  Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult  Tattling is when your goal is to get the other person in trouble KEY: Students must know what to expect from adults if the student reports an instance of behavior that is not respectful

75. Getting Help Works  Research indicates that if you are submissive or aggressive when faced with disrespectful behavior you are MORE likely to suffer prolonged social problems. “Getting help” is associated with reduction experiencing relational and physical aggression.  Kochenderfer-Ladd, 2004  Mahady-Wilton, Cragi, & Pepler, 2000 Scott Ross, University of Oregon75

76. Activity  What are the appropriate ways for students to recruit “help” in your school?  Do they do it?  Why or Why Not? Scott Ross, University of Oregon76

77. Let’s practice: Skill #4 (Walk away)  Divide up into groups of 3  Student A, Student B, Student C  Game #1:Student A, you are the teacher/supervisor  Student B: Say, “I am being disrespectful” to Student C  Student C: Say “stop”  Student B: Say “I am still being disrespectful”  Student B: Walk away, go to teacher and say  “I said “stop” and he/she did not stop”  Game #2: Rotate roles so everyone is in each role. 77

78. Elaboration  What will adults do when you report a problem?  1. Adults will ask if you said “stop” and walked away  2. If you did not say “stop” adults will ask you to practice that skill  3. If you did say “stop” adults will talk to the other student.  It is important to all adults in this school that you are both treated respectfully, and feel safe.  Remember that the real way to reduce disrespectful behavior is to stop attending to it, and stop talking about it to other students. Tell adults.

79. Student Orientation  Using the teaching plans in the BP-PBIS handbook  Building your own teaching plans.  Developing a schedule for implementation  Teach all children in the school within a 2 week period. How will we do this?  Build a strategy for providing orientation to new students entering the school.  Plan on 1-2 follow up “booster” training events  Two months after initial training.  Use examples of most common problems, and have students rehearse how to use the Stop-Walk-Talk routine 79

80. Activity  What would be appropriate and efficient ways to recruit student involvement in  (a) Identifying the problem  (b) Selecting Stop and Stopping Routines  (c) Selecting a “Recruit Help routine” Scott Ross, University of Oregon80

81. Activity  1. How would you determine if bullying is an issue worthy of concern for your school? By when?  2. What is a “stop” signal/ routine that would work for your school?  3. What is a “stopping routine” that would work for your school?  4. How would we obtain student input into the selection of the “stop” and “stopping” routines?  Student forum? 81

82. Adapting for Middle/ High School  Students involved in selecting the “stop” responses (gesture, word)  Consider more active role for students as trainers of the Stop/Walk/Talk response sequence.  Adapt examples to fit developmental level, cyber risk, etc.  Main message from adults is that we will act to ensure student safety 82

83. 3. Faculty/Staff Orientation : Objectives  Faculty can define logic for BP-PBIS  Common “stop” signal adopted for whole school  Faculty can teach “student orientation” skills  Faculty reward/recognize student use of BP “stop” routine  Faculty manage “student reporting” routine  Faculty can deliver “booster training”  Faculty can deliver “pre-corrects”  Faculty collect and use data for decision making 83

84. Faculty/Staff BP Orientation: Bully Prevention Logic  Provide logic:  Define bullying behavior  Define the impact of bullying behavior on social and educational outcomes for students.  Review current data from school  ODRs for harassment, aggression, fighting, inappropriate language  Review informal reports from students, faculty or families.  Conduct survey (if appropriate)  Review national patterns  30% of students report experiencing bullying behavior  Review goal for embedding bully prevention within current PBIS effort  Provide summary of BP-PBIS core elements  Review empirical support for Bully Prevention within PBIS

85. Faculty/Staff BP Orientation: Deliver Student Orientation  How to Deliver the Student Bully Prevention Orientation  Review logic for being “respectful”  Need to remove the attention (oxygen) that sustains disrespectful behavior.  Teach f student skills.  How to identify what is “respectful” and “not respectful”  How to indicate “stop” if you are treated disrespectfully  How to do the “stopping” routine if you are asked to “stop”  How to say “stop” if you see someone else treated disrespectfully  How to walk away and get help  Teach students to be clear about what to expect from adults when they ask for help.

86. Faculty/Staff BP Orientation: Rewarding Appropriate Behavior 86  Effective Implementation and Generalization of BP routines requires that students receive recognition for appropriate behavior, the FIRST time they attempt to use the new skills.  Look for students that use the 3 step response (Stop-Walk- Talk) appropriately and provide recognition of their skill.  Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches.  Reward them for efforts that are good approximations.

87. Faculty/Staff BP Orientation: Responding to Report of Bullying 87 When any problem behavior is reported, adults follow a specific response sequence: Ensure the student’s safety.  Is the bullying still happening?  Is the reporting child at risk?  What does the student need to feel safe?  What is the severity of the situation Determine if “stop” response was used If “stop” used provide praise, and connect with perpetrator If “stop” response was not used, practice the Stop-Walk-Talk routine with the student reporting a problem.  Determine if “stop” response was followed  If “stop” not followed, practice how to stop when asked.

88. Faculty/Staff BP Orientation: Responding to Report of Bullying  With Student reporting bullying:  “Okay, I will take it from here.” 88 "Did you tell ______ to stop?" If yes: "How did ____ respond?” If no: Practice the 3 step response (stop-walk-talk). "Did you walk away?" If yes: "How did ____ respond?” If no: Practice the 3 step response.

89. When the reporting child did it right… 89 With student reported to have done bullying: Reinforce the student for discussing the problem with you "Did ______ tell you to stop?"  If yes: "How did you respond?”  If no: Practice the 3 step response. "Did ______ walk away?"  If yes: "How did you respond?”  If no: Practice the 3 step response. Practice the 3 step response (stop-walk-talk).  The amount of practice depends on the severity and frequency of problem behavior

90. Let’s Practice: Staff responding routine  Divide into groups of 3 (A, B, C  Decide who is A = Teacher, B = Victim, C = Person who did bullying.  Activity 1: Victim approaches teacher, “____ did not stop”  Teacher: 1. You did well to come tell me  2. Are you okay?  3. Did you tell ____ to “stop”  4. Victim did not tell ____ to stop… so you say “remember we need to take the oxygen away from behaviors we don’t like… so let’s practice how you could handle this. If someone did ????, how would you show them they needed to stop?” …. “good”…. Now do that in the future.  Repeat so everyone is in all three roles. 90

91. Let’s Practice  Divide into groups of 3 (A, B, C)  Decide who is A = Teacher, B = Victim, C = Person who did bullying.  Activity 1I: Victim approaches teacher, “____ did not stop”  Teacher: 1. You did well to come tell me  2. Are you okay?  3. Did you tell ____ to “stop”  4. Victim did tell ____ to stop… so you talk to the person who did bullying:  5. Did ____ ask you to “stop?”… did you stop? Let’s practice stopping when someone asks you to stop.  Repeat so everyone is in all three roles. 91

92. Faculty/Staff BP Orientation: Booster  Build in “booster” training events  Two Weeks after training: Each week review skills, and update  What were examples where the routines worked well  What were examples where students were unclear  Two months after initial student training, hold a brief review of Stop-Walk-Talk routine.  Four months after initial student training, consider holding another brief review of Stop-Walk-Talk routine. 92

93. Faculty/Staff BP Orientation: Pre-correcting  Pre-correcting for effective bully prevention.  First two weeks after whole-school BP orientation  Identify 2-3 times when bullying is most likely (playground, cafeteria, assembly).  For the first two weeks after training, teachers will rehearse “Stop- Walk-Talk” guidelines just before releasing students for the activity.  Pre-correct students needing more support  For students with higher likelihood of bullying or victim behavior  Rehearse “Stop-Walk-Talk” guidelines just before releasing students for activities with high-probability of problem behavior.  As a team: How will you prompt pre-correcting? 93

94. Specific Problem Behaviors  Gossip  Racial/ Gender/ GLBT/ Religious challenges  Cyber-bullying  Other…  Activity: Review Sections 3-5 of Manual  Discuss relevance, expansion, adaptations needed 94

95. Activity  How would you establish “staff buy-in”  How would you deliver orientation to all faculty/staff?  How would you ensure “responding routine” was followed by supervisory staff?  How would you schedule the follow up events? 95

96. 5. 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? 96

97. Using 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. 97

98. Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP 98 Pre BP Post BP

99. 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

100. 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” 100

101. 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 3.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 Self-Assessment

102. 102 BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training 0 = not in place, 1 = partially in place, 2 = in place

103. Activity: Data Use  What data do you have?  What data do you need?  What schedule would be needed to make this work? 103

104. 6. Advanced Support 104  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  Use your data to identify students in need of more intense support and refer them to your team.

105. 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 105

106. Implementing Bully Prevention Phase ExplorationDoes your school need a bully prevention program? Office discipline referrals Student survey Faculty/ family reports InstallationBuild the foundation Faculty Orientation Team developed/trained “Stop” signal selected Faculty orientation (logic) Implement Bully Prevention within SWPBIS Develop and deliver student orientation Build BP curriculum and teaching plans Teach BP-PBS to all students Schedule and conduct “booster” Full ImplementationMonitor fidelity and impact Adapt to unique needs. Build sustainability Collect and use data Coaching and Training Capacity developed 106

107. How to Implement Bully Prevention in PBIS 107  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

108. Activity: Review Planning Guide and Build Schedule for Next Steps  Is BP-PBIS something you need?  Is this the most efficient approach?  How to build consensus across faculty  Presentation at faculty meeting?  Building capacity  What help is needed from ESD?  Who would provide staff orientation?  What materials, and protocols would need to be developed?  Establish a schedule for implementation  Define what you need from District/ESD 108

109. 109 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 ActionCriterion In Place Partially In Place Not In place Who?By When? 1.Faculty/Staff ReadinessTeam 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 DeliverySchedule 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/ BoosterFollow-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 teamBP-PBIS set as a standard item on the PBS team agenda

110. 110 ActionCriterion In Place Partially In Place Not In place Who?By When? 5. CoachingPlan developed for coaching and feedback for playground supervisors Coaching for playground, lunch, hall supervisors provided at least twice, and as needed after. 6. Evaluation/ MonitoringQuarterly 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 ValidityReview efficiency and impact with families, faculty, students

111. 111 District Leadership Team ActionCriterion 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

112. Contact Information 112  Curriculum Available at: www.pbis.orgwww.pbis.org  Scott Ross: sross@usu.edusross@usu.edu  Rob Horner: robh@uoregon.edurobh@uoregon.edu