pbis & bullying: creating a climate for school success anne terry & nicole moore

PBIS & Bullying: Creating a Climate for School Success Anne Terry & Nicole Moore

Presenters: Anne Terry & Nicole Moore are professional school counselors at Little River Elementary School. They have teamed for 5 years and implemented a PBIS program and created a program for peer mentoring. [email protected] [email protected]

What is the latest data showing us? Overview of the PBIS Bully Prevention Model Ideas to keep PBIS a school-wide initiative not just another counseling plan Specific lesson plans to address bullying in a classroom setting Creative ideas to further combat bullying and increase positive student interactions Wrap up leaving with some new ideas and resources to help you create something great in your school. Our Plan for Today

Bullying data: There is a relationship between bullying or being bullied and other types of violence, including fighting, carrying weapons, and suicide. The 2009 Indicators of School Crime and Safety collected statistics from a variety of studies, which showed that: One third of teens reported being bullied while at school About 20 percent of teens had been made fun of by a bully, 18 percent of teens had rumors or gossip spread about them, 11 percent were physically bullied, such as being shoved, tripped, or spit on, 6 percent were threatened, 5 percent were excluded from activities they wanted to participate in, 4 percent were coerced into something they did not want to do, and 4 percent had their personal belongings destroyed by bullies 4 percent of teens in this study reported being the victims of cyber bullyingcyber bullying Most bullying occurred inside the school, with smaller numbers of bullying incidents occurring outside on the school grounds, on the school bus, or on the way to school Only about a third of bully victims reported the bullying to someone at school About 2 of every 3 bully victims were bullied once or twice during the school year, 1 in 5 were bullied once or twice a month, and about 1 in 10 were bullied daily or several times a week In this study, females and white students reported the most incidents of being the victims of bullying 44 percent of middle schools reported bullying problems, compared to just over 20 percent of both elementary and high schools

Bullying data: Other bullying statistics for 2009 studies report slightly different bullying statistics. The 2009 National Youth Risk Behavior Survey found that about 1 in 5 teens had been bullied at school in the last year. The government's Find Youth Info web site also reports some recent bullying statistics: Bullying is most common among middle school children, where almost half of students may be bully victims Between 15 and 25 percent of students overall are frequent victims of bullying, and 15 to 20 percent of students bully others often About 20 percent of students experience physical bullying at some point in their lives, while almost a third experience some type of bullying Cyber bullying statistics show about 8 percent of students have been the victims of a cyber bully Cyber bullying statistics Studies have indicated that females may be the victims of bullying more often than males; males are more likely to experience physical or verbal bullying, while females are more likely to experience social or psychological bullying Students with disabilities are more likely to be the victims of bullying Homosexual and bisexual teens are more likely to report bullying than heterosexual teens

The following slides are based on information from: 1- Bullying Prevention in a PBIS School Presentation (Drawn from the Olweus Bully Prevention Program & the work of Stiller, Ross & Horner) 2 Bully Prevention Manual (Scott Ross, Rob Horner, & Bruce Stiller) (Both can be found on the PBIS website)PBIS website

How PBIS Addresses Bullying: PBIS focuses on instructing the whole school population the expected behaviors and then providing additional reinforcement to students that require that help. Initiating a program to address bullying will be more effective IF the school already has a FIRM FOUNDATION of school-wide behavioral expectations. The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools (Beale, 2001), and in a national survey, nearly 30 percent of students surveyed reported being involved in bullying as either a perpetrator or a victim (Nansel, et al., 2001; Swearer & Espelage, 2004). In an effort to respond to this phenomenon, Positive Behavior Support developed a Bully Prevention Program to combine the school-wide positive behavior support, explicit instruction regarding a 3- step response to problem behavior, with a new approach to Bully Prevention. A Bully Prevention Manual may be found on PBIS.org.

How PBIS Addresses Bullying: Bully-Prevention in Positive Behavior Support (BP-PBS) gives students the tools necessary to remove the social rewards maintaining inappropriate behavior, thereby decreasing the likelihood of problem behavior occurring in the future. BP-PBS not only decreases incidents of bullying behavior, but also increases appropriate recipient responses to bullying behavior and appropriate bystander responses to bullying behavior. In addition, because the program is designed to fit within a larger system of positive behavior support, it is far less resource intensive and far more likely to be implemented over consecutive years.

Six Key Features of Bully Prevention in Positive Behavior Support 1.The use of empirically-tested instructional principles to teach expected behavior outside the classroom to all students. 2.The monitoring and acknowledgement of students for engaging in appropriate behavior outside the classroom. 3.An effort to prevent bullying behavior from being rewarded by victims or bystanders. 4.The correction of problem behaviors using a consistently administered continuum of consequences. 5.The use of information about student behavior to evaluate and guide decision making. 6.The establishment of a team that develops, implements, and manages the BP-PBS effort in a school. Reporting form ideaReporting form idea!

Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individual for non- responsive behavior Invest in positive school- wide culture Doesnt WorkWorks

Ways Staff May Enable Bullying Blame the victim Failure of staff to act collectively to stop bullying Look the other way Call it normal Buy into myths Bully ourselves

Top 10 Strategies for Effective Bullying Prevention: Focus on the whole school environment Focus on the whole school environment Assess bullying at your school Assess bullying at your school Garner staff/parent support Garner staff/parent support Form a group at school to coordinate bullying prevention/ intervention activities Form a group at school to coordinate bullying prevention/ intervention activities Provide training for ALL staff members Provide training for ALL staff members Establish and enforce school rules and policies regarding bullying Establish and enforce school rules and policies regarding bullying Increase adult supervision in hot spots for bullying Increase adult supervision in hot spots for bullying Intervene consistently and appropriately in bullying incidents Intervene consistently and appropriately in bullying incidents Focus some classroom time on bullying prevention and intervention Focus some classroom time on bullying prevention and intervention Continue efforts over time Continue efforts over time HRSAs National Bullying Prevention Campaign, 2004

School-wide Recognition Little River students earn individual BLUE TICKETS to put towards meeting the school-wide goal. A goal is set multiple times throughout the year and we all work TOGETHER to find out the AMAZING prize. Previous prizes have been: Popsicles at outdoor lunch Astronaut assembly Sit where you like lunches Pep Rally/Song contest Hula parade Red carpet event

PBIS Teachers' Choice Awards

How did the lessons begin? Bullying specific lessons were developed for each grade level. Lessons were conducted by the School Counselor. Signage was developed and displayed in each elementary school throughout the county. Data was collected in 4 th and 5 th grades for evaluation purposes.

STOP, WALK & TALK Loudoun County based curriculum ideas on the PBIS Bully Prevention Manual. We have a STOP WALK TALK protocol in our school and across Loudoun County to confront bullying problems. First tell the person to stop firmly, next walk away if necessary, and finally let a trusted adult know what is going on.

3 STEPS TO STOP A BULLY! STOP WALK TALK STOP= tell the bully to stop. (if that doesn t work ) WALK= quietly walk away. (if that doesn t work ) TALK=tell an adult you can trust.

Lesson Plan Ideas! The following lesson plan ideas are from the STOP-WALK-TALK Loudoun County Bullying Curriculum

Kindergarten

Name_____________________________ BULLYING IS . Teasing Laughing Leaving Out Whispering Ruining Property Making Fun Calling Names Pushing Hitting, Kicking OVER AND OVER

Grade 1

Name____________________________________ Bullying is when someone. _____________________________________________________________ ___________________________________________over and over again. Write S for small problem that you can try to handle, and B for big problem when you need to tell an adult. ________1. Someone accidentally bumps you in line. ________2. A classmate calls you a name one day. ________3. You see a friend write on the bathroom door. ________4. Someone at recess pushes a friend down on purpose. ________5. At lunch, a friend doesnt want to sit with you. ________6. A classmate makes fun of you every day and you told them to stop but they keep doing it.

Name_________________________________ 3 steps to STOP a bully 1- Stop (tell them to stop, I feel_____when you______) (if that doesnt work) 2- Walk (quietly walk away from them) (if that doesnt work) 3- Talk (go to an adult you trust and tell them whats happening) *Put a letter beside each picture to tell what step is being shown* S=STOP W=WALKT=TALK _____________ ____________ ______________ The adult I would go to if I needed to TALK would be __________________________________________. __________

Grade 2

One student is threatening to hurt another student. ____Big Problem: tell an adult ____Small Problem: mind my own business ____Small Problem: solve myself One student pushes down another student. ____Big Problem: tell an adult ____Small Problem: mind my own business ____Small Problem: solve myself A student is running in the school hallway. ____Big Problem: tell an adult ____Small Problem: mind my own business ____Small Problem: solve myself A student is getting out of line. ____Big Problem: tell an adult ____Small Problem: mind my own business ____Small Problem: solve myself A student is taking my book. ____Big Problem: tell an adult ____Small Problem: mind my own business ____Small Problem: solve myself A student is whispering when the teacher is talking. ____Big Problem: tell an adult ____Small Problem: mind my own business ____Small Problem: solve myself If I see a big problem at school, one adult I can talk to is__________________________________________________ If I see a big problem at home, one adult I can talk to is___________________________________________________

Name:____________________________ Please design the Album Cover for the STOP-WALK-TALK song. Please draw the album cover in the space below.

Stop Walk Talk

Stop Walk Talk Listen Go on with my day Stop!

Stop-Walk-Talk Song Stop, Walk Talk Thats what I say In a calm way. When someone is mean or rude I do not get an attitude I remember just what to do: I Stop, Walk Talk Stop, Walk Talk Thats what I say In a calm way. If someone is mean to me Or any other friend I see I do my part to help my school I Stop, Walk Talk Stop, Walk Talk Thats what I say In a calm way. If someone says Stop to me I listen very carefully. I take a deep breath and go on with my day. I Stop, Walk Talk.

Grade 3

Define Stop-Walk-Talk My Secret Bully Webisodes from stopbullying.gov and role playsstopbullying.gov

Grade 4

PhysicalBullyingEmotionalBullyingCyberBullying What it is: What it looks like:What is looks like:What it looks like:

STOP WALK TALK I _____________ promise to help stop bullying here at ________. If I witness bullying, either to myself or others, I know that I can report the problem to _____________. Bookmark Template

Grade 5

BULLYING NOT

LCPS Definition Is: Using Repeated Negative Behaviors Intended To Frighten Or Cause Harm. Behavior Unwanted And Repeated

Three types of bullying? 1. Physical 2. Social/Emotional 3. Electronic/Cyber

3 STEPS TO STOP A BULLY! STOP WALK TALK

STOP= tell the bully to stop. (if that doesn t work ) WALK= quietly walk away. (if that doesn t work ) TALK=tell an adult you can trust.

Create an entertaining comic strip to show the best way to handle a bullying situation.

WHICH IS WHAT? PhysicalSocial/EmotionalElectronic/CyberNOT Bullying A student on the bus makes negative comments about your clothing you have asked her to stop and have tried to avoid her. It still happens daily. The student who sits in front of you trips you each time that you walk by his desk. Yesterday, he pushed you out to the way when it was time to line up. You threaten to punch another student if she talks to your best friend again. A boy in your class Cuts you in the lunch line. A student on your soccer team took an embarrassing picture of you and emailed to your classmates. Everyday your friend asks you to buy an ice cream for her on your lunch account. She says that she and her friends will never speak to you again id you dont continue to do it. The boys in your class have agreed to never pick Tommy on anyones kickball team. Your friend said that she didnt want to sit beside you at lunch today. Sarah continually texts another girl in the class with putdowns about how lame she is and how no one likes her.

SWT Lets Talk about it SWT PhysicalSocial/EmotionalElectronic/CyberNOT Bullying

Peer Mentor Programs In 2010, the expectation was for every elementary school to have a peer mentor program in place. Programs would be tailored to meet specific needs of each school. Little River piloted the Friend-to- Friend program.

Little River Peer Mentor Program Friend-to-Friend

Introduction: I Get By With A Little Help From My Friends We are proud that Little River Elementary School provides a peer mentor program. Our program, Friend-to-Friend, offers assistance to students that may need a little extra help with social interaction or building friendships. Providing this help supports the mission and vision of our school. Little Rivers mission is for students to discover the joy of learning as they explore their interest, cultivate enduring relationships with teachers and peers, and embrace challenges. Our school community promotes social responsibility by valuing and honoring the diversity of cultures, views, and talents. Our school vision is to provide students with a high quality education in a safe, supportive, and challenging community that encourages all participants to be life-long learners and responsible citizens of tomorrow.

Friend-to-Friend matches students in one-on-one relationships to provide guidance in many areas. There are many advantages of peer mentoring for the mentor and the mentee alike. Peer mentoring may help students new to the school adapt to the academic environment faster. The relationship between the mentor and mentee gives the mentee a sense of being connected to the larger community where they may otherwise feel lost. Mentors are chosen because they possess good communication, social, and leadership skills. As a consequence, mentors serve as positive role models for the students, guiding them towards academic and social success. Mentors provide support, advice, encouragement, and even friendship to students. In turn, mentors benefit as they are building their own confidence, self-esteem, and leadership skills.

Mission & Goals: To provide opportunities for relationships to develop between students. To increase awareness and acceptance of students with diverse needs. To provide students with more opportunities to feel part of the larger school community. Increase students self-esteem and provide positive role models.

The Program: This program will consist of upper-grade students reading and/or completing projects with their peers. Friends will also get together on an occasional basis to have lunch, recess, and possibly attend school-wide events such as assemblies. Friends will be nominated by teachers. Teachers will nominate students who display compassion and a strong willingness to help other students.

Friend-to-Friend Prerequisites: -commit to the program for one entire school year -attend an orientation (two sessions) where students will learn what it means to be a peer helper (presented in an age appropriate format), and meet their new friend -meet with friends for two or more lunches per month plus scheduled time in the classroom (to be determined by teacher), and possibly accompany student to assemblies or other school-wide functions (such as Girls on the Run and other activities). If desired, parents can arrange for students to attend LRES-sponsored events like PTA movie nights, the fall festival, etc. -have regular meetings with the Counselors and Administration to discuss any questions or problems the student might encounter -attend a midyear holiday party and an end of the year ice cream party with all participating students celebrating the friendship they created. All participating students will receive a certificate and acknowledgement of their involvement in the program.

Identifying Peer Helpers: Mentors will be- interested in helping others sensitive to other people accepting of others responsible tolerant of differences caring flexible honest energetic Identifying Peers: Counselor referral Parent referral Teacher or Specialist referral Student Self-referral

Teaching Staff Responsibilities: -nominate students from upper-grade classrooms -work with school staff to schedule visits to the classroom and lunchroom and other school-wide events, if applicable. -receiving teachers should not assign helpers to students with extreme behavior problems-the goal is to achieve success for both mentor and mentee. Keep the following criteria in mind when making your decision for each student. A good mentor is someone who is- caringresponsible sensitive to others flexible honest

Sponsor Responsibilities: -sponsor will meet with mentees to describe Friend-to- Friend program -hold regular update meetings to assess overall effectiveness of the program - communicate regularly with parents of student participants

Assessment of Needs Gather information to tailor your program to fit your schools exact needs. What will your role be in the program? Can you identify any staff members who seem willing to assist you with the program? Can you estimate the number of helpees and helpers that you will have? Will you have need of more tutors or mentors? What limitations cropped up in the assessment process? What seemed to be the priorities of administration and staff? How will the program relate to other school activities?

Do teachers and administrators strongly support the program? If not, what objections do they have? Are there ways you can design your program to get around these objections? Are there any school policies that will make implementation of the program difficult? By what date must the program be ready for use? What funds will be available for planning and development? What personnel will be available? What about a meeting place for helpers? *By presenting a more realistic proposal to the administration, you increase your chances for approval.

Training/Orientation: Training and activities will vary to address each groups needs. Goals of the trainings include- Build on the students own natural helping behavior Develop mutual trust and group cohesiveness Develop self-awareness Make students aware of the need for helping skills Model and practice the desired helping skills Receive feedback on communication skills Learn a code of ethics Become familiar with program procedures Learn a basic model of human behavior Be aware of the pitfalls of the program The trainer/advisor set the tone for the program. It is important that an atmosphere of warm acceptance be established at the start. The trainer must model the high-level helping skills, ethical behavior, and friendly concern that you want your helpers to model.

Program Promotion: Promote your program by using some or all of the following ideas- -presentation to PTA -presentation to elementary counselors at monthly supervisor meeting -introduction in principals newsletter -introduction in guidance newsletter -Wayde Byard, PR for LCPS web news -Special Education Advisory Committee (SEAC) presentation -PTA Facebook page

Check List Developed a committee Needs assessment Met with 5 th grade team Collaborated with parents Presented at staff meeting Presented to all 5 th grade classes Met with students for training & scheduling Shared with colleagues

Friend-to-Friend Little River Peer Mentor Program

Mentors are: sensitive to other people accepting of others responsible tolerant of differences caring flexible honest energetic What is a mentor?

How to Mentor: -Interact with your buddy on the playground by involving him/her in fun games and activities. -Try to get your buddy involved with other kids his/her own age. -Have conversations in which you and your buddy discuss how to get along. Conversation is as important as your play interaction. -Sometimes your buddy may not feel like playing with you. Respect his or her right to choose. -Try to think of ways to establish the relationship so that the buddy isnt withdrawn from you. -Dont develop a relationship in which you and your buddy play exclusively with each other. -Dont discipline the buddy. If he or she misbehaves, refer the matter to a responsible adult.

Dos and Donts for Peer Helpers: Do interact with students by engaging them in games and fun activities. Do follow through on your commitments to the person that needs your help. Do maintain your own good grades and own relationships. Do reach out and help others become successful. Do accept people as they are. Do listen and pay attention.

Do give support and encouragement. Do realize that not all problems can be solved and that not all people want to be helped. Do refer serious problems to a professional at school. Do make yourself available. Do listen between the lines. Do act genuine and sincere. Do respect other peoples need for privacy.

Dont: Dont judge people. Dont put people down. Dont gossip about what is said during peer helping sessions. Dont expect all problems to be solved quickly and easily. Dont argue.

What is CONFIDENTIALITY? What we say in here, stays in here. Confidentiality is necessary to make sure the other person trusts you. The exception to the confidentiality rule is: if someone may get hurt, you must tell an adult. If you are worried about something your mentee says, tell a counselor or trusted adult!

When do I mentor? During Recess or Lunch

Signing Up to Mentor:

You will get reminders from Mrs. Moore, but dont rely on that, write it down in your agenda!

What if there is a Problem? Talk to Mrs. Moore or the supervising teacher.

What is a Class Ambassador?

If youre not into Peer Mentoring Check out this schools idea for keeping recess a more peaceful portion of the day!

Fredericks Orchard Grove Elementary School is making strides in fitness By Robert Samuels, Published: May 29Robert Samuels Between the books in 11-year-old Dylan Wilsons backpack lies the accessory other students at Orchard Grove Elementary School most covet: a plastic necklace with a kaleidoscope of pendants in the shape of shoes. He has 66 pendants so far, one of the largest collections at a Frederick school that has developed an uncommon yet effective fascination with running. The schools mileage club started in fall 2009 with the idea of handing out the charms as an incentive for kids to run during recess. But the results have surprised the staff. As kids ran, fitness scores rocketed and disciplinary problems dwindled. And for whatever reason, test scores rose. The Washington Post Company

The Program Girls on the Run is a 10-week curriculum-based program that takes place twice a week, before or after school. Girls in grades 3-8 learn valuable life lessons, while preparing for a celebratory 5K run. Girls on the Run uses the power of running--along with interactive activities, games, and discussions of important issues such as resisting peer pressure, making healthy decisions, and contributing to community--to build self-esteem and improve emotional and physical health. During the 10-week program, girls are empowered with greater self- awareness, a sense of achievement, and a foundation in team-building to help them become strong, contented, and self-confident young women. According to a recent study, girls participating in the program were found to have a statistically significant increase in their self-esteem, eating attitudes, and behaviors. http://www.gotrnova.org/

Tutoring & Mentoring: Starting a Peer Helping Program in Your Elementary School Nancy Keim with Cindy Tolliver http://www.stopbullying.gov/ http://www.pbis.org/school/bully_prevention.aspx Resources:

Questions? Please share some success stories with the group! We welcome new ideas!

pbis & bullying: creating a climate for school success anne terry & nicole moore

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