Welcome

• If your primary focus is elementary, please sit near the easel paper labeled “elementary”

• If your primary focus is secondary, please sit near the easel paper labeled “secondary”

Creating a Comprehensive Bullying Prevention Infrastructure within the

PBIS Framework

Beth Herman Educational Consultant, DPI

Kim Gulbrandson Research and Evaluation Coordinator, Wisconsin RtI Center

Session Objectives

• Establish a clear definition of what bullying is

• Describe what a comprehensive approach to bully prevention looks like

• Identify resources and tools for determining school/district needs for bullying prevention

• Develop ideas for providing comprehensive bully prevention and intervention within you multi-level system of support

Bullying: A Definition

Bullying is unwanted, aggressive behavior among

school aged children that involves a real or

perceived power imbalance. The behavior is

repeated, or has the potential to be repeated, over

time.

Bullying: A Definition

In order to be considered bullying, the behavior must be aggressive and include:

• An imbalance of power

• Repetition

Bar Chart ActivityBullying or Not?

• After hearing each scenario, decide whether or not you think it is bullying

• Then, do the following:– Stand Up – If you think it is bullying– Stand Up Partially – If you are not sure– Stay Seated – If you think it is NOT bullying

Components of Effective Bullying Prevention

•Policy and Procedures•Program Selection/Implementation•Staff Training•Parent Education and Communication –•Classroom Instruction/Student Training•Reporting Systems•Analysis and Continuous Quality Improvement

Comprehensive Assessment Scenarios

• Find a partner or small group of 3-4

• Read your scenario

• Begin completing the Bully Prevention Program Assessment Tool

• Using the scenario you have been given, begin to complete the assessment

Multi-Tiered Framework for Bullying Prevention

• Continuum of supports for…

• students who are bullying • students being bullied • bystanders to bullying

Multi-Tiered Framework for Bullying Prevention

• Consider existing structures and systems

• Make connections with what you are already doing

• Use data to determine what you already have and what you need to adjust in existing system

Aligning for Effectiveness and EfficiencyKey features of Effective PBIS schools

Leadership/Leadership Teams

Strong Universal Implementation

Continuum of Supports

Data Based Continuous Improvement

Family/Community Engagement

Positive Culture

Evidence Based Practices

Systemic Implementation

Bullying Prevention

What is in place through PBIS?

Teams meet monthly, review data, plan kickoff, boosters, self-assess implementation, etc.

3-5 expectations, all students are taught the expectations, kickoff, etc.

Tier 2 and Tier 3 supports are aligned to and supported by Tier 1

Assessment tool, implementation fata, ODR data, attendance, YRBS, Assessment data, suspensions

Families, students have input and communication

Belief that all students will be successful, staff and students feel safe and supported, diversity is an asset

Process is in place to select, deliver, and revise instruction based on outcomes, research, culture

District policies, hiring, PD, etc. are aligned to school implementation, policies, etc. are aligned to classroom practices

Bullying Prevention

Bystander training

Specific bullying policies

Aligning for Effectiveness and EfficiencyKey features of Effective PBIS schools

Leadership/Leadership Teams

Strong Universal Implementation

Continuum of Supports

Data Based Continuous Improvement

Family/Community Engagement

Positive Culture

Evidence Based Practices

Systemic Implementation

Bullying Prevention

What is in place through PBIS?

Teams meet monthly, review data, plan kickoff, boosters, self-assess implementation, etc.

3-5 expectations, all students are taught the expectations, kickoff, etc.

Tier 2 and Tier 3 supports are aligned to and supported by Tier 1

Assessment tool, implementation fata, ODR data, attendance, YRBS, Assessment data, suspensions

Families, students have input and communication

Belief that all students will be successful, staff and students feel safe and supported, diversity is an asset

Process is in place to select, deliver, and revise instruction based on outcomes, research, culture

District policies, hiring, PD, etc. are aligned to school implementation, policies, etc. are aligned to classroom practices

Bullying Prevention

Bystander training

Specific bullying policies

What’s our data look like? Do we have unmet needs?

What are they?Can we address them

through what we already have in place?

Aligning for Effectiveness and

EfficiencyKey features of Effective PBIS schoolsLeadership/Leadership Teams

Strong Universal Implementation

Continuum of Supports

Data Based Continuous Improvement

Family/Community Engagement

Positive Culture

Evidence Based Practices

Systemic Implementation

What is in place through PBIS?

Teams meet monthly, review data, plan kickoff, boosters, self-assess implementation, etc.

3-5 expectations, all students are taught the expectations, kickoff, etc.

Tier 2 and Tier 3 supports are aligned to and supported by Tier 1

Assessment tool, implementation fata, ODR data, attendance, YRBS, Assessment data, s

Families, students have input and communication

Belief that all students will be successful, staff and students feel safe and supported, diversity is an asset

Process is in place to select, deliver, and revise instruction based on outcomes, research, culture

District policies, hiring, PD, etc. are aligned to school implementation, policies, etc. are aligned to classroom practices

CRP

Are expectations responsive to the culture of all students? VABB, imaging in classroom

Disaggregated data (race, disability), risk ratios

Engage families in different ways based on needs/norms.

Equity policies around discipline

What’s the continued

need?

Multi-Level Systems of SupportWhich Tier?

• Anti-bullying Policy that is shared with all stakeholders and includes an evidence based definition

• Procedures for handling reports of bullying including notification of parents/families

• Procedures for responding to bullying

• Staff training that includes sharing definition of bullying and school’s policies and procedures

• Parent training that explains definition of bullying and the school’s comprehensive approach to bullying

• Evidence based curriculum for all students that includes social-emotional skill development and bystander behavior

• Friendship groups

Tier 1-green Tier 2-yellow Tier 3-red

Tier 1 Elements Are Critical

Elements by Tier

*See handout

Feature PBIS How can I Bullying Prevention

WHAT’S IN PLACE? HOW CAN EXISTING STRUCTURES BE USED FOR BULLYING PREVENTION

HOW DO STRUCTURES NEED TO BE ADJUSTED TO INCLUDE BULLYING PREVENTION?

Leadership Team Meets Monthly, looks at implementation data, outcome data, plans school-wide teaching based on the data

Strong Universal Implementation

3-5 School-wide expectations are developed and taught to all students at beginning of year and re-taught throughout year

Include bystander training

Think-Pair-Share

• What team in your school would support bullying prevention?

– Needs Assessment– Policy and Procedures– Program Selection– Staff Training– Parent/Family Communication– Data Rules for Identifying Students in Need of

Additional Supports