Transcript of PBIS & Bullying: Creating a Climate for School Success Anne Terry & Nicole Moore.
- Slide 1
- Slide 2
- PBIS & Bullying: Creating a Climate for School Success Anne
Terry & Nicole Moore
- Slide 3
- 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. Anne.Terry@lcps.org
Nicole.Moore@lcps.org
- Slide 4
- 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
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- 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
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- 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
- Slide 7
- 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
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- 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.
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- 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.
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- 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!
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- 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
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- 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
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- 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
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- 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
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- PBIS Teachers' Choice Awards
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- 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.
- Slide 17
- 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.
- Slide 18
- 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.
- Slide 19
- Lesson Plan Ideas! The following lesson plan ideas are from the
STOP-WALK-TALK Loudoun County Bullying Curriculum
- Slide 20
- Kindergarten
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- Name_____________________________ BULLYING IS . Teasing
Laughing Leaving Out Whispering Ruining Property Making Fun Calling
Names Pushing Hitting, Kicking OVER AND OVER
- Slide 22
- Grade 1
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- 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.
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- 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
__________________________________________. __________
- Slide 25
- Grade 2
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- 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___________________________________________________
- Slide 27
- Name:____________________________ Please design the Album Cover
for the STOP-WALK-TALK song. Please draw the album cover in the
space below.
- Slide 28
- Stop Walk Talk
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- Stop Walk Talk Listen Go on with my day Stop!
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- 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.
- Slide 31
- Grade 3
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- Define Stop-Walk-Talk My Secret Bully Webisodes from
stopbullying.gov and role playsstopbullying.gov
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- Grade 4
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- PhysicalBullyingEmotionalBullyingCyberBullying What it is: What
it looks like:What is looks like:What it looks like:
- Slide 35
- Slide 36
- 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
- Slide 37
- Grade 5
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- BULLYING NOT
- Slide 39
- LCPS Definition Is: Using Repeated Negative Behaviors Intended
To Frighten Or Cause Harm. Behavior Unwanted And Repeated
- Slide 40
- Three types of bullying? 1. Physical 2. Social/Emotional 3.
Electronic/Cyber
- Slide 41
- 3 STEPS TO STOP A BULLY! STOP WALK TALK
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- 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.
- Slide 43
- Create an entertaining comic strip to show the best way to
handle a bullying situation.
- Slide 44
- Slide 45
- 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.
- Slide 46
- SWT Lets Talk about it SWT
PhysicalSocial/EmotionalElectronic/CyberNOT Bullying
- Slide 47
- Slide 48
- 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.
- Slide 49
- Little River Peer Mentor Program Friend-to-Friend
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- 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.
- Slide 51
- 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.
- Slide 52
- 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.
- Slide 53
- 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.
- Slide 54
- 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.
- Slide 55
- 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
- Slide 56
- 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
- Slide 57
- 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
- Slide 58
- 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?
- Slide 59
- 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.
- Slide 60
- 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.
- Slide 61
- 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
- Slide 62
- 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
- Slide 63
- Friend-to-Friend Little River Peer Mentor Program
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- Mentors are: sensitive to other people accepting of others
responsible tolerant of differences caring flexible honest
energetic What is a mentor?
- Slide 65
- 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.
- Slide 66
- 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.
- Slide 67
- 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.
- Slide 68
- 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.
- Slide 69
- 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!
- Slide 70
- When do I mentor? During Recess or Lunch
- Slide 71
- Signing Up to Mentor:
- Slide 72
- You will get reminders from Mrs. Moore, but dont rely on that,
write it down in your agenda!
- Slide 73
- What if there is a Problem? Talk to Mrs. Moore or the
supervising teacher.
- Slide 74
- What is a Class Ambassador?
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- If youre not into Peer Mentoring Check out this schools idea
for keeping recess a more peaceful portion of the day!
- Slide 76
- 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
- Slide 77
- 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/
- Slide 78
- 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:
- Slide 79
- Questions? Please share some success stories with the group! We
welcome new ideas!