RtI and PBIS Core Team Training Safe and Supportive Learning Environments Design II Vancouver Public...

RtI and PBISCore Team TrainingSafe and Supportive Learning EnvironmentsDesign IIVancouver Public Schools

Rob HornerUniversity of Oregonwww.pbis.org

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

• 11:30-12:45 Lunch 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

Scott Ross & Rob HornerUtah State University and University of Oregon

3

www.pbis.org

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

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support

~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• • • • • •

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

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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).

The Logic:Why invest in Bully Prevention?

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The LogicWhy invest in Bully Prevention?

10

The LogicWhy invest in Bully Prevention?

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What is Bullying? “Bullying” is repeated aggression,

harassment, threats or intimidation when one person has greater status or power than the another.”

Examples:

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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)

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.

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Core Elements of an Effective Bully Prevention Effort.

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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.

Elements of Effective Bully Prevention

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School-wide PBIS

Data Use

Bully Prevention Logic

Faculty Implementation

Student Use of BP-PBIS

Advanced

Support

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

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Available atwww.pbis.org

Scott Ross, University of Oregon22

Norwegian

Research Support Experimental Support

Descriptive Support

Examining error patterns

Building in sustainability

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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.

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27 3.14 1.88 .88

72%

BP-PBS, Scott Ross 28

Conditional Probabilities of Victim Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se(l

au

gh

ing

/ch

ee

rin

g)

Ne

ga

tive

Re

spo

nse

(cry

ing

/fig

htin

gb

ack

)

No

Re

spo

nse

Pro

bab

ilit

y o

f R

esp

on

seBaseline

BP-PBS

28% increase 19% decrease

BP-PBS, Scott Ross 29

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wa

lk"

Po

sitiv

e R

esp

on

se(l

au

gh

ing

/ch

ee

rin

g)

Ne

ga

tive

Re

spo

nse

(cry

ing

/fig

htin

gb

ack

)

No

Re

spo

nse

Pro

bab

ilit

y o

f R

esp

on

seBaseline

BP-PBS

21% increase

22% decrease

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The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness TrialTracy E. Waasdorp; Catherine P. Bradshaw; Philip J. LeafArch 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.

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

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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

School A

School B

School C

Num

ber

of P

hysi

cal/V

erba

l Agg

ress

ions

in

Uns

truc

ture

d S

ettin

g ov

er 2

0 m

in

Nese, Stiller, Tomlanovich, Rossetto Dickey, Horner & Ross, 2012

Bully Prevention within PBIS

Core Elements and Implementation Process

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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

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



Harassment

Name Calling/ Inapp Language

Physical Aggression

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

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

No Yes

No Yes

No Yes

No Yes

Simulated Survey Responses

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Mea

n S

tude

nt R

espo

nse

N =

235

Simulated Survey Results4 weeks before BP and 4 week after BP

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Per

cent

age

of S

tude

nts

Res

pond

ing

“yes

”

Student Forum (middle/high school)

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“What should we do when someone is disrespectful?”

Common Responses from Students

Action Pros Cons

Return insults

Fight Back

Tell an Adult

Don’t react – just ignore it

Ask a friend for advice

Tell them to stop

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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?

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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

Teach all students to remove the rewards that sustain bullying

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Student BP Orientation

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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

Teach a Three-Step Skill that can be used in all places at all times. Keep it simple

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If you encounter behavior that is NOT respectful

Say and Show

“STOP” Talk to an Adult

Stop -------- Walk -------- Talk

Walk Away

Skills #1: Teach the “Stop Signal”

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If someone is directing problem behavior to you, ask them them to “stop.”

Gesture and word

Review how the stop signal should look and soundFirm hand signalClear voice

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Discuss how

showing/saying “stop”

could be done so it

still rewarded

disrespectful behavior

Activity Discuss what “stop” signal would be most

appropriate for your school.

How would you include students in defining the appropriate “stop” signal?

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Skill #2: Teach how to respond if someone says “Stop”

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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.

Scott Ross, University of Oregon

“Stop” means stop.

The rule is: If someone asks you to stop,

you stop.

Activity Discuss what “stopping” routine would be

most appropriate for your school.

How would you include students in defining the appropriate “stopping” routine?

67

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.

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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

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.

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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.

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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.

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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.

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Skill #4: “walk away” and get help

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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

Walk away, and get help

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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

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


Activity What are the appropriate ways for students to

recruit “help” in your school?

Do they do it? Why or Why Not?


Let’s practice: Skill #4 (Walk away)

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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.

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

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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”


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

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Faculty/Staff BP Orientation:Bully Prevention Logic

Faculty/Staff BP Orientation:Deliver Student Orientation

Faculty/Staff BP Orientation:Rewarding Appropriate Behavior

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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.

Faculty/Staff BP Orientation:Responding to Report of Bullying

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Faculty/Staff BP Orientation:Responding to Report of Bullying With Student reporting bullying:

“Okay, I will take it from here.”

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"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.

When the reporting child did it right…

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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

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.

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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.

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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.

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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?

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Specific Problem Behaviors Gossip Racial/ Gender/ GLBT/ Religious challenges Cyber-bullying Other…

Activity: Review Sections 3-5 of Manual Discuss relevance, expansion,

adaptations needed

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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?

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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?

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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.

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

98 Pre BP Post BP

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

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

No Yes

No Yes

No Yes

No Yes

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”

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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

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BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training

0 = not in place, 1 = partially in place, 2 = in place

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

work?

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6. Advanced Support

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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.

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

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Implementing Bully Prevention Phase

Exploration Does your school need a bully prevention program?

• Office discipline referrals• Student survey• Faculty/ family reports

Installation Build the foundationFaculty 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 Implementation Monitor fidelity and impactAdapt to unique needs.Build sustainability

• Collect and use data• Coaching and Training Capacity developed

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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

Activity: Review Planning Guide andBuild 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

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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

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

1. Faculty/Staff Readiness Team defined to lead implementation of BP-PBISAll faculty/staff have read the BP-PBIS manual"Stop" signal selectedAll faculty/staff have received BP-PBIS orientation training

2. Curriculum Delivery Schedule developed for student BP training.BP-PBS lessons delivered to all studentsPlan developed for BP-PBS orientation for students who enter during the year.

3. Follow-up/ Booster Follow-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 team BP-PBIS set as a standard item on the PBS team agenda

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Who? By When?

5. Coaching Plan developed for coaching and feedback for playground supervisorsCoaching for playground, lunch, hall supervisors provided at least twice, and as needed after.

6. Evaluation/ Monitoring Quarterly 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 Validity Review efficiency and impact with families, faculty, students

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District Leadership Team



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

Contact Information

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Curriculum Available at: www.pbis.org

Scott Ross: [email protected] Rob Horner: [email protected]

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