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Evidence-Based Bullying Prevention Program RISCA Annual Conference Bryant University April 9, 2011 Karen Carnevale, Elementary School Counselor Leslie Conley, Program Supervisor Guidance K-12 Jean Greco, Retired Program Supervisor Guidance K-12 Slide 2 Expected Results of Workshop Discover components of a quality bullying prevention program Identify steps to develop an evidence - based program Become familiar with CPS K-5 and 6-8 bullying prevention programs Slide 3 Anti-Bullying Program in the Cranston (RI) Schools Rhode Island General Assembly regulation District-wide anti-bullying policy adopted by the School Committee K-5 anti-bullying program developed and delivered by elementary school counselors Middle school interventions developed and implemented Slide 4 Safe Schools Act Bill 2011-H5941 Introduced by the Senate Commission on Cyberbullying To develop a unified Statewide Bullying Prevention Policy Will require all school districts to provide internet and cyberspace guidelines Slide 5 Steps to Develop a Quality Program Establish a collaborative environment Identify desired outcomes Plan program Determine professional development needs Engage administrators Educate staff Educate students Educate parents Apply school wide Collect and analyze data Slide 6 Overview of Cranstons Bullying Prevention Program Year 1 School counselors developed K-5 anti- bullying lessons on individual basis School counselors utilized EZ Analyze to evaluate one aspect of lessons Year 2 Collaborated to share successful lessons Collectively selected one best lesson for each grade Fine-tuned and documented lessons Slide 7 Year 3 Collaborated with stakeholders Provided professional development Administrators Teachers Implemented K-5 program citywide Years 4-6 Continued to deliver evidence based K-5 anti-bullying lessons in all 17 elementary schools Used random samples to monitor continued effectiveness Responded to need Developed Grade 6 Lesson Addressed Cyberbullying/Internet Safety Slide 8 Theory of Change Immediate Learning Objectives Student Behavior Change Safer School Climate Anti- Bullying Intervention Slide 9 Components of a Quality Bullying Prevention Program Effective Anti-Bullying Interventions Teach targeted skills and strategies Include academic rigor Provide developmentally appropriate vocabulary Scaffold learning Continuously evaluate lessons for effectiveness and relevance Slide 10 Immediate Learning Objectives Standards based lessons Clearly Stated Results Statements Opportunities for Students to Demonstrate Progress Pre and Post Learning Assessments Components of a Quality Bully Prevention Program Slide 11 Steps to Develop an Evidence- based Program Determine desired results Develop partnerships Determine the scope of data collection Develop lessons Develop assessments Provide professional development Administer pre surveys Deliver program Administer post surveys Analyze data Publicize results Slide 12 District wide Interventions At all 17 elementary schools district wide: Counselors delivered common K-5 lessons Counselors assessed student learning with pre/post common assessments Slide 13 Methodology Six schools selected as research schools Cross-section of city representing urban ring and suburban schools Counselors followed research protocol designed by CSCOR Code all surveys with numbers Distribute pre and post surveys to same number for consistency Slide 14 Collaborated with CSCOR Formed RISCA/CSCOR/CPS partnership CSCOR reviewed lessons CSCOR developed pre and post lesson assessments CSCOR researched bully surveys CSCOR tabulated the data Slide 15 CSCOR Data Interpretation Assessed data from 1,376 students in 6 elementary schools Assessed data from 261 staff in 6 research schools Slide 16 A Three-Part Process The three parts of the process were to measure the following constructs: School climate, three months before and after the intervention Behavioral change three months before and after the intervention; and Learning, immediately after the last bully prevention lessons that the counselors created and taught. Slide 17 Different Surveys Created PrePost Surveys K1 23 - 5Staff School Climate XXX Behavior Change XXX Learning Outcome XXX Slide 18 Immediate Outcomes: Learning Assessments Students district-wide showed highly statistically significant gains in learning Further analyses showed statistically significant gains almost across the board (by grade, school and item) These results indicate that as a whole, counselors taught successful lessons on bullying concepts Slide 19 K-5 Learning Assessments Results Slide 20 Statistically Significant Gains Slide 21 Student Behaviors Change Assessment demonstrates increased learning Interventions heighten student recognition of bullying behaviors Interventions heighten student report of bullying behaviors Slide 22 School Climate Measures The main questions of interest were: How did students perceive the school? Did they find it safe or not? Did this change after the intervention? How did students perceive adult responsiveness regarding bullying? Did this change? And how did these responses compare to those of staff members? Slide 23 School Climate Responses Grades 3-5 Slide 24 On-Going Data Analysis Slide 25 Slide 26 Grade 3 Lesson Activates former knowledge Uses consistent language Targets and builds on specific skills and strategies for dealing with bullies Builds on student knowledge of roles in bullying incidents Slide 27 The Bully Circle Slide 28 Lessons Learned Value of evidence based program Importance and power of data Benefits of collaboration Quality of school counseling programs is enhanced through consistent implementation of evidence-based programs Slide 29 Contact Information Karen Carnevale kcarnevale@cpsed.netkcarnevale@cpsed.net Leslie Conley lconley@cpsed.net lconley@cpsed.net Jean Greco jeangreco@yahoo.com jeangreco@yahoo.com