Overview of Positive Behavioral Interventions & Supports€¦ · 12/27/2016 1 Bullying Prevention Katie Bubak-Azevedo, Ed.D. Director, Idaho Positive Behavior Network (IPBN) [email protected]

12/27/2016

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Bullying Prevention

Katie Bubak-Azevedo, Ed.D.Director, Idaho Positive Behavior Network (IPBN)

[email protected]

Purpose

• Define why bullying is worth addressing• Discuss the connection of academic and

behavioral outcomes• Explore perceptual data from Idaho students• Define bullying behavior and different forms• Outline Idaho’s House Bill 246 and the

regulations set by U.S. Department of Education’s Office of Civil Rights

• Provide a comprehensive model for bullying preventions

How do you define “bullying?”

mailto:[email protected]

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(SUGAI, SPRAGUE, HORNER, & WALKER, 2000)

“Schools that are safe, effective, and controlled are not accidents.”

Common Expectations for Student and Adult Behavior

• What are our common expectations for how students behave?

• What are our common expectations for how staff work and interact? What about parents and other community members?

• What do we know about best-practice and high-yield strategies that make a difference in student learning?

• What collective commitments will we make to ensure that the very highest levels of adult and student behavior become a reality in our school?

Bullying cannot be viewed as a separate or distinct problem that can be extinguished or fixed while leaving the culture and climate of a school unexamined and untouched.

(Dillon, 2015)

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Which comes first???

Academic problems often precede behavior problems

Behavior problems often precede academic problems

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions

Individual Students

Assessment-based

High Intensity

Intensive, Individual Interventions

Individual Students

Assessment-based

Intense, durable procedures

Targeted Group Interventions

Some students (at-risk)

High efficiency

Rapid response

Targeted Group Interventions

Some students (at-risk)

High efficiency

Rapid response

Universal Interventions

All students

Preventive, proactive

Universal Interventions

All settings, all students

Preventive, proactive

Multi-Tier System of Supports (MTSS) Approach

What is SWPBIS?

A systems approach for establishing the social culture and behavioral supports

needed for schools to be effective learning environments for all students.

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Schools Participating in Tier 1

North• Bryan Elementary

• Clearwater Valley Elementary

• Culdesac School

• Grangeville Elementary/ Middle School

• Kootenai Elementary

• Lake City High School

• McGee Elementary

• Moscow Charter

• Naples and Mount Hall Elementary

• Palouse Prairie Charter School

• Plummer-Worley Jr./Sr. High

• Ramsey Magnet School of Science

• Sagle Elementary

• Webster Elementary

• Winton Elementary

Southwest• Burley Junior High

• East Canyon Elementary

• Garfield Elementary

• Gooding Elementary

• Gooding Middle School

• Hagerman Elementary

• Iowa Elementary

• Marsing Elementary

• Marsing Middle School

• Marsing High School

• Morley Nelson Elementary

• North Star Charter

• Notus School District

• Owyhee Elementary – Boise

• Owyhee Elementary – Nampa

• South Fork Elementary

• Trailwind Elementary

• Valley View Elementary

• Whittier Elementary

• Wilder Middle School


North• Atlas Elementary

• Borah Elementary

• Camelot Elementary

• Fernan Elementary

• Heyburn Elementary

• Lapwai High School

• Skyway Elementary

• St. Maries Middle School

• Whitman Elementary

Southwest• The Village Charter

• Whitney Elementary

Southeast• Kimberly Elementary

• Ammon Elementary


North• Pathways

Southeast• Henry’s Fork Elementary

• Rigby High School

• Theresa Bunker Elementary

• Twin Falls School District

2015-2016 Idaho Schools Participating in PBIS

*PBIS Idaho supported 80 schools, 400

educators, and 35,000 students in the 2014-2015

school year.

Southeast• Clark Jr./ Sr. High


• Jerome High School

• Minidoka Middle School District Team

• Minidoka High School District Team

• Oakley Elementary

• Philo. T Farnsworth Elementary

• Roberts Elementary

• Terreton Elementary

• Teton School District


North• Garwood Elementary

• McSorely Elementary

• Troy Elementary

• Twin Lakes Elementary

Southeast• Acequia Elementary

• Hailey Elementary

• Mountain Home School District

• Mountain View Elementary

• Paul Elementary

• Rupert Elementary

• Terreton Elementary

• Total Learning Center

• White Pine Charter

• Wood River Middle School


North• Bonner’s Ferry High School

• Bryan Elementary

• Clearwater Valley Elementary

• Culdesac School

• Grangeville Elementary Middle

• Lake City High School

• McGhee Elementary

• Moscow Charter School

• Mount Hall Elementary

• Naples Elementary

• Ramsey Magnet

• Valley View Elementary

• Webster Elementary

• Winton Elementary


North• Borah Elementary

• Camelot Elementary

• Fernan Elementary

• Silver Hills Elementary

• Skyway Elementary

Southwest• Ammon Elementary

• Harwood Elementary

• Malad Elementary

• The Village Charter School

• Whitney Elementary

2016-2017 Schools Participating in PBIS

Southeast• East Minico

• Filer High School


• Jerome High School

• Minico High School

• O’Leary Middle School

• Pocatello Community Charter

• Robert Stuart Middle School

• West Minico

Southwest• Gooding Elementary

• Gooding Middle School

• Marsing Elementary School

• Marsing Middle School

• Marsing High School

• May Roberts Elementary (Oregon)

• Nyssa Elementary (Oregon)

* IPBN supported approximately 65

schools, 340 educators, and 30,000

students in the 2015-2016 school year.

Save the Date!!!

Upcoming SWPBIS Tier 1 Institutes

Southwest: June 5, 6, 7, & 8th – SOLD OUT

North: June 13, 14, 15, & 16th

Southeast: June 20, 21, 22, & 23rd

Southwest: June 26, 27, 28, & 29th

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Working Smarter…Not Harder

• Think about the amount of time you invest each day managing student behavior.

• Minimally, you want 80% of this time invested in prevention and, no more than 20% of your invested time in responding to (intervening on) student inappropriate behavior.

Regarding Bullying Prevention

• What do you know?

• What do you want to know?

• What are you excited about?

• What are your fears/reservations?

Why Invest in Bullying Prevention?

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The Logic:Why Invest in Bullying Prevention?

• The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools.

(Beale, 2001)


“Nearly 30% of students have reported being involved in bullying as either a perpetrator or a victim.”

(Nansel et al., 2001; Swearer & Espelage, 2004)


“Victims and perpetrators of bullying are more likely to skip and/or drop out of school.”

(Bethold & Hoover, 2000; Neary & Joseph, 1994)

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“84.6% of LGBT students reported being verbally harassed, 40.1% reported being physically harassed and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation.”

(GLSEN, 2009)


“Students on the autism spectrum are more likely to be victimized than their non-disabled peers.”

(Little, 2002)


“Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings.”

(Carney & Merrell, 2001; NSSC, 1995)

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“Involvement in bullying is a cross-cultural phenomenon.”

(Jimerson, Swearer, Espelage, 2010)


“Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, grade, and class.”

(Bradshaw et al., 2010)


“Many bullying prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying.”

(Merrell et al., 2008)

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To This Day

Do we want to stop a negative behavior, bullying, or do we want to promote and strengthen the positive behaviors that will ultimately create the conditions where bullying becomes incompatible with the cultural and social norms of the school?Reframing bullying prevention is about creating the right conditions for all members of the school community to treat each other with care and respect. That is a simple and positive goal, but one that will require significant changes in how schools educate students, and it is a very different goal from the goal of just stopping bullying.

(Dillon, 2015)

Activity

• Discuss common forms of bullying and harassment we see at school:

– Student to student

– Student to staff members

– Staff member to student

– Staff member to staff member

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Idaho Youth Prevention Survey 2014



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Ask Your Students How Much They Agree with the Following Statements:

• I feel safe at my school.• I feel that teachers at my school care about me.• I feel that teachers at my school really try to help

me succeed.• I feel that students at my school trust and

respect the teachers.• I feel that teachers at my school are fair to all

students.• I feel that teachers at my school take bullying

very seriously.

What is Bullying?

Bullying is repeated aggression, harassment, threats, or intimidationwhen one person has greater status, control, or power over the other.

Updated Definition

An act is defined as bullying when:• The behavior hurts, humiliates, or harms another person

physically or emotionally.• Those targeted by the behavior have difficulty stopping the

action directed at them, and struggle to defend themselves.• There is also a real or perceived “imbalance of power,” which

is described as when the student with the bullying behavior has more “power,” either physically, socially, or emotionally, such as higher social status, or is physically larger or emotionally intimidating.

• Repetitive behavior; however, bullying can occur in a single incident if that incident is either very severe or arises from a pattern of behavior.

(Pacer’s National Bullying Prevention Center, 2016)

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Forms of Bullying

• Physical: Demonstrations of aggression by pushing, kicking, hitting, gesturing, or otherwise invading the physical space of another person in an unwelcome manner or the unwanted tampering with or destruction of another person’s property.

• Verbal: Demonstrations of aggression through insults, teasing, cursing, threatening, or otherwise expressing unkind words toward another person.

• Relational: Demonstrations of aggression through rumor spreading, exclusion, rejection, and isolation to damage a person’s position and relationship within a social group.

• Cyberbullying: Willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices.

(Hinduja & Patchin, 2015)

U.S. Department of Education’s Office of Civil Rights

Once a school knows or reasonably should know of possible student-on-student harassment, it must take immediate and appropriate action to investigate or otherwise determine what occurred. If harassment has occurred, a school must take prompt and effective steps reasonably calculated to end the harassment, eliminate any hostile environment, and prevent its recurrence. These duties are a school’s responsibility even if the misconduct also is covered by an anti-bullying policy and regardless of whether the student makes a complaint, asks the school to take action, or identifies harassment as a form of discrimination.

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House Bill 246

In the Spring of 2015, the Idaho Legislature passed House Bill 246. Idaho educators are now required to: • Ensure that information on harassment,

intimidation, and bullying of students is disseminated annually to all school personnel, parents, and students

• Provide ongoing Professional Development to build skills of all school staff members

• Create district policies that include a series of graduated consequences

• Report bullying incidents to the State Department of Education…

What is your District’s Policy on Bullying, Harassment, and Intimidation?

Contact Us

Katie Bubak, Ed.D.

Director

Idaho Positive Behavior Network

[email protected]

Kelli Burnham, MBA

Coordinator

Idaho Positive Behavior Network

[email protected]

http://csi.boisestate.edu/ipbn/



http://csi.boisestate.edu/ipbn/

Documents

Overview of Positive Behavioral Interventions & Supports€¦ · 12/27/2016 1 Bullying Prevention Katie Bubak-Azevedo, Ed.D. Director, Idaho Positive Behavior Network (IPBN) [email protected]