Bullying Prevention:Bullying Prevention:What’s Working In Iowa What’s Working In Iowa

SchoolsSchools

February 26, 2008

Facilitated by:Penny Bisignano, IDEDawn Jaeger, AEA 267Kathy Lockard, AEA 14Jaymie Randel, AEA 267Karolyn Zeller, AEA 11

Featuring…

• Sarah Pinion, Superintendent, Brian Pottebaum, Principal, Toni Powell, Social Worker Jesup Schools

• Barb VanErsvelde, Music, Davis Elementary, Grinnell• Barb Sims, Principal, Red Oak Middle School, Red Oak• Mike Shipley, Prevention Specialist, Linn-Mar Schools• Ellen Reilly, Davenport Schools• Barb Herter, Lourdes Elementary, Bettendorf• Dave Paulek, and Derek Philips, Van Buren Schools

Iowa is committed to providing all students all students with a safe and civil

school environment in which all members of the school community

are treated with dignity and respect.

The Law

Big Ideas

• Getting started with needs assessment and administrator support

• Coordinating committee

• Train all staff

• Kick-off event for students

• Family and community involvement

Big Ideas

• Establish and enforce school rules • Focus classroom time on bullying

prevention• Increase adult supervision• Intervene consistently and

appropriately (including follow-up)• Continue efforts over time

Program goal is to…

Change the norms around bullying behavior and to restructure the school setting itself so that

bullying is less likely to occur or be rewarded.

Taken from Olweus Bullying Prevention Program Schoolwide Guide

Bullying Defined

““A student is being bullied when A student is being bullied when he or she is exposed, repeatedly he or she is exposed, repeatedly

and over time, to negative actions and over time, to negative actions on the part of one or more on the part of one or more

students. students. Bullying implies an imbalance in power or strength. The student who is bullied has

difficulty defending himself/herself.”.”

Dan Olweus Dan Olweus (1993)

35

What Roles Do Students Play InBullying Situations?

B

C

D

H

G

E

F

AStart thebullying andtake an activepart

Take an activepart, but donot startthe bullying

Support thebullying, butdo not takean active part

Like the bullying, but do not display open support

Watch what happens, don’t take a stand

Dislike the bullyingand think theyought to help, butdon’t do it

Dislike the bullying,help or try to helpthe bullied student

The one who is beingbullied

StudentWho IsBullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24

© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

Key Questions

• What lead to your school’s decision to implement a bullying prevention program?

• What have you, as an administrator, done to support the implementation of your bullying prevention program?

• What else do you think is important for other administrators to know about your efforts?

Getting started

Getting started… Summary

• Conduct a needs assessment using multiple data sources.

• Gain active administrator involvement and staff agreement.

• Select a comprehensive school-wide program or a set of core components that are backed by research.

• Allow adequate time for committee planning and staff training.

Key Questions• How have you integrated the law into your school

policy and then used that policy to establish school-wide expectations?

• What was your process to adopt, promote, and enforce your expectations/rules?

• Are school rules against bullying known and visible to all students and staff?

• Do you have a consistent “consequence” system - both positive and negative?

Establish and enforce school rules

Establish and enforce school rules… Summary

• Make sure school policies are consistent between state law, board policy, student handbook, school-wide expectations, and enforcement/consequences.

• Students and staff should be able to state the rules against bullying. Rules should be visible as you walk through the building.

• Expectations/rules should be actively promoted through instructional activities. Involve students in developing and promoting the rules as much as possible.

Key Questions

• How did you identify areas that need increased adult supervision? Did you use the Olweus BVQ or other survey data?

• Where are your “hot spots”?

• Did you write a supervision plan based on your findings? How did you creatively free staff to cover these hot spots?

• How is it working? Have your hot spots changed?

Increase adult supervision

Increase adult supervision… Summary

• Consider using student surveys as a data source for supervision planning.

• Think creatively to cover hot spots.

• Consider schedule or structural changes (i.e., dismissal patterns, “traffic flow” changes, etc.).

Key Questions• Who are the members of your group? How were

they selected? What roles do the members have?

• Does the membership change over time?

• How often does the group meet?

• Do you have a specific agenda for committee meetings? What issues are discussed?

• How do you convey important information to other members of your school community?

Coordinating Group

Coordinating group… Summary

• Recommended members include: Administrator, teacher from each grade level, school counselor, school social worker or psychologist, non-teaching staff member, parent, community member, nurse students (middle school).

• Meetings are usually held twice monthly for the first 3 months, then monthly.

• Consider the sample agenda from the Olweus School Wide Guide.

• Don’t forget to look at data!

Key Questions

• What training did your core committee receive?

• What training did your teaching staff receive? Who provided the training? What was the content?

• What training did non-teaching staff receive?

• How are new staff trained?

Train all staff

Train all staff… Summary

• Consider following the Iowa Professional Development Model.

• Commit a minimum of one-half to one day of training for all staff.

• See “Timeline for Training” handout.

Key Questions

• Why is involving families and community members important?

• How have community members or organizations supported your efforts?

Family and Community

Family and Community… Summary

• Bullying doesn’t stop at the school doors. Convey a consistent anti-bullying message at home and in the community.

• Community organizations can offer financial, material, volunteer, and public relations support.

• Formal and informal community leaders can provide momentum for the program.

Key Questions

• What is a kick-off event?

• How did it contribute to the success or momentum of the program?

• What did you do for a kick-off event?

Kick-off events

Kick-off events… Summary

• A special event is a good way to introduce the bullying prevention program to all of your students at one time. Schools approach the event in many different ways and with various themes.

• This event will introduce your school’s anti-bullying rules and explain how bullying will be addressed throughout the school year.

Key Questions

• How do your teachers and school staff intervene when they see bullying occur?

• How do they report incidents for follow-up?

• Do all staff have the information and skills to intervene appropriately?

• How were they trained?

Intervene Consistently

Intervene Consistently… Summary

• An “on-the-spot” intervention should include stopping the bullying, supporting the student who was bullied, and responding to the student(s) who bullied, supported the bullying, or were bystanders (see attached materials).

• Train all staff to intervene effectively and efficiently when they see bullying.

• Develop a consistent procedure for reporting incidents that may require follow-up and/or documentation

Key Questions• Who is responsible for follow-up when

incidents or situations are reported?

• How do you respond to parent concerns and reports? How do you inform parents when incidents have occurred ?

• What do you say to students who have bullied to hold them accountable? How do you work towards change insight, or empathy? How do you assign consequences?

• How do you protect students who have been targeted?

Follow-up intervention

Follow-up intervention… Summary

• Develop consistent procedures and clear definitions for how incidents are addressed and documented. Consider the use of a consequence matrix (see Stan Davis materials).

• Consider counseling and/or skill-building for students who have bullied others.

• Make sure you address the safety needs of students who have been bullied.

• Do not use conflict-resolution in bullying situations.

Key Questions• What do class meetings look like and

sound like?

• What topics are covered during initial class meetings?

• Where are you making connections across the curriculum?

• What do students have to say about class meetings?

Focus classroom time

Focus classroom time… Summary

• Class meetings are a key program component and should be held regularly.

• The teacher’s role is more of a facilitator than a teacher. Class meetings are an opportunity for students to share their feelings and opinions, and to suggest solutions as they learn to follow the rules and handle bullying situations appropriately.

• Although class meetings will initially focus on bullying, the meetings should be viewed as a forum to discuss any issues that come up at school, to build cohesiveness and community, and to recognize achievements of the class as a whole.

Why is it important to address bullying in

schools?

• Students and their futures

• A healthy student climate

• The well-being of the larger community

• To improve student achievement

• Risk management for schools

Adapted from The Olweus Bullying Prevention Group 2007

Linn-Mar Community School District

Olweus Bullying Prevention Program Excelsior / Oak Ridge Middle School Statistics

School years(pre) 2004-2005, (yr. 1) 2005-2006, (yr. 2)

2006-2007

Mike ShipleyAt-risk Intervention Specialist, Certified

Olweus Trainer

Number of students taking the BVQ survey

Excelsior Middle School2005: 7702006: 7882007: 766

Oak Ridge Middle School2005: 3422006: 3602007: 400

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140

2005 2006 2007

Excelsior

Oak Ridge

#4: How often have you been bullied?#4: How often have you been bullied?

Number that answered “2-3 times” or more in past two months

CHRONICALLY BULLIED: U.S. schools average about 15-17% (of student body) for students bullied 2-3 times or CHRONICALLY BULLIED: U.S. schools average about 15-17% (of student body) for students bullied 2-3 times or more. Olweus program promotes schools should see 30-50% reduction in 3-7 years.more. Olweus program promotes schools should see 30-50% reduction in 3-7 years.

Excelsior (2005): 132 (17.1%) of studentsExcelsior (2007): 79 (10.3%) of students = 40.1% reduction

Oak Ridge (2005): 72 (21.0%) of studentsOak Ridge (2007): 46 (11.5%) of students = 36.1% reduction

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#18: Where have you been bullied? Computational basis: those bullied “once or twice” or more according to question 4

Excelsior Middle School 2005 2006 2007

Hallways / Stairwells 67.5% (1) 62.1% (1) 54.1% (1)Classroom (teacher absent) 54.3% (2) 42.5% (2) 43.4% (2)Lunch room 47.7% (3) 38.5% (5) 34.8% (5)Classroom (teacher present) 44.4% (4) 39.6% (3) 37.1% (4)School bus 36.2% (5) 38.8% (4) 39.8% (3)Playground / Athletic field 34.0% (6) 19.5% (8) 19.3% (8)Gym class / locker room 31.9% (7) 24.3% (7) 21.2% (7)On the way to and from school 24.8% (8) 27.4% (6)

25.2% (6)Somewhere else in school 23.2% (9) 13.7% (9) 17.5% (9)School bus stop 11.4% (10) 12.8% (10) 7.6% (10)In the bathroom 7.3% (11) 6.3% (11) 5.3% (11)

#18: Where have you been bullied? Computational basis: those bullied “once or twice” or more according to question 4

Oak Ridge Middle School 2005 2006 2007

Hallways / Stairwells 70.7% (1) 63.4% (1) 58.0% (1)Lunch room 54.9% (2) 50.8% (2) 56.3% (2)School bus 51.3% (3) 44.1% (3) 48.0% (3)Classroom (teacher absent) 48.8% (4) 38.3% (5) 42.4% (4)Classroom (teacher present) 44.4% (5) 35.8% (6) 37.8% (5)Gym class / locker room 35.6% (6) 33.3% (8) 32.0% (7)On the way to and from school 33.1% (7) 33.9% (7)

34.9% (6)Playground / athletic field 27.1% (8) 39.8% (4) 21.1% (8)Somewhere else in school 21.3% (9) 21.9% (9) 11.3% (9)In the bathroom 14.6% (10) 11.3% (10) 6.5% (10)School bus stop 10.9% (11) 10.3% (11) 5.6% (11)

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2005 2006 2007

ExcelsiorOak Ridge

#20: How often do teachers or other adults try and stop bullying when they see it?Number that answered “often” or “almost always”

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ADULT RESPONSES, CLIMATEADULT RESPONSES, CLIMATE

Excelsior (2005): 377 studentsExcelsior (2007): 365 students = 3.1% reduction

Oak Ridge (2005): 149 studentsOak Ridge (2007): 152 students = 2.0% increase

0102030405060708090

100

2005 2006 2007

Excelsior

Oak Ridge

#21: How often do other students try and stop bullying when they see it?Number that answered “often” or “almost always”

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Bystander Responses, ClimateBystander Responses, Climate

Excelsior (2005): 87 studentsExcelsior (2007): 93 students = 6.8% increase

Oak Ridge (2005): 26 studentsOak Ridge (2007): 43 students = 65.3% increase

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2005 2006 2007

Excelsior

Oak Ridge

#38: How often are you afraid of being bullied by other students at school?

Number of students that answered “fairly often”, “often” or “very often” N

um

ber

of

stu

den

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CLIMATE -- SCHOOL SAFETYCLIMATE -- SCHOOL SAFETY

Excelsior (2005): 89 studentsExcelsior (2007): 69 students = 22.4% reduction

Oak Ridge (2005): 54 studentsOak Ridge (2007): 41 students = 24.0% reduction

Consider Readiness and Commitment

• Do you have staff agreement?• Do you have administrator commitment? • Will you provide the time to implement

with fidelity?• Will you provide the needed resources?• Are you willing to collect needs

assessment data and ongoing data for decision-making?

• Are you willing to implement over time, not just a one-year commitment?

Next steps

• Anti-Bullying ICN Session III- Tuesday May 6, 2-4 p.m.

Your needs….let us know by responding to this session at IPTV

For further information and questions Penny Bisignano, Olweus State Contacthttp://www.iowa.gov/educate/content/view/1030/1148http://www.k12connection.iptv.org/

classrooms_resources.cfmgbiz@mchsi.com

515.306.4847