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Joining us this morning,
I'm Cassandra Townshend,

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Co-Director of the BEST Project

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at the University of Vermont,

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and very excited to be with you

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on this chilly Friday in December.

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And excited to share
with you some information

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around bullying prevention
within, really MTSS,

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but also PBIS, which is a
great example of MTSS at work.

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So just a few things to note.

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This session will be recorded.

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I'll ask that you just remain
muted during the presentation.

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However, there will be
opportunities for you to engage.

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So feel free to raise your hand

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when those opportunities arise.

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Go ahead and type into the chat box.

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Ann Dooby, my fabulous
colleague here is with us

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and she'll be monitoring the chat as well.

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She'll also post the
materials for today's webinar

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in the chat box for all of you to have.

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And of course this is recorded

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and will be posted later on our website.

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If you had folks who wanted to join

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and were not able to,

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they can certainly review the recording

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on our website as well.

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So thanks again for
being here this morning

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and we're gonna get started.

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And in order for us to get started,

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what I would love for those of you

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who are here with us today

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is think a little bit,

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this is our anchoring
and connection activity.

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Go ahead and think about
an experience you had

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in which you witnessed
bullying-like behavior

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when you were a child or an adult,

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and what did it look like?

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How has that experience
impacted you as an educator?

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So if you would be so kind,
challenged by choice, of course,

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go ahead and reflect on
your own lived experience.

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And please type in the chat box

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or go ahead and raise your hand.

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Awesome, thank you Ann.

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Yes, if you do have other
folks in the room with you,

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we wanna make sure you get the survey

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as well as the certificate of attendance.

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So thank you for that.

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Teasing about size.

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Right, absolutely.

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I've seen that as well.

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I've also experienced that growing up.

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What other things have you
experienced or witnessed

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in your schools?

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What are you seeing right now?

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I can see some folks typing I think.

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We'll give you just another
30 seconds, let us know.

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And there'll be other
opportunities as well.

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So feel free to engage in
any way you feel comfortable

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this morning.

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Yes, academics being a slower reader.

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Yeah, absolutely.

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There's a lot of that that happens,

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both on sort of the
physical side of things,

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but also the academic.

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There's lots of varieties
of bullying-like behavior.

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Racist comments, absolutely, yep.

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Seeing an increase, Amanda,
thank you for sharing.

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I've also heard that with the schools

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that I've been working with, so.

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All right, thanks everyone for sharing.

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And if you think of something,

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again, we'll be monitoring the chat.

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So today, what we are focusing
on is really giving you all

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sort of a 36,000 foot view of
national statistics and data

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on bullying-like behavior,

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as well as some local data in Vermont.

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While Vermont is a small state,

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we're certainly not immune to incidents

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of bullying-like behavior.

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We wanna talk about bullying behavior.

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I'm gonna talk a little
bit about defining it.

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And really the bulk of this webinar

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is really giving you some strategies

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as well as introduce you
to a couple of resources

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if you don't have a resource already

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to add to your toolkit for how to address

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bullying-like behavior in your school.

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And so that'll be our time today.

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One of the things I do
wanna be very clear about,

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and you'll hear me today,

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is I'm using the word
bullying-like behavior.

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And that's very intentional,

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in that bullying behavior
is something that any of us

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can certainly engage in.

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It doesn't define who we are.

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It is a behavior that we
certainly need to address

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in a educational setting.

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Oftentimes we talk about behavior

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as a form of communication.

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Some of us are very
skilled at communicating,

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others of us are not as great
and same with our students.

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And so you'll hear me use that,

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we wanna use that
person-first language around,

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it's really a person who engages
in bullying-like behavior.

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It doesn't define who they are

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as an entire human being, right?

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So that's an important context setting.

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So just wanted to bring
that to your attention

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as I go through this presentation today.

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So bullying, as we know,

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and you may have experienced
this in your schools,

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these statistics may be somewhat familiar,

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but certainly bullying has not gone away.

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It's really prevalent
in our society today.

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There's often higher rates of,

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there's differences
between male and females

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in terms of rates of being bullying.

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One out of five, right,

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students has reported being bullying.

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One of the statistics that's interesting

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in terms of the male versus female

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is that males do tend to
report at a higher rate

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of being physically
bullied versus females.

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However, females are also reporting

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that they're being subjects
to bullying based on rumors.

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So again, there are certain
differences that are out there

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with bullying statistics

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that we just wanna be mindful about.

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Many of the students nationally
who have been bullied

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or have been received
bullying-like behavior

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certainly were made fun of, right?

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They're subject of rumors.

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Certainly there's physicality

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in bullying-like behavior as well.

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One of the most prevalent things

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that I think in the past few years

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that we've seen an increase
in is this next third bullet.

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In 2021, there was a really
great research article

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and fact sheet produced by the CDC.

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And what they're finding

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is that one in 10 LGBTQ+
students did not go to school

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because of safety concerns,
because of fear of bullying.

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And then nearly one in four
experienced sexual violence,

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and one in four were bullied at school.

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There's a link to that article.

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It's much more relevant
in terms of our date

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and where we are today in 2023.

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Certainly would recommend
checking that out as well.

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And then globally,

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oftentimes bullying-like
behavior happens in those areas

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in the school where there's
less adult supervision, right?

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And so oftentimes you see
bullying behavior happening

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in this hallway, in a stairwell,

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even actually in the
classroom at times, right?

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And so we just wanna be very
mindful of those locations.

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And again, lots of resources
for you to explore.

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We won't have time today
to get into all of them,

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but again, you'll see a
plethora of links for you

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that will hopefully help you

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in doing a little bit more research.

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And one thing I would like to note

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is feel free to borrow
and steal these slides.

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So again, these are
resources for you to take,

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share with other folks.

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That's really how we get to
share all of this information.

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So as I mentioned, bullying
behavior in Vermont,

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we are not immune to it, right?

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We have the most recent youth
risk behavior survey analysis

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was done in 2021.

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So if you attended this webinar last year,

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we used data from 2019.

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So this is all updated data.

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It's relatively similar to the 2019 data.

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However, what we're
seeing is that, you know,

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17% of high school students are reporting

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being a target of bullying.

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We're also seeing 24%

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of middle school students are
being targeted for bullying.

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Especially, you know, as this talks about

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within the past 30 days.

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Cyberbullying is huge now,
especially post COVID.

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Many students are much more,
you know, using technology.

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And so we're seeing an
increase in that as well.

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And like I mentioned, LGBTQ
high school students in Vermont

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are also experiencing higher rates.

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And I love the visual graph here.

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You can find the whole report,
lots of really nice visuals

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to demonstrate this data.

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But our hotspots, as you can see,

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are really our LGBTQ population
in our schools in Vermont.

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We're seeing also higher
rates of BIPOC students

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being victims of bullying
as well as freshmen.

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That was a higher point in
female students as well.

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So again, we are not immune to it,

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which makes it even more important for us

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to come up with strategies to
support all of our students.

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Another study that took place at UVM

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with Professor Bernice Garnett,

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she's done a lot of research

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on hazing, harassment and bullying,

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as well as restorative
approaches and practices.

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We'll talk a little bit about that.

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But again, many students in
her particular research survey

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said that they had to been a victim

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of some type of harassment as well.

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Many were experiencing
cyber bullying as well.

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So if you wanna look at
that, there's a research,

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actually a Vermont Digger article

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that can talk a little bit
more into detail around that.

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So why are we talking so much
about prevention of bullying?

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What we know is that
there are some significant

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mental health consequences
that are not only short-term,

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but long-term for ongoing acts

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of bullying-like behavior for students.

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We will see, as the Center for
Disease Control has put out,

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and again, highly recommend
you check the links,

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really significant higher
rates of depression

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for students who have
experienced bullying,

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lower academic achievement,
even aversion to school,

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students not wanting to go to school.

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And so we really wanna make
sure that we're addressing it

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because these are significant outcomes,

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not only for short-term, but
lifelong outcomes as adults.

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We all remember those experiences,

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and they have, whether we
have identified or not,

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they have had an impact on
how we are and who we are.

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So also, students who are
both targets of bullying

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and engage in bullying behavior

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are at greater risk of mental health.

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So oftentimes we have students
who are victims of bullying

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or they've learned it

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through their environment
in which they live,

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and then they then are also

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engaging in bullying-like behavior

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because it's been modeled,

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those two combinations
also through the data,

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increases a higher risk for mental health

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and interfering behaviors at schools.

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And so it's not only that,

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but our self-esteem is so tied up

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with bullying-like behavior

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that oftentimes when students are bullied,

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they have that negative self concept.

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It infect, it impacts how
they feel about themselves,

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it impacts their
relationships with others,

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and it also impacts physical
wellbeing and overall health.

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And so while these are important,

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Vermont has taken some great strides

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in creating Vermont
Education Quality Standards

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that are very clear

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around our educational
systems' expectations

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to create school facilities

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that are free of bullying-like behavior,

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equitable learning environments.

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And so this is a snippet

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from the Educational Quality
Standards for you to look at.

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It was updated in May of May 18th, 2023.

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So again, Vermont is certainly taking

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really good strides in making sure

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that we're not only thinking
about bullying behavior,

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00:13:29,640 --> 00:13:33,210
but how are we creating
equitable, anti-racist,

261
00:13:33,210 --> 00:13:34,830
culturally responsive,

262
00:13:34,830 --> 00:13:38,160
harassment and bullying-free
learning environments.

263
00:13:38,160 --> 00:13:41,250
So kudos to Vermont for that.

264
00:13:41,250 --> 00:13:43,650
Vermont also has a model policy

265
00:13:43,650 --> 00:13:45,840
on the prevention of hazing, harassment,

266
00:13:45,840 --> 00:13:47,490
bullying of students.

267
00:13:47,490 --> 00:13:51,330
This webinar does not go into
any detail regarding that,

268
00:13:51,330 --> 00:13:53,970
but wanted you all to be aware of that.

269
00:13:53,970 --> 00:13:55,740
And if you have any questions,

270
00:13:55,740 --> 00:13:58,230
check out that link on the website.

271
00:13:58,230 --> 00:14:00,930
You'll be able to, right here,

272
00:14:00,930 --> 00:14:02,940
you'll be able to have information

273
00:14:02,940 --> 00:14:05,280
on what that model policy is

274
00:14:05,280 --> 00:14:08,430
and certainly be in contact
with the agency of education

275
00:14:08,430 --> 00:14:10,020
if you have any questions.

276
00:14:10,020 --> 00:14:13,020
But again, Vermont is taking those efforts

277
00:14:13,020 --> 00:14:16,170
and really prioritizing the value

278
00:14:16,170 --> 00:14:18,270
and the importance of bullying and hazing,

279
00:14:18,270 --> 00:14:21,123
harassment and harassment prevention.

280
00:14:22,350 --> 00:14:25,150
So a couple of definitions

281
00:14:26,365 --> 00:14:31,080
is really that bullying is not
necessarily a one time thing.

282
00:14:31,080 --> 00:14:34,170
It's certainly not great,
bullying-like behavior,

283
00:14:34,170 --> 00:14:36,360
but really when you look
at that model policy,

284
00:14:36,360 --> 00:14:39,120
it defines it as being repeated over time.

285
00:14:39,120 --> 00:14:41,940
It's really intended
to ridicule, humiliate,

286
00:14:41,940 --> 00:14:43,650
and intimidate a student.

287
00:14:43,650 --> 00:14:47,880
And it does occur not only
during the school day,

288
00:14:47,880 --> 00:14:50,100
but actually before and after.

289
00:14:50,100 --> 00:14:51,510
And we get a lot of those questions.

290
00:14:51,510 --> 00:14:53,910
Well, I heard it happened
outside of school.

291
00:14:53,910 --> 00:14:57,240
The moment in which it was
brought into the school,

292
00:14:57,240 --> 00:15:01,020
that is something we need to
look into as administrators,

293
00:15:01,020 --> 00:15:04,620
as mandatory reporters of bullying.

294
00:15:04,620 --> 00:15:06,993
And so I just wanna be
really mindful of that.

295
00:15:08,880 --> 00:15:12,810
And again, the other key
piece of this is making sure

296
00:15:12,810 --> 00:15:17,810
that the key is, is it impacting
the educational access?

297
00:15:20,070 --> 00:15:23,160
So that's another component
of those definitions

298
00:15:23,160 --> 00:15:24,150
for bullying.

299
00:15:24,150 --> 00:15:25,620
And we wanna make sure

300
00:15:25,620 --> 00:15:29,910
that all students have
access to education.

301
00:15:29,910 --> 00:15:32,820
And so if there is bullying-like behavior,

302
00:15:32,820 --> 00:15:33,870
harassment, hazing,

303
00:15:33,870 --> 00:15:35,370
that's our obligation

304
00:15:35,370 --> 00:15:37,863
to really reflect and investigate that.

305
00:15:39,390 --> 00:15:43,770
So bullying behavior
can take multiple forms.

306
00:15:43,770 --> 00:15:46,770
Some of you had mentioned
this earlier as well.

307
00:15:46,770 --> 00:15:49,170
I mentioned it, physical,
verbal, intimidating,

308
00:15:49,170 --> 00:15:50,670
it can be threat.

309
00:15:50,670 --> 00:15:53,509
We've heard a lot of
microaggressions, right?

310
00:15:53,509 --> 00:15:57,183
Those subtle jabs that
can happen in the hallway,

311
00:15:58,320 --> 00:16:03,320
those more global, spreading
gossip, leaving exclusion,

312
00:16:04,500 --> 00:16:07,770
in fact can be seen as
bullying-like behavior.

313
00:16:07,770 --> 00:16:09,870
And so what we wanna know

314
00:16:09,870 --> 00:16:12,330
is we understand what it looks like

315
00:16:12,330 --> 00:16:14,040
so that we can prevent it.

316
00:16:14,040 --> 00:16:16,950
And what we do know, what
the research does say

317
00:16:16,950 --> 00:16:20,940
is that bullying, school-based
bullying prevention programs

318
00:16:20,940 --> 00:16:23,430
really have a positive impact

319
00:16:23,430 --> 00:16:25,953
on decreasing bullying-like behavior.

320
00:16:27,405 --> 00:16:30,750
And so that's why we're here
today is how do we do that?

321
00:16:30,750 --> 00:16:34,590
So have you, or do all of you on the line,

322
00:16:34,590 --> 00:16:39,590
have a prep prevention strategy
in place in your buildings.

323
00:16:39,600 --> 00:16:43,020
So if you wouldn't mind in
the chat box, let us know,

324
00:16:43,020 --> 00:16:45,690
do you have a prevention
strategy that you're using?

325
00:16:45,690 --> 00:16:48,210
If you do, we'd love to hear what that is,

326
00:16:48,210 --> 00:16:49,560
you could name that.

327
00:16:49,560 --> 00:16:51,930
And then if so, who's
responsible for that?

328
00:16:51,930 --> 00:16:53,760
So I'll give you a couple of seconds,

329
00:16:53,760 --> 00:16:55,950
few minutes to jot down,

330
00:16:55,950 --> 00:16:59,283
do you have something in
your school that you can use?

331
00:17:18,846 --> 00:17:22,346
And also feel free to raise your hand too.

332
00:17:40,230 --> 00:17:43,830
All right, well I'm not
hearing many responses.

333
00:17:43,830 --> 00:17:45,090
Oh, one.

334
00:17:45,090 --> 00:17:47,700
Second Step, okay,
awesome, Abby, thank you.

335
00:17:47,700 --> 00:17:50,073
School counselor does this, absolutely.

336
00:17:50,970 --> 00:17:51,803
Awesome.

337
00:17:51,803 --> 00:17:52,636
Yeah, so good.

338
00:17:52,636 --> 00:17:54,540
Second Step certainly is

339
00:17:54,540 --> 00:17:57,360
a bullying prevention program as well.

340
00:17:57,360 --> 00:17:58,440
We're not gonna address that,

341
00:17:58,440 --> 00:17:59,520
so you're in the right place.

342
00:17:59,520 --> 00:18:01,680
We're gonna introduce two additional ones.

343
00:18:01,680 --> 00:18:04,140
So thank you so much for participating,

344
00:18:04,140 --> 00:18:06,810
and like I said, if you have
other thoughts or ideas,

345
00:18:06,810 --> 00:18:09,723
certainly put them in the chat box.

346
00:18:10,560 --> 00:18:11,580
Oh, thanks Sarah.

347
00:18:11,580 --> 00:18:14,970
Everyday Speech Classroom, SEL Program.

348
00:18:14,970 --> 00:18:16,740
Awesome, I haven't heard of that.

349
00:18:16,740 --> 00:18:18,390
I'll have to look into that.

350
00:18:18,390 --> 00:18:20,390
That's great, thanks for sharing, Sarah.

351
00:18:22,650 --> 00:18:24,120
Awesome.

352
00:18:24,120 --> 00:18:28,860
So when we talk about
any sort of intervention,

353
00:18:28,860 --> 00:18:31,200
I would be remiss not to talk about it

354
00:18:31,200 --> 00:18:33,450
without really connecting the dots

355
00:18:33,450 --> 00:18:36,390
with our MTSS framework in Vermont.

356
00:18:36,390 --> 00:18:39,240
We certainly have a strong MTSS system.

357
00:18:39,240 --> 00:18:41,220
Many of our schools are working on this.

358
00:18:41,220 --> 00:18:46,050
Many of you all are at varying
levels of MTS implementation.

359
00:18:46,050 --> 00:18:50,190
But really, the best prevention
is prevention for a whole.

360
00:18:50,190 --> 00:18:53,160
And so really focusing on

361
00:18:53,160 --> 00:18:57,180
when we're talking about bullying
prevention in our school,

362
00:18:57,180 --> 00:19:01,350
what are we doing within our
three-tiered logic model?

363
00:19:01,350 --> 00:19:03,570
What are we doing for everyone, right?

364
00:19:03,570 --> 00:19:06,330
That's really that universal strategies.

365
00:19:06,330 --> 00:19:09,870
And that's one of the
keys to decreasing this

366
00:19:09,870 --> 00:19:14,870
is really having a universal
system or curriculum in place

367
00:19:15,120 --> 00:19:19,650
that will help students
understand, and staff as well.

368
00:19:19,650 --> 00:19:22,050
What are the expectations of our school?

369
00:19:22,050 --> 00:19:23,520
What are our school values?

370
00:19:23,520 --> 00:19:25,050
What do we believe in?

371
00:19:25,050 --> 00:19:27,990
So really what is that
school-wide approach?

372
00:19:27,990 --> 00:19:30,490
And then certainly we know that

373
00:19:31,530 --> 00:19:34,710
with our MTSS system and PBIS,

374
00:19:34,710 --> 00:19:36,600
while we may be implementing

375
00:19:36,600 --> 00:19:38,850
universal strategies and practices,

376
00:19:38,850 --> 00:19:40,530
we always have students

377
00:19:40,530 --> 00:19:43,860
who may need a little bit more
targeted level of support.

378
00:19:43,860 --> 00:19:45,390
We have students who need a little bit

379
00:19:45,390 --> 00:19:47,760
more intensive levels of support.

380
00:19:47,760 --> 00:19:51,360
And so within the PBIS
framework, it really looks like,

381
00:19:51,360 --> 00:19:53,730
what are your school-wide agreements?

382
00:19:53,730 --> 00:19:55,710
What are those expectations,

383
00:19:55,710 --> 00:19:59,913
and how does that play
into bullying prevention?

384
00:20:04,470 --> 00:20:09,240
So another key aspect of
approaching bullying prevention

385
00:20:09,240 --> 00:20:11,790
is really understanding
the function, right,

386
00:20:11,790 --> 00:20:13,140
of the behavior.

387
00:20:13,140 --> 00:20:14,820
I talked a little bit about that behavior

388
00:20:14,820 --> 00:20:17,880
is certainly a form of communication,

389
00:20:17,880 --> 00:20:20,100
but we all have a
function to our behavior.

390
00:20:20,100 --> 00:20:23,100
And so some of the most common functions

391
00:20:23,100 --> 00:20:26,610
of bullying-like behavior
are really attention.

392
00:20:26,610 --> 00:20:30,420
It could be peer attention,
it's adult attention.

393
00:20:30,420 --> 00:20:33,510
And so we want to think a little bit about

394
00:20:33,510 --> 00:20:36,360
how we are giving positive
feedback to students

395
00:20:36,360 --> 00:20:40,203
when they're not engaging
in bullying type behavior,

396
00:20:41,040 --> 00:20:44,820
but also really what is that function?

397
00:20:44,820 --> 00:20:49,170
So a lot of it is
peer-based, that attention.

398
00:20:49,170 --> 00:20:52,650
Sometimes it is to obtain something again,

399
00:20:52,650 --> 00:20:55,300
but frequently it's really about

400
00:20:56,370 --> 00:20:58,650
what that function of the behavior is.

401
00:20:58,650 --> 00:21:02,220
And once we know that, we can
then put in programs in place

402
00:21:02,220 --> 00:21:04,113
that will really counter that.

403
00:21:05,340 --> 00:21:08,340
So when you're thinking about
function in your schools,

404
00:21:08,340 --> 00:21:11,463
again, as I said, peer
attention is certainly a very,

405
00:21:12,480 --> 00:21:14,130
one of the biggest ones.

406
00:21:14,130 --> 00:21:16,260
But you wanna think of, these
are just some great questions

407
00:21:16,260 --> 00:21:18,240
for you to have as a leadership team.

408
00:21:18,240 --> 00:21:21,360
How can students get peer
attention in another positive way?

409
00:21:21,360 --> 00:21:23,253
Do you have opportunities

410
00:21:23,253 --> 00:21:26,760
to give your students attention, right?

411
00:21:26,760 --> 00:21:29,610
How can we remove the behavior,

412
00:21:29,610 --> 00:21:32,520
the reinforcement for
students that are engaging

413
00:21:32,520 --> 00:21:34,500
in bully-like behavior?

414
00:21:34,500 --> 00:21:37,290
Often that requires
giving them reinforcement

415
00:21:37,290 --> 00:21:39,750
for other types of behavior, right?

416
00:21:39,750 --> 00:21:42,550
And so we really want to think about

417
00:21:43,560 --> 00:21:47,280
bullying-like behavior
with that attention focus.

418
00:21:47,280 --> 00:21:51,420
And also a lot of it is
derived on adult connection,

419
00:21:51,420 --> 00:21:53,337
peer connection, everything we do,

420
00:21:53,337 --> 00:21:56,220
and you know this, is about relationships.

421
00:21:56,220 --> 00:21:58,590
So how are you building
those opportunities

422
00:21:58,590 --> 00:22:00,660
for positive relationships,

423
00:22:00,660 --> 00:22:03,690
positive opportunities for
peer-to-peer connection,

424
00:22:03,690 --> 00:22:07,020
as well as adult peer connection?

425
00:22:07,020 --> 00:22:09,300
And so those are just some
key things that we wanna,

426
00:22:09,300 --> 00:22:11,150
that really are important to address.

427
00:22:12,870 --> 00:22:14,310
What's really interesting,

428
00:22:14,310 --> 00:22:17,910
and I love this, because
at the end of the day,

429
00:22:17,910 --> 00:22:21,780
we can do a lot of bullying
prevention and curriculum,

430
00:22:21,780 --> 00:22:24,690
but the research really speaks to

431
00:22:24,690 --> 00:22:29,690
that when a peer intervenes,
not an adult, not a parent,

432
00:22:30,930 --> 00:22:34,620
not anyone else, but
when a peer intervenes

433
00:22:34,620 --> 00:22:39,510
in on behalf of the student
that is being bullied

434
00:22:39,510 --> 00:22:42,060
or experienced bullying-like behavior,

435
00:22:42,060 --> 00:22:45,660
that actually helps stop the
situation at higher rates.

436
00:22:45,660 --> 00:22:49,590
So again, think about the
power of peer engagement

437
00:22:49,590 --> 00:22:53,100
and student voice in prevention.

438
00:22:53,100 --> 00:22:55,770
And so what we call that
is those bystanders.

439
00:22:55,770 --> 00:22:58,860
So any student who is witnessing it

440
00:22:58,860 --> 00:23:01,170
has a real positive impact

441
00:23:01,170 --> 00:23:06,170
on the prevention of
bullying-like behavior.

442
00:23:06,210 --> 00:23:11,210
And so I'm gonna get into a few
of the pieces and strategies

443
00:23:11,790 --> 00:23:14,400
and curriculum and recommendations.

444
00:23:14,400 --> 00:23:19,400
One of them is this program
called Stand Up for Courage.

445
00:23:20,340 --> 00:23:21,900
It really empowers,

446
00:23:21,900 --> 00:23:24,450
and there's a link here
you can link to it.

447
00:23:24,450 --> 00:23:27,270
Certainly recommend exploring that

448
00:23:27,270 --> 00:23:29,010
if you haven't looked at it yet.

449
00:23:29,010 --> 00:23:33,210
But it really empowers the
youth leaders in your building

450
00:23:33,210 --> 00:23:38,210
to engage and really teach
each other, you know,

451
00:23:39,180 --> 00:23:41,790
what are the strategies
to support each other

452
00:23:41,790 --> 00:23:45,030
to minimize bullying-like
behavior in your school?

453
00:23:45,030 --> 00:23:46,410
And so it'll talk a little bit

454
00:23:46,410 --> 00:23:49,080
about what you do to teach it.

455
00:23:49,080 --> 00:23:50,130
They'll talk a little bit about

456
00:23:50,130 --> 00:23:52,740
how do you recognize students

457
00:23:52,740 --> 00:23:56,100
who are actually that's
standing up for others?

458
00:23:56,100 --> 00:23:59,670
That's where you get that
positive reinforcement, right?

459
00:23:59,670 --> 00:24:02,670
So you're honoring students
and you're acknowledging them

460
00:24:02,670 --> 00:24:05,850
for doing the right
thing every single day.

461
00:24:05,850 --> 00:24:07,740
And there's lots of opportunities

462
00:24:07,740 --> 00:24:11,580
to do peer-to-peer based
reinforcement as well

463
00:24:11,580 --> 00:24:13,980
as part of Stand Up for Courage.

464
00:24:13,980 --> 00:24:18,090
And so certainly would
recommend you checking that out

465
00:24:18,090 --> 00:24:20,220
if you're not familiar with that.

466
00:24:20,220 --> 00:24:22,380
The other one that's really focused

467
00:24:22,380 --> 00:24:26,130
on the role of the bystander is StopTheB.

468
00:24:26,130 --> 00:24:27,723
You may have heard of this.

469
00:24:28,560 --> 00:24:32,100
This was actually started by some young,

470
00:24:32,100 --> 00:24:34,950
these young sisters in high school.

471
00:24:34,950 --> 00:24:38,850
And the real aim is to stop bullying

472
00:24:38,850 --> 00:24:42,450
by raising the awareness of the issue

473
00:24:42,450 --> 00:24:45,960
and the various dynamics of bullying

474
00:24:45,960 --> 00:24:50,550
and how bystanders can really
have a positive impact.

475
00:24:50,550 --> 00:24:55,550
So it's really about inspiring
students in your building

476
00:24:56,400 --> 00:24:59,580
to be brave and to stand up,

477
00:24:59,580 --> 00:25:02,340
and to also have the
right language, right?

478
00:25:02,340 --> 00:25:05,010
We also don't want students to stand up

479
00:25:05,010 --> 00:25:08,850
in a way that could
have a negative impact.

480
00:25:08,850 --> 00:25:11,670
So that's the other key piece of this

481
00:25:11,670 --> 00:25:14,760
is how are we giving our
students the right language

482
00:25:14,760 --> 00:25:17,100
to stand up for each other,

483
00:25:17,100 --> 00:25:21,510
and to do it in a kind and thoughtful way.

484
00:25:21,510 --> 00:25:24,240
So again, definitely wanna check that out.

485
00:25:24,240 --> 00:25:27,030
So lots of statistics
around the importance

486
00:25:27,030 --> 00:25:28,800
of the bystander.

487
00:25:28,800 --> 00:25:31,500
Again, thinking, I already mentioned this,

488
00:25:31,500 --> 00:25:34,950
but wanted to just highlight
some more data and research

489
00:25:34,950 --> 00:25:36,090
around that.

490
00:25:36,090 --> 00:25:40,740
Again, the role of bystander
of peer-to-peer is important.

491
00:25:40,740 --> 00:25:43,740
How are we building up
our students' ability

492
00:25:43,740 --> 00:25:45,240
to stand up and stop?

493
00:25:45,240 --> 00:25:48,150
And so you'll see some
more data around that.

494
00:25:48,150 --> 00:25:49,680
There's a few research articles,

495
00:25:49,680 --> 00:25:52,953
certainly check those out as well.

496
00:25:54,090 --> 00:25:57,660
The other thing that's
really, really important,

497
00:25:57,660 --> 00:25:59,610
and I'd love to hear your perspective

498
00:25:59,610 --> 00:26:01,710
or your lived experience is,

499
00:26:01,710 --> 00:26:05,730
students who experience
bullying are more likely to find

500
00:26:05,730 --> 00:26:08,430
that peer actions are helpful, right?

501
00:26:08,430 --> 00:26:10,230
I just talked a little bit about that.

502
00:26:10,230 --> 00:26:13,020
Would love to hear in the chat box,

503
00:26:13,020 --> 00:26:15,030
why do you think this statement is true?

504
00:26:15,030 --> 00:26:17,430
Have you seen this work in your buildings?

505
00:26:17,430 --> 00:26:19,290
If not in the chat box, go ahead,

506
00:26:19,290 --> 00:26:21,000
feel free to raise your hand.

507
00:26:21,000 --> 00:26:23,370
Let us know what you're thinking.

508
00:26:23,370 --> 00:26:24,870
Why do you think this is true?

509
00:26:59,580 --> 00:27:01,110
Thank you Sarah.

510
00:27:01,110 --> 00:27:02,070
Yeah, absolutely.

511
00:27:02,070 --> 00:27:05,190
It may feel less like
they're being tattletale.

512
00:27:05,190 --> 00:27:06,330
Absolutely.

513
00:27:06,330 --> 00:27:11,330
In fact, kids often report
that bullying can get worse

514
00:27:11,640 --> 00:27:14,580
after telling adults, right?

515
00:27:14,580 --> 00:27:18,243
So that's a really good
perspective, absolutely.

516
00:27:19,740 --> 00:27:21,930
Yes, middle school age,.

517
00:27:21,930 --> 00:27:22,860
I love it, you're right.

518
00:27:22,860 --> 00:27:25,500
The social influence is
much more powerful, right?

519
00:27:25,500 --> 00:27:27,480
Your peers to peer.

520
00:27:27,480 --> 00:27:30,060
As a parent, I experience that.

521
00:27:30,060 --> 00:27:32,040
I can tell my kids things left and right.

522
00:27:32,040 --> 00:27:33,180
I could say the same thing

523
00:27:33,180 --> 00:27:34,710
that one of their friends is saying,

524
00:27:34,710 --> 00:27:36,510
but guess who they're gonna listen to?

525
00:27:36,510 --> 00:27:38,010
It's the friends, right?

526
00:27:38,010 --> 00:27:40,470
We all have experienced that, right?

527
00:27:40,470 --> 00:27:43,020
Absolutely, thank you so much for sharing.

528
00:27:43,020 --> 00:27:47,193
So yeah, the power of peers
is really, really important.

529
00:27:48,060 --> 00:27:51,060
Other important elements
that you wanna consider

530
00:27:51,060 --> 00:27:54,240
with any sort of curriculum and program

531
00:27:54,240 --> 00:27:57,810
is really that anything that we do

532
00:27:57,810 --> 00:27:59,940
when we talk about or reporting,

533
00:27:59,940 --> 00:28:01,350
these should not be punitive.

534
00:28:01,350 --> 00:28:03,630
These should be educational, right?

535
00:28:03,630 --> 00:28:05,850
We also wanna make the
thoughtful connection

536
00:28:05,850 --> 00:28:08,790
between families and caregivers.

537
00:28:08,790 --> 00:28:10,803
We have to work together as a team.

538
00:28:11,790 --> 00:28:15,090
Oftentimes parents and
caregivers have a better sense

539
00:28:15,090 --> 00:28:16,680
of what's happening at home

540
00:28:16,680 --> 00:28:17,880
and how things are, you know,

541
00:28:17,880 --> 00:28:21,870
happening that may impact
our approach, right?

542
00:28:21,870 --> 00:28:25,050
The homeschool community
connection is critical

543
00:28:25,050 --> 00:28:27,720
in terms of building universal practices.

544
00:28:27,720 --> 00:28:29,400
So how are we communicating

545
00:28:29,400 --> 00:28:32,490
our bullying prevention strategies

546
00:28:32,490 --> 00:28:35,820
that we're doing at school
to families and caregivers?

547
00:28:35,820 --> 00:28:38,550
Because if it's happening,
if parents and caregivers

548
00:28:38,550 --> 00:28:40,350
are using the same strategies,

549
00:28:40,350 --> 00:28:44,130
there's that sense of
consistency across environments.

550
00:28:44,130 --> 00:28:47,940
So again, these are just
things for consideration

551
00:28:47,940 --> 00:28:52,940
that we really want to be
thoughtful of when we're talking,

552
00:28:53,310 --> 00:28:55,110
and we're gonna talk a
little bit in a second

553
00:28:55,110 --> 00:28:58,260
about cyberbullying and
then restorative approaches.

554
00:28:58,260 --> 00:28:59,160
But one of the things

555
00:28:59,160 --> 00:29:00,810
that we really need to be thoughtful about

556
00:29:00,810 --> 00:29:02,883
is this final little bullet here.

557
00:29:03,930 --> 00:29:07,350
Peer mediation sometimes was associated

558
00:29:07,350 --> 00:29:11,370
with an increase of
victimization, feeling victimized.

559
00:29:11,370 --> 00:29:15,900
So it should not always be
used for bullying situations.

560
00:29:15,900 --> 00:29:20,040
So again, the adults
need to be part of it,

561
00:29:20,040 --> 00:29:21,900
they need to regulate that.

562
00:29:21,900 --> 00:29:23,970
But if you often have a student

563
00:29:23,970 --> 00:29:26,250
who's been a victim of bullying,

564
00:29:26,250 --> 00:29:31,250
and then you have another
peer mediate that situation,

565
00:29:31,530 --> 00:29:33,690
students may not have the skillset

566
00:29:33,690 --> 00:29:36,810
to be able to do that level of mediation.

567
00:29:36,810 --> 00:29:39,390
While it's great for students to engage

568
00:29:39,390 --> 00:29:43,980
and support each other
in the bystander role,

569
00:29:43,980 --> 00:29:46,050
it's not as effective to have them

570
00:29:46,050 --> 00:29:47,820
be in that mediation role.

571
00:29:47,820 --> 00:29:51,930
And so that's just a food
for thought that is very,

572
00:29:51,930 --> 00:29:54,900
I think a critical
thing for us to consider

573
00:29:54,900 --> 00:29:57,393
when we're thinking about
peer-to-peer support.

574
00:29:58,740 --> 00:30:01,050
We also post COVID,

575
00:30:01,050 --> 00:30:04,440
certainly cyberbullying
has been in existence

576
00:30:04,440 --> 00:30:06,900
for a very long time as we know,

577
00:30:06,900 --> 00:30:09,540
in this digital world that we live in.

578
00:30:09,540 --> 00:30:12,570
But certainly we've seen
an increase of that.

579
00:30:12,570 --> 00:30:15,750
More students have access to technology.

580
00:30:15,750 --> 00:30:20,640
And so especially during
times of homeschooling

581
00:30:20,640 --> 00:30:23,220
when we were all in our own little worlds,

582
00:30:23,220 --> 00:30:26,100
opportunities for increased isolation

583
00:30:26,100 --> 00:30:28,590
and then access through technology,

584
00:30:28,590 --> 00:30:31,650
that was often our kiddos' only avenue

585
00:30:31,650 --> 00:30:34,260
for peer-to-peer connection, right?

586
00:30:34,260 --> 00:30:38,730
And so there's reasons
why this is prevalent.

587
00:30:38,730 --> 00:30:43,320
Oftentimes when you're in a
room by yourself on a computer,

588
00:30:43,320 --> 00:30:46,770
you kind of lose sense of
the bigger, greater world

589
00:30:46,770 --> 00:30:48,060
and expectations, right?

590
00:30:48,060 --> 00:30:49,440
You lose sense of that.

591
00:30:49,440 --> 00:30:52,440
There's this sense of anonymity, right?

592
00:30:52,440 --> 00:30:57,440
Things being anonymous, there's
lack of supervision, right?

593
00:30:57,510 --> 00:31:00,690
And so we just really
wanna be mindful of that.

594
00:31:00,690 --> 00:31:02,640
And there's lots of different ways

595
00:31:02,640 --> 00:31:05,430
that we can address those.

596
00:31:05,430 --> 00:31:09,030
Some of the prevention strategies
many of our schools use

597
00:31:09,030 --> 00:31:12,240
are very, very, very effective.

598
00:31:12,240 --> 00:31:15,660
So digital citizenship lessons,

599
00:31:15,660 --> 00:31:17,910
many of you have these, right?

600
00:31:17,910 --> 00:31:22,170
Thinking about what does it
mean to be a digital citizen

601
00:31:22,170 --> 00:31:26,220
and then really empower students as well.

602
00:31:26,220 --> 00:31:29,850
Lots of education around screen time

603
00:31:29,850 --> 00:31:32,970
and giving breaks in screen time

604
00:31:32,970 --> 00:31:36,300
and reinforcing the
positive use of technology

605
00:31:36,300 --> 00:31:38,400
can really go a long way.

606
00:31:38,400 --> 00:31:41,580
And so our response to
any sort of cyberbullying

607
00:31:41,580 --> 00:31:45,810
and what I've seen both as
a practitioner in a school,

608
00:31:45,810 --> 00:31:48,810
I've seen it as a parent as well,

609
00:31:48,810 --> 00:31:53,250
is that oftentimes this
happens outside of school

610
00:31:53,250 --> 00:31:55,290
and then it's brought into school.

611
00:31:55,290 --> 00:31:58,680
And so we need to really
take that seriously

612
00:31:58,680 --> 00:32:02,940
and really think and teach
our students to report

613
00:32:02,940 --> 00:32:05,610
and let folks know that this is happening.

614
00:32:05,610 --> 00:32:08,220
'Cause it is significant.

615
00:32:08,220 --> 00:32:11,910
May not be as overt, but
it's very subtle sometimes,

616
00:32:11,910 --> 00:32:14,823
but also critically damaging as well.

617
00:32:15,810 --> 00:32:17,310
So a couple of thoughts

618
00:32:17,310 --> 00:32:20,340
before we get into the
two different curriculums

619
00:32:20,340 --> 00:32:23,400
that I wanna end our time with today

620
00:32:23,400 --> 00:32:26,400
is thinking about the
restorative approaches,

621
00:32:26,400 --> 00:32:29,040
restorative practices

622
00:32:29,040 --> 00:32:33,393
in bullying prevention
curriculum and practices.

623
00:32:34,380 --> 00:32:35,220
One of the things

624
00:32:35,220 --> 00:32:37,860
that we really need to
be thoughtful about,

625
00:32:37,860 --> 00:32:39,150
and I mentioned this a little bit,

626
00:32:39,150 --> 00:32:41,880
thinking about the role of peer mediation,

627
00:32:41,880 --> 00:32:46,880
is that bullying-like
behavior is often sort of seen

628
00:32:47,640 --> 00:32:51,633
and is an imbalance of power, right?

629
00:32:52,680 --> 00:32:56,400
And so because of that,
we really wanna make sure

630
00:32:56,400 --> 00:33:01,400
that we're thoughtful in the
restorative approaches process

631
00:33:01,560 --> 00:33:06,360
to sometimes mediate
bullying-like behavior.

632
00:33:06,360 --> 00:33:09,660
And in doing that, we
want it to be facilitated

633
00:33:09,660 --> 00:33:11,280
in a thoughtful way.

634
00:33:11,280 --> 00:33:14,100
That's where we really wanna think about,

635
00:33:14,100 --> 00:33:15,660
who are the adults in our building

636
00:33:15,660 --> 00:33:20,220
who are skilled in restorative
approaches and practices

637
00:33:20,220 --> 00:33:22,380
and really have the skillset

638
00:33:22,380 --> 00:33:27,380
to facilitate group
conversations around the impact

639
00:33:27,630 --> 00:33:29,430
that bullying-like behavior

640
00:33:29,430 --> 00:33:33,690
has not only had on the individual
or groups of individual,

641
00:33:33,690 --> 00:33:37,353
but how does that impact our
entire learning community?

642
00:33:39,060 --> 00:33:44,040
Sometimes what we find
is face-to-face meetings

643
00:33:44,040 --> 00:33:47,970
can be more detrimental to students

644
00:33:47,970 --> 00:33:51,240
who have been victims of bullying.

645
00:33:51,240 --> 00:33:54,060
Repair work is what we want to do,

646
00:33:54,060 --> 00:33:56,460
and the restorative
approaches and practices

647
00:33:56,460 --> 00:34:00,810
provides that framework
and opportunity to do so.

648
00:34:00,810 --> 00:34:04,020
But we wanna be very
thoughtful in how we do that.

649
00:34:04,020 --> 00:34:06,600
So some nuggets for you,

650
00:34:06,600 --> 00:34:09,720
and if you haven't, if
you're not as familiar

651
00:34:09,720 --> 00:34:11,070
with restorative approaches,

652
00:34:11,070 --> 00:34:14,793
we always have that at our
BEST Summer Institute in June.

653
00:34:15,780 --> 00:34:17,100
We often have webinars,

654
00:34:17,100 --> 00:34:19,200
or if you are looking
for more information,

655
00:34:19,200 --> 00:34:20,033
please reach out.

656
00:34:20,033 --> 00:34:23,280
We would be happy to
hook you up with folks

657
00:34:23,280 --> 00:34:26,670
who have a wonderful skillset in this.

658
00:34:26,670 --> 00:34:29,550
But just some nuggets that
I wanna leave you with

659
00:34:29,550 --> 00:34:34,550
is when you're doing the
restorative approach process,

660
00:34:34,860 --> 00:34:37,050
you really wanna make sure it's voluntary.

661
00:34:37,050 --> 00:34:38,880
It really has to be voluntary

662
00:34:38,880 --> 00:34:41,070
in order for it to be effective.

663
00:34:41,070 --> 00:34:43,470
You wanna make sure all
of the parties involved

664
00:34:43,470 --> 00:34:47,730
in this approach after a situation occurs

665
00:34:47,730 --> 00:34:51,720
is that they're ready
to participate, right?

666
00:34:51,720 --> 00:34:54,570
You wanna also make sure that the person

667
00:34:54,570 --> 00:34:57,030
who's engaged in the
bullying-like behavior,

668
00:34:57,030 --> 00:34:58,770
they may not even be aware

669
00:34:58,770 --> 00:35:00,330
that it is bullying-like behavior.

670
00:35:00,330 --> 00:35:02,520
So that's where the education comes in.

671
00:35:02,520 --> 00:35:04,740
But you also wanna make
sure that they're ready

672
00:35:04,740 --> 00:35:08,250
to really accept some responsibility.

673
00:35:08,250 --> 00:35:12,120
Another key piece with
the victim of bullying

674
00:35:12,120 --> 00:35:14,220
or the target, if you will,

675
00:35:14,220 --> 00:35:16,620
and the person who's engaged
or the group of people

676
00:35:16,620 --> 00:35:19,470
that's engaged in bullying-like behavior

677
00:35:19,470 --> 00:35:24,210
is you wanna make sure that
the victim is safe, right?

678
00:35:24,210 --> 00:35:29,210
And has this either a plan
or feel safe in engaging.

679
00:35:30,540 --> 00:35:33,300
It's not just physical
safety we're talking about,

680
00:35:33,300 --> 00:35:35,820
we're talking about
emotional safety as well.

681
00:35:35,820 --> 00:35:40,290
Do they feel okay genuinely
and authentically okay

682
00:35:40,290 --> 00:35:42,033
engaging with this process?

683
00:35:43,919 --> 00:35:46,140
The other couple of things
that are really important

684
00:35:46,140 --> 00:35:49,620
is you gotta do a lot
of legwork ahead of this

685
00:35:49,620 --> 00:35:51,390
if you were to engage in repair work

686
00:35:51,390 --> 00:35:53,730
through the restorative
approaches practice.

687
00:35:53,730 --> 00:35:57,990
Lots of pre-meetings, really
engaging families as well.

688
00:35:57,990 --> 00:36:00,183
And I think a key piece is,

689
00:36:01,020 --> 00:36:03,300
and you'll see a document,
there was a paper,

690
00:36:03,300 --> 00:36:04,680
a white paper written about this

691
00:36:04,680 --> 00:36:06,690
that highlights all of these bullets

692
00:36:06,690 --> 00:36:08,460
for you to further explore,

693
00:36:08,460 --> 00:36:10,050
is that if the person harmed

694
00:36:10,050 --> 00:36:13,110
doesn't want a face-to-face meeting,

695
00:36:13,110 --> 00:36:15,060
it really should not happen.

696
00:36:15,060 --> 00:36:19,320
There are other ways to
engage in the repair work

697
00:36:19,320 --> 00:36:22,530
when a student has been
a victim of bullying.

698
00:36:22,530 --> 00:36:25,053
And so you just really wanna honor that,

699
00:36:26,040 --> 00:36:29,670
because again, you don't wanna be sort of

700
00:36:29,670 --> 00:36:34,670
through this process,
doing more harm than good.

701
00:36:34,740 --> 00:36:38,340
And so again, just some food for thought,

702
00:36:38,340 --> 00:36:42,090
some other recommendations that you have.

703
00:36:42,090 --> 00:36:43,800
And again, I'm monitoring the chat.

704
00:36:43,800 --> 00:36:45,420
If you do have questions,

705
00:36:45,420 --> 00:36:46,950
feel free to raise your hand as well.

706
00:36:46,950 --> 00:36:48,900
We've got a nice group with us today.

707
00:36:48,900 --> 00:36:53,790
So, all right, so we are
gonna talk a little bit about,

708
00:36:53,790 --> 00:36:55,890
with the time that we have left,

709
00:36:55,890 --> 00:36:59,610
really just introduce you two recommended

710
00:36:59,610 --> 00:37:04,080
bullying prevention
frameworks and curriculum

711
00:37:04,080 --> 00:37:07,530
that are really within the PBIS framework,

712
00:37:07,530 --> 00:37:09,600
you can certainly implement these.

713
00:37:09,600 --> 00:37:12,210
If you're not a school implementing PBIS,

714
00:37:12,210 --> 00:37:16,030
the concepts are very great and universal

715
00:37:17,160 --> 00:37:21,150
as long as you have really that
three-tiered model in place,

716
00:37:21,150 --> 00:37:23,430
'cause they both talk a little bit about

717
00:37:23,430 --> 00:37:25,020
what do you do for all students?

718
00:37:25,020 --> 00:37:27,420
What are you doing for all students

719
00:37:27,420 --> 00:37:30,033
and dives a little bit
deeper into those, so.

720
00:37:31,350 --> 00:37:33,813
Before we get into that,
I just like a pulse.

721
00:37:35,100 --> 00:37:37,323
Are any of you familiar with these?

722
00:37:38,220 --> 00:37:39,300
Let me know.

723
00:37:39,300 --> 00:37:41,310
One is the PBIS.

724
00:37:41,310 --> 00:37:44,820
And if you're not, you can
write yes or no into the chat.

725
00:37:44,820 --> 00:37:49,063
Just would like to get a sense
of how in depth I should go.

726
00:37:50,550 --> 00:37:53,190
And again, with our time,
it'll be a kind of an overview,

727
00:37:53,190 --> 00:37:55,170
but would love to just get a sense.

728
00:37:55,170 --> 00:37:57,420
The first one is bully prevention,

729
00:37:57,420 --> 00:38:00,210
and that's really focused on elementary.

730
00:38:00,210 --> 00:38:05,210
And then the other one which
has a lot more recent data on,

731
00:38:05,430 --> 00:38:07,773
which is exciting, Expect Respect.

732
00:38:09,360 --> 00:38:10,350
Awesome, so good.

733
00:38:10,350 --> 00:38:13,680
So some of you have some
uses, have knowledge,

734
00:38:13,680 --> 00:38:15,660
some of you don't, perfect.

735
00:38:15,660 --> 00:38:18,870
So we'll introduce these to both of you.

736
00:38:18,870 --> 00:38:21,420
Just a plug to Rhonda Ness,

737
00:38:21,420 --> 00:38:24,840
who is a professor who's
done some fabulous work

738
00:38:24,840 --> 00:38:26,790
out of the University of Oregon.

739
00:38:26,790 --> 00:38:30,330
She was one of the
developers of Expect Respect,

740
00:38:30,330 --> 00:38:32,730
middle and high school version,

741
00:38:32,730 --> 00:38:34,980
and she's done a lot of research on that,

742
00:38:34,980 --> 00:38:37,920
and she is going to be our keynote,

743
00:38:37,920 --> 00:38:40,680
one of our keynotes at
our Summer Institute.

744
00:38:40,680 --> 00:38:43,773
So that's a sneak preview for all of you,

745
00:38:44,850 --> 00:38:46,050
but she will be there.

746
00:38:46,050 --> 00:38:50,430
And she's done some great
work on social justice

747
00:38:50,430 --> 00:38:55,430
in relation to PBIS and
student voice in particular,

748
00:38:55,800 --> 00:38:59,000
more global still social
justice strategies

749
00:38:59,000 --> 00:39:00,450
in student voice.

750
00:39:00,450 --> 00:39:03,960
And she was a huge proponent
of this curriculum.

751
00:39:03,960 --> 00:39:08,670
So let's dive into what these are.

752
00:39:08,670 --> 00:39:12,030
All of these, pardon me.

753
00:39:12,030 --> 00:39:16,620
All of these have features
of sort of skillset,

754
00:39:16,620 --> 00:39:21,620
so skill development, really
around what are the routines

755
00:39:21,750 --> 00:39:24,240
that you are going to
teach all of your kiddos

756
00:39:24,240 --> 00:39:25,440
in your building

757
00:39:25,440 --> 00:39:28,860
when they witness bullying-like behavior.

758
00:39:28,860 --> 00:39:31,110
So again, you start out with,

759
00:39:31,110 --> 00:39:34,020
what are our school-wide
agreements, right?

760
00:39:34,020 --> 00:39:36,150
What are our expectations?

761
00:39:36,150 --> 00:39:40,710
And then if you see bullying-like
behavior, many of these,

762
00:39:40,710 --> 00:39:42,810
both of these talk about a routine.

763
00:39:42,810 --> 00:39:46,770
So what are you going to
explicitly teach your students?

764
00:39:46,770 --> 00:39:51,510
And then what are the staff
and students and faculty

765
00:39:51,510 --> 00:39:54,300
going to do about it, right?

766
00:39:54,300 --> 00:39:56,370
So we'll get into a little bit

767
00:39:56,370 --> 00:39:59,310
about what those skills look like.

768
00:39:59,310 --> 00:40:03,480
So the big ones that you'll see,

769
00:40:03,480 --> 00:40:05,760
and you may have heard this is really

770
00:40:05,760 --> 00:40:10,500
this Three-Steps Skill,
Stop, Walk and Talk.

771
00:40:10,500 --> 00:40:13,860
So I'm gonna dive into these
in a little bit more detail.

772
00:40:13,860 --> 00:40:16,980
The Stop routine is essentially

773
00:40:16,980 --> 00:40:20,460
having somebody put up a stop signal.

774
00:40:20,460 --> 00:40:22,380
So you're teaching a student

775
00:40:22,380 --> 00:40:25,410
or groups of students are
teaching other students,

776
00:40:25,410 --> 00:40:27,600
depending on who's going to do this.

777
00:40:27,600 --> 00:40:31,140
But really having that
explicit stop signal.

778
00:40:31,140 --> 00:40:34,860
It could be a hand signal,
it could be a voice.

779
00:40:34,860 --> 00:40:39,330
What's worked really well is
having student leadership teams

780
00:40:39,330 --> 00:40:43,590
co-develop what this
stop signal may look like

781
00:40:43,590 --> 00:40:46,440
because you also want students to use it

782
00:40:46,440 --> 00:40:49,290
and you want it to be
developmentally appropriate.

783
00:40:49,290 --> 00:40:50,730
So if you could get students

784
00:40:50,730 --> 00:40:53,580
to engage in this
development process with you

785
00:40:53,580 --> 00:40:56,940
as part of this curriculum,
I think that's amazing.

786
00:40:56,940 --> 00:41:00,480
They'll also have a little
bit more ownership into it.

787
00:41:00,480 --> 00:41:04,770
So again, really keeping it very simple.

788
00:41:04,770 --> 00:41:09,770
Stop and decide what
that looks like, right?

789
00:41:09,810 --> 00:41:11,073
The Walk routine.

790
00:41:11,940 --> 00:41:16,940
The Walk routine is really an
opportunity to teach students

791
00:41:17,550 --> 00:41:22,550
that sometimes Stop doesn't work, right?

792
00:41:22,770 --> 00:41:26,190
So if you're engaged, or
you're being the victim,

793
00:41:26,190 --> 00:41:27,990
or you're seeing it,

794
00:41:27,990 --> 00:41:31,500
this is where the bystander
and the student is saying stop,

795
00:41:31,500 --> 00:41:36,390
and it's not working, you need
to maybe walk away, right?

796
00:41:36,390 --> 00:41:37,770
Because if you engage,

797
00:41:37,770 --> 00:41:41,520
and this is the tricky
part with adults as well,

798
00:41:41,520 --> 00:41:44,160
we engage sometimes in
this power struggle.

799
00:41:44,160 --> 00:41:46,350
Oftentimes when we engage

800
00:41:46,350 --> 00:41:51,330
and continue to engage in a
situation with somebody else,

801
00:41:51,330 --> 00:41:53,190
we're actually reinforcing it,

802
00:41:53,190 --> 00:41:54,360
because what is the function

803
00:41:54,360 --> 00:41:56,850
of bullying-like behavior, right?

804
00:41:56,850 --> 00:41:58,710
Attention, peer attention.

805
00:41:58,710 --> 00:42:03,710
So walking away actually can
really remove that attention

806
00:42:04,410 --> 00:42:05,670
from the situation.

807
00:42:05,670 --> 00:42:07,677
So that's the other key to this.

808
00:42:07,677 --> 00:42:10,920
You stop, if it doesn't
work, you walk away.

809
00:42:10,920 --> 00:42:14,880
So again, teaching students
that little routine.

810
00:42:14,880 --> 00:42:17,160
And then the third routine,

811
00:42:17,160 --> 00:42:21,990
which is really critically
important, is once you stop,

812
00:42:21,990 --> 00:42:24,630
if you walk, you gotta talk.

813
00:42:24,630 --> 00:42:29,430
So how are you encouraging
students to talk to an adult

814
00:42:29,430 --> 00:42:31,320
if this continues to happen?

815
00:42:31,320 --> 00:42:33,750
Again, when we talked a little bit earlier

816
00:42:33,750 --> 00:42:37,620
about the definition, it's
something that happens,

817
00:42:37,620 --> 00:42:40,830
for bullying, happens over
time or more than once,

818
00:42:40,830 --> 00:42:42,270
one or more times.

819
00:42:42,270 --> 00:42:46,470
So again, part of it
is really understanding

820
00:42:46,470 --> 00:42:49,770
patterns of behavior so
that we can get ahead of it.

821
00:42:49,770 --> 00:42:52,500
But if we don't know there
are these patterns happening,

822
00:42:52,500 --> 00:42:54,180
it's really hard for us to know.

823
00:42:54,180 --> 00:42:56,100
And we experience this all the time.

824
00:42:56,100 --> 00:42:59,580
And so part of it is really, you know,

825
00:42:59,580 --> 00:43:02,460
when we talk to kiddos
using these curriculums

826
00:43:02,460 --> 00:43:03,780
and teaching them,

827
00:43:03,780 --> 00:43:06,480
it's not really that tattling, right?

828
00:43:06,480 --> 00:43:08,190
We wanna reframe that.

829
00:43:08,190 --> 00:43:10,110
And this is what I would often do.

830
00:43:10,110 --> 00:43:14,220
It's asking for help so that
we can support the other kiddo

831
00:43:14,220 --> 00:43:15,960
who may need help, right?

832
00:43:15,960 --> 00:43:18,750
Because this is not gonna have
a long-term positive effect

833
00:43:18,750 --> 00:43:22,710
if nobody stops this
type of behavior, right?

834
00:43:22,710 --> 00:43:26,160
So again, really making
sure that we're stopping,

835
00:43:26,160 --> 00:43:31,160
we are walking away and
we're talking, right?

836
00:43:31,230 --> 00:43:35,370
So that's a very short and
simple things that you can do.

837
00:43:35,370 --> 00:43:37,200
And this is so important

838
00:43:37,200 --> 00:43:42,200
because 64% of children who were bullied

839
00:43:42,360 --> 00:43:44,700
don't report it, right?

840
00:43:44,700 --> 00:43:47,280
And more modern, more recent statistics

841
00:43:47,280 --> 00:43:50,850
also align with this research as well.

842
00:43:50,850 --> 00:43:54,030
So again, what are the
avenues for our students

843
00:43:54,030 --> 00:43:59,030
to identify ways to communicate
what's happening, right?

844
00:44:01,050 --> 00:44:03,210
Why do you think this is true?

845
00:44:03,210 --> 00:44:04,470
I think we kind of alluded to it,

846
00:44:04,470 --> 00:44:06,240
but if you have thoughts,
would love to hear.

847
00:44:06,240 --> 00:44:08,890
Why do you think students
are not reporting

848
00:44:09,780 --> 00:44:11,223
bullying-like behavior?

849
00:44:21,360 --> 00:44:24,573
One thing that I've heard is
students fear retaliation.

850
00:44:26,070 --> 00:44:28,230
Yes, thank you Sarah.

851
00:44:28,230 --> 00:44:32,280
Absolutely, fear of retaliation, right?

852
00:44:32,280 --> 00:44:36,513
Fear that the bullying-like
behavior will get worse, right?

853
00:44:37,770 --> 00:44:42,770
So that's where this
universal stand, if you will.

854
00:44:43,920 --> 00:44:46,620
So everyone understands
what it looks like,

855
00:44:46,620 --> 00:44:48,810
what bullying-like behavior is,

856
00:44:48,810 --> 00:44:52,143
and what we're gonna do about
it is so important, right?

857
00:44:53,580 --> 00:44:54,680
Thank you for sharing.

858
00:45:00,240 --> 00:45:03,870
Another differentiation in,

859
00:45:03,870 --> 00:45:08,870
I believe it's the
Expect Respect curriculum

860
00:45:08,910 --> 00:45:11,040
is it gives a little bit more

861
00:45:11,040 --> 00:45:14,730
about sort of taking deep breaths

862
00:45:14,730 --> 00:45:16,590
and a little bit more strategies,

863
00:45:16,590 --> 00:45:20,760
sort of social emotional
strategies that you can use, right?

864
00:45:20,760 --> 00:45:25,760
So again, with the stop messaging, right,

865
00:45:26,160 --> 00:45:28,020
there's different languages you can adopt,

866
00:45:28,020 --> 00:45:31,890
and the curriculum will outline
different opportunities.

867
00:45:31,890 --> 00:45:32,820
I was just actually

868
00:45:32,820 --> 00:45:36,360
at the National PBIS
Leadership Forum in Chicago,

869
00:45:36,360 --> 00:45:38,490
and I'd be happy to send you the link.

870
00:45:38,490 --> 00:45:42,060
Students presented the
Expect Respect curriculum

871
00:45:42,060 --> 00:45:45,033
and how they do it, and
it was just amazing.

872
00:45:46,200 --> 00:45:49,050
And I'll talk to Ann, we have all of you,

873
00:45:49,050 --> 00:45:50,400
we'll send you that link.

874
00:45:50,400 --> 00:45:51,540
But it was really helpful

875
00:45:51,540 --> 00:45:54,360
to sort of hear the student's perspective

876
00:45:54,360 --> 00:45:56,130
on how they've taken this

877
00:45:56,130 --> 00:45:59,400
and have done such a great
job in using their language

878
00:45:59,400 --> 00:46:02,790
to really follow through
with a Stop, Walk, Talk,

879
00:46:02,790 --> 00:46:05,073
and what does it look like, right?

880
00:46:06,360 --> 00:46:10,170
And so again, it's been really,
it was really eyeopening

881
00:46:10,170 --> 00:46:12,540
to see other students engaged in this,

882
00:46:12,540 --> 00:46:14,790
and would love to hear
your stories as well.

883
00:46:14,790 --> 00:46:17,310
If you have something that's working well,

884
00:46:17,310 --> 00:46:20,223
would love to hear what's
happening in your buildings.

885
00:46:21,540 --> 00:46:26,540
So the adult response is
certainly a key aspect of this.

886
00:46:26,640 --> 00:46:29,820
And both of these curriculums,
we'll talk a little bit about

887
00:46:29,820 --> 00:46:33,420
what adults should do
in the building, right?

888
00:46:33,420 --> 00:46:36,660
So there's some language
here on the next slide

889
00:46:36,660 --> 00:46:38,670
that I'm going to just jump to.

890
00:46:38,670 --> 00:46:43,670
Also being mindful of time,
you know, there's some scripts,

891
00:46:44,190 --> 00:46:46,050
I don't know about you, I love scripts.

892
00:46:46,050 --> 00:46:48,870
It's very helpful for me to
use scripts with students,

893
00:46:48,870 --> 00:46:51,150
especially if I'm in a situation

894
00:46:51,150 --> 00:46:53,760
I'm not sure how to process.

895
00:46:53,760 --> 00:46:56,580
And so again, you really wanna make sure

896
00:46:56,580 --> 00:46:57,960
that your staff is really,

897
00:46:57,960 --> 00:47:00,360
not only the students know what to say,

898
00:47:00,360 --> 00:47:02,310
but what is the professional learning

899
00:47:02,310 --> 00:47:03,900
you are giving your staff

900
00:47:03,900 --> 00:47:07,740
on how to respond when
they're seeing this, right?

901
00:47:07,740 --> 00:47:12,740
So did Cassandra tell you to stop, right?

902
00:47:13,380 --> 00:47:17,490
So again, I think using
these scripts processing

903
00:47:17,490 --> 00:47:20,370
are really, really
important for our students.

904
00:47:20,370 --> 00:47:21,570
Did you walk away?

905
00:47:21,570 --> 00:47:25,440
You're also reinforcing the
skills that you've just taught,

906
00:47:25,440 --> 00:47:28,170
the Stop, the Walk, and the Talk, right?

907
00:47:28,170 --> 00:47:30,210
So that's really, really important

908
00:47:30,210 --> 00:47:33,720
to not only know and teach
what the students are gonna do,

909
00:47:33,720 --> 00:47:36,630
but how are your adults in
your building going to respond?

910
00:47:36,630 --> 00:47:39,660
And what we know, consistency is key.

911
00:47:39,660 --> 00:47:43,410
If I'm an adult and I kind
of blow it off and say,

912
00:47:43,410 --> 00:47:46,080
ah, it's just that, don't worry about it.

913
00:47:46,080 --> 00:47:49,020
You know, that is sending
a very different message

914
00:47:49,020 --> 00:47:52,680
to that kiddo, versus the other
adult who's really engaged.

915
00:47:52,680 --> 00:47:56,553
So again, consistency is
key in everything we know.

916
00:47:58,350 --> 00:48:02,460
Another important aspect
of this is safety.

917
00:48:02,460 --> 00:48:04,590
Safety of the student as well,

918
00:48:04,590 --> 00:48:06,870
safety of groups of students.

919
00:48:06,870 --> 00:48:08,400
Again, we wanna make sure

920
00:48:08,400 --> 00:48:12,900
that what you call it in
your school may differ,

921
00:48:12,900 --> 00:48:16,920
but sometimes we do have to
create a safety plan, right?

922
00:48:16,920 --> 00:48:19,260
It could be a temporary safety plan

923
00:48:19,260 --> 00:48:21,780
until another plan is in place.

924
00:48:21,780 --> 00:48:23,640
But being really thoughtful

925
00:48:23,640 --> 00:48:26,880
at which level or what data you have

926
00:48:26,880 --> 00:48:28,950
that would warrant a safety plan.

927
00:48:28,950 --> 00:48:31,410
So is there physical harm?

928
00:48:31,410 --> 00:48:34,080
Is there suicidal ideation?

929
00:48:34,080 --> 00:48:36,810
Like these are some significant red flags

930
00:48:36,810 --> 00:48:41,250
that we would want to as a
team, as a leadership team,

931
00:48:41,250 --> 00:48:45,993
as a student support team,
would really need to consider.

932
00:48:49,080 --> 00:48:50,610
A couple of other nuggets

933
00:48:50,610 --> 00:48:54,210
from the two curriculums
that I've shared is really,

934
00:48:54,210 --> 00:48:56,670
there's some great lesson plans as well.

935
00:48:56,670 --> 00:49:00,420
So a lot of it you can just
grab and go, which is great.

936
00:49:00,420 --> 00:49:03,840
I know how busy all of you
are in your daily lives.

937
00:49:03,840 --> 00:49:05,250
But there's this great example

938
00:49:05,250 --> 00:49:07,860
and there's a video
here for you to look at,

939
00:49:07,860 --> 00:49:09,510
but I love this,

940
00:49:09,510 --> 00:49:14,510
an example of sort of visually
describing behavior, right?

941
00:49:14,910 --> 00:49:17,010
And how the bystander,

942
00:49:17,010 --> 00:49:21,120
and how we can really
extinguish the behavior

943
00:49:21,120 --> 00:49:23,010
by doing the Stop routines.

944
00:49:23,010 --> 00:49:26,580
And so I just think that's
such a great little video

945
00:49:26,580 --> 00:49:27,690
if you wanna look at it.

946
00:49:27,690 --> 00:49:29,520
We don't have time today,

947
00:49:29,520 --> 00:49:33,120
but I think that's also
important thinking about,

948
00:49:33,120 --> 00:49:34,680
yes, while we have this curriculum,

949
00:49:34,680 --> 00:49:35,730
what are creative ways

950
00:49:35,730 --> 00:49:39,183
in which we can teach our students, right?

951
00:49:40,590 --> 00:49:43,560
The leadership team, as I mentioned,

952
00:49:43,560 --> 00:49:46,620
I saw this group in
Chicago, it was amazing.

953
00:49:46,620 --> 00:49:49,920
They had this open
accepting leadership team.

954
00:49:49,920 --> 00:49:52,680
Anyone could join this leadership team,

955
00:49:52,680 --> 00:49:55,590
and they were able to get student buy-in,

956
00:49:55,590 --> 00:49:59,070
they made T-shirts that
were like expressed

957
00:49:59,070 --> 00:50:00,960
what they believed in their building

958
00:50:00,960 --> 00:50:04,200
as their school-wide values.

959
00:50:04,200 --> 00:50:07,230
And it was just so amazing
so that this notion

960
00:50:07,230 --> 00:50:12,230
of really having students
and student leadership teams

961
00:50:12,540 --> 00:50:16,500
really own and move this work forward

962
00:50:16,500 --> 00:50:20,070
is gonna have really positive impact.

963
00:50:20,070 --> 00:50:25,070
So again, don't underestimate
the power of peers.

964
00:50:25,170 --> 00:50:29,850
And so making sure that social
powers is really important,

965
00:50:29,850 --> 00:50:32,130
and if we're using it for the good,

966
00:50:32,130 --> 00:50:35,580
that's gonna have a really
pervasive positive impact

967
00:50:35,580 --> 00:50:37,113
on your learning environment.

968
00:50:37,950 --> 00:50:39,990
There's certainly differences,

969
00:50:39,990 --> 00:50:43,320
social emotional learning
differences in function

970
00:50:43,320 --> 00:50:47,520
as well as, you know,
between elementary curriculum

971
00:50:47,520 --> 00:50:49,620
as well as middle high school.

972
00:50:49,620 --> 00:50:51,330
There's different functions potentially.

973
00:50:51,330 --> 00:50:52,440
So you just wanna think about

974
00:50:52,440 --> 00:50:56,040
what's developmentally
appropriate at those levels

975
00:50:56,040 --> 00:50:59,340
as you're thinking about
developing a leadership team.

976
00:50:59,340 --> 00:51:02,070
Some of the things that,
these are just some nuggets

977
00:51:02,070 --> 00:51:06,490
that we would certainly
encourage you to think about

978
00:51:07,710 --> 00:51:11,850
is really sort of how your leadership team

979
00:51:11,850 --> 00:51:14,700
is developed, right?

980
00:51:14,700 --> 00:51:17,310
How are you using peers
to teach and connect

981
00:51:17,310 --> 00:51:19,140
with other peers in your building?

982
00:51:19,140 --> 00:51:21,610
An example is often high school students

983
00:51:22,500 --> 00:51:25,350
may go down to middle school
and have conversations.

984
00:51:25,350 --> 00:51:27,720
We used to do this with
our middle school students

985
00:51:27,720 --> 00:51:32,607
would go down and teach
strategies for elementary students

986
00:51:32,607 --> 00:51:35,490
and they thought it was so
cool having the older kiddos

987
00:51:35,490 --> 00:51:40,440
come down, their attention
was much more sustained

988
00:51:40,440 --> 00:51:43,200
than when I was talking to them it seemed.

989
00:51:43,200 --> 00:51:44,730
So again, thinking about

990
00:51:44,730 --> 00:51:48,720
how you can use your student
leaders in your building.

991
00:51:48,720 --> 00:51:50,700
Are any of you, maybe a show of hands,

992
00:51:50,700 --> 00:51:53,160
or do you have a a student leaders

993
00:51:53,160 --> 00:51:54,900
or a leadership team in your building?

994
00:51:54,900 --> 00:51:59,900
Show of hands, you can use
your little physical hand

995
00:52:00,300 --> 00:52:02,340
or your emoji hand.

996
00:52:02,340 --> 00:52:03,630
It looks like something you do.

997
00:52:03,630 --> 00:52:07,500
Awesome, so this is a great
place to start with your teams,

998
00:52:07,500 --> 00:52:11,553
making sure that you are using
them and getting their input.

999
00:52:13,590 --> 00:52:16,473
All right, thanks Abby,
thanks for joining today.

1000
00:52:18,090 --> 00:52:21,960
And again, just a couple of
real quick friendly reminders.

1001
00:52:21,960 --> 00:52:24,720
I'm not gonna go through each of these,

1002
00:52:24,720 --> 00:52:29,040
but again, the best form of implementation

1003
00:52:29,040 --> 00:52:31,140
is really doing it with fidelity,

1004
00:52:31,140 --> 00:52:34,140
making sure your entire staff understands

1005
00:52:34,140 --> 00:52:36,930
what the curriculum is that you're doing,

1006
00:52:36,930 --> 00:52:38,790
just like we do in literacy

1007
00:52:38,790 --> 00:52:42,210
when we're looking at math,
what is it we're doing?

1008
00:52:42,210 --> 00:52:46,080
There's often ways to assess as well.

1009
00:52:46,080 --> 00:52:49,833
So I'm gonna just jump to those here too.

1010
00:52:50,970 --> 00:52:53,610
Well real quick, teach all students,

1011
00:52:53,610 --> 00:52:56,160
you're not just gonna teach this once

1012
00:52:56,160 --> 00:52:57,360
in the beginning of the school year.

1013
00:52:57,360 --> 00:53:00,630
Anything we do around social,
emotional, behavioral learning

1014
00:53:00,630 --> 00:53:04,980
and curriculum and strategies
we teach throughout the year.

1015
00:53:04,980 --> 00:53:06,810
So what are some boosters?

1016
00:53:06,810 --> 00:53:08,010
What are some workshops?

1017
00:53:08,010 --> 00:53:11,460
What are some opportunities
throughout your year,

1018
00:53:11,460 --> 00:53:14,400
your PD calendar, not
only to teach the staff,

1019
00:53:14,400 --> 00:53:15,233
but what are you gonna do

1020
00:53:15,233 --> 00:53:17,880
in terms of reminding our students?

1021
00:53:17,880 --> 00:53:20,250
We do this in academics,
we also need to do it

1022
00:53:20,250 --> 00:53:21,930
in anything that we're doing

1023
00:53:21,930 --> 00:53:23,703
around social emotional learning.

1024
00:53:24,960 --> 00:53:27,780
And then I did wanna just
bring your attention to,

1025
00:53:27,780 --> 00:53:30,990
there's some self-assessments
that may be really helpful

1026
00:53:30,990 --> 00:53:34,320
for all of you to consider

1027
00:53:34,320 --> 00:53:38,970
getting a sense of what current practices

1028
00:53:38,970 --> 00:53:42,120
are currently implemented
in your building.

1029
00:53:42,120 --> 00:53:45,540
Are certain things
taught, are they in place?

1030
00:53:45,540 --> 00:53:48,420
Again, these are just
general self-assessments

1031
00:53:48,420 --> 00:53:50,700
that you could do as a leadership team,

1032
00:53:50,700 --> 00:53:53,070
you could do as an entire school.

1033
00:53:53,070 --> 00:53:55,380
And really the reason
we do self-assessments

1034
00:53:55,380 --> 00:53:57,690
is to inform our action planning.

1035
00:53:57,690 --> 00:53:59,730
So if you go through a self-assessment,

1036
00:53:59,730 --> 00:54:02,340
and this is also on the PBIS website,

1037
00:54:02,340 --> 00:54:05,073
it's linked in one of
the curriculums as well.

1038
00:54:06,030 --> 00:54:06,960
But if you're going through it

1039
00:54:06,960 --> 00:54:10,410
and you're like, all of these
are in place, kudos, right?

1040
00:54:10,410 --> 00:54:12,480
Then I would look at my data and say,

1041
00:54:12,480 --> 00:54:16,290
what data do I have to
support the self-assessment?

1042
00:54:16,290 --> 00:54:20,250
Or what if there's areas that
are not currently in place?

1043
00:54:20,250 --> 00:54:23,040
That's gonna then drive your action plan.

1044
00:54:23,040 --> 00:54:28,040
So lots of great ways to get
not only staff information,

1045
00:54:29,640 --> 00:54:31,950
but let's get students as well.

1046
00:54:31,950 --> 00:54:34,680
What is the pulse on your school, right?

1047
00:54:34,680 --> 00:54:36,330
Do your students feel safe?

1048
00:54:36,330 --> 00:54:38,040
Many of you I imagine

1049
00:54:38,040 --> 00:54:43,040
have a universal screener for
social emotional behavior.

1050
00:54:43,860 --> 00:54:45,120
There's a lot of them out there.

1051
00:54:45,120 --> 00:54:47,730
There's a PBIS School Climate Survey.

1052
00:54:47,730 --> 00:54:51,450
Panorama has some great
universal screeners.

1053
00:54:51,450 --> 00:54:56,310
Some of these questions
are really lead to students

1054
00:54:56,310 --> 00:54:58,470
feeling safe in a school.

1055
00:54:58,470 --> 00:55:01,503
And so when we have a
safer learning environment,

1056
00:55:02,790 --> 00:55:04,920
students feel safe, right?

1057
00:55:04,920 --> 00:55:08,310
And actually there's less feelings of,

1058
00:55:08,310 --> 00:55:11,700
and bullying-like behavior that
you'll see in the research.

1059
00:55:11,700 --> 00:55:14,070
So if we have a strong universal system,

1060
00:55:14,070 --> 00:55:16,290
if we have a positive school climate,

1061
00:55:16,290 --> 00:55:18,720
we're going to see numbers reduce

1062
00:55:18,720 --> 00:55:21,090
in terms of bullying-like behavior.

1063
00:55:21,090 --> 00:55:24,360
So these are some questions
that you may wanna ask.

1064
00:55:24,360 --> 00:55:27,690
It could be a simple Google
survey with your students.

1065
00:55:27,690 --> 00:55:29,850
Many schools have done that as well.

1066
00:55:29,850 --> 00:55:33,810
But think about how you're
looking at those data

1067
00:55:33,810 --> 00:55:35,583
to drive your assessments.

1068
00:55:36,960 --> 00:55:39,090
And again, does it work?

1069
00:55:39,090 --> 00:55:42,600
Yes, the research is very clear.

1070
00:55:42,600 --> 00:55:47,600
Bullying prevention curriculum,
curricula does work, right?

1071
00:55:47,820 --> 00:55:50,583
And so we see that time and time again.

1072
00:55:51,420 --> 00:55:54,360
I think the important
thing is to be consistent.

1073
00:55:54,360 --> 00:55:57,570
You may not see something
happen overnight.

1074
00:55:57,570 --> 00:55:59,040
And I think that's where sometimes

1075
00:55:59,040 --> 00:56:00,600
we get a little discouraged,

1076
00:56:00,600 --> 00:56:04,770
we've done something and we're
like, oh, that didn't work.

1077
00:56:04,770 --> 00:56:06,630
You really gotta stick with it.

1078
00:56:06,630 --> 00:56:09,510
That's what we know with
implementation science.

1079
00:56:09,510 --> 00:56:11,980
We need to think about
how do we do something

1080
00:56:13,170 --> 00:56:17,550
with consistency over time.

1081
00:56:17,550 --> 00:56:19,020
With the curriculum that we know,

1082
00:56:19,020 --> 00:56:21,450
there's lots of data as you can see here,

1083
00:56:21,450 --> 00:56:24,750
that students and schools
that have adopted.

1084
00:56:24,750 --> 00:56:27,370
The PBIS Bullying Prevention curriculum

1085
00:56:28,320 --> 00:56:31,623
have seen significant reductions
in bullying-like behavior.

1086
00:56:32,460 --> 00:56:34,770
Not only that, but they've seen reduction

1087
00:56:34,770 --> 00:56:37,650
as well as out of school suspension,

1088
00:56:37,650 --> 00:56:40,440
any sort of behavior
observation, data forms,

1089
00:56:40,440 --> 00:56:41,640
those types of things.

1090
00:56:41,640 --> 00:56:46,640
So again, there's certainly
enough research and evidence

1091
00:56:47,070 --> 00:56:49,680
to say, let's invest.

1092
00:56:49,680 --> 00:56:53,100
And again, invest, many
of these are free, right?

1093
00:56:53,100 --> 00:56:56,700
So it's just a matter of sticking with it.

1094
00:56:56,700 --> 00:56:59,040
So in the time that we have,

1095
00:56:59,040 --> 00:57:01,650
here are some resources for you.

1096
00:57:01,650 --> 00:57:03,990
This was a lot of information at you

1097
00:57:03,990 --> 00:57:05,880
at a short amount of time.

1098
00:57:05,880 --> 00:57:08,670
Happy to have further conversations.

1099
00:57:08,670 --> 00:57:11,670
I'm happy to stay on the line as well.

1100
00:57:11,670 --> 00:57:14,340
Answer any questions you all have.

1101
00:57:14,340 --> 00:57:15,780
If you are interested

1102
00:57:15,780 --> 00:57:18,300
and would like more specifics about this,

1103
00:57:18,300 --> 00:57:20,220
don't hesitate to reach out to me.

1104
00:57:20,220 --> 00:57:22,923
Happy to schedule another
conversation, Zoom,

1105
00:57:23,790 --> 00:57:25,140
would love to connect with you.

1106
00:57:25,140 --> 00:57:28,140
Would love to also hear any great ideas

1107
00:57:28,140 --> 00:57:30,270
that you're using in your schools.

1108
00:57:30,270 --> 00:57:31,560
We would love to share that

1109
00:57:31,560 --> 00:57:34,650
with our larger community as well.

1110
00:57:34,650 --> 00:57:37,950
Before we take off,
just wanna let you know,

1111
00:57:37,950 --> 00:57:41,490
you will receive a
certificate of attendance

1112
00:57:41,490 --> 00:57:43,560
after you complete a survey.

1113
00:57:43,560 --> 00:57:46,800
So please let us know how this
went for you this morning.

1114
00:57:46,800 --> 00:57:51,120
We certainly look at those to
inform our future webinars.

1115
00:57:51,120 --> 00:57:53,820
And just wanna thank you all
so much for taking the time.

1116
00:57:53,820 --> 00:57:58,820
This is a very, very busy
time of year and it's Friday.

1117
00:57:59,220 --> 00:58:03,630
Appreciate all of you being
with me and Ann this morning.

1118
00:58:03,630 --> 00:58:07,113
Stay tuned and hope to see
you at another event soon.

1119
00:58:08,160 --> 00:58:09,360
So thank you all so much.

1120
00:58:09,360 --> 00:58:10,650
Happy to stay on,

1121
00:58:10,650 --> 00:58:14,070
and you're welcome to leave
an action step in the chat

1122
00:58:14,070 --> 00:58:14,913
if you like.

1123
00:58:17,040 --> 00:58:17,873
Thank you all.