Bullying Prevention and Intervention Training in DC Educational

Bullying Prevention and Intervention Training in DC Educational Institutions Prepared for the D.C. Office of Human Rights by Deborah Temkin, Ph.D. and Susannah Horton, Child Trends

Training overview 4 sessions Intervention The Youth Bullying Prevention Act Scenarios and best practices Prevention What is school climate? - and two of the eight key elements of a positive school climate The eight key elements continued, resources and conclusion

Session 1 Bullying legislation 3

Bullying prevention in the District of Columbia 4

Youth Bullying Prevention Act of 2012 (YBPA) Signed into law on June 22, 2012 All D.C. youthserving agencies must have a policy 5

Two meanings of the YBPA Letter of the Law “Intervention” 9 Requirements 6 Spirit of the Law “Prevention” 8 Elements

Requirements of the Youth Bullying Prevention Act of 2012 7

All youth-serving agencies are required to have a bullying prevention policy that includes: Definition Consequences and flexibility Reporting Investigation Appeals Most DC schools have a compliant policy We cover the key elements here to ensure you know your policy 8

Find your policy: 9

Definition “Severe, pervasive, or persistent act or conduct, whether physical, electronic, or verbal ” 24 characteristics bullying may be based on: actual or perceived race sex disability source of income sexual orientation etc. Clauses re predicted outcome: fear of physical harm, detriment to physical or mental health, interference with academic performance or ability to participate in or benefit from services, activities, or privileges provided by a school, etc. 10

Key points: Bullying based on characteristics 11 Aggressor and victim have different characteristics – doesn’t mean bullying was based on that characteristic. “Actual or perceived” Friends’ characteristics Aggressor and victim can have the same characteristic Does not have to be based on a characteristic

Consequences and flexibility Designed to correct, prevent, and protect Must be flexible Incidents are unique, as are appropriate consequences. Nature Developmental age History of problem behavior 12

Reporting Procedure for reporting bullying and retaliation Policy must include language regarding retaliation Anonymity No formal response based solely on anonymous report 13

Investigation Prompt investigation of: reports of policy violations complaints of bullying or retaliation Name and contact information for designated investigator 14

Appeals Appeal process for: a person accused of bullying, a target of bullying, and any individual not satisfied with the outcome of the initial investigation. Prohibits retaliation Appeals are made to the designated higher-level authority 30 days Secondary investigation completed within 30 days, unless: additional time higher-level authority dictates in writing 15 days Human Rights Act 15

Understanding cyberbullying in the context of the YBPA 16

Cyberbullying Prohibitions on bullying that occurs: “on its property, including electronic communication on, or with, its property”, and “through electronic communication to the extent that it is directed at a youth and it substantially interferes with the youth’s ability to participate in or benefit from the services, activities, or privileges provided by the agency, education institution or grantee” 17

Responsibility around cyberbullying During agency hours Using agency property Outside agency’s hours, on personal or other technology, if affecting ability to use services NOT covered if it is NOT affecting youth’s ability to use services 18

If cyberbullying is not covered under the policy Digital citizenship Monitor youth: indicator for in-person bullying indicator for ongoing conflict 19

Session 1: Take-aways What was your biggest take-away from this session? Are you more comfortable with this content? How could you apply this content to our school’s context? Was there anything in this training that surprised you?

Session 2 Bullying scenarios and best practices 21

Three practice scenarios 22

D.C. Youth Bullying Prevention Checklist Step-by-step guide for investigating reports of bullying Students should be interviewed separately A written report from students is ideal, when age appropriate If it is a cyberbullying report, keep screenshots or printouts of the offensive behavior 23

Scenario 1: Is this bullying?

Scenario 1: checklist 1. Type of report 2. Involved students 3. Type of behavior 4. Context 5. Bullying Severe? Pervasive? Persistent? 5. Bullying Target in fear? Effect on physical or mental health? Interfering w/academic performance, or attendance? Substantially interfering w/ability to benefit? 6. Targeted characteristics Is this bullying? 25 7. Consequences Nature of incident Developmental age History of problem behavior

Scenario 2: Is this bullying?

Scenario 2: checklist 1. Type of report 2. Involved students 3. Type of behavior 4. Context 5. Bullying Severe? Pervasive? Persistent? 5. Bullying Target in fear? Effect on physical or mental health? Interfering w/academic performance, or attendance? Substantially interfering w/ability to benefit? 6. Targeted characteristics Is this bullying? 27 7. Consequences Nature of incident Developmental age History of problem behavior

Scenario 3: Is this bullying?

Scenario 3: checklist 1. Type of report 2. Involved students 3. Type of behavior 4. Context 5. Bullying Severe? Pervasive? Persistent? 5. Bullying Target in fear? Effect on physical or mental health? Interfering w/academic performance, or attendance? Substantially interfering w/ability to benefit? 6. Targeted characteristics Is this bullying? 29 7. Consequences Nature of incident Developmental age History of problem behavior

Best practices for intervention 30

When to notify parents Is there risk of harm in notifying parents? Evaluate Document reasons, for example: Outing of a student Known violent home environment 31

Addressing student needs even if bullying is not determined Students feel hurt even if bullying cannot be substantiated under the YBPA policy Protection and safety Supporting a harmed student does not require punishment of the accused student Collaborate to support victim and to prevent further harm Increase monitoring of specific youth 32

Alternatives to exclusionary discipline Exclusionary discipline What is it? Why seek an alternative? Restorative justice Strategies Why it works Understand outside factors 33

Common misdirections 34 Video from StopBullying.gov

Session 2: Take-aways What was your biggest take-away from this session? Are you more comfortable with this content? What concrete next steps could you take after today’s session? Think of a situation during which you could apply what you learned in today’s session.

Session 3 Prevention; An introduction to school climate and the 8 key elements 36

The spirit of the law: prevention “It is the spirit and not the form of law that keeps justice alive.” -Earl Warren, Former Chief Justice of the Supreme Court

Bullying policy vs. prevention YBPA school policies focus on reacting and responding to incidents of bullying as they occur To decrease rates, we must prevent bullying, not just react Youth Bullying Prevention Act 38

How do you prevent bullying? 39

Start with improving school climate All schools are unique Building school climate is preventive and reactive 40

School climate: Rainy and sunny days 41

What is a positive school climate? Is characterized by a common language, vision, and experience Allows students to thrive and focus on learning Minimizes negative experiences and outcomes Engages students, staff, parents, and the community 42

School Climate Engagement Safety Environment Relationships Emotional Safety Physical Environment Respect for Diversity Physical Safety Academic Environment School Participation Substance Use Wellness Disciplinary Environment 43 Model from the National Center for Safe and Supportive Learning Environments, U.S. Department of Education

Benefits of a positive school climate Increased academic achievement Increased attendance Increased graduation rates Decreased violence 44

The foundation for a positive school climate: 8 key elements Policy and enforcement – Rules for behavior are established, agreed upon by the school’s community, and enforced consistently. Data – Data-collection and evaluation drive decision making. Buy-in – Support and input is solicited from all members of the school’s community. Leadership – Efforts are guided by teams representing the entire school community. Student engagement – Students are actively encouraged to take a leadership role to shape their school climates. Family/community engagement – The vital role of families and communities is recognized and integrated into schools’ efforts. Training – All staff, including school support staff, are trained. Programs – Research-based bullying prevention and school climate programs focused on areas of specific need. 45 Framework adapted with permission from the Safe School Certification Program (safeschoolcertification.org)

A closer look at 8 key elements of school climate 46

Policy and enforcement

Publication of policy for students and parents Fully implemented Expectations clearly communicated Example indicators Bullying and harassment expectations posted in classrooms and common areas Planned orientations or discussions School staff understanding of the policy Fully implemented Staff understand obligations Example indicators Investigators ID’d and consistently investigate reports Scheduled staff trainings and discussions 48

Staff enforcement Fully implemented Policy enforced consistently Example indicators Adult supervision increased in bullying “hot spots” Description of monitoring system is available Student use Fully implemented Students regularly report incidents Example indicators Detailed description of process orienting new students Record of observed and reported incidents 49

Data collection and data-based decision making

Recording reports Fully implemented All reports documented Example indicators Bullying/harassment incident report form and corresponding reporting system. Student and parent complaint forms Anecdotal progress notes Documentation of bullying basis Fully implemented All reports include a documentation of perceived basis. This can include that no basis could be determined. Example indicator Records detailing frequency of different bases for bullying 51

Survey data from students Fully implemented Regular student surveys Example indicators Data trend lines to demonstrate ongoing data collection (from survey reports) Survey admin plan w/quantitative and qualitative data sources Survey data from school staff Fully implemented Regular staff surveys Example indicator Survey admin plan w/quantitative and qualitative data sources 52

Survey reliability and validity Fully implemented Survey items are from reliable and valid measures Example indicator Surveys or survey items selected from existing questionnaires, or validated Measurable targets or benchmarks Fully implemented Measurable targets have been set for all aspects Example indicator Record of measurable targets 53

Data-based decision making Fully implemented Efforts clearly tied to ID’d needs Example indicators Data trend lines to demonstrate ongoing data collection Team meeting agendas indicate data use 54

Staff buy-in

Staff engagement Fully implemented Staff highly engaged in decision-making Example indicators Staff at all levels are engaged Staff attendance Staff commitment Fully implemented Surveys indicate 80% are committed Example indicator Formal buy-in survey data 56

Implementation and fidelity Fully implemented All staff engaged, with fidelity Example indicators An agreement to which staff agree Observations of program fidelity 57

Leadership

Leadership team meeting Fully implemented A leadership team formed and meets regularly Example indicators Meeting schedules Well-defined roles Team meeting minutes Leadership representation Fully implemented Leadership team incl. diverse representation Example indicator Leadership team roster 59

Session 3: Take-aways What are four of the most important points you learned? Were you familiar with this content before this session? Do you feel more comfortable with it now? Can you identify aspects of this session that directly relate to your school? What specifically? After hearing this session what changes would you want to make in your school?

Session 4 The 8 key elements continued 61

The foundation for a positive school climate: 8 key elements Policy and enforcement – Rules for behavior are established, agreed upon by the school’s community, and enforced consistently. Data – Data-collection and evaluation drive decision making. Buy-in – Support and input is solicited from all members of the school’s community. Leadership – Efforts are guided by teams representing the entire school community. Student engagement – Students are actively encouraged to take a leadership role to shape their school climates. Family/community engagement – The vital role of families and communities is recognized and integrated into schools’ efforts. Training – All staff, including school support staff, are trained. Programs – Research-based bullying prevention and school climate programs focused on areas of specific need. 62 Framework adapted with permission from the Safe School Certification Program (safeschoolcertification.org)

Student engagement

Leadership team involvement Fully implemented Leadership team incl. students Example indicators Student leadership roster Meeting minutes Student feedback Fully implemented Students provide feedback and insight Example indicators Qualitative surveys Convenient suggestion boxes Fishbowl discussions 64

Student clubs and leadership Fully implemented Students encouraged to form clubs and campaigns Example indicators Clear and detailed policies and procedures List of all groups, numbers, demographics Descriptions of group insights Strategies for the disengaged Fully implemented Significant effort made to encourage all students Example indicator Documentation of strategies 65

Community and family engagement

Communication with family and community Fully implemented Information actively disseminated to parents and community members Example indicators Community and family newsletters Press releases, news coverage, social media Parent and community input Fully implemented Parent and community input is valued, sought regularly, used Example indicators Family night/open house planning Documented collaboration w/community Volunteer and training opps 67

Training

Training offered to staff Fully implemented Training provided for ALL staff Example indicator Attendance log Training aligned to data Fully implemented All training is aligned with data Example indicator Detailed training plan based on needs ID’d in data Evaluation of training and professional development 69

Training aligned to policy Fully implemented Training is aligned with YBPA Example indicators Training related to bullying definition, prevention, and intervention. School investigator is trained Facilitators’ outlines of staff trainings 70

Programs and practices

Evidence base of programs Fully implemented All programs are evidence-based Example indicators Documentation of the research base Programs aligned to data Fully implemented All programming is aligned with data Example indicators Artifacts from program Implementation fidelity checklist 72

Multi-tiered programs Fully implemented School-wide, targeted, indicated programs and services Example indicator Record of differentiated implementation strategies 73

Resources National Center on Safe and Supportive Learning Environments (NCSSLE) StopBullying.gov Evidence-based program (EBP) directories National Registry of Evidence-based Programs and Practices What Works Clearinghouse FindYouthInfo.gov Evidence-based Directory Office of Juvenile Justice and Delinquency Prevention’s Model Programs Guide Penn State University EPIS Center 74

Current climate capacity assessment 75

Questions and discussion 76

Final take-aways What did you learn about bullying intervention? What did you learn about bullying prevention? What new tools to you have to address bullying in your school? What immediate action steps can you take? Do you feel comfortable with the content? Would you feel comfortable teaching someone else about the content you learned during these sessions?