Superintendent Parent Forum

“Safety & Bullying”

December 10, 2013

Welcome to the Superintendent Parent

Forum!

The District’s Commitment to Student Safety

Superintendent Tom Boasberg

District Commitment to Student Safety

• In 2011, State passed Anti-Bullying Legislation that aimed to reduce bullying and harassment

• District policy that protects students against bullying

• Every year, Student Safety is measured by the Student Satisfaction Survey

John SimmonsExecutive Director for DPS Student Services

What is Bullying?Steve Nederveld, Program

Manager, Mental Health Services

What is Bullying?

State Law Defines Bullying as “Any written or verbal expression, or physical or electronic act or gesture, or a pattern thereof, that is intended to coerce,

intimidate, or cause any physical, mental, or emotional harm to any student.

Most experts believe that bullying has the following characteristics:

• An imbalance of power.

• Repeated

The Partnership for families & children, Webinar 2012

What is Bullying?

Most experts believe that bullying has the following characteristics:

• Intentional

• Unequal levels of affect

The Partnership for families & children, Webinar 2012

Types of Bullying

As a parent, you should be aware of the various forms that bullying can take:

• Physical aggression

• Verbal aggression

• Relational aggression

• Cyber-bullying

The Partnership for families & children, Webinar 2012

Types of Bullying

As a parent, you should be aware of the various forms that bullying can take:

• Intimidation

• Sexual harassment

• Hazing

• Culture-based bullying

The Partnership for families & children, Webinar 2012

How do you recognize Bullying vs. Conflict?

Ellen Kelty, Supervisor of Special Education Assessment Services

Recognizing Bullying vs. Conflict

© The Olweus Bullying Prevention Group, 2004

Rough Play Real Fighting and Conflict

Bullying

Usually friends;often repeated(same players)

Usually not friends; typically not repeated

Typically not friends; generally repeated

Balance of power Power relatively equal Unequal power

No intent to harm Intentional harm doing Intentional harm doing

Affect is friendly; positive, mutual

Affect negative; aggressive, tense, hostile affect

Affect negative; aggressive & differs for victim and Aggressor

13MH&A 1/2012

The Bully, Victim & Bystander

There are different "characters" involved in bullying situations. As a parent, you should try to understand which role your child plays.

The bully: up to 20% of youth report engaging in bullying behaviors. Bullying is about deliberately gaining and exercising control with little regard for the person who is being bullied. Bullying also has long-term negative consequences for bullies and can often lead to more serious criminal activity later in life.

The Partnership for families & children, Webinar 2012

14MH&A 1/2012

The Bully, Victim & Bystander

There are different "characters" involved in bullying situations. As a parent, you should try to understand which role your child plays.

The victim of bullying: up to 25% of youth report being bullied at any given time. Being bullied is an awful experience that can leave the bullied person victim isolated and depressed. These experiences can have serious consequences.Note that some youth change their roles. In some situations they act as the bully and in others they are the victim. This is known as being a "bully-victim".

The Partnership for families & children, Webinar 2012

15MH&A 1/2012

The Bully, Victim & Bystander

There are different "characters" involved in bullying situations. As a parent, you should try to understand which role your child plays.

The bystander: up to 85% of the youth in bullying situations are witnesses or bystanders. There are three kinds of bystanders: those who actively encourage the bullying (egging it on, chiming in, providing positive feedback), those who passively observe showing neither approval or disapproval, and those who actively or passively show disapproval (intervening, reporting it to an adult, walking away). Because most bullying behavior occurs “under the radar” of adults, engaging the youth who witness bullying is THE key to preventing and stopping bullying behavior.

The Partnership for families & children, Webinar 2012

On the Spot Intervention

http://snmedia.dpsk12.org/z.files_for_Bullying_LP/Ind_Int_Intvw/Ind_Int-1.html

Table Top Discussion & Report Out

Facilitated by: DPS Staff

1. What bullying behaviors were exhibited in the video? What did you see?

2. Who was the bully? the victim? & the bystander?

3. What was the consistent message you heard throughout the video that addressed bullying?

4. Activity: As a parent, what are some things parents can do at home to prevent bullying? (Worksheet)

We will then have a report out on the “What can parents do to prevent bullying handout” where we’ll ask parents from the audience what are some ideas they put down on their worksheet that they’d like to share with form members.

Table Top Activity Questions

Parent & Principal Conflict Resolution

TestimonialDanyelle Wilson, ParentCharles Babbs, PrincipalFlorida Pitt Waller K-8

Bullying Prevention Best PracticesArchuleta Elementary

Welcome to Archuleta Elementary!

Preventative Systems

OlweusBullying Prevention Program

PBISPositive Behavioral

Interventions and Supports

Archuleta puts Students First by providing a safe,

positive learning environment in addition to a strong academic program.

PBIS and Olweus

• School Wide Expectations

PAWS Rules

Positive Attitude

Achievement

Work Together

Show Respect

We will not bully others.

We will try to help others who are bullied.

We will try to include students who are left out.

If we know someone is being bullied, we will tell an adult at home and an adult at school

Olweus Bullying Program

Olweus Bullying Program - Staff Responsibilities

School-Wide Components Classroom Components Individual ComponentsTeach School Wide Expectations On the Spot Interventions

Student Supervision Weekly Class Meetings with Students Follow up InterventionsPBIS Incentives for positive behavior Tier I, II, and III behavioral interventions Conferencing with Parents Parent EngagementBulldog Store

*At all levels, ensure you are following the Archuleta/DPS discipline policy

Item 2010-2011

2011-2012

2012-2013

*How often have you been bullied at school in the pastcouple of months? (percentage of students respondingAbout once per week OR Several times per week)

12.7% 7.2% 8.6%

I was called mean names, was made fun of, or wasteased in a hurtful way (Students responding Aboutonce per week OR Several times per week)

14.5% 8.3% 7.8%

I was bullied with mean names or comments about myrace or color (Students responding About once a weekOR Several times a week)

8.0% 4.9% 6.8%

I was hit, kicked, pushed, shoved around, or locked indoors. (Students responding About once a week OR Several times a week)

5.8% 3.9% 6.5%

Archuleta Olweus Survey Data

Bullied at School

I feel very blessed to work with the students at DPS and want to thank you all for the opportunity to be a part of your children’s lives.Thank you!

Resource List• www.nasponline.org articles, resources for students,

research based practice• www.pyramidplus.org training modules –

recommend training• www.csefel.vanderbilt.edu training for staff &

parents• www.challengingbehavior.org/ social stories, services

in Spanish• www.behaviordoctor.org data collection tool &

strategies• www.naeyc.org• Meeting the Challenge by Barbara Kaiser & Raminsky

• www.cec.sped.org//AM/Template.cfm?Section=Home Council for Exceptional Children – The voice and vision of special education

• www.PBISworld.com• www.Peace4kids.org• www.centerforsocialcompetence.com• www.safeschools.info• Skill Streaming in Early Childhood. Goldstein, A.P & McGinnis,

E. Research Press Company, Champaign, IL 1990

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