1. WELCOME! Kentucky Center For Instructional Discipline Awareness Session

2. Kentucky Center for Instructional Discipline Mission Statement: To train and support schools in the implementation of positive, proactive and instructional strategies so students become self-disciplined, responsible and productive citizens of the Commonwealth. To train and support schools in the implementation of positive, proactive and instructional strategies so students become self-disciplined, responsible and productive citizens of the Commonwealth.

3. KYCID Objectives Enhance school ability to achieve proficiency by 2014 Enhance school ability to achieve proficiency by 2014 Promote healthy school climate and effective school leadership Promote healthy school climate and effective school leadership Involve families, schools, community and related agencies to understand and support the model Involve families, schools, community and related agencies to understand and support the model

4. Promote social and emotional wellness of all children and youth Promote social and emotional wellness of all children and youth Use on-going data collection for decision-making on multiple levels Use on-going data collection for decision-making on multiple levels Support creation of local and regional capacity to implement and sustain the model Support creation of local and regional capacity to implement and sustain the model

5. What is School-wide Positive Behavior Support? School-wide Positive behavior support (SW-PBS) is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. School-wide Positive behavior support (SW-PBS) is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students.

6. Research Validated The OSEP- National Technical Assistance Center on Positive Behavior and Intervention Supports University of Oregon The OSEP- National Technical Assistance Center on Positive Behavior and Intervention Supports University of Oregon Effective Schools Research Effective Schools Research

7. 7 CorrelatesKY Standards 1. Clear School mission 2. Frequent Monitoring 3. Home/School Relations 4. High expectations 5. Instructional leadership 6. Opportunity to learn expectations 7. Safe and Orderly Environment 1. Rigorous Curriculum 1. Multiple Assessment Strategies 2. Instruction Engages Students 3. Climate Supports Excellence 4. Remove Barriers for Families 5. Research-Based PD 6. Effective Leadership 7. Maximized Use of Resources 8. Effective Planning

8. A Shift in Thinking… From... Focus on reactive Focus on reactive Focus on negative Focus on negative Focus on punishment Focus on punishment Focus on deficits Focus on deficits Focus on problems Focus on problems Professional centered Professional centered Expert model Expert model To... Focus on proactive Focus on positive Focus on instruction Focus on strengths Focus on needs Child/Family centered Team approach Capacity Building Model

9. What We Know… Research demonstrates that schools make greater behavior and academic gains when they build a school-wide positive social culture.

10. Four Basic Recommendations: Continue doing whatever is working. Continue doing whatever is working. Look for the smallest change that will produce the largest effect. Look for the smallest change that will produce the largest effect. Avoid defining a large number of goals Avoid defining a large number of goals Do a small number of things well Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible. Do not add something new without also defining what you will stop doing to make the addition possible. Collect and use data for decision-making. Collect and use data for decision-making.

11. Processing the Information What prompted you to attend this awareness session? What concept has caught your attention?

12. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

13. School-wide Systems (All students all settings all times) “ A mistake we often make is to plan the curriculum materials very carefully, arrange the instructional materials wall to wall, open the doors of the school, and then to find to our dismay that they’ve sent us the wrong kids.”

14. School-wide Systems (All students all settings all times) School environment is predictable 1. common language 2. common vision 3. common experience

15. Organizational Features Common Vision Common Language Common Experience STUDENT SUCCESS

16. Consistency “Do the right thing, not the same thing.” Allen Mendler

17. Consistency Consistency in response to problem behavior: Consistency in response to problem behavior: Any student Any student Any location Any location By any staff member By any staff member With dignity and respect With dignity and respect Designed to eliminate problem Designed to eliminate problem At the lowest intervention level that results in the desired effect At the lowest intervention level that results in the desired effect

18. Fairness Promise ‘In my classroom, I promise to treat all students as individuals with dignity and respect. I will respond to them in a manner that will result in their success. My response is not intended to be the same for all students, but it will support each student, at that time, based upon my professional judgment and the expectations and standards of this school.’

19. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

20. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Interventions Group or Individual Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

21. Elements of Universal - Primary Prevention Training Elements of Universal - Primary Prevention Training Leadership Team formation Leadership Team formation Action Plan development Action Plan development Staff & family engagement Staff & family engagement Classroom & non-classroom strategies Classroom & non-classroom strategies Data-based decision-making Data-based decision-making Sustainable plan Sustainable plan

22. Elements of Targeted - Secondary Prevention Training Elements of Targeted - Secondary Prevention Training Problem solving structure & process Problem solving structure & process Individual or small group interventions Individual or small group interventions Functional assessment Functional assessment Behavior support plans Behavior support plans Academic interventions Academic interventions Mental health supports Mental health supports

23. Elements of Intensive – Tertiary Prevention Training Elements of Intensive – Tertiary Prevention Training Student and family driven Student and family driven Community and mental health supports Community and mental health supports Strength-based behavior support plans Strength-based behavior support plans Academic interventions Academic interventions Other life domains Other life domains Interagency connections Interagency connections Wraparound Cadre Training Approach Wraparound Cadre Training Approach

24. An effective school-wide system of discipline or positive behavioral interventions and supports is only as good as the structures and processes that are in place to support their sustained use.

25. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

26. Practices Academic Academic Teaching or learning? Teaching or learning? Engaged or indifferent? Engaged or indifferent? Effective or Effective ornot? Discipline Discipline Positive or negative? Proactive or reactive? Instruct and punish? Or just punish?

27. What is the practice at your school? Academic Teaching.......or....... Learning? Engagement.... or...... Indifferent? Effective....... or...... Ineffective? Instruction Instruction Discipline Positive........or....... Negative? Proactive...... or....... Reactive? Instruct &..... Or....... Just Punish? Punish Punish

28. Practices Successful implementations of practices that increase responsible behavior in all students. Successful implementations of practices that increase responsible behavior in all students. Teach expectations for student success Teach expectations for student success Systematically acknowledge responsible behavior. Systematically acknowledge responsible behavior. Interact with students at a higher rate when they are being responsible than when they are not. Interact with students at a higher rate when they are being responsible than when they are not.

29. Processing the Information What systems in your school are working, or not? What current practices in your school are successful, or not?

30. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

31. Use of Data Continuous review of information and data Continuous review of information and data Office discipline referrals Office discipline referrals Attendance Attendance Tardiness Tardiness Academics Academics Assignment completion Assignment completion Bus behavior Bus behavior Student/staff surveys Student/staff surveys

32. Main Data Components Effective Behavior Support Survey (EBS) Effective Behavior Support Survey (EBS) School-wide Evaluation Tool School-wide Evaluation Tool (SET) (SET) School-wide Information System (SWIS) School-wide Information System (SWIS) Office Disciplinary Referral Report Office Disciplinary Referral Report View at (www.pbis.org/tools.htm) View at (www.pbis.org/tools.htm)

33. Effective Behavior Support The EBS Survey is designed to help schools gather staff perceptions about effective behavior support systems and practices in their building. This survey is used during the initial stages of planning and annually thereafter. The EBS Survey is designed to help schools gather staff perceptions about effective behavior support systems and practices in their building. This survey is used during the initial stages of planning and annually thereafter.

34. Effective Behavior Support Survey Survey examines Survey examines School-wide discipline system School-wide discipline system Non-classroom management systems Non-classroom management systems Classroom management systems Classroom management systems Systems for individual students engaging in chronic behaviors Systems for individual students engaging in chronic behaviors

36. School-wide Evaluation Tool (SET) Research quality tool for assessing Universal/school wide positive behavior supports Research quality tool for assessing Universal/school wide positive behavior supports External person(s) spends ~ 2 hrs at school reviewing documents, interviewing staff and students External person(s) spends ~ 2 hrs at school reviewing documents, interviewing staff and students

37. School-wide Evaluation Tool (SET) Implementation is occurring when score is 80% of total score and 80% on teaching behavior subscale of test. Implementation is occurring when score is 80% of total score and 80% on teaching behavior subscale of test.

38. School-wide Evaluation Tool (SET) Assesses features that are in place Assesses features that are in place Determine annual goals for team Determine annual goals for team Evaluates on-going efforts Evaluates on-going efforts Design and revise procedures Design and revise procedures Compare efforts from year to year Compare efforts from year to year

42. School-wide Information System The School-Wide Information System (SWIS) is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions. The School-Wide Information System (SWIS) is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions.

43. SWIS Features Only reports discipline data Only reports discipline data Highly efficient Highly efficient Local control Local control Information available continuously Information available continuously Confidential, secure Confidential, secure

44. School-wide Information System The “Big 5” The “Big 5” # referrals per day per month # referrals per day per month # referrals by student # referrals by student # referrals by location # referrals by location # and kinds of problem behaviors # and kinds of problem behaviors # problem behaviors by time of day # problem behaviors by time of day

45. Total # ODR per Month

46. # ODR per Day per Month

47. Where?

48. What?

51. Elementary School

52. The Real Issue It’s not if you use STI/Infinite Campus. It’s not if you use STI/Infinite Campus. It’s not if you use SWIS. It’s not if you use SWIS. It’s not if you use Ewalk. It’s not if you use Ewalk. The real issue is that you collect, analyze and make decisions based upon your own data. The real issue is that you collect, analyze and make decisions based upon your own data.

53. Double Data Entry Question Successful schools keep and use ‘fresh’ data. Successful schools keep and use ‘fresh’ data. Time to enter each referral < 1 minute. Time to enter each referral < 1 minute. 10 referrals day = 10 minutes 10 referrals day = 10 minutes School Commitment is to report Office Discipline Referral ODR data at end of year. School Commitment is to report Office Discipline Referral ODR data at end of year. Schools using SWIS can complete the end of year report in minutes. Schools using SWIS can complete the end of year report in minutes.

54. Processing the Information What data do you currently collect and use at your school? What concerns, if any, do you have about the EBS, SET and SWIS?

55. First Steps Information shared with appropriate school committee(s) Information shared with appropriate school committee(s) Complete all forms in the awareness session packet and mail to address on forms Complete all forms in the awareness session packet and mail to address on forms Form Leadership Team representative of the school Form Leadership Team representative of the school Contact your area coordinator to set up EBS Survey process Contact your area coordinator to set up EBS Survey process Review the on-line Pre-Training Packet with the Leadership Team at first meeting Review the on-line Pre-Training Packet with the Leadership Team at first meeting

56. Getting Started, Being Committed Team based problem-solving process Team based problem-solving process Universal team meets monthly Universal team meets monthly Use and submit required data on a Use and submit required data on a regular basis Collect and analyze monthly discipline data Collect and analyze monthly discipline data Develop and follow school action plan Develop and follow school action plan

57. Administrator Commitment Attending trainings and team meetings Attending trainings and team meetings Identify and organize a representative team Identify and organize a representative team Secure agreement from the staff to commit to PBS process Secure agreement from the staff to commit to PBS process Provide opportunities for the PBS team to meet as specified Provide opportunities for the PBS team to meet as specified Identify a coach to support and build capacity Identify a coach to support and build capacity Provide time and resources for coach Provide time and resources for coach Budget funds for implementation, mileage, subs, materials Budget funds for implementation, mileage, subs, materials

58. School Leadership Team Commitment Team based problem-solving process Team based problem-solving process Universal team meets monthly Universal team meets monthly Use and submit required data on a Use and submit required data on a regular basis Collect and analyze monthly discipline data Collect and analyze monthly discipline data Develop and follow school action plan Develop and follow school action plan

59. KYCID Approach Awareness Session: Schools attend to learn expectations for participation Universal Training: Schools have agreed to commitments and attend a total of four days overview of process Flexible training opportunity: Using data-based decision-making, determine the next best step for your school.

60. Additional Trainings Coaches Coaches Initial preparation Initial preparation Ongoing sustainability and support Ongoing sustainability and support Targeted Problem Solving and Wrap Around Process Targeted Problem Solving and Wrap Around Process Yellow Zone Yellow Zone Red Zone Red Zone

61. High School Forum High School Forum Administrator’s Forum Administrator’s Forum Sustainability sessions Sustainability sessions

62. KYCID PBS Network Will Provide: Training at all 3 levels U/P, T/S, I/T Training at all 3 levels U/P, T/S, I/T Coaches’ training Coaches’ training Training on School data management systems and data based decision-making. Training on School data management systems and data based decision-making. On-going technical assistance On-going technical assistance Facilitate expansion of community connections and resources Facilitate expansion of community connections and resources

63. Training Cycle for 2007-08 This session is one of several awareness sessions conducted state-wide. This session is one of several awareness sessions conducted state-wide. In November, we will hold the 1 st day of a 4 day training cycle for Universal Teams which will be completed by the end of March, 2008. In November, we will hold the 1 st day of a 4 day training cycle for Universal Teams which will be completed by the end of March, 2008. In summer or early fall, we encourage implementing teams to attend a Sustaining PBS session to review and prepare for next school year. In summer or early fall, we encourage implementing teams to attend a Sustaining PBS session to review and prepare for next school year.

64. Contact Information Mike Waford: mike@kycid.org Mike Waford: mike@kycid.org Judy Boggs: judy@kycid.org Judy Boggs: judy@kycid.org Lea Brown: lea@kycid.org Lea Brown: lea@kycid.org Kelly Davis: kelly@kycid.org Kelly Davis: kelly@kycid.org Janeah Gullett: janeah@kycid.org Janeah Gullett: janeah@kycid.org Steve Hutton: steve@kycid.org Steve Hutton: steve@kycid.org

65. Websites www.kycid.org www.kycid.org www.pbis.org www.pbis.org www.swis.org www.swis.org