WELCOME!

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.

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

4. Promote social and emotional wellness of all children and youth • Use on-going data collection for decision-making on multiple levels • 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.

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

7. Clear School mission Frequent Monitoring Home/SchoolRelations High expectations Instructional leadership Opportunity to learn expectations Safe andOrderlyEnvironment Rigorous Curriculum Multiple Assessment Strategies Instruction Engages Students Climate Supports Excellence Remove Barriers for Families Research-Based PD Effective Leadership Maximized Use of Resources Effective Planning 7 Correlates KY Standards

8. From. . . Focus on reactive Focus on negative Focus on punishment Focus on deficits Focus on problems Professional centered 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 A Shift in Thinking…

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. • Look for the smallest change that will produce the largest effect. • Avoid defining a large number of goals • 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. • 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. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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 STUDENT SUCCESS Common Experience Common Language

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

17. Consistency • Consistency in response to problem behavior: • Any student • Any location • By any staff member • With dignity and respect • Designed to eliminate problem • 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. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

20. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

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

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

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

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

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

26. Academic Teaching or learning? Engaged or indifferent? Effective or not? Discipline Positive or negative? Proactive or reactive? Instruct and punish? Or just punish? Practices

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

28. Practices • Successful implementations of practices that increase responsible behavior in all students. • Teach expectations for student success • Systematically acknowledge responsible behavior. • 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. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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

32. Main Data Components • Effective Behavior Support Survey (EBS) • School-wide Evaluation Tool (SET) • School-wide Information System (SWIS) • Office Disciplinary Referral Report • 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.

34. Effective Behavior Support Survey • Survey examines • School-wide discipline system • Non-classroom management systems • Classroom management systems • 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 • 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.

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

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

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

45. Total # ODR per Month

46. # ODR per Day per Month

47. Where?

48. What?