1. 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.

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

4. The 7 Correlates of Effective Schools 1.Clear School mission 2.Frequent Monitoring 3.Home/School Relations 4.High expectations 5.Instructional leadership 6.Opportunity to learn/Time on Task 7.Safe and Orderly Environment

5. 7 Correlates 1.Clear School _______ 2.________ Monitoring 3.____/______ Relations 4.High ____________ 5.Instructional __________ 6.Opportunity to _____/ Time on Task 7.____ and Orderly Environment Ky. Standards 1.Rigorous Curriculum 2.Multiple Assessment Strategies 3.Instruction Engages Students 4.Climate Supports Excellence 5.Remove Barriers for Families 6.Research-Based PD 7.Effective Leadership 8.Maximized Use of Resources 9.Effective Planning

6. Systems of Support A continuum of systems and interventions is available to meet student needs. This support is organized through three tiers: –Universal –Targeted problem solving –Intensive, strength-based planning

7. 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

8. Intensive Level Training Family connection and support Community and Mental Health supports Behavior support plans Academic interventions Other life domains (safety, medical, spiritual…) Interagency connections

9. Targeted Problem-Solving Level Training Targeted Problem-Solving Level Training Problem solving structure & process Individual or small group interventions Functional assessment Behavior support plans Academic interventions Mental health supports

10. Universal Level Training Leadership Team formation Action Plan development Staff & family engagement Classroom & non-classroom strategies Data-based decision-making Sustainability

11. Components of a School-wide Approach commonapproach  an agreed upon and common approach to discipline, expectations  a small number of positively stated expectations for all students and staff,

12. Components of a School-wide Approach (con’t)  procedures  procedures for teaching these expectations to students, encouraging  a continuum of procedures for encouraging responsible behavior as demonstrated by these expectations,

13. Components of a School-wide Approach (con’t) discouraging  a continuum of procedures for discouraging irresponsible or rule- violating behavior, and monitoring and evaluating  procedures for monitoring and evaluating the effectiveness of the discipline system on a regular and frequent basis.

14. A Shift in Thinking… 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

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

17. KYCID Objectives (con’t) Promote social and emotional wellness of all children and youthPromote social and emotional wellness of all children and youth Use on-going data collection for decision-making on multiple levelsUse on-going data collection for decision-making on multiple levels Support creation of local and regional capacity to implement and sustain the modelSupport creation of local and regional capacity to implement and sustain the model

18. 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.

19. Kentucky Implementation Model Local Structure School-based teams School-based teams District planning teams District planning teams Coaches (internal) Coaches (internal) Regional structure Coaches (external) Coaches (external) Technical Assistance Technical Assistance Area Coordinators Area Coordinators Statewide structure Training & Technical Assistance Training & Technical Assistance Evaluation & Dissemination Evaluation & Dissemination National Center Support National Center Support

20. Area Coordinators East Janeah Gullett Janeah@kycid.org 606-886-2622 West Kelly Davis Kelly@kycid.org 270-782-9555 Central Judy Boggs Judy@kycid.org 859-699-1922 North Lea Brown Lea@kycid.org 859-496-7155

21. KYCID Support to Schools Area Coordinators and Support Centers for West, East, North, Central and Louisville/ Lexington areasArea Coordinators and Support Centers for West, East, North, Central and Louisville/ Lexington areas Regional Training Calendar offered several times a yearRegional Training Calendar offered several times a year Support from Special Education Cooperative behavior consultants and trained local school/district staffSupport from Special Education Cooperative behavior consultants and trained local school/district staff Schools initiate process when ready and move at their own paceSchools initiate process when ready and move at their own pace

22. Coordination with local community mental health centers and expansion of school based mental health servicesCoordination with local community mental health centers and expansion of school based mental health services Coordination with the National Center for Positive Behavior Interventions and Supports (PBIS)Coordination with the National Center for Positive Behavior Interventions and Supports (PBIS) Opportunity for schools to utilize expert consultative services from a behavior cadre networkOpportunity for schools to utilize expert consultative services from a behavior cadre network Nationally recognized training on Bully Prevention Programs from certified Olweus trainersNationally recognized training on Bully Prevention Programs from certified Olweus trainers

23. Self-Assessment Schools complete self-assessment prior to beginning trainingSchools complete self-assessment prior to beginning training Teams must understand that things not in place at initiation of training will be emphasized as areas needed for successful implementation.

24. Self-Assessment Some items are non-negotiable, these are: funding support, coaching support, time allocated for meetings and evaluationSome items are non-negotiable, these are: funding support, coaching support, time allocated for meetings and evaluation Staff buy in, as demonstrated by EBS results, must be at a sufficient enough level for progress to be anticipated. Otherwise, acceptance for training may be postponed until staff better understands expectations of the processStaff buy in, as demonstrated by EBS results, must be at a sufficient enough level for progress to be anticipated. Otherwise, acceptance for training may be postponed until staff better understands expectations of the process

25. Self-Assessment Components Leadership Team is developed with representation from appropriate range of stakeholdersLeadership Team is developed with representation from appropriate range of stakeholders Team initiates 3-5 year prevention based action planTeam initiates 3-5 year prevention based action plan Team defines regular meeting schedule and processTeam defines regular meeting schedule and process

26. Self-Assessment Components (con’t) Funding sources are identified to cover activities for at least three years (subs and mileage)Funding sources are identified to cover activities for at least three years (subs and mileage) Strategies are identified and implemented to ensure stakeholders are aware of activities and accomplishmentsStrategies are identified and implemented to ensure stakeholders are aware of activities and accomplishments

27. Self-Assessment Components (con’t) Student behavior and discipline or school culture and climate is one of the top three goals for the Comprehensive School Improvement PlanStudent behavior and discipline or school culture and climate is one of the top three goals for the Comprehensive School Improvement Plan Leadership team reports to the local Board of Education and KYCID on the activities and outcomes related to PBIS implementationLeadership team reports to the local Board of Education and KYCID on the activities and outcomes related to PBIS implementation

28. Self-Assessment Components (con’t) Participation and support from building principal is maintainedParticipation and support from building principal is maintained Leadership team participates in KYCID professional development opportunitiesLeadership team participates in KYCID professional development opportunities District/school provides coach who is employed by the district to help build and sustain PBISDistrict/school provides coach who is employed by the district to help build and sustain PBIS

29. Self-Assessment Components (con’t) Coach meets at least monthly with leadership team and participates in quarterly coaches trainingCoach meets at least monthly with leadership team and participates in quarterly coaches training School participates in evaluation activities for KYCID (SET, EBS, etc.)School participates in evaluation activities for KYCID (SET, EBS, etc.) Leadership team evaluates the extent to which their action plan has been implementedLeadership team evaluates the extent to which their action plan has been implemented

30. Self-Assessment Components (con’t) School-based information systems (e.g., data collection and analysis) are in placeSchool-based information systems (e.g., data collection and analysis) are in place At least quarterly, there is dissemination, celebration & acknowledgement of outcomes and accomplishmentsAt least quarterly, there is dissemination, celebration & acknowledgement of outcomes and accomplishments

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

32. Use of Data Ask specific questions of the data –What –Where –When –Who –Why –How often all to guide school-wide decision making.

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

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

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

36. 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.

37. School-wide Information System The three primary elements of SWIS are: an efficient system for gathering information a web-based computer application for data entry and report generation a practical process for using information for decision making

38. School-wide Information System The three elements give school personnel the capability to evaluate individual student behavior, the behavior of groups of students, behaviors occurring in specific settings, and behaviors occurring during specific time periods of the school day.

39. School-Wide Information System SWIS reports indicate times and/or locations prone to elicit problem behaviors, and allow teachers and administrators to shape school-wide environments to maximize students' academic and social achievements.

40. 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

41. Total # ODR per Month

42. # ODR per Day per Month

44. Where?

45. What?

46. 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 Implementation is occurring when score is 80% of total score and 80% on teaching behavior subscale of test.

47. 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 form year to year

48. KYCID Approach Awareness Session: Schools attend to learn expectations for participation Initial Training: Schools have agreed to non-negotiable items and attend a total of four days overview of process Flexible training opportunity: Using data- based decision-making, determine the next best step for each school to take

49. Additional Training Capacity Building Focus CoachesCoaches –Initial preparation –Ongoing sustainability and support Administrator TrainingAdministrator Training –How to prepare self and school –How to support process and sustainability

50. Where to go: www.kycid.orgwww.kycid.org www.pbis.orgwww.pbis.org www.swis.orgwww.swis.org