WELCOME!WELCOME!Kentucky Center For Kentucky Center For

Instructional DisciplineInstructional Discipline

Awareness SessionAwareness Session

Kentucky Center for Kentucky Center for Instructional DisciplineInstructional Discipline

Mission Statement:Mission Statement:

To train and support schools in To train and support schools in the implementation of the implementation of positivepositive, ,

proactive proactive and and instructionalinstructional strategies so students become strategies so students become

self-disciplined, responsible and self-disciplined, responsible and productive citizens of the productive citizens of the

Commonwealth.Commonwealth.

KYCID ObjectivesKYCID Objectives

Enhance school ability to Enhance school ability to achieve proficiency by 2014achieve proficiency by 2014

Promote healthy school climate Promote healthy school climate and effective school leadershipand effective school leadership

Involve families, schools, Involve families, schools, community and related community and related agencies to understand and agencies to understand and support the modelsupport the model

Promote social and emotional Promote social and emotional wellness of all children and youthwellness of all children and youth

Use on-going data collection for Use on-going data collection for decision-making on multiple levelsdecision-making on multiple levels

Support creation of local and Support creation of local and regional capacity to implement and regional capacity to implement and sustain the modelsustain the model

What is School-wide What is School-wide Positive Behavior Support?Positive Behavior Support?

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

Research ValidatedResearch Validated

The OSEP- National Technical The OSEP- National Technical Assistance Center on Positive Assistance Center on Positive Behavior and Intervention Supports Behavior and Intervention Supports University of OregonUniversity of Oregon

Effective Schools ResearchEffective Schools Research

7 Correlates7 Correlates KY KY StandardsStandards

1.1. Clear School Clear School missionmission

2.2. Frequent Frequent MonitoringMonitoring

3.3. Home/SchoolHome/School RelationsRelations

4.4. High High expectationsexpectations

5.5. Instructional Instructional leadershipleadership

6.6. Opportunity to learn Opportunity to learn expectationsexpectations

7.7. SafeSafe and and OrderlyOrderly EnvironmentEnvironment

1.1. Rigorous CurriculumRigorous Curriculum

1.1. Multiple Assessment Multiple Assessment StrategiesStrategies

2.2. Instruction Engages StudentsInstruction Engages Students

3.3. Climate Supports ExcellenceClimate Supports Excellence

4.4. Remove Barriers for FamiliesRemove Barriers for Families

5.5. Research-Based PDResearch-Based PD

6.6. Effective LeadershipEffective Leadership

7.7. Maximized Use of ResourcesMaximized Use of Resources

8.8. Effective PlanningEffective Planning

A Shift in Thinking…A Shift in Thinking…

From. . .From. . . Focus on reactiveFocus on reactive Focus on negativeFocus on negative Focus on Focus on

punishmentpunishment Focus on deficitsFocus on deficits Focus on problemsFocus on problems Professional Professional

centeredcentered Expert modelExpert model

To. . .To. . . Focus on proactiveFocus on proactive Focus on positiveFocus on positive Focus on instructionFocus on instruction Focus on strengthsFocus on strengths Focus on needsFocus on needs Child/Family Child/Family

centeredcentered Team approachTeam approach Capacity Building Capacity Building

ModelModel

What We Know…What We Know…

Research demonstrates that Research demonstrates that schools make greater schools make greater behaviorbehavior and and academic academic gains gains when they build a school-when they build a school-wide positive social culture.wide positive social culture.

Four Basic Four Basic Recommendations:Recommendations:

Continue doing whatever is working.Continue doing whatever is working.

Look for the smallest change that will produce Look for the smallest change that will produce the largest effect.the largest effect.

Avoid defining a large number of goals Avoid defining a large number of goals Do a small number of things wellDo a small number of things well

Do not add something new without also Do not add something new without also defining what you will defining what you will stopstop doing to make the doing to make the addition possible.addition possible.

Collect and use data for decision-making.Collect and use data for decision-making.

Processing the Processing the InformationInformation

What prompted you to attend this What prompted you to attend this awareness session?awareness session?

What concept has caught your What concept has caught your attention?attention?

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

School-wide SystemsSchool-wide Systems(All students all settings all (All students all settings all

times)times)“ “ A mistake we often make A mistake we often make

is to plan the curriculum is to plan the curriculum materials very carefully, materials very carefully, arrange the instructional arrange the instructional materials wall to wall, materials wall to wall, open the doors of the open the doors of the school, and then to find school, and then to find to our dismay that to our dismay that they’ve sent us the they’ve sent us the wrong kids.”wrong kids.”

School-wide SystemsSchool-wide Systems(All students all settings all (All students all settings all

times)times)

School environment is School environment is predictablepredictable

1. common language1. common language

2. common vision 2. common vision

3. common experience3. common experience

Organizational FeaturesOrganizational Features

Common Vision

Common Language

Common Experience

STUDENT

SUCCESS

ConsistencyConsistency

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

ConsistencyConsistency

Consistency in response to problem Consistency in response to problem behavior:behavior: Any studentAny student Any locationAny location By any staff memberBy any staff member With dignity and respectWith dignity and respect Designed to eliminate problemDesigned to eliminate problem At the lowest intervention level that results At the lowest intervention level that results

in the desired effectin the desired effect

Fairness PromiseFairness Promise

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

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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 Designing School-Wide Systems for Student SuccessStudent Success

Elements of Universal -Elements of Universal -Primary Prevention TrainingPrimary Prevention Training

Elements of Universal -Elements of Universal -Primary Prevention TrainingPrimary Prevention Training

Leadership Team formationLeadership Team formation

Action Plan development Action Plan development

Staff & family engagementStaff & family engagement

Classroom & non-classroom Classroom & non-classroom

strategiesstrategies

Data-based decision-makingData-based decision-making

Sustainable planSustainable plan

Elements of Targeted -Elements of Targeted -Secondary Prevention TrainingSecondary Prevention Training

Elements of Targeted -Elements of Targeted -Secondary Prevention TrainingSecondary Prevention Training

Problem solving structure & Problem solving structure &

processprocess

Individual or small group Individual or small group

interventionsinterventions

Functional assessmentFunctional assessment

Behavior support plansBehavior support plans

Academic interventionsAcademic interventions

Mental health supportsMental health supports

Elements of Intensive –Elements of Intensive –Tertiary Prevention TrainingTertiary Prevention Training

Elements of Intensive –Elements of Intensive –Tertiary Prevention TrainingTertiary Prevention Training

Student and family drivenStudent and family driven

Community and mental health supportsCommunity and mental health supports

Strength-basedStrength-based behavior support plansbehavior support plans

Academic interventionsAcademic interventions

Other life domains Other life domains

Interagency connectionsInteragency connections

Wraparound Cadre Training ApproachWraparound Cadre Training Approach

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

PracticesPractices AcademicAcademic

Teaching or Teaching or

learning?learning?

Engaged or Engaged or indifferent?indifferent?

Effective or Effective or not?not?

DisciplineDiscipline Positive or Positive or

negative?negative?

Proactive or Proactive or

reactive?reactive?

Instruct and Instruct and punish?punish?

Or just punish?Or just punish?

What is the practice at your What is the practice at your school?school?AcademicAcademic

Teaching . . . . . . .or. . . . . . . Learning?Teaching . . . . . . .or. . . . . . . Learning?Engagement . . . . or . . . . . . Indifferent?Engagement . . . . or . . . . . . Indifferent?Effective . . . . . . . or . . . . . . Ineffective?Effective . . . . . . . or . . . . . . Ineffective?InstructionInstruction

InstructionInstruction

DisciplineDisciplinePositive . . . . . . . .or . . . . . . . Negative?Positive . . . . . . . .or . . . . . . . Negative?Proactive . . . . . . or . . . . . . . Reactive?Proactive . . . . . . or . . . . . . . Reactive?Instruct & . . . . . Or . . . . . . . Just Instruct & . . . . . Or . . . . . . . Just

Punish?Punish? PunishPunish

PracticesPractices

Successful implementations of Successful implementations of practices that increase responsible practices that increase responsible behavior in all students.behavior in all students. Teach expectations for student successTeach expectations for student success Systematically acknowledge responsible Systematically acknowledge responsible

behavior.behavior. Interact with students at a higher rate Interact with students at a higher rate

when they are being responsible than when they are being responsible than when they are not.when they are not.

Processing the Processing the InformationInformation

What systems in your school are What systems in your school are working, or not?working, or not?

What current practices in your school What current practices in your school are successful, or not?are successful, or not?

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Use of DataUse of Data

Continuous review of information and Continuous review of information and datadata Office discipline referralsOffice discipline referrals AttendanceAttendance TardinessTardiness AcademicsAcademics Assignment completionAssignment completion Bus behaviorBus behavior Student/staff surveysStudent/staff surveys

Main Data ComponentsMain Data Components Effective Behavior Support Survey Effective Behavior Support Survey

(EBS)(EBS) School-wide Evaluation Tool School-wide Evaluation Tool (SET)(SET) School-wide Information System School-wide Information System

(SWIS)(SWIS)• Office Disciplinary Referral ReportOffice Disciplinary Referral Report

View at View at (www.pbis.org/tools.htm)(www.pbis.org/tools.htm)

EEffective ffective BBehavior ehavior SSupportupport

The The EBSEBS Survey is designed to Survey is designed to help schools gather help schools gather staff staff perceptionsperceptions about about effective effective behavior supportbehavior support systems and systems and practices in their building. This practices in their building. This survey is used during the initial survey is used during the initial stages of planning and annually stages of planning and annually thereafter.thereafter.

Effective Behavior Support Effective Behavior Support SurveySurvey Survey examinesSurvey examines

• School-wide discipline systemSchool-wide discipline system• Non-classroom management Non-classroom management

systemssystems• Classroom management Classroom management

systemssystems• Systems for individual students Systems for individual students

engaging in chronic behaviorsengaging in chronic behaviors

Clark Elementary School

EBS Survey Status Scores: Multi-Year Comparison

0

10

20

30

40

50

60

70

80

90

100

School- wide Non- classroom Classroom Individual Student

perc

ent

of "

In P

lace

" re

spon

ses

Baseline Post- 1 Post- 2

Minimum Implementation Level

SSchool-wide chool-wide EEvaluation valuation TTool ool (SET)(SET)

Research quality tool for Research quality tool for assessing Universal/school wide assessing Universal/school wide positive behavior supportspositive behavior supports

External person(s) spends ~ 2 External person(s) spends ~ 2 hrs at school reviewing hrs at school reviewing documents, interviewing staff documents, interviewing staff and studentsand students

School-wide Evaluation School-wide Evaluation Tool Tool (SET)(SET)

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

School-wide Evaluation School-wide Evaluation Tool Tool (SET)(SET)

Assesses features that are in placeAssesses features that are in place Determine annual goals for teamDetermine annual goals for team Evaluates on-going effortsEvaluates on-going efforts Design and revise proceduresDesign and revise procedures Compare efforts from year to yearCompare efforts from year to year

Schoolwide Evaluation Tool Results

Christian County High School Post- 1 Comparison: May, 2007

0

10

20

30

40

50

60

70

80

90

100

% o

f Im

plem

enta

tion

Baseline Post 1

Baseline 0 0 0 88 50 0 50 27

Post 1 75 100 100 63 100 100 50 84

Expectations Defined

Expectations Taught

On-Going Reward

System

Responding to Behavioral

Violations

Monitoring and Decision-

MakingManagement

District-Level Support

Average

Schoolwide Evaluation Tool Results

Milllard Middle School Post Comparison SET

0

20

40

60

80

100

120

perc

ent

of i

mpl

emen

tati

on

2005 100 70 0 75 25 62 50 54

2006 75 100 100 75 100 100 100 93

Expectations

Defined

Expectations

Taught

On-Going

Reward

System

Responding to

Behavioral

Violations

Monitoring

and Decision-

Making

ManagementDistrict- Level

SupportAverage

Red Cross Elementary, Follow-Up SET (March 2007)

0

20

40

60

80

100

120

ExpectationsDefined

ExpectationsTaught

OngoingRewardSystem

System forResponding to

BehavioralViolations

Monitoring &DecisionMaking

Management District LevelSupport

Average

2005

2006

2007

SSchool-chool-wwide ide IInformation nformation SSystemystem

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

SWIS FeaturesSWIS Features

Only reports discipline dataOnly reports discipline data

Highly efficientHighly efficient

Local controlLocal control

Information available continuouslyInformation available continuously

Confidential, secureConfidential, secure

School-wide Information School-wide Information SystemSystem

The The “Big 5”“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 # problem behaviors by time of

dayday

0

10

20

30

40

50

60

70

Refe

rrals

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/MoNV High School

Total # ODR per Month

0

1

2

3

4

5 M

ean R

efe

rrals

per

Day

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/Mo# ODR per Day per Month

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Where?Where?

What?What?

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Elementary School

The Real IssueThe 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, The real issue is that you collect, analyze and make decisions based analyze and make decisions based upon your own data.upon your own data.

Double Data Entry Double Data Entry QuestionQuestion

Successful schools keep and use ‘fresh’ Successful schools keep and use ‘fresh’ data.data.

Time to enter each referral < 1 minute.Time to enter each referral < 1 minute. 10 referrals day = 10 minutes10 referrals day = 10 minutes

School Commitment is to report School Commitment is to report OOffice ffice DDiscipline iscipline RReferral ODR data at end of eferral ODR data at end of year.year.

Schools using SWIS can complete the end Schools using SWIS can complete the end of year report in minutes. of year report in minutes.

Processing the Processing the InformationInformation

What data do you currently What data do you currently collectcollect and and useuse at your school? at your school?

What concerns, if any, do you have What concerns, if any, do you have about the EBS, SET and SWIS?about the EBS, SET and SWIS?

First StepsFirst Steps Information shared with appropriate Information shared with appropriate

school committee(s)school committee(s) Complete all forms in the awareness Complete all forms in the awareness

session packet and mail to address on session packet and mail to address on formsforms

Form Leadership Team representative of Form Leadership Team representative of the school the school

Contact your area coordinator to set up Contact your area coordinator to set up EBS Survey processEBS Survey process

Review the on-line Pre-Training Packet Review the on-line Pre-Training Packet with the Leadership Team at first meetingwith the Leadership Team at first meeting

Getting StartedGetting Started, , Being Being CommittedCommitted

Team based problem-solving process Team based problem-solving process Universal team meets monthlyUniversal team meets monthly Use and submit required data on a Use and submit required data on a

regular basis regular basis Collect and analyze monthly Collect and analyze monthly

discipline discipline data data Develop and follow school action Develop and follow school action

plan plan

Administrator CommitmentAdministrator Commitment Attending trainings and team meetingsAttending trainings and team meetings Identify and organize a representative team Identify and organize a representative team Secure agreement from the staff to commit Secure agreement from the staff to commit

to PBS processto PBS process Provide opportunities for the PBS team to Provide opportunities for the PBS team to

meet as specifiedmeet as specified Identify a coach to support and build Identify a coach to support and build

capacity capacity Provide time and resources for coach Provide time and resources for coach Budget funds for implementation, mileage, Budget funds for implementation, mileage,

subs, materialssubs, materials

School Leadership Team School Leadership Team CommitmentCommitment

Team based problem-solving process Team based problem-solving process Universal team meets monthlyUniversal team meets monthly Use and submit required data on a Use and submit required data on a

regular basis regular basis Collect and analyze monthly Collect and analyze monthly

discipline discipline data data Develop and follow school action Develop and follow school action

plan plan

KYCID ApproachKYCID Approach

Awareness SessionAwareness Session:: Schools attend to Schools attend to learn expectations for participationlearn expectations for participation

Universal TrainingUniversal Training:: Schools have Schools have agreed to commitments and attend a agreed to commitments and attend a total of four days overview of processtotal of four days overview of process

Flexible training opportunityFlexible training opportunity:: Using Using data-based decision-making, determine data-based decision-making, determine the next best step for your school.the next best step for your school.

Additional TrainingsAdditional Trainings Coaches Coaches

• Initial preparationInitial preparation• Ongoing sustainability and supportOngoing sustainability and support

Targeted Problem Solving and Targeted Problem Solving and Wrap Around ProcessWrap Around Process Yellow Zone Yellow Zone Red ZoneRed Zone

High School ForumHigh School Forum

Administrator’s ForumAdministrator’s Forum

Sustainability sessionsSustainability sessions

KYCID PBS Network Will KYCID PBS Network Will Provide:Provide:

Training at all 3 levels Training at all 3 levels U/PU/P, , T/ST/S, , I/TI/T Coaches’ trainingCoaches’ training Training on School data management Training on School data management

systems and data based decision-systems and data based decision-making. making.

On-going technical assistance On-going technical assistance Facilitate expansion of community Facilitate expansion of community

connections and resources connections and resources

Training Cycle for 2007-Training Cycle for 2007-0808

This session is one of several awareness This session is one of several awareness sessions conducted state-wide.sessions conducted state-wide.

In November, we will hold the 1In November, we will hold the 1stst day of a 4 day of a 4 day training cycle for Universal Teams which day training cycle for Universal Teams which will be completed by the end of March, 2008.will be completed by the end of March, 2008.

In summer or early fall, we encourage In summer or early fall, we encourage implementing teams to attend a implementing teams to attend a Sustaining Sustaining PBSPBS session to review and prepare for next session to review and prepare for next school year.school year.

Contact InformationContact Information

Mike Waford: Mike Waford: mike@kycid.orgmike@kycid.org Judy Boggs: Judy Boggs: judy@kycid.orgjudy@kycid.org Lea Brown: Lea Brown: lea@kycid.orglea@kycid.org Kelly Davis: Kelly Davis: kelly@kycid.orgkelly@kycid.org Janeah Gullett: Janeah Gullett: janeah@kycid.orgjaneah@kycid.org Steve Hutton: Steve Hutton: steve@kycid.orgsteve@kycid.org

WebsitesWebsites

www.kycid.orgwww.kycid.org

www.pbis.orgwww.pbis.org

www.swis.orgwww.swis.org