Kentucky Center for Instructional Discipline Mission Statement: To train and support schools in the...

Kentucky Center for Kentucky Center for Instructional DisciplineInstructional 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.

What We Know…What We Know…

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

The 7 Correlates of The 7 Correlates of Effective SchoolsEffective 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

7 Correlates7 Correlates

1.1. Clear School _______Clear School _______

2.2. ________ Monitoring________ Monitoring

3.3. ____/______ Relations____/______ Relations

4.4. High ____________High ____________

5.5. Instructional Instructional ____________________

6.6. Opportunity to _____/ Opportunity to _____/ Time on TaskTime on Task

7.7. ____ and Orderly ____ and Orderly Environment Environment

Ky. StandardsKy. Standards

1.1. Rigorous CurriculumRigorous Curriculum

2.2. Multiple Assessment Multiple Assessment StrategiesStrategies

3.3. Instruction Engages Instruction Engages StudentsStudents

4.4. Climate Supports Climate Supports ExcellenceExcellence

5.5. Remove Barriers for Remove Barriers for FamiliesFamilies

6.6. Research-Based PDResearch-Based PD

7.7. Effective LeadershipEffective Leadership

8.8. Maximized Use of Maximized Use of ResourcesResources

9.9. Effective PlanningEffective Planning

Systems of SupportSystems of Support• A continuum of systems and

interventions is available to meet student needs.

• This support is organized through three tiers:– UniversalUniversal– Targeted problem solvingTargeted problem solving– Intensive, strength-based planningIntensive, strength-based planning

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 Student Success

Intensive Level TrainingIntensive Level Training Intensive Level TrainingIntensive Level Training

Family connection and support

Community and Mental Health supports

Behavior support plans

Academic interventions

Other life domains (safety, medical, spiritual…)

Interagency connections

Targeted Problem-Solving Targeted Problem-Solving Level TrainingLevel Training

Targeted Problem-Solving Targeted Problem-Solving Level TrainingLevel Training

Problem solving structure & process

Individual or small group interventions

Functional assessment

Behavior support plans

Academic interventions

Mental health supports

Universal Level TrainingUniversal Level Training Universal Level TrainingUniversal Level Training

Leadership Team formation

Action Plan development

Staff & family engagement

Classroom & non-classroom strategies

Data-based decision-making

Sustainability

Components of a School-Components of a School-wide Approachwide Approach

an agreed upon and commoncommon approachapproach to discipline,

a small number of positively stated expectationsexpectations for all students and staff,

Components of a School-Components of a School-wide Approach wide Approach (con’t)(con’t)

proceduresprocedures for teaching these expectations to students,

a continuum of procedures for encouragingencouraging responsible behavior as demonstrated by these expectations,

Components of a School-wide Components of a School-wide Approach Approach (con’t)(con’t)

a continuum of procedures for discouragingdiscouraging irresponsible or rule-violating behavior, and

procedures for monitoring and monitoring and evaluatingevaluating the effectiveness of the discipline system on a regular and frequent basis.

A Shift in Thinking…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

KYCID ObjectivesKYCID Objectives

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

• Promote healthy school climate and Promote healthy school climate and effective school leadershipeffective school leadership

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

KYCID Objectives KYCID Objectives (con’t)(con’t)

• Promote social and emotional wellness Promote social and emotional wellness of all children and youthof 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 regional Support creation of local and regional capacity to implement and sustain the capacity to implement and sustain the modelmodel

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

Kentucky Implementation ModelKentucky Implementation ModelLocal StructureLocal Structure• School-based teamsSchool-based teams• District planning teamsDistrict planning teams• Coaches (internal)Coaches (internal)

Regional structureRegional structure• Coaches (external) Coaches (external) • Technical AssistanceTechnical Assistance• Area CoordinatorsArea Coordinators

Statewide structureStatewide structure• Training & Technical AssistanceTraining & Technical Assistance• Evaluation & DisseminationEvaluation & Dissemination• National Center SupportNational Center Support

Area CoordinatorsArea Coordinators

EastJaneah [email protected]

WestKelly [email protected]

CentralJudy [email protected]

NorthLea [email protected]

KYCID Support to SchoolsKYCID Support to Schools

• Area Coordinators and Support Centers for Area Coordinators and Support Centers for West, East, North, Central and Louisville/ West, East, North, Central and Louisville/ Lexington areasLexington areas

• Regional Training Calendar offered several Regional Training Calendar offered several times a yeartimes a year

• Support from Special Education Cooperative Support from Special Education Cooperative behavior consultants and trained local behavior consultants and trained local school/district staffschool/district staff

• Schools initiate process when ready and Schools initiate process when ready and move at their own pacemove at their own pace

• Coordination with local community mental Coordination with local community mental health centers and expansion of school health centers and expansion of school based mental health servicesbased mental health services

• Coordination with the National Center for Coordination with the National Center for Positive Behavior Interventions and Supports Positive Behavior Interventions and Supports (PBIS)(PBIS)

• Opportunity for schools to utilize expert Opportunity for schools to utilize expert consultative services from a behavior cadre consultative services from a behavior cadre networknetwork

• Nationally recognized training on Bully Nationally recognized training on Bully Prevention Programs from certified Olweus Prevention Programs from certified Olweus trainerstrainers

Self-AssessmentSelf-Assessment

• Schools complete self-assessment Schools complete self-assessment prior to beginning trainingprior to beginning training

Teams must understand that things not Teams must understand that things not in place at initiation of training will be in place at initiation of training will be emphasized as areas needed for emphasized as areas needed for successful implementation.successful implementation.

Self-AssessmentSelf-Assessment

• Some items are non-negotiable, these are: Some items are non-negotiable, these are: funding support, coaching support, time funding support, coaching support, time allocated for meetings and evaluationallocated for meetings and evaluation

• Staff buy in, as demonstrated by EBS results, Staff buy in, as demonstrated by EBS results, must be at a sufficient enough level for must be at a sufficient enough level for progress to be anticipated. Otherwise, progress to be anticipated. Otherwise, acceptance for training may be postponed acceptance for training may be postponed until staff better understands expectations of until staff better understands expectations of the processthe process

Self-Assessment ComponentsSelf-Assessment Components

• Leadership Team is developed with Leadership Team is developed with representation from appropriate range representation from appropriate range of stakeholdersof stakeholders

• Team initiates 3-5 year prevention Team initiates 3-5 year prevention based action planbased action plan

• Team defines regular meeting schedule Team defines regular meeting schedule and processand process

Self-Assessment Components Self-Assessment Components (con’t)(con’t)

• Funding sources are identified to cover Funding sources are identified to cover activities for at least three years (subs activities for at least three years (subs and mileage)and mileage)

• Strategies are identified and Strategies are identified and implemented to ensure stakeholders implemented to ensure stakeholders are aware of activities and are aware of activities and accomplishmentsaccomplishments


• Student behavior and discipline or Student behavior and discipline or school culture and climate is one of the school culture and climate is one of the top three goals for the Comprehensive top three goals for the Comprehensive School Improvement PlanSchool Improvement Plan

• Leadership team reports to the local Leadership team reports to the local Board of Education and KYCID on the Board of Education and KYCID on the activities and outcomes related to PBIS activities and outcomes related to PBIS implementationimplementation


• Participation and support from building Participation and support from building principal is maintainedprincipal is maintained

• Leadership team participates in KYCID Leadership team participates in KYCID professional development professional development opportunitiesopportunities

• District/school provides coach who is District/school provides coach who is employed by the district to help build employed by the district to help build and sustain PBISand sustain PBIS


• Coach meets at least monthly with Coach meets at least monthly with leadership team and participates in leadership team and participates in quarterly coaches trainingquarterly coaches training

• School participates in evaluation School participates in evaluation activities for KYCID (SET, EBS, etc.)activities for KYCID (SET, EBS, etc.)

• Leadership team evaluates the extent Leadership team evaluates the extent to which their action plan has been to which their action plan has been implementedimplemented


• School-based information systems School-based information systems (e.g., data collection and analysis) are (e.g., data collection and analysis) are in placein place

• At least quarterly, there is At least quarterly, there is dissemination, celebration & dissemination, celebration & acknowledgement of outcomes and acknowledgement of outcomes and accomplishments accomplishments

Use of Data

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

Use of Data

• Ask specific questions of the data– What– Where– When– Who– Why– How often

all to guide school-wide decision making.

Main Data Components

• Effective Behavior Support Survey (EBS)

• Office Disciplinary Referral Report– School-wide Information System (SWIS)

• School-wide Evaluation Tool (SET)

• School surveys

Effective Behavior Support

• Survey examines– School-wide discipline system

– Non-classroom management systems

– Classroom management systems

– Systems for individual students engaging in chronic behaviors

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.

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 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


• 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.

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.


• 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

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

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

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?

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

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.

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

KYCID ApproachKYCID Approach

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

Initial TrainingInitial Training:: Schools have agreed to Schools have agreed to non-negotiable items and attend a total non-negotiable items and attend a total of four days overview of processof four days overview of process

Flexible training opportunityFlexible training opportunity:: Using Using data- based decision-making, data- based decision-making, determine the next best step for each determine the next best step for each school to takeschool to take

Additional TrainingAdditional Training

Capacity Building FocusCapacity Building Focus

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

• Administrator TrainingAdministrator Training– How to prepare self and schoolHow to prepare self and school– How to support process and sustainabilityHow to support process and sustainability

Where to go:Where to go:

• www.kycid.orgwww.kycid.org

• www.pbis.orgwww.pbis.org

• www.swis.orgwww.swis.org

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