Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary...
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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% Multi-Tiered Systems of Support in Schools
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with
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% Multi-Tiered Systems
of Support in Schools
Slide 2
Influenza
Slide 3
Evidence-Based Practices Peer reviewed empirical evidence of
effect Replicated with specified populations No conflict of
interest (double blind) Comparatively most effective Effect
Size
Slide 4
Group OTR predictive of school academic achievement Negative
Feedback predictive of school suspension Engagement and Poverty
Hirn, Hollo, Scott, & Akers, in review
Slide 5
Bully Prevention as an Instructional Process tied to PBIS
Establish rules for instruction based on 3-5 school-wide positively
stated rules Be Respectful Do NOT use the label, bullying, with
students. Teach how to respond if someone is NOT respectful. What
does it look like when people are not respectful? What should you
do? If you experience someone doing these behaviors to you? If you
see someone else in these situations? If someone tells YOU that
your behavior is disrespectful?
Slide 6
Survey Results 4 weeks before and 4 weeks after BP Percentage
of Students Responding yes
Slide 7
The Kentucky Department of Educations vision is that every
child is proficient and prepared for success.
Slide 8
What are we doing at KDE to reach our vision? KBE Goals
Delivery Novice Reduction / Gap Closure RtI / KSI HB 69 PGES
Restraint / Seclusion
Slide 9
K KBE Goals
Slide 10
K Delivery Plan
Slide 11
K Learning Systems Strategy
Slide 12
K Novice Reduction / Gap Closure Presented initially at the
February KBE meeting Schools and districts would earn points based
on the percentage of the annual goal met in reading and mathematics
Give credit to schools for moving students up one or more
performance categories
Slide 13
K RtI / KSI
Slide 14
K House Bill 69 704 KAR 3:095 (2012) 704 KAR 3:095 Section 2
(1): Multi-tiered systems of support, including differentiated core
academic and behavioral instruction and targeted, intensive
academic and behavioral intervention, delivered by individuals most
qualified to provide the intervention services, that maximize
student achievement and reduce behavioral problems..
Slide 15
K PGES (Danielson Framework)
Slide 16
K Restraint and Seclusion 704 KAR 7:160 (2013) 704 KAR 7:160
Section 1 (11) "Positive behavioral supports" means a school-wide
systematic approach to embed evidence-based practices and
data-driven Training Documentation