State BOE Mission Statement The Mission of the State Board of Education is to prepare Kansas students for lifelong success through rigorous academic instruction,

State BOE Mission Statement

The Mission of the State Board of Education is to prepare

Kansas students for lifelong success through rigorous

academic instruction, 21st century career training, and

character development according to each student's

gifts and talents.

Student Management

While teachers entertain a wide range of beliefs about discipline, beliefs may be placed into three broad categories….

What is your belief?

Are you….

An Interventionists (where teachers use Rules/Rewards-Punishment)?

Or

A Non-Interventionists (where teachers value Human Relationships and Listening)?

Or

An Interactionalists (where teachers Confront, Contract and Negotiate)?

Or

A Transformationalist (where teachers Diversify, Differentiate and Ameliorate)?

All four approaches are essential and teachers ideally blend skills from each approach to perfect a balanced disciplinary style.

Which Model?

Skinner Behavior Modification

William Rogers Decisive Discipline

Redl/Wattenberg Discipline in Group Dynamics

Glasser Choice Theory (Reality Therapy)

Canter Assertive Discipline

Sprick Safe and Civil Schools

Kounin Withitness and Organization

Christian Moore WhyTry?

Dreiker Mistaken Goals

Carl Rogers Client Centered Therapy

Culture and

Climate

Local Option

Evidenced based MTSS alignment Staff and community involvement Progress monitoring Empower the culture Establish behavioral expectations

early and revisit them throughout the year

Positive Behavioral Supports Resiliency Repair the harm

Positive Discipline Schools:

-------------------------------------- Understand the quality of relationships and school climate are

absolutely critical to successful student learning. (Engagement.)

Establish strong meaning and connections for students, families and staff in social and academic contexts. (Engagement.)

Implement principles of mutual respect and encouragement. (Character development.)

Focus on long term solutions to misbehavior at individual, class and school wide levels. (Tiered approach.)

View mistakes as opportunities to learn and misbehavior as opportunity to practice critical life skills. (Supplemental targeted skill intervention.)

Question the validity and reliability of traditional adult control, rewards and punishments. (Evidenced based, client centered, repair the harm.)

Kansas accreditation is:

Q + P = A

• Social Awareness

• Interpersonal SkillsSocial Skills

Development

• Core Principles• Responsible

Decision Making and Problem Solving

Character Development

• Self -Awareness• Self-

Management

Personal Skills Development

Kansas Social, Emotional, and Character Education Standards

Common Core FormattingSocial, Emotional, Character Development

Standards

Character Development Personal Development Social DevelopmentStrands

1. Core Values2. Responsible Decision Making And Problem Solving.

1. Social Awareness2. Interpersonal Skills

1. Self-Awareness2. Self-Management

K-2 / 3-5 / 6-8 / 9-12

Knowing Doing

AnchorStandards(Big Ideas Across Grade-Levels)

Grade-LevelStandards

K-2 / 3-5 / 6-8 / 9-12

Knowing Doing

K-2 / 3-5 / 6-8 / 9-12

Knowing Doing

Tiered

Approach

• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design

Kansas Multi-Tiered System of Support (MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

AcademicsBehavior

KSDE - July 2007 Draft

• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making

• All students, All settings

• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention

design

• More intense supplemental targeted skill interventions• Customized interventions/consequences/referrals/restorative practices• Frequent progress monitoring to guide intervention design

Kansas Bullying Prevention

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

Bullying PreventionBehavior

KSDE – Nov. 2011 Draft

• All students, All settings; SECD• Evidence-based core curriculum & instruction• Assessment system and data-based decision making• Restorative practices

• All students, All settings

• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups (restorative practices)• Frequent progress monitoring to guide intervention

design

TIER 2INTENTIONAL GUIDANCE AND COUNSELING:

Targeted students participate in specific guidance and counseling activities that address the identified

concerns. The identified concerns come from relevant data. Some data drivers:

Interventions on discipline, achievement, attendance, mediation, conflict resolution and retention issues

TIER 3SCHOOL COUNSELING PROGRAM INTERVENTION

Targeted students participate in activities that are in addition to Tier 1 and Tier 2, but also include

specific interventions designed for individual needs.

Some examples:Grief counseling, referrals, crisis management Counseling, and solution focused counseling

TIER 4 INTERVENTION SOURCES

Targeted students participate in or receive services from government,

non profits, and / or private agencies for Interventions to address chronic issues

that impede learning. Examples: substance and addiction, foster care, juvenile justice system, mental health

SCHOOL COUNSELING PYRAMID OF INTERVENTION

Assessments and use of data.

Guidance and Counseling Competencies.Guidance Curriculum

Kansas Department of Education • Dr. Alexa Posny Commissioner

AdvocacyTeaming and collaboration

TIER 1 STANDARDS AND COMPETENCY BASED GUIDANCE AND

COUNSELING PROGRAMProgram Standards are provided to all students:

Academic/Social/Emotional and Career DevelopmentComprehensive School Counseling ModelKansas Department of Education StandardsAmerican School Counselors Association (ASCA)

25

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

Anti-bullying, Harassment & Intimidation Strategies

Anti-bullying, Harassment & Intimidation Strategies

Use a Multi-Tier Approach

Safe and Supportive Schools Levels of

Intervention

Condition for Learning Index

Kansas Safe and Supportive Schools ContinuumConditions for Learning (CFL) Index

Safety Academic Engagement

Social Engagement Environment

Emotional Safety

Physical Safety

Substance Abuse

Relationships

Respect for Diversity

School Participation

Physical Environment

Academic

Environment

Disciplinary Environment

Wellness

Perceptual Control

Theory

Behavior is purposeful not just reactive

(behaviorist) Behavior is the means by which we control our

perceptions Perceptions are based on our frame of

reference When perception and frame of reference are

not in balance behavior is used to correct the imbalance

Perceptual Control Theory

Reality Therapy

Glasser’s Control theory

Eight Steps

• Build a good relationship • Examine the current behavior• Evaluate behavior-helpful or not?• Brainstorm alternatives• Commit to new plan• Evaluate results-no punish/excuses• Accept logical & natural

consequences• Don’t get discouraged

Engagement Process

Five helpful questions

What are you doing? Is it helping you get what you

want? If not, what might be some

other things you could try? Which idea would you like to

try first? When would you like to start?

Questions for young children

• What did you do?• What is our rule about this?• Was what you did against the rule?• What were you supposed to do?• What are you going to do next time?• Do you want to write your plan for next

time, or do you want me to write it?

Brief counselingand Reality Therapy

common components

working alliance/collaborationidentify strengthsactive counseling techniques:

role play, homework, confrontation, reframing

clear, concrete, measurable goals

What Educators Can Do

Stress student responsibility (class meetings). Establish rules that lead to success not those that

stifle initiative, responsibility and self-direction. Accept no excuses. Call for value judgment. In a non-threatening tone

ask “what are you doing” and “is it working?” Suggest suitable alternatives. Invoke reasonable consequences; encourage

repairing any harm. Be persistent. Carry out continual review.

WhyTry?

Our wish for you!

Heartland Elementary Blue Valley School District