Transcript Document
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.
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 three approaches are essential and teachers ideally blend skills from each approach to perfect a balanced disciplinary style.
Skinner William Rogers Redl/Wattenberg Glasser Canter Sprick Kounin Christian Moore Dreiker
Which Model?
Behavior Modification Decisive Discipline Discipline in Group Dynamics Choice Theory (Reality Therapy) Assertive Discipline Safe and Civil Schools Withitness and Organization WhyTry?
Mistaken Goals
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:
• Social Awareness • Interpersonal Skills Social Skills Development Character Development Decision Making and Problem Solving • Self -Awareness • Self-Management Personal Skills Development
Kansas Social, Emotional, and Character Education Standards
Common Core Formatting
Social, Emotional, Character Development Standards
Strands Character Development Personal Development Social Development Anchor Standards (Big Ideas Across Grade-Levels)
1. Core Values 2. Responsible Decision Making And Problem Solving.
Grade-Level Standards
K-2 / 3-5 / 6-8 / 9-12 Knowin g Doing 1. Self-Awareness 2. Self-Management K-2 / 3-5 / 6-8 / 9-12 Knowin g Doing 1. Social Awareness 2. Interpersonal Skills K-2 / 3-5 / 6-8 / 9-12 Knowin g Doing
Tiered Approach
Kansas Multi-Tiered System of Support (MTSS) Behavior
• Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design
Academics
• More intense supplemental targeted skill interventions • Customized interventions • Frequent progress monitoring to guide intervention design • 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 • All students, All settings • Positive behavioral expectations explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making • All students • Evidence-based core curriculum & instruction • Assessment system and data-based decision making
KSDE - July 2007 Draft
Behavior
• Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design
Kansas Bullying Prevention Bullying Prevention
• More intense supplemental targeted skill interventions • Customized interventions/consequences/referrals/restorative practices • Frequent progress monitoring to guide intervention design • 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 • All students, All settings • Positive behavioral expectations explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making • All students, All settings; SECD • Evidence-based core curriculum & instruction • Assessment system and data-based decision making • Restorative practices
KSDE – Nov. 2011 Draft
SCHOOL COUNSELING PYRAMID OF INTERVENTION 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
Advocacy Teaming and collaboration Assessments and use of data.
TIER 3 SCHOOL 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 2 INTENTIONAL 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 1 STANDARDS AND COMPETENCY BASED GUIDANCE AND COUNSELING PROGRAM Program Standards are provided to all students:
Academic/Social/Emotional and Career Development
Comprehensive School Counseling Model
Kansas Department of Education Standards
American School Counselors Association (ASCA)
Kansas Department of Education • Dr. Alexa Posny Commissioner
Guidance and Counseling Competencies.
Guidance Curriculum
Anti-bullying, Harassment & Intimidation Strategies ~5% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Anti-bullying, Harassment & Intimidation Strategies ~80% of Students 25
Use a Multi-Tier Approach
KSDE School Counseling 26
Safe and Supportive Schools Levels of Intervention
Condition for Learning Index
Kansas Safe and Supportive Schools Continuum Conditions for Learning (CFL) Index
Anti-bullying, Harassment & Intimidation Strategies ~5% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Anti-bullying, Harassment & Intimidation Strategies ~80% of Students 29
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
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 counseling and Reality Therapy
common components
working alliance/collaboration
identify strengths
active 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