Positive Discipline, MTSS, CBT.Bakerx - Kansas State ...

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Nov 25, 2013 (3 years and 7 months ago)

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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
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
:






Social Awareness


Interpersonal
Skills

Social 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 Formatting

Social, Emotional, Character Development Standards

Character Development

Personal Development

Social Development

Strands

1. Core Values

2. Responsible Decision Making

And Problem Solving.

1. Social Awareness

2. Interpersonal Skills

1. Self
-
Awareness

2. Self
-
Management


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

Knowin
g

Doing

Anchor

Standards

(Big Ideas Across
Grade
-
Levels)

Grade
-
Level

Standards

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

Knowin
g

Doing

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

Knowin
g

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

Academics

Behavior

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 Prevention

Behavior

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 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 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 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




Advocacy

Teaming and
collaboration

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
)





25

Tertiary Prevention
:

Specialized

Individualized

Systems for Students with
High
-
Risk Behavior

Secondary Prevention
:

Specialized Group

Systems for Students with
At
-
Risk Behavior

Primary 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
A
pproach

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




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

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
P
rocess

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