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:
Character
Development

• Core Principles
• Responsible
Decision Making
and Problem
Solving
• Social Awareness
• Interpersonal
Skills
Social Skills
Development
• 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
Anchor
Standards
1. Core Values
2. Responsible Decision Making
And Problem Solving.
Personal Development
1. Self-Awareness
2. Self-Management
Social Development
1. Social Awareness
2. Interpersonal Skills
(Big Ideas Across
Grade-Levels)
Grade-Level
Standards
K-2 / 3-5 / 6-8 / 9-12
K-2 / 3-5 / 6-8 / 9-12
Knowing
Knowing
Doing
Doing
K-2 / 3-5 / 6-8 / 9-12
Knowing
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
• Supplemental targeted function-based interventions
• Small groups or individual support
• 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 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
Kansas Bullying Prevention
Behavior
Bullying Prevention
• Student centered planning
• Customized function-based 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
• More intense supplemental targeted skill interventions
• Customized interventions/consequences/referrals/restorative practices
• 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
Assessments and
use of data.
Advocacy
Teaming and
collaboration
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%

Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
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
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