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

 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

 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.)

• 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
1. Self-Awareness
2. Self-Management
1. Social Awareness
2. Interpersonal Skills
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
K-2 / 3-5 / 6-8 / 9-12
Knowin g Doing
K-2 / 3-5 / 6-8 / 9-12
Knowin g Doing







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
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
Anti-bullying, Harassment & Intimidation Strategies
~80% of Students 25

KSDE School Counseling 26

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
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
Anti-bullying, Harassment & Intimidation Strategies
~80% of Students 29

 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

• 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

 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?

• 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?

 working alliance/collaboration
 identify strengths
 active counseling techniques: role play, homework, confrontation, reframing
 clear, concrete, measurable goals

 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.

Heartland Elementary
Blue Valley School District