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Student Management

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.

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Student Management

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  1. 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, andcharacter developmentaccording to each student's gifts and talents.

  2. Student Management

  3. 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 ANon-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 fourapproaches are essential and teachers ideally blend skills from each approach to perfect a balanced disciplinary style.

  4. Which Model?

  5. Culture and Climate

  6. 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

  7. 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.)

  8. Kansas accreditation is: Q + P = A

  9. Character Development • Social Awareness • Interpersonal Skills • Self -Awareness • Self-Management • Core Principles • Responsible Decision Making and Problem Solving Personal Skills Development Social Skills Development Kansas Social, Emotional, and Character EducationStandards

  10. Common Core FormattingSocial, Emotional, Character Development Standards Strands Character Development Personal Development Social Development 1. Core Values 2. Responsible Decision Making And Problem Solving. 1. Self-Awareness 2. Self-Management 1. Social Awareness 2. Interpersonal Skills Anchor Standards (Big Ideas Across Grade-Levels) K-2 / 3-5 / 6-8 / 9-12 K-2 / 3-5 / 6-8 / 9-12 Grade-Level Standards K-2 / 3-5 / 6-8 / 9-12 Knowing Doing Knowing Doing Knowing Doing

  11. TieredApproach

  12. Kansas Multi-Tiered System of Support (MTSS) • Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design Behavior 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 • Supplemental targeted function-based interventions • Small groups or individual support • 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

  13. Kansas Bullying Prevention • Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design Behavior Bullying Prevention • 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 • Supplemental targeted function-based interventions • Small groups or individual support • 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

  14. 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 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 Guidance and Counseling Competencies. Guidance Curriculum Assessments and use of data. 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)

  15. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Anti-bullying, Harassment & Intimidation Strategies ~5% 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

  16. Use a Multi-Tier Approach KSDE School Counseling

  17. Safe and Supportive Schools Levels of Intervention

  18. Condition for Learning Index

  19. Perceptual Control Theory

  20. 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

  21. Reality Therapy Glasser’s Control theory

  22. 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

  23. 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?

  24. 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?

  25. Brief counselingand Reality Therapy common components • working alliance/collaboration • identify strengths • active counseling techniques: role play, homework, confrontation, reframing • clear, concrete, measurable goals

  26. 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.

  27. WhyTry?

  28. Our wish for you!

  29. Heartland Elementary Blue Valley School District

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