1. “New Trends in School Discipline”

2. Contact Info Kent Reed, School Counseling Consultant kreed@ksde.org 785-296-8109 (KSDE) 785-249-7719 (cell) Safe Schools Resource Center: http://www.ksde.org/KS_SAFE_SCHOOLS_RESOURCE_CENTER/ index.html http://www.ksde.org/KS_SAFE_SCHOOLS_RESOURCE_CENTER/ index.html School Counseling Web Page http://www.ksde.org/Default.aspx?tabid=1799

3. Resources Students With Mental Disorders (2) Mental Health Web Sites What Works in Reducing School Violence Assertive Discipline Top 10 Tips for Classroom Management School Climate Survey School Wide Discipline Lit Review Planning Guide for Safe Schools Positive Discipline Mistaken Goal Chart

4. Resources Control Theory –Basic Needs Chart –Restitution –Social Contracts –Bottom Lines –Defining Roles –5 Positions of Control (Why People Behave) – Concerns Based Adoption Model Restorative Justice

7. Control Theory vs. Stimulus Response Our realities are separate. Everybody has different pictures. We try to understand the other person's view of the world. All behavior is purposeful and we validate the need behind the misbehavior. You can't control others. You can only control yourself. Collaboration and consensus create new options. Win/win mental model. Our realities are the same. Everybody sees the same pictures. We try to convert others to our viewpoint. Misbehavior is a mistake that results in guilt and blame. Others can control me. I can control others. Coercion is practiced when persuasion fails. Win/lose mental mode.

8. Questions That Lead to Responsible Behavior What do you want? What are you doing (to achieve what you want)? Is it working? What is your plan? (Or, what are my choices or options for this situation?) Restorative component: How are you going to fix the harm?

9. Restitution Restitution is based on Glasser's Control Theory View of the World. The restitution model was created by Diane Chelsom Gossen and provides the teacher or administrator with a process that can be used to redirect a misbehaving student or individual. This process allows the redirection to take place without diminishing the student's self-esteem and helps to guide the student in such a way that allows them to gain self-control, fix the problem and re-enter the group as a valued member (Gossen, 1996).

10. Strategies for Restitution Social Contracts Bottom Lines Defining Roles Five Positions of Control Concerns Based Adoption Model

11. Social Contracts What behaviors are acceptable “ how we want to be with one another” “What things do we need to remember as we work together this year? “In what ways do we want to behave in order that we all can learn?” How do we want to be or act, in order to have a productive school year?

12. Examples of Social Contracts We Agree to: Do our best Take care of ourselves, others and this place Work together as a team Be safe/careful We Believe In: Being safe Respecting each other Always doing our best Helping and not hurting We Will: Respect Respond Be safe and careful Do our best

13. Bottom Lines Richfield High School Bottom Line Rules No Stealing No Drugs No Violence No Harassment Generic Bottom Lines No Physical Hurt No Weapons No Drugs No Direct Defiance of an Adult No Harassment

14. Roles Leader: My Job Is… To share my vision To question. To initiate discussion of self- evaluation To make decisions To initiate a discussion on quality To acquire and allocate resources To encourage To model self-evaluation To assist in the evaluation of task Staff Member: My Job Is.. To share my vision To self-evaluate To perform duties To contribute ideas To plan To ask questions To implement programs to make recommendations To cooperate with team To assist in the evaluation process

15. Roles Leader: My Job Is Not… To do your job To cover up To single-handedly change the system Staff Member: My Job Is Not.. To do your job To cover up To buck the system

16. Five Positions of Control

17. Concerns Based Adoption Model

18. Other Models Positive Behavioral Supports (PBIS) Contact Colleen Riley or KPBIS School wide Information Systems (SWIS) University of Oregon Flexible system for gathering/monitoring behavior data Positive Discipline in the Classroom Jane Nelson, Lynn Lott, Stephen Glenn Based on work of Adler and Dreikurs Misbehavior was result of efforts at finding belonging and significance

19. Logical Consequences/Solutions Model Positive Discipline’s 4 R’s Related: must directly link to misbehavior Respectful: teachers maintain a respectful posture while addressing the issue Reasonable: the solution doesn’t contain additional punishment (

20. Multi-Tiered System of Support Off the Ground and On the Journey

21. Why MTSS?

22. Dr. Alexa Posny Kansas Commissioner of Education http://www.kansasmtss.org/

23. MTSS means a rapid response to academic and behavioral needs frequent data-based monitoring for instructional decision making empowering each student to achieve high and challenging standards

24. Shift in Thinking Change in How Our System Responds From….To….. StudentWhich students need help? What help does each student need? SystemHaving programs and people available Intentional design/redesign of our services as resources Adapted from Dan Reschly, 2002

25. Shift in Thinking Change in How Our System Responds From….To….. StudentWhich students need help? What help does each student need? SystemHaving programs and people available Intentional design/redesign of our services as resources Adapted from Dan Reschly, 2002

26. MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

27. Student Educational Services Special Education Curriculum and Instruction Title Resources Staff Development Assessment and Data Career and Tech Ed ELL Principals Early Childhood Summer Programs FEW SOME ALL

28. MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

29. Students needing additional assistance are identified early –Age –Time of year Intervening Early Key Features

30. MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

31. 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 AcademicsBehavior 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

32. Focus:Students with marked behavior difficulties. >5 Office referrals or SIT referral Grouping:Individual or small group Program:Individualized plan (GEI or BIP) developed from FBA Assessment: Direct observation of measureable outcomes and office referrals Focus:Students needing additional behavior support 2-5 Office referrals or SIT referral Grouping:Small group or individual Program:Function-based interventions/supports Daily check-in/check-out Assessment: Teacher/student ratings and office referrals Focus:All students All settings Program:3-5 defined, positively stated, and explicitly taught expectations Continuum of consequences for appropriate behaviors Continuum of consequences for problematic behaviors Assessment: SWIS – Schoolwide Information System KANDIS – Kansas Discipline System Social Competencies

33. MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

34. Evidence-Based Practices Social Competencies Key Features Behavioral expectations should represent meaningful social outcomes Expectations need to be explicitly taught and acknowledged Continuity for expectations stressed across setting and staff members

35. McAuliffe Elementary Reach for the Stars Kind Responsible Safe Respectful Peaceful

36. Curriculum - What

37. Lesson Plan Calendar

38. Curriculum- What

39. Evidence-Based Practices Secondary Social Competencies…

40. Model of Support Intervene Early Evidence-Based Practices Strengths Known needs

41. MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

42. Data-Based Decision Making Social Competencies Key Features Universal Screening Assessments: –Tracks building identified majors and minors by Average office referral by day and month Behavior Time Location Student –Visually display of data to facilitate decision making Diagnostic Tools/Process: –FBA’s conducted on an as needed basis with varying levels of data collection depending on complexity and intensity of behavior Progress Monitoring Assessments/Tools: –Collected based on individual student concern –Sensitive to intervention efforts –Availability of varying levels of monitoring based on intensity of concern

43. Number of Referrals Per Student All Students

44. Referrals by Problem Behavior

45. Kansas Middle School Referrals by Student

46. MTSS - Big Ideas Model of Support Intervene Early Use Problem-Solving Process for Decision Making Data-Based Decision Making Evidence-Based Practices

47. Strengths/Concern Noted Problem Identification Problem Analysis Intervention Generation Intervention Selected & Implemented Progress Monitoring & Evaluation Problem-Solving Process

48. Shift in Thinking Change in How Our System Responds From….To….. StudentWhich students need help? What help does each student need? Adapted from Dan Reschly, 2002

49. Getting to “What Help is Needed” From… “GEI” Separate process Who Isolation Focus on entitlement To…. Customized plan Integrated process What Collaboration Focus on instruction

52. “Restorative justice is a process to involve, to the extent possible, those who have a stake in a specific offense and to collectively identify and address harms, needs, and obligations, in order to heal and put things as right as possible.” Howard Zehr, The Little Book of Restorative Justice

53.  Relationship focus: shift from offender to victim  Inclusive: victim, offender, community  Recognizes harm done to all by an offense not only the “state”

54. Traditional Discipline  Misbehavior is a violation of the rules and authority.  Violations create guilt.  Justice requires school authority to determine blame (guilt) and impose pain (punishment).  Central focus: those who misbehave get what they deserve. Restorative Discipline Misbehavior is a violation of people and relationships. Violations create obligations. Justice involves victims, offenders, and community members in efforts to put things right. Central focus: victim needs and offender responsibility for repairing harm.

55. Traditional Discipline What rules have been broken? Who did it? What do they deserve? Restorative Discipline Who has been hurt? What are their needs? Whose obligation are these?

56.  Mentoring programs  Peer mediation  “Democratizing” school  Morning meetings/talking circles  Alternatives to suspension  Bringing students (victims/offenders) together

57.  Assess and collaboratively rework the discipline system  Incorporate conflict resolution into classroom activities  Create a peer mediation program  Create a curriculum addressing conflict and the ways to deal with it Use talking circles in the classroom Make connections with local CRTs for more severe cases

58.  Raisin City School, CA  State of Minnesota  Colorado Schools  Vermont Department of Corrections  International Institute for Restorative Practices - SaferSanerSchools/Real Justice Programs  Educators For Social Responsibility - Resolving Conflict Creatively Program * See handouts for more details and contact information

59. If we are to reach real peace in this world we shall have to begin with the children. - Mahatma Gandhi