CENTRAL HEIGHTS ELEMENTARY
CENTRAL HEIGHTS ELEMENTARY SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
2017 - 2018
P.R.I.D.E. POSITIVE - RESPECT- INTEGRITY - DETERMINATION EXCELLENCE THROUGH EFFORT
CHES FACULTY
SOCIAL, EMOTIONAL, and CHARACTER DEVELOPMENT CORE VALUES 1. The learning of effective and appropriate relationship skills is vital to the student and a lifelong skill that will aid them throughout their life. 2. Social, emotional, and character development skills are critical in a student’s ability to achieve academic success and positively impact their lives beyond school. 3. Students can and should be taught how to be respectful and responsible individuals. The family is the first teacher and along with school personnel should provide continuous support of the SECD expectations. 4. All staff members are responsible for helping teach students how to be respectful and responsible within a safe environment. 5. Students should model good character and define character by thinking, feeling, and doing. 6. All students should care about other people, be honest, responsible for their own actions, and practice those characteristics at home and school. 7. Like academic skills, these skills are learned through direct instruction, opportunities to practice and opportunities to reflect on their own shortcomings with guidance from adults. 8. Students need to learn to accept responsibility for their actions and accept the consequences for inappropriate actions.
Central Heights Elementary School Positive Behavior Support Mission Statement The Central Heights Elementary mission is to help students master basic grade level skills. Students will be challenged to become responsible individuals who exhibit positive attitudes, healthy self-esteem, respect for others, and enthusiasm for learning. This will form a basis for becoming productive citizens. The CHES schoolwide positive behavior support is a system developed for improving student behavior. It is used: ● by all staff with all students ● across all environments pertaining to school (classroom, lunchroom, restroom, playground, and hallway). ● to help CHES create effective learning environments ● to identify and explicitly teach expected student behaviors, finding ways to reinforce and recognize appropriate student behavior while enforcing consistent meaningful consequences when expectations are not followed. The three basic components are: ● Prevention - clarifying positive behavioral expectations ● Consistent Support - fostering responsible student behavior by modeling, acknowledging,and rewarding appropriate behaviors ● Data-based Decision Making - regularly evaluating data to gauge the program's effectiveness and changing program elements as needed. This is will be done by the Student Assistance Team and/or the PBS Tea
There is a universal support for ALL students throughout CHES. ● Positive discipline that is proactive ● Behavior expectations are taught ● Active supervision and monitoring ● Positive reinforcement ● Social, emotional, and character development skills instruction ● Fair and corrective discipline ● Family engagement ● Small Group Support: ● Social skills group ● Conflict resolution ● Self-management programs ● Adult mentors ● Special seating or special schedule Targeted Support: Focus is on the individual student ● Intensive social skills instruction ● Functional Behavior Assessment ● Individualized Education Plan ● Behavior Intervention Plan ● Interagency Collaboration ● Intensive Collaboration with family
Positive Behavior Support
The goal of implementing a positive support plan is to increase academic and social competence and decrease inappropriate behaviors. Behavioral research tells us students learn and behave more appropriately when expected behaviors are explicitly taught and practiced throughout the school day in different settings. Students do not learn better ways through punitive consequences. Students will learn and retain good behaviors through direct teaching, opportunities to practice, modeling,positive reinforcement, and monitoring. Teaching social, emotional, and character development skills into the school day has great rewards.
Classroom ● Less classroom disruptions ● Increase in academic achievement ● More positive behaviors ● Greater teamwork and caring ● Greater civility ● Improved nonviolent decision making ● More engagement in learning School ● Improved school climate ● Stronger student connection to school ● Reduction in bullying ● Increase in school attendance ● Fewer suspensions ● Fewer at-risk behaviors ● Fewer disciplinary referrals Teacher Managed Behaviors: Examples of behavior handled by teachers: ● Late or missing homework ● Off task/no effort ● Misuse of property ● Inappropriate language/gestures ● Tardies/not in assigned seat ● Disruption ● Noncompliance ● Dishonesty ● Not keeping hands/feet to self ● Disrespect ● Cheating ● Missing materials ● Physical contact w peers ● Cheatin ● Teasing ● Technology misuse ● Theft
When behaviors become serious (intensity-frequency-duration) the student's behavior may require an office referral (see flow-chart).
Office Managed: Examples of behavior handled by the administration: Parents will be contacted by the Principal for the following behaviors: ● ● ● ● ● ● ● ● ● ● ● ● ●
Serious disruptive behavior in any setting Inappropriate language (obscenities, verbal assault, gestures, literature, sexual remarks, etc.) Bullying (physical, verbal, electronic) Destruction of school, staff, student, or personal property Physical aggressive behavior upon a student or a staff member Verbal or physical threat upon another student or staff member Gross defiance to a staff member Major disrespect to a staff or peer Major burglary (theft*, possession of stolen property*) Possession of a dangerous item (*weapons, *explosive devices) Possession of an illegal substance (alcohol*, tobacco*, drugs*) Serious technology violation* Other chronic behavior*
BULLYING Bullying of any type will not be tolerated in the school setting. The Central Heights School District will endeavor to maintain a learning and working environment free of bullying. Bullying is defined as the act of one or more individuals intimidating one or more individuals through either verbal, physical, mental, threats, written or cyber interactions. Bullying can cause undue anxiety relative to attending school, playing on the playground, participating in or attending activities, or riding on the bus. This can adversely affect student or employee performance. The School Board expects administrators and supervisors to make it clear to students and staff that bullying in the school building, on school grounds, on the bus, or at school-sponsored functions will not be tolerated and will be grounds for disciplinary action up to and including suspension or expulsion of students, and termination for employees.
Administration Options: Conference with the principal, Functional Assessment of Behavior/Behavior Plan, Alternative/Removal of privileges/activities/setting, Detention before or after school, In School Suspension (ISS), Out of School Suspension (OSS), or Expulsion. The Administration reserves the right to amend consequences. *Law enforcement may be notified for serious offenses. Criminal charges may be filed. Each offense may not be administered exactly, as scheduled, but will serve as a guide for administering consequences. The severity of the offense will be individually evaluated and dealt with at the discretion of the administration.
Central Heights Elementary School
P.R.I.D.E.
Settings→ Expectations ↓ P-Positive
Classroom
Hallway
Show self-control during
Stay quiet in the hallways
Use kind words with others
Quiet feet
Show compassion to others R- Respect
Follows adult directions
Stay seated
Share equipment
Walking feet
Stay in line
Use polite language and be prepared for class
Keep hands and feet to self
Do your own work
Follow adult directions
Knock on stall before entering
Share equipment and take turns
Keep hands and feet to self
Respect privacy of others
Allow others to participate in activities
Eat your own food
Wash your hands
Agree on and play by the rules
3 pumps of paper towels
E- Excellence through Effort
Stay on task
Single file line
Ask for help by raising your hand when you need it
Keep hands and feet to yourselves
Do your best work
Go to your destination
Complete your work on time Be a problem solver
Carry your items safely
Take turns
Handle food properly
Be honest D- Determination
Take turns
Playground
Stay on the team you start on
Follow adult directions
Practice self-discipline
Restroom
Raise hand when you need something
Follow adult directions
Be considerate of classmates
I- Integrity
Lunchroom
Clean up your area
Correct usage of voice level
Encourage others
Flush the toilet
Put away equipment
Place paper towels in the trash can
Use your hands and feet respectfully
Return to class quickly
Line up quickly when whistle is blown
Office Referral Form Actions taken:
Central Heights Elementary School Office Discipline Referral
__ Buddy Room Where _____________ __ Need Adm. Involvement __Teacher Resolved
(one per student) Student:
IEP- Y or N
Grade: K
1
2
3
4
5
Date: Time of Incident:
Classroom Teacher:
Referred by:
Location of Incident: (please check) __bathroom
__gym
__playground
__hallway
__special event (field trip/assembly)
__art
__computers
__cafeteria
__classroom
__other _______________________
__music
SAFETY
RESPECT
RESPONSIBILITY
(Mark only one problem behavior)
Minor
Minor
□ Physical contact □ Other __________________
Major (to principal) □ □ □ □ □
Physical aggression/assault Bullying/harassment Danger to self or others Weapons Other __________________
Minor
□ Defiance/disrespectful non-compliance □ Inappropriate verbal language □ Disruption
Major (to principal) □ □ □ □
Disrespect/noncompliance Disruption Verbal assault/threat Damage or destruction of property/stealing □ Inappropriate language □ Other _________________
POSSIBLE MOTIVATION:
□ Property misuse □ School/homework incomplete/unprepared □ Other ________________
Major (to principal) □ Technology violation □ Possession of illegal school objects □ Other _________________
OTHERS INVOLVED:
__Attention from peer(s) __Attention from adult(s)
__None
__Avoid peer(s) __Avoid adult(s) __Avoid work
__Substitute __Unknown
__Obtain item
__Don't know
__Peers
__Staff
__Teacher
__Other
__Other _______
TEACHER ACTION TAKEN PRIOR TO REFERRAL: __Sent to Buddy Room
__Consulted Counselor
__Sent previous report home
__Conferred privately with student
__Consulted Principal
__Time out in the classroom
__Had a conference with parent
__Telephoned parent/guardian*
__Other (please specify)
*Except for the most serious disciplinary matters, this step should be followed prior to office referral.
EXPLAIN INCIDENT:
HOW TEACHER RESOLVED:
Teacher's Signature:______________________________________ Buddy Room Teacher's Signature: TYPE OF DISCIPLINE ASSIGNED BY ADMINISTRATOR: □ Counselor referral
□ Time out in office
□ Parent contact
□ Out of school suspension ( ___ days)
□ Time out in buddy room
□ Individual instruction
□ In school suspension (___ days)
□ Loss of privilege
□ Sent home
□ After school detention
□ Conference with student
□ Other: __________________
Parent Contacted: Check one: ___Call
___ Mail
___ Message
___Email
___Conference
Principal's Signature: ______________________ Parent's Signature: ________________________ Minor Defiance/ Disrespect/Noncompliance
Inappropriate Language
Physical Contact/Aggression
Disruption
Student engages in brief or low-intensity failure to respond to adult requests.
Major Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions.
Student engages in low-intensity Student delivers verbal messages instance of inappropriate that include swearing, name language. calling or use of words in an inappropriate way. Student engages in non-serious, but inappropriate physical contact. (rough play)
Student engages in actions involving serious physical contact where injury may occur (hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.)
Student engages in low-intensity, Student engages in behavior but inappropriate disruption. causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming, noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.
Affirmation Alley
R
P
I
D
E
Positive -
Believe in yourself and others.
Respect -
Be kind and thoughtful.
Integrity-
Be honest and fair.
Determination-
Work hard and never give up.
Excellence through Effort -
Always try and do your best.
Space is allotted in the hallway to acknowledge students that demonstrate the characteristics of PRIDE with notes or photos. In addition, those students receiving Viking Pride Certificates will be recognized.
PRIDE CHES will use the word PRIDE to identify and teach expected behavior in each school setting.
Positive Respect Integrity Determination
Excellence through Effort Students receive a ticket anytime a staff member observes a characteristic of PRIDE. Students are responsible for keeping their tickets and may spend them to buy an item off the class menu.
Individual Pride Tickets
CHES Vikings
have
PRIDE
❏ ❏ ❏ ❏ ❏
P- Positive R- Respect I- Integrity D- Determination E- Excellence through Effort Name__________________
Sample Menu Students may cash in their tickets for the items once a week. T eachers may adjust the menu and prices.
VIKING CERTIFICATE This certificate is completed by a staff member when a student explimlifys a characteristic of PRIDE. The administrator will call the parents and the student will be recognized at Opening.
SOCIAL-EMOTIONAL-CHARACTER DEVELOPMENT CLASSES Why Social, Emotional and Character Development (SECD)? It is supported by research, it’s the law, people want it, students need it, and employers value it. SECD is about teaching, practicing, modeling, and encouraging essential personal life habits. The standards align with the school counseling standards, Kansas accreditation, Rose Standards, and Kansas Board Outcomes. Research states that SECD increases student achievement.
Second Step Units: ● ● ● ● ●
PRE-KINDERGARTEN EARLY LEARNING SKILLS FOR LEARNING EMPATHY EMOTION MANAGEMENT FRIENDSHIP SKILLS & PROBLEM SOLVING TRANSITIONING TO KINDERGARTEN
KINDERGARTEN THROUGH THIRD GRADE ● SKILLS FOR LEARNING ● EMPATHY ● EMOTION MANAGEMENT ● PROBLEM SOLVING
● ● ● ●
FOURTH THROUGH FIFTH GRADE SKILLS FOR LEARNING EMPATHY EMOTION MANAGEMENT PROBLEM SOLVING
VIKING VOICES 0 = NO SOUND/NO TALKING
1 = WHISPER
2 = CONVERSATIONAL VOICE
3 = PRESENTATION VOICE
4 = OUTSIDE VOICE
2017 - 2018
P.R.I.D.E. POSITIVE - RESPECT- INTEGRITY - DETERMINATION EXCELLENCE THROUGH EFFORT
CHES FACULTY
SOCIAL, EMOTIONAL, and CHARACTER DEVELOPMENT CORE VALUES 1. The learning of effective and appropriate relationship skills is vital to the student and a lifelong skill that will aid them throughout their life. 2. Social, emotional, and character development skills are critical in a student’s ability to achieve academic success and positively impact their lives beyond school. 3. Students can and should be taught how to be respectful and responsible individuals. The family is the first teacher and along with school personnel should provide continuous support of the SECD expectations. 4. All staff members are responsible for helping teach students how to be respectful and responsible within a safe environment. 5. Students should model good character and define character by thinking, feeling, and doing. 6. All students should care about other people, be honest, responsible for their own actions, and practice those characteristics at home and school. 7. Like academic skills, these skills are learned through direct instruction, opportunities to practice and opportunities to reflect on their own shortcomings with guidance from adults. 8. Students need to learn to accept responsibility for their actions and accept the consequences for inappropriate actions.
Central Heights Elementary School Positive Behavior Support Mission Statement The Central Heights Elementary mission is to help students master basic grade level skills. Students will be challenged to become responsible individuals who exhibit positive attitudes, healthy self-esteem, respect for others, and enthusiasm for learning. This will form a basis for becoming productive citizens. The CHES schoolwide positive behavior support is a system developed for improving student behavior. It is used: ● by all staff with all students ● across all environments pertaining to school (classroom, lunchroom, restroom, playground, and hallway). ● to help CHES create effective learning environments ● to identify and explicitly teach expected student behaviors, finding ways to reinforce and recognize appropriate student behavior while enforcing consistent meaningful consequences when expectations are not followed. The three basic components are: ● Prevention - clarifying positive behavioral expectations ● Consistent Support - fostering responsible student behavior by modeling, acknowledging,and rewarding appropriate behaviors ● Data-based Decision Making - regularly evaluating data to gauge the program's effectiveness and changing program elements as needed. This is will be done by the Student Assistance Team and/or the PBS Tea
There is a universal support for ALL students throughout CHES. ● Positive discipline that is proactive ● Behavior expectations are taught ● Active supervision and monitoring ● Positive reinforcement ● Social, emotional, and character development skills instruction ● Fair and corrective discipline ● Family engagement ● Small Group Support: ● Social skills group ● Conflict resolution ● Self-management programs ● Adult mentors ● Special seating or special schedule Targeted Support: Focus is on the individual student ● Intensive social skills instruction ● Functional Behavior Assessment ● Individualized Education Plan ● Behavior Intervention Plan ● Interagency Collaboration ● Intensive Collaboration with family
Positive Behavior Support
The goal of implementing a positive support plan is to increase academic and social competence and decrease inappropriate behaviors. Behavioral research tells us students learn and behave more appropriately when expected behaviors are explicitly taught and practiced throughout the school day in different settings. Students do not learn better ways through punitive consequences. Students will learn and retain good behaviors through direct teaching, opportunities to practice, modeling,positive reinforcement, and monitoring. Teaching social, emotional, and character development skills into the school day has great rewards.
Classroom ● Less classroom disruptions ● Increase in academic achievement ● More positive behaviors ● Greater teamwork and caring ● Greater civility ● Improved nonviolent decision making ● More engagement in learning School ● Improved school climate ● Stronger student connection to school ● Reduction in bullying ● Increase in school attendance ● Fewer suspensions ● Fewer at-risk behaviors ● Fewer disciplinary referrals Teacher Managed Behaviors: Examples of behavior handled by teachers: ● Late or missing homework ● Off task/no effort ● Misuse of property ● Inappropriate language/gestures ● Tardies/not in assigned seat ● Disruption ● Noncompliance ● Dishonesty ● Not keeping hands/feet to self ● Disrespect ● Cheating ● Missing materials ● Physical contact w peers ● Cheatin ● Teasing ● Technology misuse ● Theft
When behaviors become serious (intensity-frequency-duration) the student's behavior may require an office referral (see flow-chart).
Office Managed: Examples of behavior handled by the administration: Parents will be contacted by the Principal for the following behaviors: ● ● ● ● ● ● ● ● ● ● ● ● ●
Serious disruptive behavior in any setting Inappropriate language (obscenities, verbal assault, gestures, literature, sexual remarks, etc.) Bullying (physical, verbal, electronic) Destruction of school, staff, student, or personal property Physical aggressive behavior upon a student or a staff member Verbal or physical threat upon another student or staff member Gross defiance to a staff member Major disrespect to a staff or peer Major burglary (theft*, possession of stolen property*) Possession of a dangerous item (*weapons, *explosive devices) Possession of an illegal substance (alcohol*, tobacco*, drugs*) Serious technology violation* Other chronic behavior*
BULLYING Bullying of any type will not be tolerated in the school setting. The Central Heights School District will endeavor to maintain a learning and working environment free of bullying. Bullying is defined as the act of one or more individuals intimidating one or more individuals through either verbal, physical, mental, threats, written or cyber interactions. Bullying can cause undue anxiety relative to attending school, playing on the playground, participating in or attending activities, or riding on the bus. This can adversely affect student or employee performance. The School Board expects administrators and supervisors to make it clear to students and staff that bullying in the school building, on school grounds, on the bus, or at school-sponsored functions will not be tolerated and will be grounds for disciplinary action up to and including suspension or expulsion of students, and termination for employees.
Administration Options: Conference with the principal, Functional Assessment of Behavior/Behavior Plan, Alternative/Removal of privileges/activities/setting, Detention before or after school, In School Suspension (ISS), Out of School Suspension (OSS), or Expulsion. The Administration reserves the right to amend consequences. *Law enforcement may be notified for serious offenses. Criminal charges may be filed. Each offense may not be administered exactly, as scheduled, but will serve as a guide for administering consequences. The severity of the offense will be individually evaluated and dealt with at the discretion of the administration.
Central Heights Elementary School
P.R.I.D.E.
Settings→ Expectations ↓ P-Positive
Classroom
Hallway
Show self-control during
Stay quiet in the hallways
Use kind words with others
Quiet feet
Show compassion to others R- Respect
Follows adult directions
Stay seated
Share equipment
Walking feet
Stay in line
Use polite language and be prepared for class
Keep hands and feet to self
Do your own work
Follow adult directions
Knock on stall before entering
Share equipment and take turns
Keep hands and feet to self
Respect privacy of others
Allow others to participate in activities
Eat your own food
Wash your hands
Agree on and play by the rules
3 pumps of paper towels
E- Excellence through Effort
Stay on task
Single file line
Ask for help by raising your hand when you need it
Keep hands and feet to yourselves
Do your best work
Go to your destination
Complete your work on time Be a problem solver
Carry your items safely
Take turns
Handle food properly
Be honest D- Determination
Take turns
Playground
Stay on the team you start on
Follow adult directions
Practice self-discipline
Restroom
Raise hand when you need something
Follow adult directions
Be considerate of classmates
I- Integrity
Lunchroom
Clean up your area
Correct usage of voice level
Encourage others
Flush the toilet
Put away equipment
Place paper towels in the trash can
Use your hands and feet respectfully
Return to class quickly
Line up quickly when whistle is blown
Office Referral Form Actions taken:
Central Heights Elementary School Office Discipline Referral
__ Buddy Room Where _____________ __ Need Adm. Involvement __Teacher Resolved
(one per student) Student:
IEP- Y or N
Grade: K
1
2
3
4
5
Date: Time of Incident:
Classroom Teacher:
Referred by:
Location of Incident: (please check) __bathroom
__gym
__playground
__hallway
__special event (field trip/assembly)
__art
__computers
__cafeteria
__classroom
__other _______________________
__music
SAFETY
RESPECT
RESPONSIBILITY
(Mark only one problem behavior)
Minor
Minor
□ Physical contact □ Other __________________
Major (to principal) □ □ □ □ □
Physical aggression/assault Bullying/harassment Danger to self or others Weapons Other __________________
Minor
□ Defiance/disrespectful non-compliance □ Inappropriate verbal language □ Disruption
Major (to principal) □ □ □ □
Disrespect/noncompliance Disruption Verbal assault/threat Damage or destruction of property/stealing □ Inappropriate language □ Other _________________
POSSIBLE MOTIVATION:
□ Property misuse □ School/homework incomplete/unprepared □ Other ________________
Major (to principal) □ Technology violation □ Possession of illegal school objects □ Other _________________
OTHERS INVOLVED:
__Attention from peer(s) __Attention from adult(s)
__None
__Avoid peer(s) __Avoid adult(s) __Avoid work
__Substitute __Unknown
__Obtain item
__Don't know
__Peers
__Staff
__Teacher
__Other
__Other _______
TEACHER ACTION TAKEN PRIOR TO REFERRAL: __Sent to Buddy Room
__Consulted Counselor
__Sent previous report home
__Conferred privately with student
__Consulted Principal
__Time out in the classroom
__Had a conference with parent
__Telephoned parent/guardian*
__Other (please specify)
*Except for the most serious disciplinary matters, this step should be followed prior to office referral.
EXPLAIN INCIDENT:
HOW TEACHER RESOLVED:
Teacher's Signature:______________________________________ Buddy Room Teacher's Signature: TYPE OF DISCIPLINE ASSIGNED BY ADMINISTRATOR: □ Counselor referral
□ Time out in office
□ Parent contact
□ Out of school suspension ( ___ days)
□ Time out in buddy room
□ Individual instruction
□ In school suspension (___ days)
□ Loss of privilege
□ Sent home
□ After school detention
□ Conference with student
□ Other: __________________
Parent Contacted: Check one: ___Call
___ Mail
___ Message
___Email
___Conference
Principal's Signature: ______________________ Parent's Signature: ________________________ Minor Defiance/ Disrespect/Noncompliance
Inappropriate Language
Physical Contact/Aggression
Disruption
Student engages in brief or low-intensity failure to respond to adult requests.
Major Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions.
Student engages in low-intensity Student delivers verbal messages instance of inappropriate that include swearing, name language. calling or use of words in an inappropriate way. Student engages in non-serious, but inappropriate physical contact. (rough play)
Student engages in actions involving serious physical contact where injury may occur (hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.)
Student engages in low-intensity, Student engages in behavior but inappropriate disruption. causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming, noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.
Affirmation Alley
R
P
I
D
E
Positive -
Believe in yourself and others.
Respect -
Be kind and thoughtful.
Integrity-
Be honest and fair.
Determination-
Work hard and never give up.
Excellence through Effort -
Always try and do your best.
Space is allotted in the hallway to acknowledge students that demonstrate the characteristics of PRIDE with notes or photos. In addition, those students receiving Viking Pride Certificates will be recognized.
PRIDE CHES will use the word PRIDE to identify and teach expected behavior in each school setting.
Positive Respect Integrity Determination
Excellence through Effort Students receive a ticket anytime a staff member observes a characteristic of PRIDE. Students are responsible for keeping their tickets and may spend them to buy an item off the class menu.
Individual Pride Tickets
CHES Vikings
have
PRIDE
❏ ❏ ❏ ❏ ❏
P- Positive R- Respect I- Integrity D- Determination E- Excellence through Effort Name__________________
Sample Menu Students may cash in their tickets for the items once a week. T eachers may adjust the menu and prices.
VIKING CERTIFICATE This certificate is completed by a staff member when a student explimlifys a characteristic of PRIDE. The administrator will call the parents and the student will be recognized at Opening.
SOCIAL-EMOTIONAL-CHARACTER DEVELOPMENT CLASSES Why Social, Emotional and Character Development (SECD)? It is supported by research, it’s the law, people want it, students need it, and employers value it. SECD is about teaching, practicing, modeling, and encouraging essential personal life habits. The standards align with the school counseling standards, Kansas accreditation, Rose Standards, and Kansas Board Outcomes. Research states that SECD increases student achievement.
Second Step Units: ● ● ● ● ●
PRE-KINDERGARTEN EARLY LEARNING SKILLS FOR LEARNING EMPATHY EMOTION MANAGEMENT FRIENDSHIP SKILLS & PROBLEM SOLVING TRANSITIONING TO KINDERGARTEN
KINDERGARTEN THROUGH THIRD GRADE ● SKILLS FOR LEARNING ● EMPATHY ● EMOTION MANAGEMENT ● PROBLEM SOLVING
● ● ● ●
FOURTH THROUGH FIFTH GRADE SKILLS FOR LEARNING EMPATHY EMOTION MANAGEMENT PROBLEM SOLVING
VIKING VOICES 0 = NO SOUND/NO TALKING
1 = WHISPER
2 = CONVERSATIONAL VOICE
3 = PRESENTATION VOICE
4 = OUTSIDE VOICE
