Teacher Assistant Professional Development Day Conscious Discipline Roxie Fussell Andrea Dunckel October 20, 2014

Common Board Configuration Date: 10/20/2014 Bell Ringer: Complete Think Sheet #1. We will discuss your answers later in the module. Essential Question: What steps can I take as a Paraprofessional in a Pre-K classroom to change my thinking from trying to control children with manipulative strategies to learning how to maintain self-control in order to teach children self-discipline? Common Language: Conscious Discipline, noticing, consequences, CPA, Safekeeper, Class/School family, Brain Smart Start, uploading, downloading, positive intent, I Love You Rituals Objective: Participants will use Conscious Discipline strategies and materials to improve social/emotional learning and classroom management skills, which leads to school-wide success. Agenda: Gradual Release I DO: Present the 10 Steps to Positive Discipline. WE DO: Practice breathing, practice commands and practice I Love You Rituals. YOU DO: Think sheets, uploading, positive intent and practice Conscious Discipline in your own life. Summarizing Activity: Commitment Activity Next Steps: Take the strategies you have learned and use them in the classroom with students, teachers, and therapists. Complete Course Evaluation Learning Goal: Participants will be able to: Define the difference between positive and negative discipline. Identify the importance of modeling appropriate behavior and maintaining self- control. Demonstrate clear and assertive communication strategies. Understand that discipline is an opportunity to teach, not punish.

Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Lake County Schools College and Career Readiness Instructional Framework Key Performance Indicators School Improvement Plan Florida Standards Professional Learning Community FCIMMTSSLESSON STUDY Personalized Learning Desired Student Outcomes Statement of Work ContentCultural Behavior ProcessInterventionsCapacity Building Autonomy of Learning 1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2 nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History 5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification) 6. Increase participation and performance on PERT, SAT and ACT 7. Increase AMO percentages for all subgroups (Achievement Gap) 8. Increase the graduation rate 9. Increase attendance rate 10. Decrease disciplinary infractions The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include: Organize: Stakeholders plan and assess needs based on data. Plan: Stakeholders set goals and objectives, identify strategies and measures of success. Implement: Implement activities and monitor progress. Sustain: Identify success of current plan, evaluate and adjust to sustain growth. Florida Standards are a set of high- quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction: 1. Knowledge and Use of Florida Standards 2. Common and Collaborative Planning Time 3. Interdisciplinary Content Integration 4. Frequency of Project-Based Learning 5. Student Collaboration 6. Integrated Technology The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are: Focus on Learning: All students can learn and we are responsible to ensure learning occurs. Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning. Focus on Results: Effectiveness is measured by results, not intent. The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re- evaluating results. It is the road map that directs our actions.  Plan  Do  Check  Act Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem- solving components include: 1. Problem Identification 2. Problem Analysis 3. Intervention Design 4. Response to Instruction/ Intervention Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are: 1. Collaborative Planning 2. Lesson Observation by Teachers 3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior 4. Reflection, Refinement and Re-teaching as Necessary Personalized Learning (PL) is a system that cultivates independence and self- governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment. PL Key Elements: 1. Student- directed Learning 2.Learner Profiles and Paths 3. Competency- based Learning 4. Flexible Learning Environments 5. Structures of Accountability, Continuous Improvement and Innovation

21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

Conscious Discipline Roxie Fussell Andrea Dunckel

The Safekeeper My job is to keep you safe Your job is to help keep it safe

Brain Smart Start Brain Smart Start in Pre-K ESE

Classroom Agreements

Learning Scale 4. I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family. 3. I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family. 2. I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it. 1. I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.

Learning Goals We will be able to define the difference between positive and negative discipline. We will be able to identify the importance of modeling appropriate behavior and maintaining self-control. We will be able to demonstrate clear and assertive communication strategies. We will understand that discipline is an opportunity to teach, not punish.

A wonderful woman who lived in a shoe, She had so many children she knew exactly what to do. She held them. She rocked them, and tucked them in bed. "I love you, I love you" is what she said. Wonderful Woman

Learning Goals We will be able to define the difference between positive and negative discipline. We will be able to identify the importance of modeling appropriate behavior and maintaining self-control. We will be able to demonstrate clear and assertive communication strategies. We will understand that discipline is an opportunity to teach, not punish.

When we shift from reacting from the lower centers of our brains to responding from the higher centers of our brains, it is called Self-Discipline consciousdiscipline.com Loving Guidance, Inc. All rights reserved

When we teach others how to shift from reacting from their lower centers of their brains to responding from the higher centers of their brains, it is called Conscious-Discipline consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Brain Break Time

Learning Goals We will be able to define the difference between positive and negative discipline. We will be able to identify the importance of modeling appropriate behavior and maintaining self-control. We will be able to demonstrate clear and assertive communication strategies. We will understand that discipline is an opportunity to teach, not punish.

Learning Scale 4. I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family. 3. I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family. 2. I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it. 1. I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.

consciousdiscipline.com Loving Guidance, Inc. All rights reserved

STAR Helper STAR Helper in Pre-K ESE

Belly Breathe with Elmo

Just Breath

My elbow to your elbow. I wish you well. Touch elbows together. Do a non-touching patty cake My back to your back. I wish you well. Turn around and put backs to backs. Then spin back around and do a non-touching patty cake. My eyes to your eyes. I wish you well. With both pointer fingers tap under your own eyes then point to the eyes of your partner with the same fingers. Finish with a non-touching patty cake. How can we help everyone we know (open both arms in front of you, palms up to include everyone) How can we help each other grow (Move both arms up over your head like a seed growing) Sometimes it’s hard to know what to do (shrug your shoulders, with hands up as if to say “I don’t know.” Wishing them well connects me and you (point to your partner and your partner points to you) Chorus: Repeat as before My heart to your heart. I wish you well My elbow to your elbow. I wish you well My back to your back. I wish you well My eyes to your eyes. I wish you well Chorus How can we help everyone we know How can we help each other grow Sometimes it’s hard, to know what to do Wishing them well connects me and you Wishing them well connects me and you My heart to your heart. I wish you well My elbow to your elbow. I wish you well My back to your back. I wish you well My eyes to your eyes. I wish you well Repeat Chorus You make a difference Let’s move and wish your neighbor well My knee to your knee. I wish you well My shoulder to your shoulder. I wish you well My hip to your hip. I wish you well My hand to your hand. I wish you well I wish you well. I wish you well My heart to your heart. I wish you well Cross your arms and pat your chest as you sing, my heart to your heart. The movement for I wish you well involves using both hands open and moving them toward the other person in a patty cake fashion without touching. This we will call non-touching patty cake. consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Learning Goals We will be able to define the difference between positive and negative discipline. We will be able to identify the importance of modeling appropriate behavior and maintaining self-control. We will be able to demonstrate clear and assertive communication strategies. We will understand that discipline is an opportunity to teach, not punish.

Learning Scale 4. I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family. 3. I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family. 2. I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it. 1. I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.

Internal CD-ROM

Compliance Exercise Sit down and look at me. You did it. You _______________. Good for you. consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Sit down and look at me. I’m going to show you how to get started. What would help you get started? That’s it, you’re doing it! Way to go! Good for you. consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Sit down and look at me. I’m going to show you how to get started. (upload) Your arm went like this. Eye contact: Download You have a choice. You may _______________ or_____________________. consciousdiscipline.com Loving Guidance, Inc. All rights reserved

You have a choice. You may sit quietly or you may listen. What is best for you? Sit or listen? There you go. You’re doing it. consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Redirection for Toddlers requirements  Face-to-face interaction  Joint attention: join by noticing what the child is attending to before attempting to shift attention  Setting the limit  Engaging with new item consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Noticing

Woodpecker Approach Maintain a state of calm Repeat choices (maximum 4 times) Walk away from the situation consciousdiscipline.com Loving Guidance, Inc. All rights reserved

I Messages for Adults “ I don’t have to do what you say. Just shut up!” I don’t like it when you ____________. When you want my attention say____________________. Toddler hits you because you took away a sharp object Ouch! (exaggerate face and sound). I don’t like it when you _________________. When you want _____________, do (say) ____________. consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Twinkle consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Learning Goals We will be able to define the difference between positive and negative discipline. We will be able to identify the importance of modeling appropriate behavior and maintaining self-control. We will be able to demonstrate clear and assertive communication strategies. We will understand that discipline is an opportunity to teach, not punish.

Learning Scale 4. I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family. 3. I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family. 2. I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it. 1. I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.

When we are in a positive, healthy relationship with others, we generally are cooperative, helpful and willing. When our relationship is severed, we often respond to another’s request grudgingly, if at all. consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Connection=Cooperation Wires the brain for impulse control and willingness Classroom rituals that build connection Eye contact Touch Presence Playful situation consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Interactive Play face to face=joy juice Effective as a mild dose of methylphenidate (Ritalin) Enhances the emotion-regulating function of prefrontal lobe Lower stress chemicals allowing children to handle stress more gracefully consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Separate world of good and bad Good Kid Treat one way With respect, with value Deserves respect Use one set of values Nice, kind, calm, respectful Reasonable Move toward child to solve problems Bad kid Treat another way Whatever it takes Doesn’t deserve respect Use another set of values Judgmental, critical Attacking, condemning Move away, separate from group consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Stressful way to perceive behavior Bad Undeserving Should feel bad Guilty/bully/bad guy Good Deserving Should feel good Innocent/victim/good guy consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Healthy way to perceive behavior Unsafe Scared/Angry/Sad Hurtful Blame/Attack Safe Happy/Calm Helpful Solutions consciousdiscipline.com Loving Guidance, Inc. All rights reserved

Shubert’s Classroom

Learning Goals We will be able to define the difference between positive and negative discipline. We will be able to identify the importance of modeling appropriate behavior and maintaining self-control. We will be able to demonstrate clear and assertive communication strategies. We will understand that discipline is an opportunity to teach, not punish.

Learning Scale 4. I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family. 3. I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family. 2. I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it. 1. I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.

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