Transcript Slide 1

Welcome to
Wellington Network
PBS Team Training
5th August 2014
Wellington Network PBS Steering
Committee
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Rosemary Roberts – Student Support Services Coordinator
Karen Milner – Principal - Araluen Primary School
Sarah Johnstone–Principal –Nambrok/Denison Primary School
Dave Mowbray –Guthridge Campus Principal – Sale College
Cheryl Evans - Assistant Principal – Maffra Secondary College
Alison Pollock - Assistant Principal – Sale Specialist School
Ewen Jondahl - Assistant Principal – Sale Primary School
Jenni Allan – Student Support Services (Psychology)
Information Package - Resources
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Program for the day
Interventions table
SW-PBS data matrix
Stress model bell curve diagram
Evaluation Sheet
Functional Behaviour Analysis resources
Wellington - PBS pens
On line Resources (Steve Cunningham &
Cheryl Evans)
• Training – George Sugai - 8th – 9th September
Positive
Behaviour
Support
Social Competence,
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behaviour
PRACTICES
Supporting
Student Behaviour
Context &
Culture
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Culture & Context
What does it say about who we are,
how & where we live and what we
believe in?
System = How we do it
(Supporting Staff Behaviour)
How do we(Questions from last time)
Support staff after an incident?
Maintain consistency at times of
stress?
Get all the stakeholders on the same
page when working with students at
risk?
Work smarter – not harder?
Schoolwide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviours
3. Procedures for teaching expected behaviour
4. Continuum of procedures for encouraging expected
behaviour
5. Continuum of procedures for discouraging inappropriate
behaviour
6. Procedures for on-going monitoring & evaluation
Data = Why we do it
Data drives
decisions!
(Data supports our
decisions)
SW-PBS Data Collection Matrix
What
Why
When
SWIS
(School-Wide
Information System)
SET
(School Evaluation Tool)
TIC
(Team Implementation Checklist)
SAS
(Self Assessment Survey)
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Collection of
student
behavioural data.
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Interviews with principal and a
selection of staff and students
Collection of sample documents
Observation in the school
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A checklist of the functions of
the PBS Leadership team. The
team discusses the items on
the TIC and ‘rates’ how they
are going.
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A survey relating to four
settings: classroom, non
classroom, whole school, and
individual student support.
To provide school
personnel with
accurate, timely,
and practical
information for
making decisions
about discipline
systems.
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To measure perceptions and
understandings that the school
community have of systems and
practices that support positive
behaviour.
To support action planning and
measure progress.
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To support the PBS
Leadership team to stay
focussed.
To monitor activities for
implementation of PBS within
the school.
To continue to develop action
plan
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Regular, ongoing
(daily/weekly).
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Completed annually
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Completed regularly at PBS
team meetings (ideally at
beginning of every term).
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To measure the knowledge,
understanding and use of the
systems and practices the
school has developed to
support students in meeting
behaviour expectations.
To monitor implementation
effectiveness and identify
areas of the action plan that
requires adjustment.
Annually
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Please submit results to Jenni
Allan by the end of term 3 so
the results for Wellington
Network can be collated.
On line through
PBISApps.org
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Internal or by arrangement with
colleagues in another school
At least once per
semester.
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Recommended to complete
during term 2.
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Pen & Paper or excel
spreadsheet already provided
Can also be done on line
through PBISApps.org
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PBS team
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How
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Who
Nominated
personnel in the
school will enter
the data.
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Sample of students, staff and
principal
Pen & Paper
On line through PBISApps.org
(need to request survey to be
open for a period of time – ask
Jenni)
All staff - teaching & non
teaching + sample of school
community.
Practice = What we do
(Supporting Student Decisions)
ARALUEN PRIMARY SCHOOL – OUR EXPECTED BEHAVIOURS
ALL AREAS
Respect
Being honest,
valuing
ourselves, other
people
and property.
Tolerance
Appreciating and
accepting the
differences of
others.
Excellence
Having high
standards and
always doing
your best.
Resilience
Coping and
bouncing back
after experiencing
difficult situations
LEARNING AREAS
PLAY AREAS
 I keep hands and feet to
myself.
 I listen to the
person talking
 I move safely
 I am honest.
 I use manners.
 I accept adult decisions.
 I participate
 I let teachers teach, let
students learn
 I use positive body language.
 I ask to use other’s property
 I cooperate in group work.
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 I share property and
equipment
 I include
other
students
 I consider different ideas.
 I encourage and help
others
 I wear my uniform with
pride.
 I try my best
 I ask for help
 I am in the right place at
the right time
 I use equipment properly.
 I listen to everyone’s ideas
 I learn about other cultures
and backgrounds
 I accept others behave and
learn differently
 I keep on trying
 I look for solutions
I bounce back
 I am responsible for my
actions and words.
TOILETS AND TAPS
IN THE COMMUNITY
 I respect privacy.
 I plan to go during play
time.
 I use toilets and taps
responsibly.
 I look after community
property
 I obey road, bus and
pedestrian safety rules
 I use my manners when
meeting new people.
 I accept differences
 I invite others to join in
 I am a ‘true’ friend.
 I wait my turn
 I wait for others
 I am aware of the public and
their needs
 I use community rules
 I return to class quickly
 I am on time, organised and
ready for learning
 I show pride in my work
 I accept feedback
 I set goals
 I think of others
 I use my playtime wisely.
 I play by the rules
 I wash my hands
 I avoid going to the toilet
in class time.
 I let teachers know if
there is a problem.
 I represent Araluen with pride
 I actively participate
 I try to learn new things.
 I use my strengths
 I move on
 I learn from my mistakes
 I am flexible.
 I share my friends
 I make it quick
 I know accidents can
happen.
 I bounce back when things do
not go to plan.
I Include others
I use positive language
I play in the correct areas.
I report all the facts.
I keep our school clean
and tidy.
With thanks to Araluen Primary School
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Interventions Table
Level of
Intervention
Tier 3 – Targeted
individual
Interventions –
Required to
support 1-5% of
students.
Options/Examples
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Tier 2 – Targeted
group
Interventions –
Required to
support 5-15% of
students.
Universals –
effective for 80%
of students.
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Referral to Student Support
Services (SSS)
Application for PSD Funding
Learning Assessment
Individual Learning Plan (ILP)
Referral to outside services
Individual assessment of behaviour
(Functional Behaviour Analysis)
Behaviour Management Plan
(BMP)
Case management
Partial timetables
Individualized contracts
Mentoring
Social Skills Groups
Check In Check Out
3 Minute mentor
Restorative Justice
Skills based instructional programs
Hands on learning
Anger management training
Students at Risk meetings (S@Rs)
Time out/chill out/down time
Parrots!
Established PBS team meets
regularly to guide implementation
Values Identified
Behaviour Matrix developed
Behavioural Expectations are
actively taught
Discipline system is consistently
applied
Data is systematically collected and
analysed
Data from a number of sources is
used to inform decision making
Student are systematically
provided with acknowledgement
of desired behaviours
Acknowledge and celebrate
success
Active supervision in the yard
Staff practice 5/1 ratio of positive
to corrective interactions with
students
Effective and consistent classroom
management techniques are used
across the school.
Local examples from
Wellington
The Universals
-Preventative & Proactive
-Applicable to all students in all settings
-Effective with 80 – 90% of students
The Universals
•Established PBS team meets regularly to guide
implementation
•Values Identified
•Behaviour Matrix developed
•Behavioural Expectations are actively taught
•Discipline system is consistently applied
•Data is systematically collected and analysed
•Data from a number of sources is used to inform
decision making
•Student are systematically provided with
acknowledgement of desired behaviours
•Acknowledge and celebrate success
•Active supervision in the yard
•Staff practice 5/1 ratio of positive to corrective
interactions with students
•Effective and consistent classroom management
techniques are used across the school.
Tier 2
-Targeted Group Interventions
- Used for some students 5-10%
-High Efficacy
-Rapid Response
Tier 2 Interventions
•Social Skills Groups
•Check In Check Out
•3 Minute mentor
•Restorative Justice
•Skills based instructional programs
•Hands on learning
•Anger management training
•Time out/chill out/down time
•Students at Risk meetings
•Parrots!
Table Discussion – Reflection
What has been achieved
since last training day
in March?
Report Back – Sharing Time
Maffra Primary – 3 Minute Mentor
Sale Primary – Roger Report
Cobains – Behaviour Tracking
Others –
SAARLA Schools
•Araluen – Billabong Acknowledgement System
•Longford – Living our Values Everyday (LOVE)
•Rosedale – Values Tree
•Airly – Recording Positives related to Values
•Stratford – Staff Matrix
*Use interventions table to record ideas*
Tier 3
-Intensive Individual Interventions 1-5% of
student population
-Assessment Based
-Intensive Procedures
Tier 3 Interventions
(Focus on the behaviour)
(Ineffective if universals are not soundly in place!)
•Referral to Student Support Services (SSS)
•Application for PSD Funding
•Learning Assessment
•Individual Learning Plan (ILP)
•Referral to outside services
•Individual assessment of behaviour (Functional
Behaviour Analysis)
•Behaviour Management Plan (BMP)
•Case management
•Partial timetables
•Individualized contracts
•Mentoring
Acronym Buster
•SSSO – Student Support Services Officer
•SOCS – Student Online Case System
•PSD – Program for Students with Disabilities
•ILP – Individual Learning Plan
•BMP – Behaviour Management Plan
•FBA – Functional Behaviour Analysis
•GCAMHS – Gippsland Child & Adolescent Mental Health
Service
•Child FIRST – Child and Family Information Referral &
Support Team
•DHS – Department of Human Services
Functional Behaviour Analysis (FBA)
•Focuses on the reasons for the
behaviour
•Used with students presenting
with complex challenging
behaviours
•Promotes consistency
•The process is time consuming
initially – but rewarding &
satisfying & ultimately time
saving
What is the reason for the behaviour??
Obtain
Something
Avoid
Something
Internal
External
Pride
Relief
Excitement
Satisfaction
Rest
Movement
Soothing
Food
Praise
Attention
Affection
Privileges
Quiet
Emotional Stimulation
Sensory Stimulation
Acknowledgement
Validation
Embarrassment
Shame
Loneliness
Isolation
Boredom
Task
Praise
Attention
Hostility
Emotional Stimulation
Sensory Stimulation
Follow up for team training
sessions in 2015
-Teaching behaviour & social skills
(as requested previously)
-Please remember to complete
evaluations