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www.education.act.gov.au


Positive Behaviours for Learning is an evidence-based whole school process to

improve learning outcomes for all students.

www.PBIS.org

http://www.pbis.org/


WHAT RESEARCHERS ARE REPORTING

The most frequent problem behaviours

encountered by teachers are low level

disruptive and disengaged behaviours.

These include:

1. avoiding doing schoolwork

2. disrupting the flow of the lesson

3. disengaging from classroom activities

4. talking out of turn

5. being late for class

6. using a mobile phone inappropriately.

(Sullivan et al., 2014)


STRATEGIC ALIGNMENTNational School Improvement Tool (NSIT) domains:An explicit improvement agendaAnalysis and discussion of dataA culture that promotes learning

National Safe Schools Framework (NSSF), 2011. Element 5: Positive Behaviour Management

Strategic plan 2018-21: Leading the Nation ACT Education Directorate Strategic Plan, 2018-21

ACT Engaging Schools Framework, 2013

Safe and Supportive Schools Policy, 2017

Australian Curriculum: personal and social capabilities


Where it fitsPBL Framework

Be you

SEL Programs

Circle Time

Restorative Practices

Behaviour Expectations and Management

Quality Teaching

The School Community

Defined Positive Behaviour Expectations – Explicit protocols - Data informed practices

Engaging Curriculum

Supportive Environments

Whole School Processes and Policy

Data Collection e.g.NAPLAN, Climate survey

Essential Skills

Trauma Training

NeuED

RTI Response To Intervention

Team Teach


Philosophy behind PBL

• We can’t “make” students learn or behave

• We can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and integrity


The Educative ApproachRichmond & Walkerden, 2008

Academic Errors Behavioural Errors

Errors are accidental. Errors are deliberate.

Errors are inevitable. Errors should not happen.

Errors signal the need for teaching.Errors should be punished.

Students with learning difficulties need modified teaching.

Students with behavioural difficulties need punishment.

Misbehaviour = Learning Error


School-wide

Systems

Non-classroom Setting Systems

Classroom Settings

Individual Student Systems

Family and Community

Systems


PBL Continuum of Support

Targeted SupportsFew students

Wrap-around supportCollaborative response

Early intervention is the focus.

Selected SupportsSome students

Small group instructionRapid response

Early intervention is the focus.Universal Supports

All students, all settingsLearning, teaching and leading

ProactivePrevention is the focus.


Principals will need to make PBL a priority in school, supporting change and new processes and innovations that will occur as result of PBL implementation.

• Maintain standards• Make public statements of support• Work towards 80% commitment from staff• Sustain the leadership team• Support team members• Guide decision making process• Take leadership role in problem solving

Leadership and School-Wide Support


Clarifying expected behaviours


Teaching and practising expected behaviours

IF YOU

WANT IT,

TEACH IT!


School Example

https://www.youtube.com/watch?v=M1bId-JD7vw

https://www.youtube.com/watch?v=M1bId-JD7vw

Procedures for Teaching Expected Behaviours

Teaching the elements of our GROW acronym

Developed YouTube playlists for resources

Created lesson plans

Created videos

Developing scope and sequence of teaching

Aligning tier two interventions to scope and sequence

https://www.youtube.com/watch?v=A0VNvCn9bPM

https://docs.google.com/document/d/1z-m3O0Nom_zGhjeOfvAzXhzCM_kuDNXd6oV-c3bnBnk/edit


Behaviour that is acknowledged ismore likely to occur again.

Behaviour that is ignored is lesslikely to be repeated.

No ‘good’ Behaviour should be taken for granted, or it may decline, regardless of the students age.

(Webster-Stratton and Herbert, 1994, Sprague and

Golly, 2006)

This continuum of acknowledgements can be

set up in Sentral.

Encouraging expected behaviours

Acknowledging behaviours: school wideEasy, visual, accessible

Accessible via screens, ipods, iphones, desktops

System of rewards based on achievement

Linking parents so they can see from home

Certificates and keyrings when students reach milestones, as well as acknowledgement in the newsletter.

https://sites.google.com/a/ed.act.edu.au/cwsc-grow/


1. Student referred to executive staff, major referral entered in Student Administration System by staff member

2. Executive staff follow agreed procedure

3. Data input in behaviour management tracking system. Review individual students’ data

4. Executive staff member to follow through and determine consequences

5. Support provided in accordance with Tiered intervention on the continuum

1. Non-verbal Prompt (move towards student make eye contact)

2. Descriptive (“James you are out of Bounds”)

3. Corrective (“James move in bounds, thanks”)

4. Re-teach the rule (“Remember, James, we stay in bounds”)

5. Choice (“James you either return to the inbounds area or you will have to walk with me”

If student is still non-compliant follow major behaviour steps

Give positive feedback once desired behaviour is displayed

Enter Minor referral

Major behaviour Referral

Minor BehavioursInappropriate Language Non-compliancePhysical Contact Mild disruptionProperty misuse Late to Class Cheating /plagiarism

Major BehavioursAbusive Language Criminal Behaviour

Property Damage Physical Aggression

Absconding DefianceDisruption

Observe Problem Behaviour

We are SafeWe are RespectfulWe are Learners

Calm

Consistent

Brief

Immediate

Respectful

Calm

Consistent

Brief

Immediate

Respectful

Conference with student

Analyses of data to inform effective consequences (Educative)

Apply appropriate consequence (Educative)

Discouraging Problem Behaviours


Ongoing Monitoring and Evaluation (data)

Precise statement :There were 30 more Behaviour Referrals for aggression on the back oval than last year, and these are most likely to occur from 1:00pm-1:30pm during Lunch. There are a large number of year 3 students involved. The aggression appears to be related to soccer games

Using Data

Whole school PBL explicit teaching focus based on a fortnightly/monthly data review.

Change to timetables, activities based on data.

Response to Intervention approach for students who require additional assistance - students and areas of focus derived from data.


PBL School PBL School

Total number of suspension incidents Total number of days of suspension

Term 1 2015 Term 1 2017 Term 1 2015 Term 1 2017

26 7 44 8

Case study


Percentage in Agreement with Statement

Statement

Staff Parents Students

2015 2016 2015 2016 2015 2016

Student behaviour is well

managed

70 86 75 87 43 84

Students feel safe at this school 70 88 84 93 74 89

School Satisfaction Survey The School Satisfaction Survey is conducted in August each year along

with the school climate survey.


Our Training Continuum

PBL is a long term commitment for full implementation and then ongoing for sustainability and innovation .

PBL Orientation

Tier 1:Universal

Prevention

Tier 2:Targeted

GroupInterventions

Tier 3:Intensive

Individualised Interventions

“PBL full implementation is a marathon not a sprint”

Tim Lewis

Tier 1:Classroom Systems

NeuED Perspectives

on Trauma Informed Practice

Introduction to NeuED

and TIP (Whole School)

CoachingTraining

Opportunities for All Staff


Esafety

Tuesday 3 September 2019, 7.00pm – Parent/carer focussed eSafety webinar provided by the Office of the eSafety Commissioner. Parents and carers will access this via the web at home – they need to register to get the webinar link.

Wednesday 4 September 2019, 6.30pm @ Hedley Beare Centre for Teaching and Learning – Parent/carer focussed face to face “ThinkUKnow” presentation, this is provided by the national AFP “ThinkUKnow” team.

Please register

€¦ · 1. student referred to executive staff, major referral entered in student administration...

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