Welcome to Wellington Network PBS Team Training

5th August 2014

Wellington Network PBS Steering Committee 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• 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

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport

OUTCOMES

Social Competence,Academic Achievement

4

Context & Culture

Culture & ContextWhat 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?

1. Common purpose & approach to discipline2. Clear set of positive expectations & behaviours3. Procedures for teaching expected behaviour4. Continuum of procedures for encouraging expected

behaviour5. Continuum of procedures for discouraging inappropriate

behaviour6. Procedures for on-going monitoring & evaluation

Schoolwide Systems

Data = Why we do it

Data drives decisions! (Data supports our decisions)

SW-PBS Data Collection Matrix

SWIS (School-Wide

Information System)

SET (School Evaluation Tool)

TIC (Team Implementation Checklist)

SAS (Self Assessment Survey)

What

Collection of student behavioural data.

Interviews with principal and a selection of staff and students

Collection of sample documents Observation in the school

A checklist of the functions of the PBS Leadership team. The team discusses the items on the TIC and ‘rates’ how they are going.

A survey relating to four settings: classroom, non classroom, whole school, and individual student support.

Why

To provide school personnel with accurate, timely, and practical information for making decisions about discipline systems.

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.

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

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.

When

Regular, ongoing (daily/weekly).

Completed annually Please submit results to Jenni Allan by the end of term 3 so the results for Wellington Network can be collated.

Completed regularly at PBS team meetings (ideally at beginning of every term). At least once per semester.

Annually Recommended to complete during term 2.

How

On line through PBISApps.org

Internal or by arrangement with colleagues in another school

Pen & Paper or excel spreadsheet already provided

Can also be done on line through PBISApps.org

Pen & Paper On line through PBISApps.org

(need to request survey to be open for a period of time – ask Jenni)

Who

Nominated personnel in the school will enter the data.

Sample of students, staff and principal

PBS team All staff - teaching & non teaching + sample of school community.

Practice = What we do(Supporting Student Decisions)

ARALUEN PRIMARY SCHOOL – OUR EXPECTED BEHAVIOURS

ALL AREAS LEARNING AREAS PLAY AREAS TOILETS AND TAPS

IN THE COMMUNITY

Respect Being honest,

valuing ourselves, other

people and property.

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.

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.

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.

Tolerance Appreciating and

accepting the differences of

others.

I share property and equipment

I include other students

I consider different ideas. I encourage and help

others

I listen to everyone’s ideas I learn about other cultures and backgrounds I accept others behave and

learn differently

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

Excellence Having high

standards and always doing

your best.

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 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.

Resilience Coping and

bouncing back after experiencing difficult situations

I keep on trying I look for solutions

I bounce back I am responsible for my

actions and words.

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.

With thanks to Araluen Primary School

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Interventions TableLevel of Intervention

Options/Examples Local examples from Wellington

Tier 3 – Targeted individual Interventions – Required to support 1-5% of students.

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

Tier 2 – Targeted group Interventions – Required to support 5-15% of students.

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!

Universals – effective for 80% of students.

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.

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 MentorSale Primary – Roger ReportCobains – Behaviour TrackingOthers –

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?? Internal External

Obtain Something

Pride Relief Excitement Satisfaction Rest Movement Soothing

Food Praise Attention Affection Privileges Quiet Emotional Stimulation Sensory Stimulation Acknowledgement Validation

Avoid Something

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