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PBL at Hebersham Public School 2010 Positive Behaviour for Learning (PBL) Supporting ALL students to achieve academic and social outcomes. Positive Behaviour.

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Presentation on theme: "PBL at Hebersham Public School 2010 Positive Behaviour for Learning (PBL) Supporting ALL students to achieve academic and social outcomes. Positive Behaviour."— Presentation transcript:

1 PBL at Hebersham Public School 2010 Positive Behaviour for Learning (PBL) Supporting ALL students to achieve academic and social outcomes. Positive Behaviour for Learning Western Sydney Region

2 Hebersham PS Context P2 (580 students), 44% NESB; 11% ATSI; PSP (PSFP); NP 2010 Mt Druitt SEA – Connected Classrooms; Best Start; AL; QuickSmart Numeracy & Literacy 22 x mainstream classes, 3 x support ( 2 Autism, 1 ED/BD) – children with other disabilities Part of learning community with St Marys North PS, Mt Druitt PS, Doonside PS & Halinda SSP Many early career teachers

3 Why PBL at HPS? Non-compliance and defiance are not trivial matters. These behaviours represent a major professional and personal challenge to teachers (Vinson, 2002). Problem behaviour is perceived as a threat to teacher authority and control in the classroom. Teacher efficacy, teacher stress, and job satisfaction are often determined by a teachers level of success in managing such behaviour. (Kyriacou, 2001; Wiley, 2000)

4 Research reviews indicate that the most effective responses to school violence are social skills training academic restructuring behavioural interventions Sources:Elliot, Hamburg & Williams, 1998 Gottfredson, 1997 Lipsey, 1991, 1992 Tolan & Guerra, 1994

5 The answer is not the invention of new solutions, but the enhancement of the schools organisational capacity to: Accurately adopt and efficiently sustain their use of research-validated practices Provide a seamless continuum of behavioural and academic support for all students Be part of a region wide system of behaviour support Increased focus on: teacher training, community training, and support for early intervention. Give priority to a unified agenda of prevention Engage in team-based problem solving

6 To have in place a school wide system that encourages positive behaviours. The expectations, behaviours and language are known by all staff, students and parents and carers and implemented consistently.

7 Academic Systems Behavioural Systems 1-5 % 5-10 % % 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

8 SYSTEMS PRACTICES DATA Supporting Staff Behaviour Supporting Decision Making Supporting Student Behaviour PositiveBehaviour For Learning OUTCOMES Social Competence & Academic Achievement

9 Essential School-wide Features Statement of purpose Clearly define expected behaviours (Rules) Procedures for teaching and practising expected behaviours Procedures for encouraging expected behaviours Procedures for discouraging problem behaviours Procedures for record-keeping and decision making

10 1.Build systems that make it easier to teach 2.Create environments that encourage (rather than discourage) pro-social behaviour 3.Teach all students what is expected 4.Provide a continuum of behaviour and learning support to students who need more support to be successful School-wide Positive Behaviour for Learning Goals

11 Students know what is expected of them and choose to do so because they:Students know what is expected of them and choose to do so because they: –Know what to do –Have the skills to do it –See the natural benefits for acting responsibly Adults and students have more time to:Adults and students have more time to: –Focus on relationships –Focus on classroom instruction There is an instructional approach to disciplineThere is an instructional approach to discipline –Instances of problem behaviour are opportunities to learn and practise pro-social behaviour What does a positive, encouraging school climate look like?

12 School-wide change requires School-wide change requires ….. A proactive systems approach A plan to establish a school environment that supports long term practices A focus on teaching appropriate behaviours Consistent behavioural support implemented by all staff A whole school commitment

13 How does it happen? Whole school commitment to the training – submission to region; naming the team; ensuring inclusivity - SAS, GA, AEO, parents & carers, students etc. Form a team with a coach for support Attend PBL training Collect data using PBL tools such as surveys Audit of current practices – what to keep Completed surveys are collated and used as the springboard to establish needs, priorities and commitment! Get the whole school on board!

14 In place pre PBL Well established LST & data system 5 x Cool Kids rules and 8 playground rules Discipline policy with effective tracking system of behaviour referrals Circle Time Student promotion system – bronze, silver and gold at stage levels Stable exec and strong core of permanent staff Induction program for new staff members Parent & carer support for existing system

15 Excel Sheet 1Excel Sheet 1 NameAlphabetical grouped girls & boys with grades3 and 5 above grades 4 and 6NameAlphabetical grouped girls & boys with grades3 and 5 above grades 4 and 6 PP 07Pride Pin issued in 2007 indicating the termPP 07Pride Pin issued in 2007 indicating the term PP 08Pride Pin issued in 2008 indicating the termPP 08Pride Pin issued in 2008 indicating the term PP 09Pride Pin issued in 2009 indicating the termPP 09Pride Pin issued in 2009 indicating the term PP 10Pride Pin issued in 2010 indicating the termPP 10Pride Pin issued in 2010 indicating the term 1 st LangStudent has English as his or her second language1 st LangStudent has English as his or her second language ESL Phase1 st, 2 nd, 3 rd or NAP (new arrival) for children with English as second languageESL Phase1 st, 2 nd, 3 rd or NAP (new arrival) for children with English as second language ATSIChild is of Aboriginal or Torres Strait Islander backgroundATSIChild is of Aboriginal or Torres Strait Islander background PLPChilds PLP was developed in 2008PLPChilds PLP was developed in 2008 LSTChild has a Learning Support Team referralLSTChild has a Learning Support Team referral GFChild has a Guidance FileGFChild has a Guidance File F08Child is receiving Integration Funding in 2008F08Child is receiving Integration Funding in 2008 F09Child is receiving Integration Funding in 2009F09Child is receiving Integration Funding in 2009 F10Child is receiving Integration Funding in 2010F10Child is receiving Integration Funding in 2010 RRChild has participated in the Reading Recovery programRRChild has participated in the Reading Recovery program Lit CChild has participated in the Literacy ClassLit CChild has participated in the Literacy Class GSRParticipation in Gold Star Reading programGSRParticipation in Gold Star Reading program IRL07Independent Reading level (as at end of semester )IRL07Independent Reading level (as at end of semester ) IRL 08 Independent Reading level (as at end of term )IRL 08 Independent Reading level (as at end of term ) IsRL 08Instructional Reading level (as at end of semester )IsRL 08Instructional Reading level (as at end of semester ) IRL09Independent Reading level (as at end of term )IRL09Independent Reading level (as at end of term ) IsRL09Instructional Reading level (as at end of term )IsRL09Instructional Reading level (as at end of term ) IRL10Independent Reading level (as at end of term )IRL10Independent Reading level (as at end of term ) IsRL10Instructional Reading level (as at end of term )IsRL10Instructional Reading level (as at end of term )

16 Excel Sheet 2Excel Sheet 2 Talkg & Listg Level - A to E Student ReportTalkg & Listg Level - A to E Student Report Talkg & ListgLevel – A to E Student Report (Final)Talkg & ListgLevel – A to E Student Report (Final) Talkg & ListgLevel – A to E Student Report (term )Talkg & ListgLevel – A to E Student Report (term ) ReadingLevel - A to E Student ReportReadingLevel - A to E Student Report ReadingLevel – A to E Student Report (Final)ReadingLevel – A to E Student Report (Final) Reading Level – A to E Student Report (term )Reading Level – A to E Student Report (term ) WritingLevel - A to E Student ReportWritingLevel - A to E Student Report WritingLevel – A to E Student Report (Final)WritingLevel – A to E Student Report (Final) WritingLevel – A to E Student Report (term )WritingLevel – A to E Student Report (term ) NumeracyLevel - A to E Student ReportNumeracyLevel - A to E Student Report NumeracyLevel – A to E Student Report (Final)NumeracyLevel – A to E Student Report (Final) NumeracyLevel – A to E Student Report (term )NumeracyLevel – A to E Student Report (term ) Patts & AlgebLevel - A to E Student ReportPatts & AlgebLevel - A to E Student Report Patts & AlgebraLevel – A to E Student Report (Final)Patts & AlgebraLevel – A to E Student Report (Final) Patts & AlgebraLevel – A to E Student Report (term )Patts & AlgebraLevel – A to E Student Report (term ) DataLevel - A to E Student ReportDataLevel - A to E Student Report DataLevel – A to E Student Report (Final)DataLevel – A to E Student Report (Final) DataLevel – A to E Student Report (term )DataLevel – A to E Student Report (term ) MeasurementLevel - A to E Student ReportMeasurementLevel - A to E Student Report MeasurementLevel – A to E Student Report (Final)MeasurementLevel – A to E Student Report (Final) MeasurementLevel – A to E Student Report (term )MeasurementLevel – A to E Student Report (term )

17 Space & GeoLevel - A to E Student ReportSpace & GeoLevel - A to E Student Report Space & Geo Level – A to E Student Report (Final)Space & Geo Level – A to E Student Report (Final) Space & GeomLevel – A to E Student Report (term )Space & GeomLevel – A to E Student Report (term ) HSIELevel - A to E Student ReportHSIELevel - A to E Student Report HSIELevel – A to E Student Report (Final)HSIELevel – A to E Student Report (Final) HSIELevel – A to E Student Report (term )HSIELevel – A to E Student Report (term ) Science & TechLevel - A to E Student ReportScience & TechLevel - A to E Student Report Science & TechLevel – A to E Student Report (Final)Science & TechLevel – A to E Student Report (Final) Science & TechLevel – A to E Student Report (term )Science & TechLevel – A to E Student Report (term ) Technology RFFLevel - A to E Student ReportTechnology RFFLevel - A to E Student Report Technology RFFLevel – A to E Student Report (Final)Technology RFFLevel – A to E Student Report (Final) Technology RFFLevel A-E Student Report (term )Technology RFFLevel A-E Student Report (term ) PDHLevel - A to E Student ReportPDHLevel - A to E Student Report PDHLevel – A to E Student Report (Final)PDHLevel – A to E Student Report (Final) PDHLevel – A to E Student Report (term )PDHLevel – A to E Student Report (term ) PELevel – A to E Student Report (Final)PELevel – A to E Student Report (Final) PELevel – A to E Student Report (term )PELevel – A to E Student Report (term ) Creative ArtsLevel - A to E Student ReportCreative ArtsLevel - A to E Student Report Creative ArtsLevel – A to E Student Report (Final)Creative ArtsLevel – A to E Student Report (Final) Creative ArtsLevel – A to E Student Report (term )Creative ArtsLevel – A to E Student Report (term )

18 CMITCount Me In Too level – Kindergarten onlyCMITCount Me In Too level – Kindergarten only Sp MSpelling Mastery levelSp MSpelling Mastery level MGConnecting Maths GroupMGConnecting Maths Group QSQuickSmart (only for targeted students)QSQuickSmart (only for targeted students) BSL 3 Basic Skills Literacy band (current Year 6 students only)BSL 3 Basic Skills Literacy band (current Year 6 students only) BSM 3 Basic Skills Numeracy band (current Year 6 students only)BSM 3 Basic Skills Numeracy band (current Year 6 students only) BSW 3 Basic Skills Writing band (current Year 6 students only)BSW 3 Basic Skills Writing band (current Year 6 students only) NRNAPLAN ReadingNRNAPLAN Reading NWNAPLAN WritingNWNAPLAN Writing NSNAPLAN SpellingNSNAPLAN Spelling NGNAPLAN GrammarNGNAPLAN Grammar NLNAPLAN LiteracyNLNAPLAN Literacy NPNAPLAN PunctuationNPNAPLAN Punctuation NMNAPLAN MathsNMNAPLAN Maths NNNAPLAN NumeracyNNNAPLAN Numeracy

19 Excel Sheet 3Excel Sheet 3 PGW08(Number of) playground white slipsPGW08(Number of) playground white slips PGW09(Number of) playground white slipsPGW09(Number of) playground white slips PGW10(Number of) playground white slipsPGW10(Number of) playground white slips PGG08(Number of) playground green slipsPGG08(Number of) playground green slips PGG09(Number of) playground green slipsPGG09(Number of) playground green slips PGG10(Number of) playground green slipsPGG10(Number of) playground green slips CRG 08(Number of) classroom green slipsCRG 08(Number of) classroom green slips CRG09(Number of) classroom green slipsCRG09(Number of) classroom green slips CRG10(Number of ) classroom green slipsCRG10(Number of ) classroom green slips WFE08(Number of) welfare folder entries for behaviour issues in the classroomWFE08(Number of) welfare folder entries for behaviour issues in the classroom WFE 09(Number of) welfare folder entries for behaviour issues in the classroomWFE 09(Number of) welfare folder entries for behaviour issues in the classroom WFE10(Number of) welfare folder entries for behaviour issues in the classroomWFE10(Number of) welfare folder entries for behaviour issues in the classroom WL 08(Number of) warning letters to parents/carersWL 08(Number of) warning letters to parents/carers WL 09(Number of) warning letters to parents/carersWL 09(Number of) warning letters to parents/carers WL 10(Number of) warning letters to parents/ carersWL 10(Number of) warning letters to parents/ carers

20 Lib 07Library borrowing record in 2007Lib 07Library borrowing record in 2007 Lib 08Library borrowing record in 2008Lib 08Library borrowing record in 2008 Lib09Library borrowing record in 2009Lib09Library borrowing record in 2009 Lib10Library borrowing record term Lib10Library borrowing record term C07Class in 2007 (last teacher in T4)C07Class in 2007 (last teacher in T4) C08Class in 2008C08Class in 2008 C09Class in 2009C09Class in 2009 C10Class in 2010C10Class in 2010 Att 07Attendance record for 2007Att 07Attendance record for 2007 Att 08Attendance record in 2008Att 08Attendance record in 2008 Att09Attendance record in 2009Att09Attendance record in 2009 Att10Attendance record in 2010Att10Attendance record in 2010 OtherOther relevant information – e.g. health care plan/ previous school/s etcOtherOther relevant information – e.g. health care plan/ previous school/s etc

21 Whats happening at Hebersham? Hebersham Pride

22 The Hebersham Pride Guide Be a learner Be respectful Be safe

23 Hebersham Pride Pride Guide – consists of three rules (be a learner; be respectful; be safe) Matrix of expectations for all settings Displayed on posters in rooms and other settings Pride Time – rules explicitly taught Pride Club/ Cubs Club Positive, consistent language Reinforced through practices e.g. Pride slips, Pride songs and raps, Pride pins etc.

24 THE GUIDE TO SHOWING PRIDE All SettingsClassroomLibraryComputer RoomOfficeAssemblies Be a Learner Show pride in all you do Be an active participant Be a team player Come prepared Be responsible for your learning Share and take turns Complete all set tasks Follow instructions Know and follow the library rules Learn library information skills Borrow books to read Know and follow the classroom rules Use the intranet and internet appropriately Know why you are at the office Say messages clearly and accurately Ask to speak to a certain person Participate with pride Listen, watch and learn Be Respectful Listen attentively Speak politely to everyone Be honest Care for the school environment Respect the right of others to learn Be tolerant of others and their opinions Care for your classroom environment and others belongings Use quiet voices Listen to the library monitors and teachers Return books on time Handle books with care Treat the computer equipment with care Follow all instructions Help each other Work cooperatively Enter quietly Wait your turn Use your manners Be polite towards visitors Hats off when entering Look at and listen to each presenter Celebrate the efforts of others Use appropriate applause Be attentive Sing the National Anthem and School Song with pride Be Safe Be in the right place at the right time Keep your hands and feet to yourself Move sensibly and safely at all times Report problems to the teachers Walk in the classroom Use classroom equipment and furniture safely Use equipment safely Walk Be careful near cords and cables No food or drink Use the quickest and safest way to the office Only go to the office with a note or office pass Enter and leave assemblies quietly and safely Stay still when seated

25 Remember – Teach Model Practise Review Monitor …and teach again and again and again… WORK SMARTER, NOT HARDER!

26 Teach the skills in context across all settings!

27 PBL is embedded in the curriculum

28 Procedures for teaching and practising expected behaviours Pride Time – lesson outlines based on the Pride Guide and Safe and Friendly Schools program Lessons distributed to staff; evaluated end 2009 and revised/updated in 2010 Pride Time – mandated on timetable TPL – induction of new staff, stage meetings, staff forums (ongoing) Matrix for specific settings displayed around school and in rooms Consistent reinforcement using positive language Pride folders – record keeping

29 Procedures for encouraging expected behaviours Regularly review the Pride Guide Explicitly teach what it looks, sounds and feels like in different settings Positively reinforce cooperative behaviours Pride Time/Circle Time/Safe and Friendly Schools program Pride goals and pride pin nominations – use of Pride folders Performances based on showing Pride Signs, posters, newsletter, website, stationery Workshops – TPL (review and induction); reinforce consistency Casual folder information and flip book Talk the talk – everyone

30 Procedures for discouraging problem behaviours NB: FOCUS ON THE POSITIVE Pride patrol jackets – visibility in the playground Pride tickets Session times for the playground/ eating times Playground activities Consequences e.g. white slips, green slips, suspension Signs in all settings Common language –respectful, safe, learner Pride Time/ Circle Time/ Pride Club/ Cubs Club Pride goals /pride pins /nominations

31 Pride pins Pride goals

32 Procedures for record keeping and decision making Class management procedures including monitoring pride slips, referrals from playground (white slips), records in Pride folders –on pink pages (behaviours), yellow pages (racism) Pride goals – stages and students with disabilities Referrals for persistent misbehaviour or major incidents (green slips) PBL Team – data collection and analysis including LST Team – LST referrals, Individual Learning Programs, Guidance files, Pupil Record Cards Class data sheets Suspension register

33 What can you do?

34 Be aware of whats going on

35 Support the changes

36 Live the schools expectations

37 What were working on now …. PBL staff matrix PBL home matrix Classroom systems Targeted interventions LST/ PBL framework

38 PLPs Pride guide elements – be a learner; be respectful; be safe Interactive – thumb drives On line Parent & carer involvement – round circle feedback

39 Targeted Interventions Targeted interventions team has been established and meets monthly. Regular PBL meetings still occur on a fortnightly basis. Hebersham Hotline Data re Pride Guide Information to Staff. In 2009 Hebersham Pride inserts into the Hebersham Hotline staff newsletter began in Term 1 Week 2. There were 41 hotlines for the year. Of that total there were only 8 hotlines that didnt have an insert related specifically to PBL. Minutes of the PBL meetings were published in all hotlines from Term 1 Week

40 Targeted Interventions Training in strategies for functional based assessment has commenced and teachers have been provided with opportunities and support to complete the Problem Behaviour Questionnaire. Data practices were reviewed to identify Yellow Zone students at HPS. Social Skills (Pride Time) instructions are dovetailed with other interventions and academic programs such as: – –The Pride Club – –Cubs Club – –QuickSmart – –Panthers on the Prowl – –Music Therapy – –Drama groups – –Hydrotherapy – –Reading Recovery – –Supervised Interventions – –Hotline and Newsletter inserts

41 Pride Club Intervention to support new students to the school. Coordinated by Teacher Librarian/AP Flexibility with timetable Library used as venue Continued contact with many due to library teaching load (follow-up) Program – 4 x 45 minute sessions in Term 1. First session Meet and Greet. Sessions 2-4 – each section of the Pride Guide was discussed in detail. How does it look, feel and sound like? It was lovely to meet our new Year 1 to Year 6 students on Friday afternoon. My thanks to Chris P who also came along to lend a hand and Michele C who accompanied one of our new students. We had around 30 students join us! Well done to everyone who has had a new student join their class this year - many of them were able to tell us what Hebersham Pride is all about. The group decided they would like to meet every Friday for the next few weeks, so please be sure to send your new students to the library for the next 3 Fridays at 2:15pm. If any more new students enrol over the next few weeks, please be sure to send them along as well. Ros Pearson

42 PBL is not a simple answer to the complex problem of difficult behaviours. What it does offer is a structure, a values base and a range of practical suggestions. It is able to provide strategies to promote durable change in behaviour, change which is effective across contexts [i.e. the learnings are able to be generalised], and practices which minimise negative side affects.

43 It utilises strategies that are acceptable …to the individual receiving the treatment, to his or her family, to support staff, to the community, and clinical/educational validity. A PBL process includes systematic gathering of information, goal setting, functional behaviour assessment, support plan design, implementation and ongoing evaluation.

44 Reactive strategies for crisis management are also addressed, but there is a belief that the best behaviour intervention happens when the behaviour is not happening: hence the strong emphasis on proactive strategies. (LaVigna & Willis, 1995)

45 The end result…

46 Safe, respectful and successful learners

47 A positive school environment


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