Skills for teachers Systems for schools Motivation for students Possibilities for success Mentoring Non-Violent Crisis Intervention PBIS Personalised learning Social skills programs alternative programs Distance education Online learning

School year Basic skills Content knowledge

Dubbo Mentoring Program (proposal) - Marc Foley Non-violent crisis intervention

Mentor Program Proposal

The Idea ❐ Support the program of the Dubbo Suspension Centre. ❐ Effectively enhance the transition of students back to school from the Centre. ❐ Use identified strategies to help students make more appropriate behavioural choices and assist the students to implement these strategies through regular and ongoing support. ❐ Enable development of effective relationships via focusing on students needs.

The Plan  Program to be coordinated by the Head Teacher Dubbo Suspension Centre.  Establish a mentoring team consisting of a staff member from each school that accesses the Centre.  Mentors will receive release time.  Students will be monitored for approximately 1 term upon returning.

Role of the Mentor  Provide support to students at risk of suspension by initiating and coordinating individual or small group programs.  Provide support to students returning from suspension, coordinating programs, monitoring behavioural check lists, debriefing and liaising with parents.  Participate in meetings (including resolution).

 Participate in Learning Support Team and Welfare Team meetings to assist in the coordination of support to students returning from suspension or at risk of suspension.  Regularly liaising with the Head Teacher Suspension Centre.  Participate in relevant Professional Learning activities.  Maintain documentation of work within the school. Role of the Mentor

Documentation for Mentors  Student Profile  School Evaluation Survey  Student Evaluation Survey  Documentation Log

Funding of Program Mentors will accumulate time assisting students that will be documented in the Mentor Log. Mentors will receive release to compensate for time that was dedicated to mentoring students. This time will be negotiated between the Head Teacher Suspension Centre, Mentor and School Principal and be funded by Dubbo Suspension Centre.

What preventative measures are in place that are specific to this situational challenge? How do staff respond at earlier levels of crisis? Is there an understanding of how, where and when the challenging behaviour is taking place? Have patterns of behaviour been identified? Do staff rehearse possible responses to an individual who is beginning to lose control? How often? Is the frequency of rehearsals balanced with the frequency of episodes? What verbal intervention strategies are being used during interventions? Are all the above strategies developed for specific individuals and situations? What procedures are in place for postvention? 1. Prevention What preventative measures are in place that are specific to this situational challenge? 2. Response How do staff respond at earlier levels of crisis? 3. Assessment Is there an understanding of how, where and when the challenging behaviour is taking place? Have patterns of behaviour been identified? 4. Rehearsal Do staff rehearse possible responses to an individual who is beginning to lose control? How often? 5. Preparedness Is the frequency of rehearsals balanced with the frequency of episodes? 6. Verbal What verbal intervention strategies are being used during interventions? 7. Specificity Are all the above strategies developed for specific individuals and situations? 8. Postvention What procedures are in place for postvention? For staff? For individuals? Crisis review