Staged Intervention/Framework For Intervention

1. Staged Intervention/Framework For Intervention • Pupil • Inclusion • Network • Thursday 8th December 2005

2. Staged Intervention/Framework For Intervention • Aims: • To provide a working knowledge of SI/FFI • To enable participants to be familiar with the history and philosophy of SI/FFI • To give sufficient knowledge to enable participants to plan/adapt SI/FFI for use in their own school context

3. Framework For Intervention • History of FFI: • Developed in 1996 as part of enquiry into behaviour problems in Birmingham schools • Pilot in East Ayrshire 2000 • Better Behaviour Better Learning 2001 • All East Ayrshire schools involved 2002 • 27 Local Authorities involved 2005

4. Staged Intervention/Framework For Intervention • SI/FFI is designed to: • Tackle low level classroom disruptive behaviour • Demonstrate its applicability in any school setting • Work in parallel with other behaviour management systems • Become the natural manner in which schools approach behavioural difficulties • Avoid a sense of ‘overload’ in schools • Be ‘owned’ by teachers themselves

5. Framework For Intervention • Common Discipline System: • Pupil misbehaves – report to HT/SMT /Guidance • Something ‘gets done’ to pupil • Pupil returns to class • Cycle repeats itself – teacher becomes increasingly stressed – teaching/learning process seriously disrupted • If behaviour repeats/escalates etc – referral to outside agents (psychologist/social worker/reporter etc)

6. Framework For Intervention • FFI Discipline System: • Pupil misbehaves – normal school discipline system • If concerns continue then FFI Level 1 procedures (BECO/teacher to BEP) • If problems persist then FFI Level 2 procedures (BECO/teacher to IBP) • If problem still persists then FFI Level 3 procedures (SAT/CAT/external referrals etc.)

7. Staged Intervention/Framework for Intervention • Behaviour Coordinator (Beco) • Senior Management Team Support

8. Framework For Intervention • Level 1 Approaches – The Basics • Teacher raises concern • NO CONCERN IS CONSIDERED TOO TRIVIAL TO RAISE • Teacher completes Behaviour Environment Checklist • Baselining of problem undertaken • BECO & teacher agree and write environment plan • Plan carried out & progress reviewed (4/6 weeks)

9. Framework For Intervention • Level 2 Approaches: • Level 1 completed • Behaviours remain a concern • BEP reviewed + baseline • BECO responsible for IBP • Involve parents etc. • Review process

10. Framework For Intervention • Level 3 Approaches: • Level 1 & 2 completed • Still a problem • Move into SAT/CAT system • Access external supports/resources

11. Staged Intervention/Framework for Intervention Introducing FFI to your school • Importance of SMT support/knowledge • Awareness raising with all staff • Opt in system • Confidentiality issues • Releasing Beco to carry out duties • CPD

12. Staged Intervention/Framework for Intervention Introducing FFI to your school • Budget • High profile – newsletters etc. • Network for Becos • Further training for Becos

13. Framework for Intervention • Becos are: Flexible Friendly Inventive Reliable Organised Nurturing Approachable Reflective Trusted Measured Empathic Engaging Resourceful Welcoming Vivacious Optimistic Energetic Respected Non-threatening Knowledgeable Thinking Illuminating Open Non-judgemental