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POSITIVE BEHAVIOUR FOR LEARNING

POSITIVE BEHAVIOUR FOR LEARNING. Check & Connect. 4 December 2012. WHAT IS CHECK & CONNECT?.

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POSITIVE BEHAVIOUR FOR LEARNING

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  1. POSITIVE BEHAVIOUR FOR LEARNING Check & Connect 4 December 2012

  2. WHAT IS CHECK & CONNECT? Evidenced based structured mentoring programme originating in the US in the 1990s. It focuses on promoting and facilitating engagement among at risk students through relationship building, problem solving, capacity building and persistence. • Key features of the programme: • • A youth worker who mentors students, involving families for up to two years • • Regular checks, utilising school information on how students are adjusting, behaviour and educational progress • Timely and regular intervention to re-establish and maintain a student’s connection to school, learning and enhance social and academic skills • Engagement with families.

  3. SUCCESSFUL OUTCOMES Our aim – young people being engaged and achieving at school. “Things are going along very well, and I am enjoying school and I had a full week of attendance since being there - my first all year !” BM (Student) “..... reports from the school are that he is doing really well and that his next school report should be really good.” Mentor “J is in a good space and he talked about wanting to be a role model at school.” Parent “Check and Connect has enabled positive relationships to develop between our school and families. We have a parent who never used to visit the school but is now visiting her son quite regularly. It would not have happened without the Check and Connect mentor’s involvement.” DP Intermediate School Positive Behaviour for Learning is a series of programmes and initiatives being delivered across New Zealand to address behaviour problems in schools. Positive Behaviour for Learning is a collaboration between the Ministry of Education and other education sector agencies.

  4. CRITICAL TO SUCCESS • • Mentor/student relationship • match ethnicity/gender where possible • mentor skills and supervision • Early identification • at risk of disengaging, indicators can be subtle • Yr 8 into 9; Yr 9 • • Availability of specialist supports. In Christchurch students: • 5-6 years behind in their learning. We need to work closely with RTLBs • Hidden mental health issues (treated as behavioural issues). • We need to liaise with Mental Health personnel • • Active support by schools and pastoral care teams • Engagement and support from family/whānau.

  5. WHERE ARE WE AT? • Christchurch pilot • Part of the earthquake recovery response • 105 students from 27 schools being supported by 7 mentors • http://labs.halswellcollege.com • http://www.checkandconnect.com. • Auckland trial • Part of the Youth Mental Health Project initiatives • http://www.beehive.govt.nz • http://www.minedu.govt.nz • Joint initiative with MSD • 135 students being supported by 9 mentors • Contact: Colina McCalman, Project Manager, • 04 463 28030, colina.mccalman@minedu.govt.nz.

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