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PBL at Hebersham Public School 2010

Positive Behaviour for Learning Western Sydney Region. PBL at Hebersham Public School 2010. Positive Behaviour for Learning (PBL) Supporting ALL students to achieve academic and social outcomes. Hebersham PS Context P2 (580 students), 44% NESB; 11% ATSI; PSP (PSFP); NP 2010

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PBL at Hebersham Public School 2010

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

  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 teacher’s 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 school’s 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. Designing School-Wide Systems for Student Success Academic Systems Behavioural Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 1-5% 1-5% • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5-10% • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5-10% • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 80-90% 80-90%

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

  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. Buildsystems that make it easier to teach Create environments that encourage (rather than discourage) pro-social behaviour Teach all students what is expected 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: Know what to do Have the skills to do it See the natural benefits for acting responsibly Adults and students have more time to: Focus on relationships Focus on classroom instruction There 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 ….. • 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 1 • Name Alphabetical grouped girls & boys with grades3 and 5 above grades 4 and 6 • PP 07 Pride Pin issued in 2007 indicating the term • PP 08 Pride Pin issued in 2008 indicating the term • PP 09 Pride Pin issued in 2009 indicating the term • PP 10 Pride Pin issued in 2010 indicating the term • 1st Lang Student has English as his or her second language • ESL Phase 1st, 2nd, 3rd or NAP (new arrival) for children with English as second language • ATSI Child is of Aboriginal or Torres Strait Islander background • PLP Child’s PLP was developed in 2008 • LST Child has a Learning Support Team referral • GF Child has a Guidance File • F’08 Child is receiving Integration Funding in 2008 • F’09 Child is receiving Integration Funding in 2009 • F’10 Child is receiving Integration Funding in 2010 • RR Child has participated in the Reading Recovery program • Lit C Child has participated in the Literacy Class • GSRParticipation in Gold Star Reading program • IRL’07 Independent Reading level (as at end of semester 2 2007) • IRL ‘08 Independent Reading level (as at end of term 4 2008) • IsRL ‘08 Instructional Reading level (as at end of semester 2 2007) • IRL’09 Independent Reading level (as at end of term 4 2009) • IsRL’09 Instructional Reading level (as at end of term 4 2009) • IRL’10 Independent Reading level (as at end of term 2 2010) • IsRL’10 Instructional Reading level (as at end of term 2 2010)

  16. Excel Sheet 2 • Talk’g & List’g Level - A to E Student Report • Talk’g & List’g Level – A to E Student Report (Final) • Talk’g & List’g Level – A to E Student Report (term 2 2010) • Reading Level - A to E Student Report • Reading Level – A to E Student Report (Final) • Reading Level – A to E Student Report (term 2 2010) • Writing Level - A to E Student Report • Writing Level – A to E Student Report (Final) • Writing Level – A to E Student Report (term 2 2010) • Numeracy Level - A to E Student Report • Numeracy Level – A to E Student Report (Final) • Numeracy Level – A to E Student Report (term 2 2010) • Patt’s & Algeb Level - A to E Student Report • Patt’s & Algebra Level – A to E Student Report (Final) • Patt’s & Algebra Level – A to E Student Report (term 2 2010) • Data Level - A to E Student Report • Data Level – A to E Student Report (Final) • Data Level – A to E Student Report (term 2 2010) • Measurement Level - A to E Student Report • Measurement Level – A to E Student Report (Final) • Measurement Level – A to E Student Report (term 2 2010)

  17. Space & Geo Level - A to E Student Report • Space & Geo Level – A to E Student Report (Final) • Space & Geom Level – A to E Student Report (term 2 2010) • HSIE Level - A to E Student Report • HSIE Level – A to E Student Report (Final) • HSIE Level – A to E Student Report (term 2 2010) • Science & Tech Level - A to E Student Report • Science & Tech Level – A to E Student Report (Final) • Science & Tech Level – A to E Student Report (term 2 2010) • Technology RFF Level - A to E Student Report • Technology RFF Level – A to E Student Report (Final) • Technology RFF Level A-E Student Report (term 2 2010) • PDH Level - A to E Student Report • PDH Level – A to E Student Report (Final) • PDH Level – A to E Student Report (term 2 2010) • PE Level – A to E Student Report (Final) • PE Level – A to E Student Report (Final) • PE Level – A to E Student Report (term 2 2010) • Creative Arts Level - A to E Student Report • Creative Arts Level – A to E Student Report (Final) • Creative Arts Level – A to E Student Report (term 2 2010)

  18. CMIT Count Me In Too level – Kindergarten only • Sp M Spelling Mastery level • MG Connecting Maths Group • QS QuickSmart (only for targeted students) • BSL 3 Basic Skills Literacy 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) • NR NAPLAN Reading • NW NAPLAN Writing • NS NAPLAN Spelling • NG NAPLAN Grammar • NL NAPLAN Literacy • NP NAPLAN Punctuation • NM NAPLAN Maths • NN NAPLAN Numeracy

  19. Excel Sheet 3 • PGW’08 (Number of) playground white slips • PGW’09 (Number of) playground white slips • PGW’10 (Number of) playground white slips • PGG’08 (Number of) playground green slips • PGG’09 (Number of) playground green slips • PGG’10 (Number of) playground green slips • CRG ‘08 (Number of) classroom green slips • CRG’09 (Number of) classroom green slips • CRG’10 (Number of ) classroom green slips • WFE’08 (Number of) welfare folder entries for behaviour issues in the classroom • WFE ’09 (Number of) welfare folder entries for behaviour issues in the classroom • WFE’10 (Number of) welfare folder entries for behaviour issues in the classroom • WL ‘08 (Number of) warning letters to parents/carers • WL ’09 (Number of) warning letters to parents/carers • WL ’10 (Number of) warning letters to parents/ carers

  20. Lib ’07 Library borrowing record in 2007 • Lib ‘08 Library borrowing record in 2008 • Lib’09 Library borrowing record in 2009 • Lib’10 Library borrowing record term 1 2010 • C’07 Class in 2007 (last teacher in T4) • C’08 Class in 2008 • C’09 Class in 2009 • C’10 Class in 2010 • Att ‘07 Attendance record for 2007 • Att ’08 Attendance record in 2008 • Att’09 Attendance record in 2009 • Att’10 Attendance record in 2010 • Other Other relevant information – e.g. health care plan/ previous school/s etc

  21. What’s 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

  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 what’s going on

  35. Support the changes

  36. Live the school’s expectations

  37. What we’re 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 didn’t have an insert related specifically to PBL. Minutes of the PBL meetings were published in all hotlines from Term 1 Week 7 2009

  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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