Positive Behaviour for Learning INTRODUCTION

Positive Behaviour for

LearningINTRODUCTION

Positive Behaviour for Learning

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

OUTCOMES

Social Competence &Academic Achievement

PBL is … a broad range ofsystemic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour.

Pastoral Care and Wellbeing Framework for Learning

I have come that they may have life, and have it to the full (Jn 10:10)

DBB Pastoral Care and Wellbeing Framework for Learning

Pastoral Care refers to the action taken by schools to promote and enhance personal, social, physical, emotional, mental and spiritual wellbeing.

Optimal wellbeing is characterised by positive feelings and attitude, positive relationships with others, resilience and satisfaction with self and experiences and engagement in learning.

Diocese of Broken Bay (2012), Pastoral Care Policy for Diocesan Systemic Schools.

The DBB Pastoral Care and Wellbeing Framework for Learning is based on the National Safe Schools Framework.

The framework and resource manual (including school audit tool) can be found on the Pastoral Care and Wellbeing site.http://wellbeing.dbbcso.org/

KidsMatter (Mental Health Wellbeing Framework)

PBL (Positive Behaviour for Learning)

Component 1Positive School Community - School leadership takes responsibility for mental health & wellbeing - Promotion of mental health and wellbeing.- Respectful relationships , belonging and

inclusionPCF Pathway 2: A supportive and Connected school culture PCF Pathway 3: Policies, structures and proceduresPCF Pathway 7: Student Wellbeing and Student Leadership

Consistent whole school approach • School leadership take responsibility for

positive behaviour approaches• Consistent restorative and positive

approaches to student learningPCF Pathway 2: A Supportive and connected school culturePCF Pathway 3: Policies, structures and proceduresPCF Pathway 7: Student Wellbeing and Student Leadership

Component 2Social and Emotional Learning - Social and Emotional Learning (SEL)

curriculum - Explicit teaching of SEL skillsPCF Pathway 6: Safe School Learning and Teaching PCF Pathway 5: Positive Behaviour Approaches PCF Pathway 8: Healthy Lifestyle development

Explicit teaching of positive behaviour expectations• Student engagement in learning • SEL skills: Teach, Practice, Apply,

Acknowledge.• Anti Bullying, Cyber safety and

Protective Beh’PCF Pathway 6: Safe School Learning and Teaching PCF Pathway 5: Positive Behaviour Approaches PCF Pathway 8: Healthy Lifestyle development

Component 3Working with Parents and Carers- Collaborative work with parents and carersPCF Pathway 2: A Supportive and connected school culturePCF Pathway 10: Partnerships with Families, Parish and Community

Parent engagement • Parent voice on the PBL team• Consistent understanding of PBL

practisesPCF Pathway 2: A Supportive and connected school culturePCF Pathway 10: Partnerships with Families, Parish and Community

Component 4Helping Children with Mental Health Difficulties - Professional learning in mental health - Responding to students (staff and parents)

experiencing mental health difficulties PCF Pathway 9: Early Intervention and Targeted Support

Prevention, Early Intervention & Targeted support • Use of data to determine behaviour

support • Connecting staff , parents and external

agencies PCF Pathway 9: Early Intervention and Targeted Support

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POSITIVE BEHAVIOUR for LEARNING

PBL is … a whole school approach to Behaviour Management that

adopts proactive strategies for

defining, teaching, and supporting

appropriate student behaviours to create positive school

environments.

9

How PBL fits the bigger picture…

10

NSW Board of Studies Compliance

5.6.2 . . . Provide a safe and supportive environment . . . policies and procedures that provide for student welfare

5.7.2 . . . Policies and proceduresrelated to the discipline of students

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“The most effective professional development that results in lasting school change is that which involves the whole staff as well as provides ongoing support for a behaviour team and classroom teachers.” p26

PASTORAL CARE AND WELLBEING Framework for Learning

The Ten Pathways

Pastoral Care and Wellbeing

Team leaderChristine Rheinberger

Education Officer – Behaviour Management

PBL Coordinator

Patti Beattie

Network of PBL CoachesPen, NS, CC

School PBL Teams

Mentor (Natalie Swayn QLD)

Network(inter Diocesan Network

PBL / PBS)

PBL in Diocese of Broken BayPBIS

(George Surgai, Tim Lewis US)

PBL Master CoachesNatalie Ingram

PBL Master CoachesLuisa Lawicki

PBL in Diocese of Broken Bay

Central Coast• East Gosford • Lake Munmorah • Woy Woy • Wyoming• Warnervale• The Entrance• Wyong

Peninsula• Avalon• Collaroy • Freshwater • Mona Vale• Manly • Narrabeen • Dee Why• Forestville• Davidson • Narraweena

North Shore• Chatswood • Lindfield • Pennant Hills • Pymble • St Ives • Willoughby • Berowra • Carlingford• Wahroonga• Waitara

Phases of Development

Readiness Phase

Introduction Phase

Implementation Phase

Sustainability Phase

Behaviour Principles

There are five principles that lay the foundation

necessary for promoting appropriate positive

behaviours

Understanding the Science of Behaviour

Principle #1 Behaviour isanything wesay or do

All we do is behave

Principle #2 Behaviour is

how we react to our

environment

Our behaviours tend to be triggered by an ‘event’ around (or in) us.


Principle #3Behaviours meet a need:

Get? attain / obtain / request

Avoid? escape / protest fight/flight

The behaviours we choose are purposeful.

It is our best attempt to get us what we want OR avoid what we don’t want - to meet specific needs / goals / functions.

Skill set Context


Behaviour Communicates

A message when a child does not have language

Used instead of language by a child who has limited social skills

Principle #4Behaviours are often learned

Behaviours often continue because they work! They serve a purpose or function. We engage in behaviours because we have learned that a desired outcome occurs


Principle #5Replacement behavioursneed to be taught explicitly.

◦ Teach expected behaviours explicitly

◦ Provide time to Practice expected behaviours

◦ Encourage students to Apply these behaviours in different settings

◦ Acknowledge when attempts are made at meeting expectations of behaviour.


When a student can not read ...we teach

When a student can not calculate or problem solve…

we teachWhen a student can not write...

we teachWhen a student can not behave …

we punish!

Replacement Behaviours Need to be Taught

TEACH

PRACTICE

APPLY

ACKNOWLEDGE

BEHAVIOUR is functionally related

to the TEACHING

ENVIRONMENTBuildings and People

PBL is the redesign of environments, not the redesign of individuals.

You can not make anyone change

their behaviour !

Piano Stairshttp://www.youtube.com/watch?v=2lXh2n0aPyw

http://www.youtube.com/watch?v=2lXh2n0aPyw

http://www.youtube.com/watch?v=2lXh2n0aPyw

approx 15%

PRIMARY

PREVENTION:School Wide Systems

for all students, staff and settings

‘Universal Approach’

SECONDARY PREVENTION:

Specialised Group systems for students

with At-Risk behaviour.

Support, re-educate, teach behaviour

TERTIARY PREVENTION:

Specialised individualised Systems for

Students with High – Risk Behaviour.

Manage Behaviour.

School wide Positive Behaviour Support Lewis 2002

approx 80%

1 - 5%

POSITIVE

BEHAVIOUR

for Learning


(WHOLE SCHOOL)Universals‘Primary’

Preventing the development of new

cases of problem behaviour.

FOCUS ON: all students and staff

across all settings

– whole school, classroom and non classroom settings

What are we currently doing to prevent

problem behaviour?

Primary Prevention


(TARGETED)‘Secondary’

Focus: Reducing the number of existing cases of problem

behaviourSupport, re-educate,

teach behaviour

Specialised Group systems for students

with At-Risk behaviour.

What are we currently doing to reduce the number of existing cases of problem

behaviour?

Secondary Prevention


(INTENSIVE)‘Tertiary’

Managing the intensity and

complexity of existing individual cases

resistant to lower tier prevention efforts

Specialised individualised Systems for Students with

High – Risk Behaviour.Manage Behaviour.

What are we currently doing to manage

complex individual cases?

Tertiary Prevention

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Targeted Group Interventions• Some students (at-

risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Designing School-Wide Systems for Student Success

ACADEMIC SYSTEMS

BEHAVIOURAL SYSTEMS

Universal Interventions• All students• Preventive, proactive

Targeted Group Interventions• Some students (at-

risk)• High efficiency• Rapid response

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

POSITIVE BEHAVIOUR for LEARNING [PBL]

PBL is … a whole school approach to Behaviour Management that

adopts proactive strategies for

defining, teaching, and supporting

appropriate student behaviours to create positive school

environments.

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviour

for Learning

PBLOUTCOMES

Social Competence &Academic Achievement

Nonclassroom

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide Positive

Behaviour for Learning Systems

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Views the system, setting, or skill deficiency as the most likely source of problem behaviour

Adjusts systems and settings and improves skills

Identifies and teaches replacement skills and builds relationships

PBL…..

PBL….

Relies primarily on positive approaches

Has a goal of sustained results achieved over time

Is developed by a collaborative team

PBL….Problem behaviours have clear

consequences

Student behaviour is monitored and staff receive regular feedback – data

Positive Behavioural Support strategies are designed to meet the needs of all students

PBL is not...

Not a ‘magic cure!” Not a specific package or curriculum…

it’s a structured “process” Not warm and fuzzy….it is

systematic and evidence based Not about watering down

consequences Not limited to any particular group of

students… it’s for all students Not new… it’s based on long

history

Gallup survey on work satisfaction“What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies.

For Employees I know what is expected of me at work. I have the materials and equipment I need

to do my job right. I regularly receive recognition or praise for

doing good work. My supervisor or someone at work, seems

to care about me as a person. There is someone at work who encourages

my development. The mission/purpose of my company

makes me feel my job is important.

What if We Re-word it for Students

I know what is expected of me at school.I have the academic and behavioural skills

I need to succeed.At school today, I received recognition or

praise for doing good work or behaving appropriately.

My teacher or someone at school seems to care about me as a person.

There is someone at school who encourages my development.

The mission/purpose of the school makes my effort seem important.

Documents

Positive Behaviour for Learning INTRODUCTION