School Wide Positive Behaviour Support

1. School Wide Positive Behaviour Support “A broad range of systemic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour with all students” (Sugai & Horner)

2. Today • Introducing the SWPBS team • What is SWPBS? • Why is it relevant to ESC? • Task • Where to from here?

3. SWPBS Team Staff Students Scott Watson BrentonNoye Kairen Patterson Brenna Kleinig Marion Wetherbee Serena Down Shane Read Gayle Furphy Angela Tough

4. Why are we doing this? • Jo Lange- encouraging the positive behaviours we want to see- 6:1 ratio • “Whale Done” – how to train killer whales • Hume Region initiative- regional data • Our data- identifying our needs • It’s a program that benefits all students and staff

5. SWPBS is • a whole school strategy to improve the behaviour of all students, inside and outside the class room • an inclusive program – students, parents, teaching and non teaching staff make it work • a 3-5 yr commitment • a researched, proven program which has made a dramatic difference to schools

6. SWPBS is NOT • being ‘nice’ to children • a single ‘quick fix’ solution that can be ticked off after a few months • tolerating or accepting aggressive or violent behaviour • limited to those with specific behaviour problems • a system that sits outside the everyday curriculum

7. Common assumptions about academic errors • Students are trying to make the correct response. • Errors are accidental. • Errors are inevitable. • Learning requires exploration. • Students who are having difficulties need additional or modified teaching. • Students who achieve good work deserve some recognition

8. Common assumptions about behaviour mistakes • Students are trying to be disruptive, that is to make an incorrect response. • Errors are deliberate. • Students are refusing to cooperate. • Students should not explore limits; they should obey them. • Students who are having difficulties should be punished. • Students who achieve good work deserve some recognition

9. Students who perform well • Are of Anglo or established migrant background, • Are not living in poverty, • Have parents value education, • Come from Brisbane or another major city, • Are not living with domestic violence, • Have has stable accommodation, • Are not living with mental illness, • Are not otherwise disabled, • Are is not pregnant • Are heterosexual, • Are not living with family drug issues, • Have physical space and emotional support to complete homework

10. Who doesn’t do well • indigenous children, • poor children, • those based in the country, • regular truants, • students with low literacy and numeracy • those living with drug and alcohol issues • those from violent family environments • young people in institutions • pregnant young women • the children of refugees or recent migrants • mentally ill or disabled students • gay, lesbian, bisexual and transgender students

11. Structure of SWPBS A 3 tiered approach • Primary- for all • Secondary- for some • Tertiary- for a few A Few Some All

12. Our context- ESC Categories: school wide, classroom and non classroom settings, individual We will trial non- classroom settings: • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Pre-corrections & reminders • Positive reinforcement

13. Strategy Teaching Expected Behaviours: • Teach the rule • Demonstrate the skill • Students practice the skill • Review and test the skill • Embed in the curriculum • Practice, practice, practice

14. Key to Success • Reward the positives: no danger in rewarding students! • Timing: has to be on the spot • Specific: be able to name the behaviour • Relevance: a genuine reward, not bribery

15. E Tokens • All staff will be given five numbered tokens, collected from the office and signed out. • While in the yard all staff can be on the look out for opportunities to reward the behaviours we would like to see more of (6:1) • Tokens can be redeemed for various rewards E E E

16. TASK • Think about the positive behaviours we want to encourage in our students. As a group, discuss the specific positive behaviours in the non- classroom setting we can target for reward. Remember: Be concrete! Be specific! • Each person in the group gets 3 sticky notes to write the top 3 behaviours they would like to encourage • Place these on the butchers paper at the front

17. SWPBS Team Tasks • We will collate your responses and set up the system of reward. Next staff meeting we will present this system to you. Trial will begin mid term. • We will produce a school newsletter about SWPBS to inform parents • We will track data in order to analyse the effectiveness of this program • Update staff and share new information as it comes to hand

18. So what can you do? • Hand out the tokens to reward appropriate behaviours in the yard and be explicit about why they are receiving the token • Get new tokens when you need them and keep rewarding those doing the right thing! • Read our newsletters • Be positive about positive behaviour!

19. Thank you!