SCHOOL WIDE POSITIVE BEHAVIOUR SUPPORT PROGRAM STAFF HANDBOOK 2012
If a child doesn t know how to swim, WE TEACH If a child doesn t know how to read, WE TEACH If a child doesn t know how to multiply, WE TEACH If a child doesn t know how to drive, WE TEACH If a child doesn t know how to behave, WE TEACH? OR DO WE PUNISH? Why can t we finish the last sentence as automatically as we do the others? (Herner, 1998) 1. SW-PBS CORE LEADERSHIP TEAM The School Wide Positive Behaviour Support (SW-PBS) Core Leadership team is responsible for the implementation of the SW-PBS progress across Baden Powell College, Tarneit and Derrimut Heath Campuses. The Leadership team is a representative sample of the staff across both campuses. The team meets approximately once a month and has regular communication with members of the implementation team. The Leadership Team: Attends regional training sessions for schools Develops the Baden Powell College SW-PBS Action Plan, including facilitating the mantra and matrix development, and the teaching of expectations Meets regularly with a detailed and efficient agenda Uses qualitative and quantitative data to inform decision making Provides and Facilitates training in SW-PBS across the whole College The SW-PBS Leadership Team at BPC includes: Danielle Koning (Internal Coach) Kylie Champion (External Coach) Julie Mason Sue Falla Additional staff members are also selected annually to be on the Leadership Team The SW-PBS Implementation Team includes: Representation of Staff from different teaching levels, specialist teachers and Education Support Officers. It is representative of the staff cohort. Expressions of Interest will be sent to staff at the beginning of 2012 to determine SW-PBS Team and Year Level Representation.
2. SW-PBS AT BADEN POWELL COLLEGE What is School Wide Positive Support? SW-PBS is a school wide process for developing and teaching appropriate and positive behaviours by teaching, modelling and rewarding expected behaviour. It is a whole school process for addressing discipline, safety and learning outcomes. Why SW-PBS? In the past, discipline has focussed mainly on reacting to specific student misbehaviours by implementing punishment based strategies. For example, reprimands, loss of privileges, suspensions and expulsions. Research has shown that the implementation of punishment, and in the absence of other positive strategies, is ineffective. Introducing, modelling and reinforcing positive social behaviour is an important step of a student s educational experience. Teaching behavioural expectations and rewarding students for following them is a much more positive approach than waiting for misbehaviour to occur before responding. Implementing SW-PBS improves schools climate and helps keep students and teachers in safe and productive classrooms by: reducing disciplinary incidents (including suspension and expulsion rates) improving attendance rates increasing a school s sense of safety and atmosphere supporting improved academic outcomes A multi-tiered approach to prevention: The premise of SW-PBS is that continual teaching; modelling, recognising and rewarding positive student behaviour will reduce unnecessary discipline and promote a climate of greater productivity, safety and learning. PBS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of behaviour analysis to develop school-wide, targeted and individualised interventions and supports to improve school climate.
What are the Guiding Principles of SW-PBS? 1) Student behaviour can be changed (taught) 2) Environments can be created to change behaviour (instructional) 3) Changing environments require change in adult behaviour (teaching) 4) Adult behaviour (teaching) must change in a consistent and systematic manner 5) Systems of support (effective instructional environments) are necessary or both students and adults. What are the components of SW-PBS? An agreed upon and common approach to discipline A positive statement of purpose A matrix of positively stated expectations for staff and students Procedures for teaching the expectations A continuum of procedures for encouraging expected behaviours and discouraging inappropriate behaviours Procedures for monitoring the effectiveness of the systems SW-PBS is not a specific model but a compilation of effective practices, interventions and systems change strategies that have a long history of empirical support. SW-PBS is the integration of Four Elements. Outcomes Academic and behaviour targets that are endorsed and emphasised by the school staff, students and their families. Practices - Interventions and strategies that are evidence based. Data Information that is used to identify status, need for change and effects of interventions Systems Supports that are needed to enable to accurate and durable implementation of the practices of SW-PBS.
3. BADEN POWELL COLLEGE STUDENT MANTRA Here at Baden Powell College, all staff and students follow a Student Mantra. The 4 key points are that.. I am Safe I am Respectful I am Responsible I am Prepared to Learn This Mantra was written in consultation with staff and students and correlates with our school values. These 4 key points are also linked in through our School Matrix of Expected Behaviours and further detailed in all learning settings. All staff are expected to have the student mantra displayed in their learning places and teach the expectations to the students at the beginning of the school year, and refreshed as required 4. DATA Data is collected to support the SW-PBS leadership team by providing: Baseline Data Guiding Implementation Making Judgements about implementation progress Measuring progress Adjusting school based responses to meet school and individual student needs The following tools are used by Baden Powell College to collect data, inform practices and improve efficiency and effectiveness of systems. Time Out Forms Time Out forms are used by each teacher to track each incident involving a student, what occurred and what the consequence was. School Wide Evaluation Tool (SET) The SET is designed to assess and evaluate the critical features of school wide effective behaviour support across each academic year. Baden Powell College completes the SET in the middle of each calendar year. The SET is completed by the external coach. Effective Behaviour Support (EBS) The EBS is used by school staff for the initial and annual assessment of effective behaviour support systems in the school. The survey examines the status and the need of improvement of the systems. School Wide Discipline Systems Non Classroom Management Systems Classroom Management Systems Systems for Students engaging in problematic behaviour
BPC completes the EBS in Term 1 each year. We have utilised the electronic program Survey Monkey to collate the responses from staff members. This has proved effective for tracking areas of concern and improvement. Staff are allocated time to complete this survey. Attitudes to School Survey BPC students complete this survey to track their engagement and attitudes to school. Suspension and Expulsion Data Our Internal Coach and school leadership analyse the suspension data to ensure tertiary students are supported and interventions are actioned. CASES 21 Data Our Internal Coach and school leadership analyse the attendance data to ensure tertiary students are supported with their engagement and attendance, and interventions are in place for the whole school, individual students and habitual late arrivers. Team Implementation Checklist (TIC) The TIC is designed as a checklist for the SW-PBS leadership to measure commitment, support and implementation. It provides the basis for the action plan and is completed each semester. This is actioned by our Internal Coach. Anecdotal Evidence Collected by Teachers, Wellbeing, Education Support Officers and Leadership regarding specific targeted areas. This is collected monthly via meetings with the Implementation Team. 5. SYSTEMS The systems support staff to provide a consistency in approach across the whole college by providing: An agreed upon and common approach to discipline A positive statement of purpose A matrix of positively stated expectations for students and staff Procedures for teaching the expectations A continuum of procedures for encouraging expected behaviours and discouraging inappropriate behaviours Procedures for monitoring the effectiveness of the systems Further information follows regarding the matrix, acknowledgements and behaviours.
6. PRACTICES The practices support student behaviour by providing interventions and strategies that are evidence based by providing: Positive expectations taught and encouraged Active Supervision by ALL STAFF Pre-corrections and reminders Positive Reinforcement and acknowledgements Adjusting the environment to suit the context 7. BADEN POWELL COLLEGE MATRIX Below is a copy of the BPC Student Behaviour Matrix. This was collated in consultation with staff and students in 2010. This has been further refined in 2011. This clearly states to students the positive behaviours that are expected in different learning spaces. These behaviours are linked with our school mantra and are clear and defined.
SETTING I am RESPECTFUL I am RESPONSIBLE I am PREPARED TO LEARN I am SAFE CLASSROOMS LIBRARY Listen and speak politely Raise hand to speak Use kind words Ask permission to use things talking is allowed equipment carefully asked assignment borrowed materials on time learning appropriately for learning PLAYGROUND CANTEEN LOCKERS Share equipment Take turns and play cooperatively Include others and pick up litter Follow directions first time asked Make good choices Accept consequences without arguing or complaining Have a plan Know the playground rules and use them you can find things Use equipment properly Stay in designated areas Run only where permitted Keep hands and feet to self the instructions from Yard Duty or Canteen Staff our yard ASSEMBLY FORMAL ACTIVITIES OUT OF SCHOOL ACTIVITES Listen quietly Use appropriate applause Make good choices appearance and how I represent the school Sit in one spot quietly Stay in your seat signed notes on time Listen, watch, and learn Follow directions first time asked feet to self TOILETS turn others and lunch time
8. WHOLE SCHOOL REWARDS AND ACKNOWELDGEMENT SYSTEM Baden Powell College focuses on rewarding positive behaviours at a 6:1 Ratio to negative behaviours. Staff can use a variety of measures to acknowledge appropriate behaviour. Time was spent in 2011 critically reflecting with a peer upon our own practice in the classroom and interactions with students. Staff will be provided with a document 100 Ways to Praise a Child and a 6:1 Positive Corrections Bookmark. We urge staff to recognise and respond to positive displays of behaviour. Time will be spent at the beginning of 2012 within individual teams to agree upon a Year Level Consistent Approach to rewarding positive behaviours. Some individual teachers or grades may have a system which is successful. Examples of these are the Earn and Learn Money, or the Gold Card System in the early years. The objective for the start of 2012 is to have a clear and consistent rewards program within year levels and within classrooms. Both campuses currently use the GOTCHA card system as a whole school approach to recognise positive behaviours in the yard. Teaching and ESO Staff are requested to attempt to give out 3 Gotcha Cards per Yard Duty. Cards are kept in Yard Duty Folders or extra supplies are available in both staffrooms. Student place their Gotcha Card in the box in each front foyer. A winner is picked each week and awards given at Assembly. There are also end of term rewards for students who have received a Gotcha Card. 9. SCHOOL WIDE BEHAVIOUR MANAGEMENT AND SUPPORT SYSTEMS Further work will continue in 2012 to look at the consistent implementation of school wide behaviour management processes and support systems. Currently, BPC uses a variety of systems to support students who require secondary or tertiary interventions. This includes: Time Out Forms, detentions, suspensions Behaviour Management Plans and Individual Learning Plans Involvement by the Wellbeing Team (Social Worker, Counsellor, Speech Pathologist, Occupational Therapist) External Community Agency Involvement Student Support Group Meetings for students with additional needs