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

PBL at Hebersham Public School 2010

Positive Behaviour for Learning (PBL)

Supporting ALL students to achieve academic and

social outcomes.

Positive Behaviour for Learning Western Sydney Region

Hebersham PS ContextHebersham 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

Why PBL at HPS?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)

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

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

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.

Academic Systems Behavioural Systems

1-5%1-5%

5-10% 5-10%

80-90% 80-90%

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

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Designing School-Wide Systems for Student SuccessStudent Success

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositivePositiveBehaviourBehaviour

For For LearningLearning OUTCOMES

Social Competence &Academic Achievement

Essential School-wide Essential School-wide FeaturesFeatures

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

1.1. BuildBuild systems that make it easier to teachsystems that make it easier to teach

2.2. CreateCreate environments that environments that encourageencourage (rather (rather than discourage) pro-social behaviourthan discourage) pro-social behaviour

3.3. Teach Teach all studentsall students what is expected what is expected

4.4. ProvideProvide a continuum of behaviour and a continuum of behaviour and learning support to students who need more learning support to students who need more support to be successfulsupport to be successful

School-wide Positive Behaviour for Learning Goals

• Students know what is expected of them and choose to do Students know what is expected of them and choose to do so because they:so because they:– Know what to do Know what to do – Have the skills to do itHave the skills to do it– See the natural benefits for acting responsiblySee the natural benefits for acting responsibly

• Adults and students have more time to:Adults and students have more time to:– Focus on relationshipsFocus on relationships– Focus on classroom instructionFocus on classroom instruction

• There is an instructional approach to disciplineThere is an instructional approach to discipline– Instances of problem behaviour are opportunities to learn Instances of problem behaviour are opportunities to learn

and practise pro-social behaviourand practise pro-social behaviour

What does a positive, encouraging school climate look like?

School-wide change requiresSchool-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

How does it happen?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!

In place pre PBLIn 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

• Excel Sheet 1Excel Sheet 1

• NameName Alphabetical grouped girls & boys with grades3 and 5 above grades 4 and Alphabetical grouped girls & boys with grades3 and 5 above grades 4 and 6 6

• PP 07PP 07 Pride Pin issued in 2007 indicating the termPride Pin issued in 2007 indicating the term

• PP 08PP 08 Pride Pin issued in 2008 indicating the termPride Pin issued in 2008 indicating the term

• PP 09PP 09 Pride Pin issued in 2009 indicating the termPride Pin issued in 2009 indicating the term

• PP 10PP 10 Pride Pin issued in 2010 indicating the termPride Pin issued in 2010 indicating the term

• 11stst Lang Lang Student has English as his or her second languageStudent has English as his or her second language

• ESL PhaseESL Phase 11stst, 2, 2ndnd, 3, 3rd rd or NAP (new arrival) for children with English as second languageor NAP (new arrival) for children with English as second language

• ATSIATSI Child is of Aboriginal or Torres Strait Islander backgroundChild is of Aboriginal or Torres Strait Islander background

• PLPPLP Child’s PLP was developed in 2008Child’s PLP was developed in 2008

• LSTLST Child has a Learning Support Team referralChild has a Learning Support Team referral

• GFGF Child has a Guidance FileChild has a Guidance File

• F’08F’08 Child is receiving Integration Funding in 2008Child is receiving Integration Funding in 2008

• F’09F’09 Child is receiving Integration Funding in 2009Child is receiving Integration Funding in 2009

• F’10F’10 Child is receiving Integration Funding in 2010Child is receiving Integration Funding in 2010

• RRRR Child has participated in the Reading Recovery programChild has participated in the Reading Recovery program

• Lit CLit C Child has participated in the Literacy ClassChild has participated in the Literacy Class

• GSRGSR Participation in Gold Star Reading programParticipation in Gold Star Reading program

• IRL’07IRL’07 Independent Reading level (as at end of semester 2 2007)Independent Reading level (as at end of semester 2 2007)

• IRL ‘08 IRL ‘08 Independent Reading level (as at end of term 4 2008)Independent Reading level (as at end of term 4 2008)

• IsRL ‘08IsRL ‘08 Instructional Reading level (as at end of semester 2 2007)Instructional Reading level (as at end of semester 2 2007)

• IRL’09IRL’09 Independent Reading level (as at end of term 4 2009)Independent Reading level (as at end of term 4 2009)

• IsRL’09IsRL’09 Instructional Reading level (as at end of term 4 2009)Instructional Reading level (as at end of term 4 2009)

• IRL’10IRL’10 Independent Reading level (as at end of term 2 2010)Independent Reading level (as at end of term 2 2010)

• IsRL’10IsRL’10 Instructional Reading level (as at end of term 2 2010)Instructional Reading level (as at end of term 2 2010)

• Excel Sheet 2Excel Sheet 2

• Talk’g & List’g Talk’g & List’g Level - A to E Student ReportLevel - A to E Student Report

• Talk’g & List’gTalk’g & List’g Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• Talk’g & List’gTalk’g & List’g Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• ReadingReading Level - A to E Student ReportLevel - A to E Student Report

• ReadingReading Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• Reading Reading Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• WritingWriting Level - A to E Student ReportLevel - A to E Student Report

• WritingWriting Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• WritingWriting Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• NumeracyNumeracy Level - A to E Student ReportLevel - A to E Student Report

• NumeracyNumeracy Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• NumeracyNumeracy Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• Patt’s & AlgebPatt’s & Algeb Level - A to E Student ReportLevel - A to E Student Report

• Patt’s & AlgebraPatt’s & Algebra Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• Patt’s & AlgebraPatt’s & Algebra Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• DataData Level - A to E Student ReportLevel - A to E Student Report

• DataData Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• DataData Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• MeasurementMeasurement Level - A to E Student ReportLevel - A to E Student Report

• MeasurementMeasurement Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• MeasurementMeasurement Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• Space & GeoSpace & Geo Level - A to E Student ReportLevel - A to E Student Report

• Space & Geo Space & Geo Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• Space & GeomSpace & Geom Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• HSIEHSIE Level - A to E Student ReportLevel - A to E Student Report

• HSIEHSIE Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• HSIEHSIE Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• Science & TechScience & Tech Level - A to E Student ReportLevel - A to E Student Report

• Science & TechScience & Tech Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• Science & TechScience & Tech Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• Technology RFFTechnology RFF Level - A to E Student ReportLevel - A to E Student Report

• Technology RFFTechnology RFF Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• Technology RFFTechnology RFF Level A-E Student Report (term 2 2010)Level A-E Student Report (term 2 2010)

• PDHPDH Level - A to E Student ReportLevel - A to E Student Report

• PDHPDH Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• PDHPDH Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• PEPE Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• PEPE Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• PEPE Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• Creative ArtsCreative Arts Level - A to E Student ReportLevel - A to E Student Report

• Creative ArtsCreative Arts Level – A to E Student Report (Final)Level – A to E Student Report (Final)

• Creative ArtsCreative Arts Level – A to E Student Report (term 2 2010)Level – A to E Student Report (term 2 2010)

• CMITCMIT Count Me In Too level – Kindergarten onlyCount Me In Too level – Kindergarten only

• Sp MSp M Spelling Mastery levelSpelling Mastery level

• MGMG Connecting Maths GroupConnecting Maths Group

• QSQS QuickSmart (only for targeted students)QuickSmart (only for targeted students)

• BSL 3 BSL 3 Basic Skills Literacy band (current Year 6 students only)Basic Skills Literacy band (current Year 6 students only)

• BSM 3 BSM 3 Basic Skills Numeracy band (current Year 6 students only)Basic Skills Numeracy band (current Year 6 students only)

• BSW 3 BSW 3 Basic Skills Writing band (current Year 6 students only)Basic Skills Writing band (current Year 6 students only)

• NRNR NAPLAN ReadingNAPLAN Reading

• NWNW NAPLAN WritingNAPLAN Writing

• NSNS NAPLAN SpellingNAPLAN Spelling

• NGNG NAPLAN GrammarNAPLAN Grammar

• NLNL NAPLAN LiteracyNAPLAN Literacy

• NPNP NAPLAN PunctuationNAPLAN Punctuation

• NMNM NAPLAN MathsNAPLAN Maths

• NNNN NAPLAN NumeracyNAPLAN Numeracy

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

• Lib ’07Lib ’07 Library borrowing record in 2007Library borrowing record in 2007

• Lib ‘08Lib ‘08 Library borrowing record in 2008Library borrowing record in 2008

• Lib’09Lib’09 Library borrowing record in 2009Library borrowing record in 2009

• Lib’10Lib’10 Library borrowing record term 1 2010Library borrowing record term 1 2010

• C’07C’07 Class in 2007 (last teacher in T4)Class in 2007 (last teacher in T4)

• C’08C’08 Class in 2008Class in 2008

• C’09C’09 Class in 2009Class in 2009

• C’10C’10 Class in 2010Class in 2010

• Att ‘07Att ‘07 Attendance record for 2007Attendance record for 2007

• Att ’08Att ’08 Attendance record in 2008Attendance record in 2008

• Att’09Att’09 Attendance record in 2009Attendance record in 2009

• Att’10Att’10 Attendance record in 2010Attendance record in 2010

• OtherOther Other relevant information – e.g. health care plan/ previous school/s etcOther relevant information – e.g. health care plan/ previous school/s etc

What’s happening at What’s happening at HebershamHebersham??

Hebersham PrideHebersham Pride

The Hebersham Pride GuideThe Hebersham Pride Guide

• Be a learner

• Be respectful

• Be safe

Hebersham PrideHebersham 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.

THE GUIDE TO SHOWING PRIDETHE GUIDE TO SHOWING PRIDE

All Settings Classroom Library Computer Room

Office Assemblies

Be a Learner

Show pride in all you doBe an active participantBe a team player

Come preparedBe responsible for your learningShare and take turnsComplete all set tasksFollow instructions

Know and follow the library rulesLearn library information skillsBorrow books to read

Know and follow the classroom rulesUse the intranet and internet appropriately

Know why you are at the officeSay messages clearly and accuratelyAsk to speak to a certain person

Participate with prideListen, watch and learn

Be Respectful

Listen attentivelySpeak politely to everyoneBe honest Care for the school environment

Respect the right of others to learnBe tolerant of others and their opinionsCare for your classroom environment and others’ belongings

Use quiet voicesListen to the library monitors and teachersReturn books on timeHandle books with care

Treat the computer equipment with careFollow all instructionsHelp each otherWork cooperatively

Enter quietlyWait your turnUse your manners Be polite towards visitorsHats off when entering

Look at and listen to each presenterCelebrate the efforts of othersUse appropriate applauseBe attentiveSing the National Anthem and School Song with pride

Be Safe Be in the right place at the right timeKeep your hands and feet to yourselfMove sensibly and safely at all timesReport problems to the teachers

Walk in the classroomUse classroom equipment and furniture safely

Use equipment safelyWalk

Be careful near cords and cablesNo food or drink

Use the quickest and safest way to the officeOnly go to the office with a note or office pass

Enter and leave assemblies quietly and safelyStay still when seated

Remember –• Teach• Model • Practise • Review• Monitor…and teach again and again and again…WORK SMARTER, NOT HARDER!

Teach the skillsTeach the skills

in context across in context across all settings!all settings!

PBL is embedded in PBL is embedded in the curriculumthe curriculum

Procedures for teaching and Procedures for teaching and practising expected behaviourspractising 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

Procedures for encouraging Procedures for encouraging expected behavioursexpected 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

Procedures for discouraging Procedures for discouraging problem behavioursproblem 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

Pride pins

Pride goals

Procedures for record keeping Procedures for record keeping and decision makingand 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

What can you What can you do?do?

Be aware of what’s going onBe aware of what’s going on

Support the changesSupport the changes

Live the school’s Live the school’s expectationsexpectations

What we’re working on now What we’re working on now ….….

• PBL staff matrix

• PBL home matrix

• Classroom systems

• Targeted interventions

• LST/ PBL framework

•

PLPsPLPs

• Pride guide elements – be a learner; be respectful; be safe

• Interactive – thumb drives

• On line

• Parent & carer involvement – round circle feedback

Targeted InterventionsTargeted 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

Targeted InterventionsTargeted 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

Pride ClubPride 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

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.

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.

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)

The end The end result…result…

Safe, respectful and successful learnersSafe, respectful and successful learners

A positive school A positive school environmentenvironment