Action Plan

Action Plan

Template presentation draft 19-10-09

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• Challenging and disruptive behaviour is a barrier to children’s learning.

• It takes a serious emotional and educational toll on them and everyone around them.

• It impacts on our society

• It can’t be ignored.

The Taumata-through a joined up approach we will make the difference

• Bringing together education leaders, sector groups, the ministry, other agencies, policy developers and NGO sector

• Presentation of the evidence on what is effective currently and what the research tells us

• Identifying priorities for action

Taumata Whanonga:

Keynote Speakers• David Fergusson

• John Langley

• George Sugai

• Christine Richmond

• Steve Aos

Key Findings from the Taumata• Prevention ,early identification and early intervention

• Evidence based programmes

• Effective whole school programmes

• Improve interagency work and support for high needs behaviour students

• Improve support for teachers

• Develop a complementary portfolio of programmes

• Get the infrastructure and support right

• BE EARLY-in the life of the child and the life of the problem

• Focus on prevention- through a small number of evidence based programmes and deliver them well

• Deliver whole school programmes• Improve support for teachers and improve

teacher training

Prevention is at the heart of the plan

More effective programmes, reaching more children, more parents and more educators.

It will reduce disruptive behaviour and improve teacher satisfaction and student engagement and achievement

What we’re going to do

For parents:

• Incredible Years programmes

For schools/teachers:

• Incredible Years programme for teachers

• Whole school/ ECE centre programmes:

- PBL Whole School

- Restorative Practices; climate and bullying surveys– training and developing teachers– Year One Indicators and Support Plans

• Crisis Response Service

• Early High & Complex Needs Service (8-12 years)

Evidence that has informed our plan:

George SugaiInvest in a continuum of evidence-based practice

Steve Aos Prevention as sound social economics

Christine RichmondExcellent professional learning in behaviour management for teachers

John LangleyPlan for a preventative science model – an early intervention model

David FergussonUniversal school-based programmes decrease violence

Behaviour in the New Zealand context• Intervention Success 0-8yrs up to 80%

9-13yrs up to 45-50%

13yrs+ varies but tends to fall away (Walker 1987)

• 6% of the total compulsory sector i.e. 47,000 students demonstrate significant behaviour problems.

• Without effective intervention at the earliest possible stage nothing will change

John Langley

Early intervention

Cost

Impact

Cost

High

Low

3-8 years 8-12 years 13+ years

Age

Eff

ect

50%

80%

David Fergusson – menu of interventions

Age

Intervention 3-7 8-12 12+

Parent Management Training –

Teacher Management Training

Combined Parent/Teacher Programmes –

Classroom Based Intervention –

Cognitive Behaviour Therapy –

Multi-Systemic Therapy –

Functional Family Therapy –

Treatment Foster Care

George Sugai

School wide

Successful individual student behaviour support is linked to host environments or school climates that are:

• effective - achieve desired outcomes• efficient - doable• relevant - culture and context• durable - long lasting• scalable - are transportable

(Zins &Ponti, 1990)

Public health approach

Three levels – Tier 1

Establishing a universal school wide foundation.

Primary Prevention:school/classroom wide systems for all students, staff and settings

Leads to:• reduced incidence of problem behaviour •easier identification of students who need early intervention• reinforced learning within more intensive programmes• improved learning outcomes and teacher satisfaction

1-7%

5-15%

80-90%

Public health approach

Three levels - Tier 2

Early identification & intervention

Secondary prevention:About 15% requirespecialised group systems for students with at risk behaviour.

1-7%

5-15%

Public health approach

Three levels - Tier 3

Intensive services

Tertiary Prevention:

Specialised Individualised Systems for Students with High Risk Behaviour

1-7%

School wide approach:

Delivers:

• improved behaviour

• improved educational achievement

• improved school and teacher capability

• improved teacher satisfaction

• prevents over identification for specialist services

Christine Richmond

• Most students, for most of the time are relatively sociable and cooperative, and are occasionally off task, misbehaving or disruptive..

• Students who often and regularly demonstrate poor sociability and are uncooperative need sensitive, persistent, deliberate managing with excellent instruction.

• ..these students will engage more productively with teachers who can forge and sustain relationships with them over time and who are interested, interesting and assertive.

Incredible Years

• Developed by Professor Carolyn Webster-Stratton, University of Washington, Parenting Clinic.

• The product of 30 years of quantitative and qualitative research.

• Evaluated by a panel of national experts for the Office of Juvenile Justice and Delinquency Prevention 2000.

• The programme series had been classified as ‘exemplary best practices’.

Incredible Years

Parenting programme

• The Incredible Years Parenting programme is a 12-16 week programme for parents of children aged 3-8 years.

• Parents develop strategies to build positive relationships with their children and to manage problem behaviours.

Incredible Years

Teacher programme

• Focuses on strengthening teacher classroom management strategies, promoting children's pro-social behaviour and school readiness (reading skills), and reducing aggression and non-cooperation with peers and teachers.

• It includes components on: – teacher attention, encouragement and praise

– motivating children through incentives

– proactively preventing behaviour problems

– decreasing students' inappropriate behaviour

– building positive relationships with students, and problem solving.

Be early

• in life of the child and in the life of the problem.

• Focus on:– prevention– a small number of evidence-based programmes and

deliver them well– whole school programmes.

• Improve support for teachers and improve teacher training.

Change the system

From To

Your problem Our problem “whole of sector”

Behaviour or learning? Learning

Fund a service Fund for evidence based programmes and outcomes

“Spray and walk away” Sustained approach – consistency over time

Random/DIY Evidence based

Show and tell implementation Show, tell and support implementation

Lots later, little earlier More earlier

Fragmentation Cohesion

Reactive to incidents Medium to long term commitment

Irresolvable/and too hard WE CAN MAKE A DIFFERENCE

Education sector

mandate for the plan

Endorsed by: SPANZ, NZPF, SPC, NZPPF, NZEI, PPTA, STA, NZECC

They will be providing:

• ongoing advice

• promotion and support

• stewardship of the plan

By 2014

The outcomes of what is proposed will see at least 12,000 parents in at-risk families supported in lifting their parenting skills; 5,000 teachers will receive training in effective classroom management; and at least 400 schools will have had the opportunity to participate in a Positive Behaviour for Learning initiative.

PBL Whole School• Regional trainers(1FTE)

• $ to support schools

• Evaluation

PBL Teacher• RTLB/MoE

• Time provision

• $ support

• EvaluationPBL Parent• Keep going

• Partnerships

• Emphasis on quality

• Evaluation

Crisis Response/

Intensive & Year 1 ID

• Trials to occur -more development needed

• Evaluation

Local Implementation

• Incredible Years Parenting- District wide formal collaboration (MOU) involving 10 agencies, 20 facilitators

and delivery of 16 courses during 2010;

- Joint enhanced service initiative with CAFs to support and extend IY delivery. One of 3 sites nationally and includes major evaluation project.

- Incredible Years Teacher- Two RTLB and Two GSE staff trained to deliver programme (in partnership).

First course starts in Palmerston North in June. Extending to Wanganui and Horowhenua/Kapiti in 2011.

Local Implementation

• Intensive Wrap Around Service For students 8-12 with high and complex needs. Currently being trialled with 4 students.

Involves access to national team of specialists/advisors and additional funding for intensive/ cross agency interventions.

• Crisis Response Service Being trialled jointly with Student Support; linkages with IRF; 24 hour response; Crisis

understood as incident of extreme behaviour causing distress for school where external resource and/or advice/input is needed. Contact Student support or local GSE Service Manager.

• PBL Whole School (EBS/PBS) Current implementation with a group of 6 Levin schools. Initial focus is Decile 1-3

intermediate and secondary, with feeder schools. To be expanded in 2011 when further trainers become available.

• Regional Resources Includes 2 PBL school wide trainers, Incredible Years coordinator role, teacher release for

PBL school wide coaches, teacher release to attend IY teachers course.

Regional Stewardship

• Regional Stewardship Group to be formed

To include representation from key stakeholder groups, including Principals, BOTs, key Government agencies and NGO partners.

To represent views and input of constituent groups

To provide advice and guidance on priorities and strategic direction

To provide feedback on implementation and outcomes.