# data[].attributes.headline
1)What has changed this semester for Reading?  

# data[].attributes.subject
1)What has changed this semester for Reading?  

# data[].attributes.body
Upskilling staff in the new programs.

I am implementing partner fluency reading in my classroom

We have one system for phonics. Read write Inc for juniors or Fresh Start for Seniors - Lynne

The phonics

Weekly Fresh Start

ASDAN- reading is imbedded in our program.

# data[].attributes.headline
2) What activity /strategy/ event has been most influential in creating this positive change in Reading?

# data[].attributes.subject
2) What activity /strategy/ event has been most influential in creating this positive change in Reading?

# data[].attributes.body
Reading for meaning.

Book of the week! - Running through the book of the week during each meal time

Asking children to say words with the particular sound.

Sounding out the words

ASDAN- students recognise the authentic applications for reading skills.

# data[].attributes.headline
3)How do you know these changes have taken place with teaching Reading?  

# data[].attributes.subject
3)How do you know these changes have taken place with teaching Reading?  

# data[].attributes.body
Staff PD.

We had a PD , received the resources and implemented the program.

The pd was helpful

ASDAN- Students are recognising opportunities to use their reading skills in the community

# data[].attributes.headline
4) What should we do next to support Reading (what should we stop, start, substitute or amplify)?  

# data[].attributes.subject
4) What should we do next to support Reading (what should we stop, start, substitute or amplify)?  

# data[].attributes.body
Ensure all ES staff can implement the programs.

-A better resourced library for the students with scheduled weekly visits

-Digital copies of decodable texts (pdf) which can be sent home to parents

-Text sent home will help Natasha

-A compression program for those students that assess out of Fresh start

Another Fresh Start training session to help staff consolidate learning.

# data[].attributes.headline
5) What has changed this semester for our school culture? 

# data[].attributes.subject
5) What has changed this semester for our school culture? 

# data[].attributes.body
One site.

We're all on one site now, this has been great for promoting greater consistency when rolling out whole school initiatives. It feels like we are all more connected.

Greater connection Natasha

Consistency and bringing juniors over who create whole school culture

Juniors blending with seniors

Whole staff meetings and PD

The move on to one site has meant more cohesiveness and better rapport with other school areas.

All being on the same site with the juniors having the opportunity to see and mix with the seniors

-Consistent visuals throughout the school (:

New school name and logo, Coffee Van

# data[].attributes.headline
6) What activity / strategy / event has been most influential in creating this positive change in school culture? 

# data[].attributes.subject
6) What activity / strategy / event has been most influential in creating this positive change in school culture? 

# data[].attributes.body
One site.

Constant exchange of information Natasha

Showing appreciation to staff, sub school collaboration

POR positions help bridge gap for teachers to leadership. Leadership being visable and out and about in the school which is easier now we're one one site.

Everyone together on one site

# data[].attributes.headline
7) How do you know these changes have taken place with our school culture? 

# data[].attributes.subject
7) How do you know these changes have taken place with our school culture? 

# data[].attributes.body
Everyone is welcoming and supportive Natasha

kids are being your best

Some improvements in communication.

Compared to some schools it appears we are doing ok with staff retention. This would indicate an improve school culture

Staff feedback and talk appear to be quite positive.

I don't think we're always honest about the lack of SWPBS progress. When people feedback an issue or problem they are often told they're being negative.

I like the map of who to go to when you have issues.

# data[].attributes.headline
9) What has changed this semester for SWPBS?

# data[].attributes.subject
9) What has changed this semester for SWPBS?

# data[].attributes.body
Matrix. Visuals. Lesson plans have started.

We have three new values: Be Kind, Be Safe, Be Your Best

Its more detailed and the expectations are clearer

We now have visuals displayed throughout the school to demonstrate our school values. A new team for SWPBS has been established and more regular staff PD has been provided around SWPBS strategies.

Display of values is great Natasha

We have a Tier 2 and 3 team which will hopefully provide support and a consistent approach to how we positively manage student behaviour

New school values, new matrix and an overview of the values to teach.

The values

# data[].attributes.headline
10) What actvity / stategy / event has been most influential in creating this positive change in SWPBS ?

# data[].attributes.subject
10) What actvity / stategy / event has been most influential in creating this positive change in SWPBS ?

# data[].attributes.body
-School value visuals are fantastic!

-Group work with lesson plans.

-Classroom made videos are great to share with the kids!

-PDs delivered by experts 👏🏼 More would be great to consolidate a positive culture.

Excursions, sports

-Good visuals

Making the videos for the lessons. The matrix.

Examples of what to do/ how to talk to support SWPBS

# data[].attributes.headline
11) How do you know these changes have taken place in SWPBS?

# data[].attributes.subject
11) How do you know these changes have taken place in SWPBS?

# data[].attributes.body
Kids are reminded to be safe, kind and be your best - and they try to achieve

Kids improved on their challenging behaviours after watching the modelling videos

Some improvement in the way staff speak to students.

Consistent language of be your best, be kind and be safe.

Students are beginning to refer to the Be Kind, Be Safe, Be Your Best.

# data[].attributes.headline
8) What should we do next to support our school culture (what should we stop, start, substitute or amplify)?

# data[].attributes.subject
8) What should we do next to support our school culture (what should we stop, start, substitute or amplify)?

# data[].attributes.body
Need open lines of communication for ALL staff about everything

Positive role modelling and less reactive responses from the principal.

Things that should have consultation have none and things that do not need consultation are debated again and again but no conclusive decision is made.

Support staff with self-regulation and unconditional positive regard.

# data[].attributes.headline
12) What should we do next to support SWPBS (what should we stop, start, substitute or amplify)?

# data[].attributes.subject
12) What should we do next to support SWPBS (what should we stop, start, substitute or amplify)?

# data[].attributes.body
Stop reactive behaviour management. Start consistently supporting students to communicate and develop their capacity to regulate their emotions. Meeting students where they are at and provided a just right level of support. Daily explicit teaching to develop these skills.

-Consistency of language (go-to phrases)

-Turn behaviour chronicles into tick boxes with a comment section.

display consistency and remind kids of positives

Classes don't always need to be taught as a whole group. Staff are educational case managers of each student. Consider learning pods within the classroom. Sometimes 1:1 work is needed and more effective. Also less stressful.

Reward, reward, reward!!! We need this to get students to buy in.

Staff need to be regulated themselves before they interact with a student.

Courageous conversations when staff need support or are not following SWPBS. Open and honest. Willingness of staff to recognise and be open to support. No-one is perfect. We all need to keep growing and improving ourselves. Don't blame/change the kids. Meet them where they're at and acknowledge that progress is often slow.

Reminders to write up positive comments, perhaps some time after a PD, and then turning those into a display or reward system...

On the matrix there needs to be pictures relating to each situation for our juniors and visual learners.

Students requiring tier 2 and/or 3 supports need to be discussed in staff meetings or briefings so everyone is aware who they are and how best to support them.

This will be very beneficial for yard duties, specialist sessions and CRTs

Need to stop giving teachers/ES a larger workload by making them plan lessons etc. This needs to be done by the SWPBS team and then distributed to staff. SWPBS meeting time would be better spent discussing students displaying behaviors of concern, looking at BSPs and sharing strategies to support them.