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School wide encompassing four school values which facilitate students’ behaviour and create positive learning environment. Deb

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Positive behaviour support for students and staff

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Positive learning environment throughout the school

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School beliefs and values, encouraging consistency in the school

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PKSAKMore examples of minor and major behaviours. Why is a behaviour considered a major or minor

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Consistent language and strategies throughout the school

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Drives the culture of the school from the bottom up & the top down

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I know the 4 values, minors and majors.

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SWPBS means school wide positive behaviour support. We implement our school values with PBS.

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Helps school identify the values they want to be a part of the culture

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Very little

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We haven’t done the 3 tiers especially well at FPS and we require further training to assess student behaviour and analyse data in order to create interventions.

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KPKAS
Explore 3 tiers of support further

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Collective understanding of what a red hand is

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More reactive than proactive in its nature. Some have found that they needed to make up solutions on the spot and independently rather than with the support of a team.

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Explicit teaching

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Relating everything back to the four school values. If something does happen and we need to intervene we can relate it back to our 4 values. We operate under that system. From children to adults we use the four values. We can resolve the problem and look forward, having the opportunity to restore.

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What is the degree of earning a sticker as part of our 4 values?

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What are the consequences, if a situation happens, what are the consistent responses by all staff? There are a variety of consequences from different teachers and how do we find consistency throughout staff.

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Exploring the documentation we currently have and how we use it to ensure more consistency use of engagement plans

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School wide consistency to approaches and how teachers feel about implementing

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Which children are in tier 2 & 3 and create behaviour plans with functional behavioural analysis? Where are the ‘danger spots’ (environments) for these children  (e.g. while outdoors)?

How the program can be delivered and maintained for the range of students that we have (e.g. language, diagnosis, cultural and developmental)?

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Are there any barriers and if yes what are they, to follow the major and minor procedures so that we can make sure that we can ensure staff are able to use them appropriately.

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Krista
Modelling, expectations of all the places in the school and how to be at school.

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Not a lot of PBS training last year so furthertraining is needed. No data was seen last year.

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With Compass and PBS, can they feed each other ‘live’ information? Like a students behaviour plans. Can Compass and PBS be merged? The data from one can feed the other, so it’s not static.

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How do we ensure that changes to student tiers are reviewed regularly so that it is dynamic and not static?

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How do parents and stakeholders involved?

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Whole body listening
Stickers (values)
Visual strategies
Video modelling

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Support with making a behaviour plan, practical practise at it?
Who’s responsibility is it to write the behaviour plan?