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picture1_Positive Behaviour For Learning Pdf 156014 | Pbl Tier1 School Wide Overview


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File: Positive Behaviour For Learning Pdf 156014 | Pbl Tier1 School Wide Overview
leadership defining expected behaviour teaching expected behaviour positive behaviour for learning common language vision and experience defining school wide expectations teach behaviour skills like academics teach tier 1 universal prevention ...

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                                   Leadership                                                                                                Defining Expected Behaviour                                                                                 Teaching Expected Behaviour                                                                                                                                        Positive Behaviour for Learning 
                                       
                                  Common language, vision and experience                                                                     Defining school-wide expectations                                                                           Teach behaviour skills like academics. Teach                                                                                                                               Tier 1 Universal Prevention 
                                                                                                                                               •        Socially, culturally, contextually                                                               positive social culture. 
                                    •         Statement of purpose                                                                                                                                                                                       Lesson content 
                                    •         Whole school engagement                                                                                   appropriate and positively stated                                                                                                                                                                                                                                      Essential Features Framework 
                                    •         Consistent staff modelling of                                                                    •        3-5 expectations                                                                                   •        Derive from the matrix                                                                                                                                                                                                
                                              expectations                                                                                     •        1-3 words per expectation                                                                          •        Non-classroom procedures 
                                    •         PBL visibility                                                                                   •        Developed/reviewed by all stakeholders                                                             •        Classroom procedures                                                                            Encouraging Expected Behaviour                                                                                                         Effective Teaching and Learning Practices 
                                                                                                                                               •        All encompassing                                                                                                                                                                                                                                                          
                                                                                                                                                                                                                                                         Define/tell                                                                                                Positive reinforcement is a powerful tool for change 
                                  Principal support, participation and                                                                         •        Supportive of academics                                                                            •        Matrix expectation                                                                              Adult attention                                                                                                                       Environmental Management 
                                  leadership                                                                                                                                                                                                               •        Specific skill                                                                                                                                                                                                                        Relationships 
                                    •         Align to the strategic improvement plan                                                        Defining specific rules for all settings                                                                                                                                                                                     •        Non-contingent                                                                                                          •         Positive climate 
                                              and department priorities                                                                        •        School expectations matrix                                                                         •        Context                                                                                               •        Contingent                                                                                                              •         Positive relationships 
                                    •         Regularly attends meetings                                                                       •        Linked to school-wide expectations                                                                 Teach/show                                                                                                     •        Building relationships                                                                                                 Classroom environment 
                                    •         Sustains PBL leadership team                                                                     •        Linked to social culture of school                                                                 •        Show and model                                                                                  Effective positive feedback                                                                                                            •         Organisation of space 
                                    •         Budget to support implementation,                                                                •        Positive, age appropriate, action-based                                                            •        Non-example/examples                                                                                  •        Specifically describe the behaviour 
                                              professional learning and systems                                                                         language                                                                                           •        Check for understanding                                                                               •        Provide a rationale                                                                                                    Behavioural Management 
                                  PBL leadership team                                                                                          •        Agreement by > 80% of staff                                                                      Practise                                                                                                         •        Can include a positive and motivating                                                                                  Classroom expectations 
                                    •         Work with staff, students, family and                                                            •        Visible for specific settings                                                                      •        Monitor                                                                                                        consequence                                                                                                             •         Purpose 
                                              community                                                                                      Defining specific behaviours                                                                                Re-teach                                                                                                         •        4 positives to 1 correction (minimum)                                                                                   •         Translating school-wide expectations 
                                    •         Representation from across school                                                                •        Observable                                                                                         •        Booster lessons                                                                                      •         Timing and frequency                                                                                                    •         Using classroom data 
                                              community and stakeholders                                                                       •        Measurable                                                                                       School-wide lesson schedule                                                                                     •         Contingent on demonstration                                                                                            Classroom procedures and routines 
                                    •        Decision-making processes adopted                                                                 •        Positively stated                                                                                  •        Scope and sequence                                                                                   •         Menu of reinforcers that fade over time                                                                                 •         Clear and functional 
                                  Operating procedures                                                                                         •        Understandable                                                                                     •        Responsive to data                                                                              Continuum of reinforcement                                                                                                            Encouraging expected behaviour  
                                                                                                                                               •        Always applicable                                                                                Informal teaching and monitoring                                                                                •         Free and frequent – all staff, every day                                                                                •         Classroom continuum of 
                                    •        Roles and responsibilities                                                                                                                                                                                    •        Pre-correct/remind                                                                                   •         Intermittent – delivered semi-regularly                                                                                           acknowledgement 
                                    •        Scheduled meetings                                                                              Procedures and routines for non-classroom                                                                     •        Active supervision                                                                                   •         Long and strong – Term/Semester/Year-long                                                                               •         Focus on feedback 
                                    •        Staff professional learning                                                                     aligned with school expectations matrix                                                                       •        Provide feedback                                                                                                                                                                                                                       •         High rates of positive reinforcement 
                                    •        Action planning                                                                                   •        Teach/model                                                                                        •        Re-teaching                                                                                                                                                                                                                           Responding to inappropriate behaviour 
                                    •        Working smarter                                                                                                                                                                                                                                                                                                                                                                                                                                               •         Staff managed minor errors taught like 
                                  Communication system                                                                                      Responding to Inappropriate Behaviours                                                                     Responding to Inappropriate Behaviours                                                                        Data and Ongoing Monitoring                                                                                                                     academic 
                                    •        Presenting data                                                                                Minor (Teacher Managed)                                                                                    Major (Executive Managed)                                                                                     “The use of data increases the likelihood of effective action                                                                        Instructional Management 
                                    •        Analyse feedback                                                                                                                                                                                                                                                                                                        steps taken in the problem-solving process” 
                                    •        Disseminating information                                                                        Preventative strategies                                                                              Further support and consultation                                                                                  Data for decision making                                                                                                             Active supervision 
                                                                                                                                               •         Active supervision                                                                          •        Parent/carer contact/consultation                                                                                                                                                                                                            •         Moving 
                                                                                                                                               •         Pre-correct                                                                                 •        Tier 2/Tier 3 LST based intervention                                                                    •         Frequently communicate data with staff                                                                                     •         Scanning 
                                                                                                                                              Indirect instructional strategies                                                                      •        Multidisciplinary teams                                                                                 •         Outcome data                                                                                                               •         Interacting 
                                                                                                                                               •         Proximity control                                                                           •        Interagency support                                                                                     Decision making process                                                                                                             Opportunities to respond  
                                                                                                                                               •         Signal, non-verbal cue                                                                      Clear referral pathways                                                                                          •         Collect and chart data                                                                                                     •         Tracking students 
                                                                                                                                               •         Ignore/attend/praise                                                                        •        Behaviour referral form, data decision rules                                                            •         Analyse and prioritise                                                                                                     •         Choral response 
                                                                                                                                              Direct instructional strategies (order)                                                                                                                                                                                 •         SMART goals                                                                                                                •         Response cards 
                                                                                                                                                 1  Redirect                                                                                       A School-wide behaviour system has:                                                                                •         Select strategies                                                                                                          •         Response devices 
                                                                                                                                                 2  Re-teach                                                                                         •        Minor and major categories with defined                                                                 •         Determine results indicators                                                                                               •         Direct instruction 
                                                                                                                                                 3  Provide choice                                                                                            behaviours                                                                                              •         Evaluate action plan                                                                                                      Activity sequence and choice 
                                                                                                                                                 4.  Student conference                                                                              •        Behaviour referral forms (BRFs)                                                                         Data management systems                                                                                                              •         Varying intensity or degree of difficulty of 
                                                                                                                                              Apply logical consequences                                                                             •        A behaviour consistency flowchart or continuum                                                          •         Data collection–behaviour referrals                                                                                                  tasks 
                                                                                                                                               •         Instructional                                                                             Considerations                                                                                                     •         Big 5 data-based decision-making model and                                                                                 •         Materials 
                                                                                                                                               •         Consistent                                                                                  •        Consistency                                                                                                       referral solution plan                                                                                                     •         Type of task 
                                                                                                                                               •         Individually determined                                                                     •        Use least intrusive strategy                                                                            Evaluation tools                                                                                                                     •         Placement and with whom 
                                                                                                                                               •         Restorative                                                                                 •        Specific yet brief                                                                                      •         Self-Assessment Survey (SAS)                                                                                              Task Difficulty 
                                                                                                                                               •         Promote motivation to learn                                                                 •        Quiet, respectful interaction with student                                                                                                                                                                                                   •         Differentiation of the curriculum 
                                                                                                                                                                                                                                                     •        Use a positive neutral tone                                                                             •         Tiered Fidelity Inventory (TFI)                                                                                            •         Reasonable adjustments 
                                                       NSW Department of Education                                                                                                                                                                   •        Clear and explicit instructions                                                                         •         Benchmark of Quality (BoQ)                                                                                                 •         Scaffolding learning 
                                              Adapted from Missouri University SWPBS                                                                                                                                                                 •        Consider function of behaviour                                                                          •         School-wide Evaluation Tool (SET)                                                                                                                                            
                                                                                                                                                                                                                                                                                                                                                                      •         Triangle Data Tool 
                                                                                                                                                                                                                                                                                                                                                                      
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