WHAT WE KNOW

1. WHAT WE KNOW • School-wide PBL focuses on changing the environment to better meet the needs of all students • through a comprehensive and proactive approach in which all staff actively teach and acknowledge expected behaviour.

2. Academic learning time FOCUSED ON INCREASING:

3. Academic learning time

4. WHAT IS POSITIVEBEHAVIOUR FOR LEARNING OVER the past 20 years attention has been directed towards approaches based on VALIDATED PRACTICES that apply what we KNOW about the SCIENCE of HUMAN BEHAVIOUR TO IMPROVE SCHOOL CLIMATE and DISCIPLINE OUTCOMES Focused on TEACHING and LEARNING

5. PBL-POSITIVE BEHAVIOUR for LEARNING PBL – is an ORGANISATIONAL FRAMEWORK IT IS NOT a specific “model” or “program” IT IS RESEARCH- VALIDATED and EFFECTIVE PRACTICES, INTEVENTIONS and SYSTEMS change STRATEGIES. IT PROVIDES A FRAMEWORK FOR: Improving School Climates / staff moral Supporting or ENHANCING the impact of ACADEMIC INSTRUCTION on achievement INCREASING PROACTIVE, POSITIVE , PREVENTATIVE management, DECREASING REACTIVE management INTEGRATING Academic and Behaviour Supports Improving services and outcomes for ALL students

6. PBL – ThroughDATA SYSTEMS PRACTICE ALLOWS STAFF to have POSITIVE / SUBSTANTIVE conversations about student behaviour and learning

7. PBL FRAMEWORK OUTCOME to create a positive learning environment for all students DATA THROUGH the use of DATA analysis of non classroom and classroom settings DRIVES DECISIONS SYSTEMS 7 ESSENTIAL COMPONENTS and an emphasis on teaching proactive and effective social behaviour skills needed for life long learners. PRACTICES THE TEACHING of these skills are BASED ON THE SAME INSTRUCTIONAL STRATEGIES needed to teach ACADEMICS

8. THE 7 ESSENTIAL COMPONENTS The 7 essential components are based on the PBL Blueprint, that together FORM A HIGHLY EFFECTIVE approach to discipline. EACH COMPONENT IS VITAL . THEY OPERATE TOGETHER – to ensure the positive and proactive approach to lead to behavioural and academic success • LEADERSHIP • DEFINING EXPECTED BEHAVIOURS • TEACHING EXPECTED BEHAVIOURS • ENCOURAGING EXPECTED BEHAVIOURS • EFFECTIVE CLASSROOM PRACTICES • Environmental, Behavioural and Instructional Management • RESPONDING TO MISBEHAVIOURS • Responding to MINOR misbehaviour teacher managed • Responding to MAJOR misbehaviour executive managed • 7. ONGOING MONITORING GAP ANALYSIS How do we do this ?

9. THE 7 ESSENTIAL COMPONENTSUniversal Prevention

10. 3 levels of implementation

11. INSTRUCTIONAL STRATEGIES

12. REMEMBER THE QT QUESTIONS E N G AG E M E N T WHAT do we want the students to learn? Why does the LEARNING MATTER? What do I want the students to do? HOW WELL do I want them to do it?

13. RETHINKING DISCIPLINE WHEN EDUCATORS are asked to define DISCIPLINE the most common response is : “punishment for rule – breaking behaviour ” n.(fr. Latin disciplina, teaching, learning ) SO DEFINING DIS.CI.PLINE Instruction that corrects, moulds or perfects character and develops self- control. Webster’s New Collegiate Dictionary DISCIPLINE IS TEACHING

14. THINK B+L+T

15. THINK B+L+T THIS is based on the BELIEF that SOCIAL BEHAVIOUR is LEARNED Therefore it CAN BE TAUGHT. DIRECT INSTRUCTION in social behaviours CAN BE PROVIDED to Students, and PRACTICE, ENCOURAGEMENT , and CORRECTION GIVEN when needed. We are all in this together! REMEMBER AND JUST AS WITH ACADEMICS, when behaviour problems are COMPLEX or CHRONIC, SPECIALISED INTERVENTIONS or INTENSIVE TEACHING maybe necessary.

16. ACADEMIC & SOCIAL PROBLEMS A COMPARISION OF APPROACHES REMEMBER THAT if we are only offering consequences for our actions , we usually see a GROWTH IN - ve behaviour trends.

17. B+L+TTEACHING Explicitly We need to TEACH our desired behaviours skills as we TEACH our Academic skills . AUSTRALIAN CURRICULUM Social Capabilities Framework BE SPECIFIC REVISE /REINFORCE You don’t tell your young child to just get in the car and leave it at that. YOU EXPLAIN EXPLICITLY about seat belts hands inside window ect.

18. THE WHY – Question WHY do we need to teach EXPLICITLY our expected behaviours ? ? • For an average student to learn something new, it needs to be repeated on average of 8 times. • For an average student to unlearn an old behaviour and replace with a new behaviour, the new behaviour must be repeated on average 28 times with success and mastery (Wong, USF). • To change an entrenched habit takes 88 days (Gore 2013). SO, what does this MEAN ? WE HAVE TO be CONSTANT and WE HAVE to be CONSISTENT !

19. Primary AIM OF PBL is to :

20. PBL FRAMEWORK -in PRACTICE A 4–5 year PLAN TWO LEVELS of development ( school- expectations and specific behaviours) created a FULL CURRICULUM to allow US TO Pro ACTIVELY TEACH SUCCESS and also address any behaviour that may occur across any school setting. WE ARE HERE. SHARED VISION SHARED BELIEF SCHOOL- WIDE EXPECTATIONS Valued Behaviours and Attitudes NON – Classroom Behaviours Corridors Canteen Bus etc. CLASSROOM PROCEDURES Group work Entering room Seatwork etc. OTHER CURRICULA Social Skills Bully prevention Conflict management

21. SHARED VISION- WHAT IS OUR DESIRED OUTCOME? HOW do we get there ? “improve education and learning outcomes for all students” GOAL 15