PBL HANDBOOK

PBL HANDBOOK RESPECT LEARNING RESPONSIBILITY SAFETY

LAIDLEY STATE HIGH SCHOOL

LAIDLEY PBL HANDBOOK PAGE | 01

TABLE OF CONTENTS

School- wide approach to PBL 2

PBL Team Overview

3

LSHS PBL Mission Statement

4

LSHS PBL Matrix

5

Teaching Expected Behaviours 6

Crit ical Classroom Routines

7

Behaviour Level System

8 - 11

Rewarding Positive Behaviours 12

10 T ips for Beginning the Term

13

T iered Level of Support for Students 14

Linking Behaviour Interventions to Academic Interventions 15

SCHOOL- WIDE APPROACH TO PBL At Laidley State High School we are dedicated to promoting respect, learning and responsibility in a safe and positive learning environment for the whole school community. Through Positive Behaviour for Learning (PBL) we are committed to assisting teachers and our school community to:

Address the diverse academic and social needs of every student to support them to be successful Support students through their middle and senior years of schooling Enable our school to establish a continuum of supports that are intensified to meet the needs of every student Work as a team, using a problem solving approach (data, systems and practices) that engages students, parents and all school staff Establish positive social expectations for all in our school community Provide a framework for the school and its community to collectively support the well-being of every student

When implemented well:

Students respond positively as they have been taught what is expected of them Staff deliver consistent responses to student learning and behaviour Students feel safe and cared for at school. Their parents, family and community are more involved in their school Unproductive and challenging behaviour can be significantly reduced for most students Teachers reduce the use of reactive discipline measures in our school for all students It increases data-based decision making about behaviour, teaching and learning, across all school settings The use of effective comprehensive supports and interventions for students with behaviour and emotional needs are met

Underpinning research that supports the use of PBL in our school:

Explicit teaching – Archer and Hughes 2011 Australian Professional Standards of Teaching - AITSL PBIS Missouri - http://pbismissouri.org/

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http://pbismissouri.org/


PBL TEAM OVERVIEW

Evidence based practice underpins our work. The Positive Behaviour for Learning (PBL) framework provides the basis for how we implement behaviour systems, use data and our academic systems. The PBL framework ensures we create a positive and safe learning environment for all students and staff.

Students respond best to positive support. Expected behaviours are explicitly taught, adjustments are made to ensure we are encouraging appropriate behaviours and inappropriate behaviours are addressed in a timely and respectful manner. Reaction to inappropriate behaviours based merely on the application of negative consequences has consistently proven to be ineffective and at times, can lead to the escalation of inappropriate or unsafe behaviour.

Teaching expected behaviours explicitly and reinforcing those expected behaviours with a rewards system is the best way to see improvements in student misbehaviour and ensures all students are accessing curriculum.

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L. S. H. S PBL MISSION STATEMENT Laidley State High School is committed to providing a safe, respectful, supportive and disciplined learning environment for students and staff where social and academic learning outcomes are maximised for all. This is attained through quality curriculum, interpersonal relationships and school organisation.

We value Respect, Learning, Responsibility and Safety. We are dedicated to modelling and enacting these values.

Our mission is to support students to become a part of our school community and create positive citizens who encompass lifelong learning skills.

Students at Laidley State High School are explicit ly taught to follow the school’s expectations of:

Respect Learning Responsibility Safety

Our school also encourages all members of our community to model the following values (ASPIRE), which coincide with our PBL principles, when interacting with and within our school community.

Ambition is the desire to set worthwhile goals and show determination to achieve these Self Belief is recognising your strengths and weaknesses, feeling worthwhile as a human being and having confidence in your ability Perseverance is doing what needs to be done to the best of your ability, despite the challenges that arise Integrity is being honest with yourself and others and being morally and ethically responsible for what you say and do Respect is treating others with decency and showing regard, for self, others and your environment Empathy is understanding, accepting and being considerate towards the feelings, beliefs and perspectives of others.


L. S. H. S PBL MATRIX


TEACHING EXPECTED BEHAVIOURS AT LSHS

Expected behaviours are explicitly taught during PCD lessons each week based on our PBL Focus informed by the school’s behaviour matrix. These are set out for the year and the learning activities are set by the PBL team on:

Assembly PCD lessons and Care

Students learn these skills and are positively acknowledged and rewarded for displaying them.

Data: Behaviour data is compiled and reviewed by the PBL Data Manager. This occurs monthly. At the PBL meetings, the PBL Data Manager presents the monthly data sets to the team. This then forms the basis for learning in classrooms throughout the year.

Note: Teachers should ALWAYS ensure they only select ONE behaviour category when entering Behaviour Incidents on OneSchool to ensure we have consistent data.

Possible follow ups from behaviour data: One or all of the following,

Mini-lessons written by PBL team members for PCD Video or PowerPoint presentations on assembly Teachers will be expected to re-teach expected behaviours from the matrix in their curriculum lessons.

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LAIDLEY PBL HANDBOOK


BEHAVIOUR LEVEL SYSTEM Students who show PBL principles and ASPIRE values are recognised through a behaviour level system, ASPIRE Assemblies and various rewards l i ke level 1 / 2 t r ips, special luncheons and leadership opportunities. For students to move up the levels they are supported by teachers, Year Coordinators, Head of Year and the Positive Behaviour for Learning (PBL) Committee to develop strategies to improve their behaviour levels. I f students move down the levels they are provided with reasons for downward level changes and teachers and support service personnel assist them to implement strategies to address behavioural issues. School behaviour levels are broadly outlined below.

Level 1: Students at this level display strong commitment to their education and are actively involved in school l life.

Level 2: Students at this level demonstrate a positive commitment to their education and are involved in various aspects of school li fe.

Level 3: Students are assigned to this level when they enrol and remain on this level while they continue to meet their responsibilities as a student at the school.

Level 4: Students at this level have not accepted ful ly their school responsibi l it ies and have breached the school’ s school standards, rules and policies.

Level 5: Students at this level have committed a s i gnificant breach of the school’s standards, rules and policies. Students who remain at this level have general ly resisted efforts to help resolve their behaviour issues.

Students have access to a detailed document about LSHS expectations and positive recognition associated with each behaviour level in their diaries which has a l so been provided on the following page. To move up to level 1 or 2 students need to f i l l in a ‘ Positive Behaviour Application’ where they have to answer questions about how they demonstrate our school’ s ASPIRE values. To move up f rom 5 , 4 or 3 students need to f i l l in a s imple level change form about who their teachers are and their teachers respond a yes or no to the change based upon their effort and behaviour in c l ass. Students need to be on a level for two weeks before applying to go up a behaviour level. I f a student is suspended ( internal or external) there i s an automatic behaviour drop. Behaviour drops can a l so occur i f a student shows a pattern of unacceptable behaviour and effort in their c l asses.


BEHAVIOUR LEVEL SYSTEM

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REWARDING POSITIVE BEHAVIOURS AT LSHS At Laidley State High School, we use our online platform DayMap to track a point system to reward students intrinsically and extrinsically. The formal recognition and monitoring system enables students to be rewarded frequently and quickly to reinforce expected behaviours. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff.

Teachers award students points, a unique currency, which they can save and then spend on rewards from a rewards menu of in-school privileges or tangibles. The rewards act as reinforcement which occurs continuously throughout the day. When staff see a student meeting one of our four behaviour expectations of Responsibility, Respect, Safety or Learning, they can choose to reward with points. When students have collected an appropriate amount of points they present these to the relevant teacher or the PBL Reward Shop where they are given their reward.

As we are a PBL school:

ALL teachers are expected to use the point system with ALL grades. ALL students should be rewarded fast and frequently for correct positive behaviour choices.

Alongside our point system, LSHS also has other school-wide recognition systems.


10 TIPS FOR BEGINNING THE TERM

1. . Sleep for school. Setting up a regular bedtime and wake- up routine before school starts i s a crucial step to prepare your child for c l ass and a practical way to cut down on f i rst- day stress. 2. . Look up to learning. I f your child i s feeling a bit anxious about going back to school, keep a positive attitude. Recall the fun and exciting events, f ie ld t r ips, projects, and so on f rom years past, and show excitement about the opportunit ies for learning new things in the upcoming year. 3. . Walk through it. Familiarise your child with key places such as the toi lets, office, l ibrary, and tuckshop — your child will feel more confident i f they know where everything i s . Go through their t ime table and what equipment they will need for their subjects. Students in High School st i l l need help with t ransitioning to increased independence – go s low. 4. . Suit ' em up. Shopping for school supplies with your child can be a fun way to g i ve them some responsibi l i ty. Make them part of the process and take responsibil ity of their school equipment. 5. . Talk it out. Asking your child about school i s important. I t shows them that you value their education. Try to avoid general questions, l i ke " How was your day?" These will most l i kely produce one- word answers. Instead, be specif ic. 6. . Bring it home. Helping your child with their homework i s an effective way to show concern for what they learn at school. Displaying your child' s assessment calendar on the f r idge and help keeping t rack will organise their priorities. Also, encourage your child to see their teacher i f they are confused and have questions. 7. . Go farther. Getting involved in school events i s a critical aspect of showing support and enthusiasm for your child' s learning experience. Part icipating in school activit ies i s a l so a valuable way of connecting to the school community. You can learn a lot about the school just by talking to fel low parents. 8. . Keep your eyes ( and ears) open. I f your child' s eating or s leeping habits have changed drastically, i t may be a s i gn that something i s occurring in their l i fe that they need help with. 9. . Read, read, read. Encouraging reading a book every night i s invaluable. Some of the benefits of reading daily are the strengthening of their brain, increases empathy, builds vocabulary, reduces stress, a ids s leep and a l leviates depression. 10. . Connect. Communicating with your child' s teacher on a regular basis i s an essential part of caring for their education. Teachers can alert you to any emotional, social, or academic difficulties they perceive in your child at school. The same works in reverse: notify teachers about changes that might affect your child' s behaviour in school. Some examples are i l lness, divorce, the death of a family member, a recent move, or a parent getting a new job.


“Parents are the ultimate role models for their children. Every word, movement and action has an effect. No other person or outside force

has a greater influence on a child than their parent” – Bob Keeshan


TIERED LEVEL OF SUPPORT FOR STUDENTS A whole school approach shapes, supports and recognises appropriate behaviours in a l l students. Standards of positive behaviour are facilitated using a three t iered approach. This approach outl ines whole school provision of universal, targeted and intensive supports. Each l ayer provides progressively more personalised supports for students.

Tier 1 – Universal All students (100 %) in the school receive support for their academic and behavioural development. Focus is on the whole- school implementation of both the Australian Curriculum and Positive Behaviour for Learning ( PBL) expectations.

Tier 2 – Targeted Teaching Targeted instruction and supports for some students ( 10 - 15 %) are more intense

that T ier 1 services, providing more t ime and special isat ion in services f rom a range of school- based staff to enable students to meet the required academic and behavioural needs.

T ier 2 supports build on the lessons provided in T ier 1 and are provided in small groups of students with similar needs.

Tier 3 – Intensive Teaching Individualised services for few students ( 2 - 5 %) who require the most intensive support we can provide. These are usually delivered in very small groups or on an individual basis. At this level, we determine the underly ing reasons for the student’ s behaviour (FBA) and the student’ s needs to develop an individual ised support plan. Student plans can include goals related to both academics as well as behaviour support.


LINKING BEHAVIOUR INTERVENTIONS TO ACADEMIC OUTCOMES

ACADEMIC OUTCOMES Increase time on task Increase number of assignments completed Increase amount of each assignment completed Increase accuracy of work done Increased evidence of ' independent or expert' learner

BEHAVIOUR OUTCOMES Attendance Following directions Goal setting Engagement/Responsibility for behaviour Asking questions Self- monitoring

PBL HANDBOOK

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