What’s Up at Boissevain School
June 10 – 14 – Walk to School Week
June 11 – CTS Luncheon – North Gym
June 19 – Gr. 12 Marks are due
June 21 – Gr. 9 to 11 marks are due
June 25 – Gr. 5 – 8 marks are due
June 24 – Boissevain School Graduation
June 25 – ECA Awards – Gr. 9 to 12
June 27 – MS awards – Gr. 5 to 8 – last day of classes
June 28 – Admin Day – Gr. 9 to 12 Reports
√ Talk about being busy – Thank you all for the work you are doing lately – you are trying to teach and finalize curriculum items, you are planning field trips, coaching school teams and community ones, track meets, healthy lunches, advisory group lunches, marking, preparing exams and reports, volunteering for additional duty, covering for others, IEP meetings, AND EVERYTHING ELSE – Well Done!
√ High School – Advisory
Reminder – Master portfolio marks are due to office on JUNE 17
√ an interesting picture: https://twitter.com/bcurrie5/status/313233946613776384/photo/1
√ – part two of learning about the RTI model involves understanding PBIS – we introduced the School Wide Discipline Plan at our last staff meetings to get some feedback – please read through the following to make yourself familiar with PBIS language – thank you.
Positive Behavioural Interventions and Supports (PBIS)
Positive Behavioural Interventions and Supports (PBIS) is a proactive model which aims to prevent inappropriate behaviour through teaching and reinforcing appropriate behaviours (OSEP Technical Assistance Center on Positive Behavioural Interventions & Supports, 2007).
PBIS is a process that is consistent with the core principles of RTI. Similar to RTI, PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need and addresses the role of the environment as it applies to development and improvement of behaviour problems.
Both RTI and PBIS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2) and individual (Tier 3) levels.
Core Principles of PBIS
- We can effectively teach appropriate behaviour to all children. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behaviour. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behaviour. We then must determine the means and systems to provide those resources.
- Intervene early. It is best practice to intervene before targeted behaviours occur. If we intervene before problematic behaviours escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation, which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
- Use of a multi-tiered model of service delivery. PBIS uses an efficient, needs driven resource deployment system to match behavioural resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioural instruction for all students, PBIS uses tiered models of service delivery.
- Use research based, scientifically validated interventions to the extent available. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
- Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student’s progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behaviour is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
- Use data to make decisions. A data based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioural intervention planning decisions.
- Use assessment for three different purposes. In PBIS three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals; 2) diagnostic determination of data by time of day, problem behaviour and location; and 3) progress monitoring to determine if the behavioural interventions are producing the desired effects.
What is Primary Prevention?
This description of Primary Prevention in School Wide Positive Behavioural Interventions and Supports (PBIS) details the process and practices for those who are first learning about this topic. Primary prevention is significant in that it moves the structural framework of each educational unit from reactive approaches to proactive systems change performance. This effort cohesively unites all the adults in using 1) common language; 2) common practices; and 3) consistent application of positive and negative reinforcement.
The primary prevention of positive behavioural interventions and supports (PBIS) consists of rules, routines and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behaviour the school would like to target for change. For example, a school team may determine that disrespect for self, others and property is a set of behaviours they would like to target for change. They may choose the positive reframing of that behaviour and make that one of their behavioural expectations. Respect Yourself, Others and Property would be one of their behavioural expectations.
Research indicates that three to five behavioural expectations that are positively stated, easy to remember and significant to the climate of the school are best. At the end of the year, a researcher should be able to walk into the school and ask ten random students to name the behavioural expectations and 80% or better of the students should be able to tell the researcher what they are and give examples of what they look like in action.
A Snapshot of PBIS
PBIS is not:
|…a canned program in a box for purchase.||…a three to five year training commitment to address proactive systems changes in the “way schools do business.”|
|….changing everything we do or extinguishing current practices that are working to support students.||…a way of taking all the great initiatives already implemented in the school and tying them together into a framework that works toward a common language, common practice and consistent application of positive and negative reinforcement.|
|…being disingenuous to children and giving them stickers.||…teaching, modeling, practicing and rewarding appropriate behaviour and having clear consequences for targeted behaviours.|
|…ignoring inappropriate behaviour.||…achieving full staff “buy-in” on consistent implementation of office discipline referrals. If it is not okay to cuss in classroom “A”, then it will not be okay to cuss in classroom “B”.|
|…something a bunch of people made up for the new pendulum to swing in the educational field.||…rooted in evidence based practices which adults use to respond to the interventions needed to address behavioural and academic competence for each and every student.|
PBIS/RTI Implementation Timeline
- Tom Schimmer – Voluntary PBIS Introductory PD – Spring, 2013
- Chris Weber – Sept 3, 2013 System Wide In-service during 2013/14 school year which will include all teachers from the TMSD.
- Tom Schimmer – System Wide In-service (if PD committee feels he should come back?) during 2013/14 school year which will include all teachers from the TMSD.
- Draft/Create School Wide Discipline Plan, Discipline Response Guide and School Wide Behavioural Matrix – 2013-14
- Begin tracking of discipline referrals aligning with discipline response guide to gain baseline data – September, 2014
- Formation of a “School Climate Team” and draft goals based on data – 2014-2015
- Review and implementation of School Wide Discipline Plan, Discipline Response Guide and School Wide Behavioural Matrix – 2014-2015
- Continue tracking of discipline referrals and review of strategies
- Refinement of School Wide Behavioural Matrix – 2015-2016
- Continue tracking of discipline referrals and review of strategies
- PBIS embedded in daily practice and school culture – 2016-2017
- 80% of all students should be able to name the behavioural expectations of the school and give examples of what they look like in action – 2016-2017