News from Boissevain School

June 9, 2013

Update – June 9 – 2013

Filed under: Education — Mr. White @ 8:23 pm


What’s Up at Boissevain School


Upcoming Dates:

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:

√ – 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

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.



  1. 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.
  2. 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.

Behavioural Expectations

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:

PBIS is:

…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

“Awareness “

  • 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






June 3, 2013

Update – June 3 – 2013

Filed under: Education — Mr. White @ 12:57 am


What’s Up at Boissevain School


Upcoming Dates:

June 3 – Boissevain School Track Meet

June 4 – MS TMSD Track Meet

June 4 – Cafeteria Closes

June 5 – AAA Spirit Day

June 7 – 4 – H Rally Day

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


√ High School – Advisory

June 3 – 8 am – Student Selection for advisory

June 5 – 11 am – Advisory Lunch – Welcome Grade 8 students


√ – It is important again to continue to understand the RTI model being implemented in TMSD – it will be the focus of our September 3 & 4 PD and Admin Days– Please read the following information  – it is better to be informed.

√ The RTI committee will meet before the end of June to identify the key features of the RTI model that we will address on September 3 & 4



Response to Intervention (RTI) is a multi-tiered approach that is used to help students be successful in their learning.  Through gap analysis, students’ progress is closely monitored at each stage of intervention to determine the need for further research based instruction and/or intervention.


TMSD Mission Statement:

The students are the focus of our efforts.  The division strives to provide an education that prepares individuals for a meaningful life in a changing world.  We promote a learning environment that begins in the home, continues in the school and is supported by the community.



Empowering all students to succeed.


RTI exists in TMSD to provide all students, teachers and parents with positive behavioural and academic interventions and supports.


TMSD believes that through RTI there shall be:

  • Effective communication among all stakeholders.
  • Authentic involvement of students, teachers and parents.


Purpose of RTI:

  • To create an efficient, effective and relevant process to input, retrieve and utilize behavioural and/or academic data.
  • Establish consistency around process.
  • Transition student data from year to year.
  • Provide a framework to support interventions for the classroom teacher.


Why RTI?

1. RTI allows educators to proactively identify students who are struggling with academics and/or behaviours. It allows schools to plan collaboratively and to provide targeted interventions to all students.

2. RTI aligns with the philosophy that all students can learn.

3. RTI supports the philosophy of inclusion.


RTI means…
  • All students must receive teaching based on best practice at Tier 1 before moving into Tier 2 and 3.
  • Assessment and data collection must occur in all tiers in order to gauge success and determine future interventions.
  • Involving more than one strategy or intervention.
  • A framework for all students.
  • A systematic process for ensuring that all students learn.





Baseline:  The student’s current level of performance in his or her focus area for improvement prior to implementation of an intervention.

Benchmark:  Important student outcomes or goals for a grade within a particular domain (e.g. reading), that students should be achieving during the course of a school year (e.g. fall, winter, spring) in order to be on target for end‐of‐grade performance by the end of that school year.

Case Manager:  A person who assists in the planning, co-ordination, monitoring and evaluation of an individual student’s success plan.

Data Driven Decision Making:  The process of planning for student success (both academic and behavioural) through the use of ongoing progress monitoring and analysis of its data.

Differentiated Instruction:  An approach to teaching that emphasizes ways to meet the differing needs of a group of students within the general education setting.  For example, through the use of flexible small groups, varied instructional materials or different ways of presenting the same content; differentiation of instruction is an integral part of Tier I.


Flexible Grouping:  Grouping of students that is changeable based on the purpose of the instructional activity and on changes in the instructional needs of individual students over time.

Frequency:  How often a behaviour or an intervention occurs.  Commonly used in Functional Behavioural Analysis (FBA) and Response to Intervention (RTI) research in the context of the three most important factors in considering behaviours of concern:  Frequency, Intensity and Duration.  Frequency of an intervention, as an element of its effectiveness, can be a focus of the fidelity of delivery.

Gap Analysis:  Gap Analysis is a tool for measuring the difference between the student’s current level of performance and benchmark expectations.

Homogeneous Grouping:  Grouping of students with similar instructional needs who are at similar levels, such as students who all require instruction in basic math skills.

Intervention:  The systematic and explicit instruction provided to accelerate growth in an area of identified need.  Interventions are provided by both special and general educators and are based on training, not titles. They are designed to improve performance relative to a specific, measurable goal. Interventions are based on valid information about current performance, realistic implementation and include ongoing student progress monitoring.

PBIS:  (Positive Behaviour Intervention and Supports) is a broad range of systematic and individualized strategies for achieving important social and learning outcomes while preventing problem behaviour with all students. It is about the redesigning and improving of teaching and learning environments focusing on positive behaviours for both adults and students.



Progress Monitoring:  Progress Monitoring is the ongoing process that involves collecting and analyzing data to determine student progress toward specific skills or general outcomes.  Progress monitoring generates the useful data for making instructional decisions based on the review and analysis of student data.  Monitoring student progress, through collection and analysis of data, is an effective way to determine if the instruction being delivered is meeting the needs of the student.

Research Based Instruction/Intervention/Practice:    A research based instructional practice or intervention is one found to be reliable, trustworthy and valid based on evidence to suggest that, when the program is used with a particular group of children, the children can be expected to make adequate gains in achievement.  Ongoing documentation and analysis of student outcomes helps to define effective practice.  In the absence of evidence, the instruction/intervention must be considered “best practice” based on available research and professional literature.

Response to Intervention (RTI) Is a multi-tiered approach that is used to help students when they are not learning. Students’ progress is closely monitored at each stage of intervention to determine the need for further research based instruction and/or intervention. The term “Response to Instruction” can be used interchangeably with “Response to Intervention”.


Tier 1: Is the instructional program that occurs in classrooms meant for all students including differentiating to meet student needs. This can refer to both academic and/or behavioural needs.


Tier 2:  Is the instructional program that provides additional support to students who struggle in the classroom or Tier 1 setting. Whenever possible Tier 2 interventions should be classroom based.  The interventions are more targeted, intense and focused.  RTI leadership team works as a support for the classroom teacher.


Tier 3:  Represents a highly specialized and intense level of intervention for individual students whose needs are significant and require interventions from an extended team. Tier 3 interventions are implemented when Tier 1 and Tier 2 strategies are not effective on their own. Supports from outside agencies are needed complimenting tier 1 and 2 interventions and supports provided by the classroom teacher and RTI leadership team which will be ongoing.







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