PB4L Conference 2019
Auckland
Friday 30 August
George Sugai - US
https://www.pbis.org/
The systems components are key to the success of PB4L.
Decluttering is useful. What are the most important components?
Implementation can be the challenge - ie too many initiatives, lack of funding, lack of incentives for staff ...
US studies 2018. 12-18 years olds. Kids felt school was safe if they had an adult to relate to and felt they could talk to a trusted adult.
In NZ kids are more likely to be in schools where bullying does not happen where they have someone trusted that they can speak with.
BUILDING relationships is where it is at.
Values + Social Skills + Engagement = building relationships.
Risk factors make it difficult for some to be learn and socially engage with school.
Protective factors are IMPT - academic success, student/adult engagement, positive safe climate.
PB4L goals:
Common values and behaviour and vision BREENS Bs
Common language (catch phrases)
* *Common routines and procedures (** work to do here) Routines in different settings and situations.
PB4L is a framework for organising what the adults do!
Continuum of support/strategies for all students
Practices - strategies experienced by students
Organise the practices around student priority outcomes.
Use the data to drive decisions.
Organise systems to support educator implementation.
Before doing anything - dig down and get information about bhr ...
Where is it happening?
When is it happening? Frequency
Who is this with - just you or or?
What would you like them to do instead?
If you want to enhance academic and social competence -
- Make sure you implement FIDELITY aligned and evidence based PRACTICE
- Establish sound relationships - safe, respectful, responsible
- Actively, positively, directly, purposefully ENGAGE students
- Organise practices, systems, and data for efficient IMPLEMENTATION
Development of a Positive School Climate -
All about experiences and perceptions ...
What the individual perceives the climate to be ...
Verbally reported SHARED BELIEFS, values and attitudes
Experienced interactions between and among everyone in the setting
Socially validated NORMS of (un) acceptable school bhr
What are the PB4L systems that adults are using in 2019?
If adults don't engage it will fall over.
Are we paying attention to these elements?
- Preventative teaching and encouraging of social skills. (where does this sit in our curriculum / daily practice)
- Integration of things like restorative alongside PB4L. Clever marrying together of things. If you add something, you need to stop doing two things.
- Regularly screening for those kids are risk. Early, preventative
- Continuous monitoring of what is going on
- Aligned, integrated and sequenced evidence based practices
- Local content expertise ie SLT/PB4L team
- Active PRINCIPAL/DP engagement and participation. Must model what we expect.
- Implementation of tiered support in classroom - access to interventions to support these, esp for T2/3 kids
- Data-based decisions.
- Coordinated by a whole team - is the team running this?
What is going for tier 2 and tier 3 kids at Breens? Do we need to review and declutter to ensure that the interventions are streamlined and are the ones that make the most difference? Refer to Breens bhr model ...
PB4L tiers - all, some, few (1, 2, 3)
As you move up the triangle you increase the intensity, more data is collected, the outcome is more specific and defined, the interventions are higher dose, the adults need to spend more time with the kid.
We label what kids needs are not what tier they are ...
How do we organise our classrooms?
Classroom management for all, some, few ...
For high risk ... such things as ...
CBT
Social Skills club
Check in check out
Targeted second steps
Continuous active supervision
Nathan Wallis - The Developing Brain
Birth order.
Eldest child has the advantage - environmental (first 1000 days)
The best data a baby can gather is having the face of the person they love the most in front of their face
Face to face interaction makes a difference. Language acquisition. Success, achievement later in life.
Staying home with mum/dad for the first year is the number one intervention for success/achievement later in life. Child care does not do any damage, just does do any good according to research.
Prosocial relationships in the first 18months, makes a difference to social skills later in life. Shielding the babies from aggressive responses.
Effective teaching means accessing all four brains. Meeting the needs of brains 1-3 first.
Perry's neuro-sequential model
First 6 months - attachment
6-18 months - movement
2-8 years on - social/emotional brain/feeling HOW they FEEL as a learner is what matters? Dispositions Play
7-27 years - cortical/thinking 7-8 years cognitive attachment - this is readiness for cognitive learning.
School Climate and Local Context: George Sugai
Go to PBIS.org Presentations
Group based interventions ie cooperative play, self-management, stress/anxiety management, anger/conflict management
Nathan Wallis - the Teen Brain
Amygdala vs Frontal Cortex
Teens see angry expressions on faces, despite what it might be. They are in their Amygdala and don't read facial expressions as they are.
The emotional brain is at work. Front cortex is shut down a bit for renovations.
Saturday 31 August
Teaching for Positive Behaviour
Self assessment tool from the book -
*Could adapt for 4 min walk through to check and review if PB4L is visible right across the school setting
*Could ask teachers to upload to blogs as part of appraisal and reflection against practice. Tchr goals for year could reflect parts of these.
Who are your invisible children in the classroom. Those under the radar.
Write down every child in your class. Focus on the last 5 or so for the next few weeks. Two by ten.
Check and Connect. Connect before you correct.
Staff - whats on top? Roller coaster ride (all right)
Individual PERMA Mindful moments Learning Pit
Larger group
Character strength card
Thumb dial
Sign in boards
How's your whare
Small group
One word zip around
Feelings tree
Check and connect circle (peak/pits)
Visual imagery
Choose where on the tree you are today
Turn to the person next to you and share
Classroom routines / expected behaviours
Preventative strategies - staff can complete and choose one to focus on for a week
Effective positive feedback (the words) is the most important part.
The gotcha or tangible is the icing. (added bonus)
4-5 acknowledgements before correction. How does this ratio look in your learning space. Feeling emotional tanks.
Encouraging reflective thought and action
Encouraging self-regulated behaviours
What does self regulation look like? Use mentimeter with the kids to define what it looks like in a classroom.
How does Hoon Hay school teach this?
How is your engine running? (The alert programme)
Pause, breathe, smile school
Break cards. - 5-10 min breaks - calm and reflect
Tummy breathing key reminders on cards
Individualise cards for kids - picture of pets on their cards, reminders about what to do - walk, tummy breathing
M3 mindfulness programme (Maori Mindfulness programme)
https://m3mindfulnessforchildren.com/
Rolleston College. Character strengths. Link to how to use these to achieve your goals. What is right with you? What are your strengths?
Three times a term reflection. How are you going with your goals?
Circle Time
Rich Matler - teaching circle time with whole staff
Cake strategy. Draw a circle on a piece of paper. What do we need to put in here to make a cake. Get a different colour. What do we not put in the cake? (write on the outside of the circle)
With circle time, what behaviours would we need in the middle?
What do we not want to see in our circle time (behaviours on the outside)
Bucket filler book. Have you filled a bucket today? Plan acts of kindness for each other. Gratitude journals. Three things to be grateful for.
Tuakana-teina relationships. Peer coaching.
QUEST project based time (Rolleston College)
I like ..
I wonder ...
Mindset Characteristics
Fixed vs Growth
Have another look at the cooperative strategies (section three). Different ideas of circle time. Restorative circles book (RP book)
UDL strategies
Design Thinking
Inquiry and Problem Solving
School Wide Inquiry PB4L - getting the tier one systems and strategies consistent across the school.
Up your positives. Rubber band wrist to wrist. Counter in one pocket, move to the other every time you say a positive. Could be good for TAs to focus on the acknowledgements.
Understanding Anxiety: Prediction and Control
Leah and John (School Wide Practitioners)
When does anxiety become a problem.
When the cause does not line up to how it feels ..
Who are these kids?
What do they look like? Sore tummies, anger, non compliance, truant from school, aggression, inability to focus, distracted, self harm, negative talk, tears, stuttering
What triggers it?
Bad mornings, change in routine, something new, hunger, cognitive load, loneliness, sensory stuff, what ifs, expectations, can be contextually driven. Sometimes with lots of past history - already loaded with issues.
Nathan Wallis - The Developing Brain
Birth order.
Eldest child has the advantage - environmental (first 1000 days)
The best data a baby can gather is having the face of the person they love the most in front of their face
Face to face interaction makes a difference. Language acquisition. Success, achievement later in life.
Staying home with mum/dad for the first year is the number one intervention for success/achievement later in life. Child care does not do any damage, just does do any good according to research.
Prosocial relationships in the first 18months, makes a difference to social skills later in life. Shielding the babies from aggressive responses.
Effective teaching means accessing all four brains. Meeting the needs of brains 1-3 first.
Perry's neuro-sequential model
First 6 months - attachment
6-18 months - movement
2-8 years on - social/emotional brain/feeling HOW they FEEL as a learner is what matters? Dispositions Play
7-27 years - cortical/thinking 7-8 years cognitive attachment - this is readiness for cognitive learning.
School Climate and Local Context: George Sugai
Go to PBIS.org Presentations
Group based interventions ie cooperative play, self-management, stress/anxiety management, anger/conflict management
Nathan Wallis - the Teen Brain
Amygdala vs Frontal Cortex
Teens see angry expressions on faces, despite what it might be. They are in their Amygdala and don't read facial expressions as they are.
The emotional brain is at work. Front cortex is shut down a bit for renovations.
Saturday 31 August
Teaching for Positive Behaviour
Self assessment tool from the book -
*Could adapt for 4 min walk through to check and review if PB4L is visible right across the school setting
*Could ask teachers to upload to blogs as part of appraisal and reflection against practice. Tchr goals for year could reflect parts of these.
Who are your invisible children in the classroom. Those under the radar.
Write down every child in your class. Focus on the last 5 or so for the next few weeks. Two by ten.
Check and Connect. Connect before you correct.
Staff - whats on top? Roller coaster ride (all right)
Individual PERMA Mindful moments Learning Pit
Larger group
Character strength card
Thumb dial
Sign in boards
How's your whare
Small group
One word zip around
Feelings tree
Check and connect circle (peak/pits)
Visual imagery
Choose where on the tree you are today
Turn to the person next to you and share
Classroom routines / expected behaviours
Preventative strategies - staff can complete and choose one to focus on for a week
Effective positive feedback (the words) is the most important part.
The gotcha or tangible is the icing. (added bonus)
4-5 acknowledgements before correction. How does this ratio look in your learning space. Feeling emotional tanks.
Encouraging reflective thought and action
Encouraging self-regulated behaviours
What does self regulation look like? Use mentimeter with the kids to define what it looks like in a classroom.
How does Hoon Hay school teach this?
How is your engine running? (The alert programme)
Pause, breathe, smile school
Break cards. - 5-10 min breaks - calm and reflect
Tummy breathing key reminders on cards
Individualise cards for kids - picture of pets on their cards, reminders about what to do - walk, tummy breathing
M3 mindfulness programme (Maori Mindfulness programme)
https://m3mindfulnessforchildren.com/
Rolleston College. Character strengths. Link to how to use these to achieve your goals. What is right with you? What are your strengths?
Three times a term reflection. How are you going with your goals?
Circle Time
Rich Matler - teaching circle time with whole staff
Cake strategy. Draw a circle on a piece of paper. What do we need to put in here to make a cake. Get a different colour. What do we not put in the cake? (write on the outside of the circle)
With circle time, what behaviours would we need in the middle?
What do we not want to see in our circle time (behaviours on the outside)
Bucket filler book. Have you filled a bucket today? Plan acts of kindness for each other. Gratitude journals. Three things to be grateful for.
Tuakana-teina relationships. Peer coaching.
QUEST project based time (Rolleston College)
I like ..
I wonder ...
Mindset Characteristics
Fixed vs Growth
Have another look at the cooperative strategies (section three). Different ideas of circle time. Restorative circles book (RP book)
UDL strategies
Design Thinking
Inquiry and Problem Solving
School Wide Inquiry PB4L - getting the tier one systems and strategies consistent across the school.
Up your positives. Rubber band wrist to wrist. Counter in one pocket, move to the other every time you say a positive. Could be good for TAs to focus on the acknowledgements.
Understanding Anxiety: Prediction and Control
Leah and John (School Wide Practitioners)
When does anxiety become a problem.
When the cause does not line up to how it feels ..
Who are these kids?
What do they look like? Sore tummies, anger, non compliance, truant from school, aggression, inability to focus, distracted, self harm, negative talk, tears, stuttering
What triggers it?
Bad mornings, change in routine, something new, hunger, cognitive load, loneliness, sensory stuff, what ifs, expectations, can be contextually driven. Sometimes with lots of past history - already loaded with issues.
- Anxiety is a very significant problem in NZ schools - chronic (high and long)
- Anxiety is a significant driver of problems with learning and behaviour.
- Good mindful implementation of PB4L tier one is very helpful for anxious children.
No surprises - this is really important - if you can see it coming it is less likely to cause anxiety
Sense of control really important
Anxiety reduction is a very powerful reward
The same information presented repeatedly and in multiples ways increasing prediction and reduces anxiety.
Self-sabotaging seems to make no sense.
It is understandable in that it generates a greater sense of control
"At least now I know what to expect for the next few minutes, and I made it happen."
Strategies to increase prediction and control
- Expectations and routines - predictability of knowing what to do
"I can see you thinking about doing ..."
Reteach accordingly to behavioural error (not punishing)
Teaching routines in the context. ie teaching hall behaviours in the hall. Even when we think they should just know.
Recognise expectations in action 4/1. You are on the right track, the behaviours you are showing are valued.
PB4L schools teach explicitly what you have to do to be successful.
Sense of belonging. Constant sharing of the values and expectations help children because they know the "secrets for success" they feel part of the "gang" they feel they belong
- Relationships - calm and consistent
Safety is in a relationship. Every interaction counts ... You always have an audience ... Be deliberate. (School wide gives us the system for this)
- Errorless learning -
Set up the task with heavy scaffolding. Slowly decrease they increase confidence. Risk inherent in failure are disproportionally higher.
- Legitimate sense of control
Sense of belonging. Student voice. Teaching legit control (ie voluntary time out, communication, small group social skills) Some kids need to watch first (sometimes for a long time) they can still be learning
- Key information clear and accessible
State the obvious. Repeat it. Have it available in hard copy.
Routines are important. Use of visual timetables. Redundancy in communication. Ability to ask questions and have a bail out.
Tier Two PB4L
Data for Decision making (3 minors = 1 major)
Tier two - 2-5 major
With successful strategies the intention is that systems and practices will pull the bhrs back down to tier one.
Step 1 ID problem
Step 2 Functional bhr analysis
Step 3 intervention design
Step 4 follow up intervention (1-2 weeks)
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