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Behaviour Support Services

Jesus said, “Let the little children come to me, and do not stop them;

for it is to such as these that the kingdom of heaven belongs.”Matthew 19: 3-14

Building Inclusive Catholic Communities

Program Department March 2009

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Education for All

The LDCSB welcomes all students and will provide them with the quality education they deserve;

Mission Of the LDCSB:To serve the Catholic student in a community that nurtures a living faith and provides a quality Catholic education that enables the individual to become a contributing member of the Church and society.

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Students With Behavioural NeedsThe LDSCB is committed to meeting the needs of students who

exhibit behaviours detrimental to their own learning and that of others. 

1. To improve student self-control and social interaction skills

2. To improve student learning

3. To reduce behavioural incidents

GOALS

Behaviour Support Services: A Positive Model of Inclusion, Dignity & Support. L.D.C.S.B. Safe Schools Policy – 2004

Lost at School – Ross W Greene (author of The Explosive Chiild) 2008

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All students will do well if they have the necessary skills

For some students ,what is often viewed as “poor behaviour” requiring discipline, is actually a student with behavioural challenges who requires planned intervention in order to assist him/her to improve behaviour.

Students with social, emotional, and /or behavioural challenges may lack important thinking skills. These students are characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance.

Why our children with behavioural challenges are falling through the cracks and How We Can Help Them –RW Greene, Lost At School

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Student Profile

Students who have behavioural , social or emotional needs (e.g. ADHD, conduct

disorders, anxiety) may demonstrate behaviour that: Lacks understanding and practice of appropriate social or cultural norms Lacks understanding and practice with appropriate interpersonal relationships; i.e.

uncooperative in groups, argumentative, non compliant, low self-esteem Is injurious to themselves, i.e. excessive crying, anxiety, self-injury Tends to be impulsive or compulsive that negatively affect learning; i.e. speaking out,

disrupting, temper tantrums Can be disengaged and/or passively aggressive

Students are usually identified by an Identification, Placement and Review Committee under the exceptionality of Behaviour (after a Student Information Summary is completed)

The frequency, intensity, or duration of the behaviour must be taken into

account.

Behaviour Support Services

LDCSB believes that all students require understanding and practice of appropriate social skills in order to continue to develop to their full potential as contributing members of their school communities and ultimately, society.

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Behaviour Support Services

Address the behavioural needs of students in order to improve behaviour

Demonstrate an understanding and empathy for students with identified behavioural needs

Provide a positive model for behaviour support

Provide effective classroom and school management strategies

Utilize evidence-based practices that research has proven to be effective

Use evidence-based practices to approach both data collection, tracking over time and subsequent intervention

Could include support from: In-School Team

Affiliate Team

Community

LDCSB believes that all Behaviour Support Services will:

AND

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Intensive Individual Intensive Individual InterventionIntervention::

• Specialized support for Individual students with High-Risk Behavior

5% Targeted Targeted InterventionIntervention:

Specialized GroupSupport for Students

with At-Risk Behavior

15%

Universal Universal InterventionIntervention::

School-/Classroom-

Wide Systems forAll StudentsPreventative,

proactive

80%

Preventative Model of Positive Behavioural Support using well researched, evidence-based methods

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Universal Learning for all Students

Our primary focus is to establish a culture of social skills, anti-bullying and peer mentoring opportunities that benefit all students. The culture will establish a common link of language and behavioural expectations modelled by their teachers and peers:

Building on strengths through use of student learning style to personalize education Enhancing Social Skills

Building relationships Celebrating diversity Conflict resolution practices Differentiated Instruction

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Targeted Group Intervention Some students will require more intensive

support to enhance their understanding of appropriate behaviours:

In-school Team Affiliate and System Team Family support networks Community Support Teams

“Students with exceptional needs are more like other students than they are different”

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Intensive Individual Intervention

Students who present a direct risk to him/herself or others require special guidelines for their support. When a student’s behaviour poses a direct risk to him/herself or others, the staff needs to:

Conduct a functional behavioural assessment that examines antecendents and consequences associated with the problem behaviour and continue to collect data to monitor the effectiveness of the intervnetions. Track those behaviours which require skill building intervention and conduct a functional behavioural assessment that examines antecedents and consequences associated with the problem behaviour and continue to collect data in order to monitor the effectiveness of interventions

Develop a behaviour intervention plan that is based on the findings of a functional behavioural assessment and targets teaching alternative skills and behaviours that replace the problem behaviour. This is done in a safe and trusting environment that supports the development of positive behavioural repertoires.”

Implement Non-Violent Crisis Intervention Strategies where applicable

“When one child is in crisis, the whole school is in crisis.”

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Measuring Success

Will have improved academic success

Will have improved self-esteem

Will experience reduced anxiety

Will have a positive focus and direction

Will experience personal growth

Will have more friends

Will focus on positive behaviours

Will see a reduction in behavioral incidents

Will have a greater sense of community

Will feel supported

The student The school community

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Accessing Behaviour Support ServicesWhen a student shows challenging behaviour, the teacher:

Ensures that universal learning components are in place in the classroom Discusses the behaviour with the parent/guardian, SPST Principal/Vice

Principal which can result in the development of a Behaviour Support Plan through brainstorming for school-based solution that will

involve: The student The classroom/subject teacher The SPST Other school staff (i.e. Guidance Counsellor, Chaplain, Department Head, Educational Assistant), The Principal/Vice Principal Involves Progressive Discipline techniques where applicable

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Accessing Behaviour Support Services

Further support may be needed after school-based solutions continue to be challenged. The referral process checklist is addressed and the school team prepares all information to be shared.

The Affiliate/System Team

Affiliate Liaison Teacher Social Worker* Speech and Language* Psych-Ed Consultant* Attendance Counsellor

Community Agencies*For these services, the school must acquire appropriate permission from parents.

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Affiliate Team Members

Affiliate Liaison Teacher Supporting the school team in its use of the processes of

observation and information gathering about students Liaising with school and system staff Providing transitional support for students, parents and

school personnel Consults with school staff Directs school team to teaching/learning strategies or other school staff with the necessary expertise      Facilitates a lending library of

relevant resources

Roles

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Affiliate Team Members

Social Worker Assessment Consultation Referral to Community Supports Individual, group or classroom intervention

Psycho-educational Consultant Psycho-Educational and Behavioural Assessments Consultation Behavioural Programming recommendations

Roles

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Affiliate Team Members

Speech & Language Pathologist Supports students with behavioural

exceptionalities and communication difficulties

Develops resource material

Attendance Counsellor Assessment and Counselling for school avoidant

and truant students Transitional support for alternate school programs and

community resources Reviews and implements student attendance compliance

with Ministry of Education compulsory education

Roles

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Community Supports

Ministry of Children and Youth Services

Child and Parent Resource Institute

Thames Valley Children’s Centre Madame Vanier Children’s Services

Special Education Advisory Committee

Merrymount Children’s Centre

Community Living Associations Craigwood Services

Children’s Aid Society Pittock School/W.D. Sutton

Amethyst School/Robarts School Oxford Child and Youth Centre

The LDCSB works collaboratively with families and community agencies to provide a seamless continuum of support. These are just a few of our partners:

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Community Supports

Community Service Co-ordination Network (CSCN)l

Oxford/Elgin Child and Youth Centre

Child and Adolescent Centre (LHSC)

Learning Disability Association

Police Services Probation Services

Youth Justice Services Western Ontario Youth Services

Middlesex/London Health Unit

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Professional Development Opportunities For Staff

Classroom Management Training Fred Jones Training Tribes Process Training NVCI Training ABA Training Social Skills Workshops Inclusion Workshops Guest Speakers Support for Specific needs

Autism, ODD, ADHD, … Peer Helping Peer Mediation

Sessions led by System and Community staff

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References Behavioural Support for

Students: A Positive Model of Inclusion, Dignity and Stewardship, L.D.C.S.B. 2004

Safe Schools Policy, L.D.C.S.B Special Education Companion,

Ministry of Education 2002 Lost Child at School, RW Greene

2008

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We are rooted in a faith-centered environment that:

Values efforts of students, parents and staff in the leaning process in their school communities;

Honours the dignity and uniqueness of students and enhances their formation as disciples of Christ;

Communicates the joy and hope of our Catholic faith throughout the learning process, through prayer, reflection, fellowship and celebration of the giftedness of the children and staff in our schools;

Encourages a standard of excellence for each student’s learning

Cares for the sacredness of human life