Cunnamulla P-12 State School

PBL Guidebook

PBL

What is PBL 1

Positive Behaviour for Learning (PBL) is a framework that provides

schools with a means to improve upon academic and behaviour out-

comes based upon the collection of data and the teaching of behaviour

specific lessons. The purpose of this Guidebook is to provide an under-

standing of what PBL is, how it applies to the Cunnamulla P-12 State

School context, and the method of implementation across the whole

school.

PBL is a:

PBL

PBL: A TEAM APPROACH 2

In 2010 Cunnamulla P-12 State School staff decided that there was a

need for a way in which to better manage behaviours. This decision has

far reaching impacts as this means that all new staff at CSS are required

to adhere to the systems and process in place.

PBL requires a team approach and it is crucial that ALL staff are actively

implementing PBL policies and procedures. In this way it can be assured

that the maximum effect is being achieved. To assist in the administra-

tion of PBL a team consisting of teachers and teacher aides meet on a

monthly basis.

The PBL team consists of:

Chairperson: responsible for chairing meetings

School Leader: the principal

Secretariat: responsible for all minutes and correspondence

Timekeeper: responsible for ensuring team stays on time and on

topic

Data manager: collects, collates and presents data for analysis

Internal Coach: offers assistance to other team members and

staff. Responsible for communication with external coach and regional co-

ordinators

Team Member: a team member w ith no specific assigned tasks

All staff are welcome and encouraged to attend meetings

PBL

What is PBL 3

In PBL there are three tiers of support. They are:

1. Universal support: Primary Prevention which exists in School/

Classroom with wide systems for all Students, Staff, & Settings.

Students at this level require minimal behaviour intervention to

function at school.

2. Targeted Support: Secondary Prevention is a specialised group of

systems for students with At-Risk Behaviour. Students at this level

require some behaviour intervention to function at school.

3. Intensive Support: Tertiary Prevention is specialized and individual-

ized systems for students with Chronic High Risk Behaviour. Stu-

dents at this level require significant behaviour intervention to

function at school.

PBL

PBL TEACHING EXPECTATIONS MATRIX 4

At Cunnamulla P-12 State School our behaviour guidelines are established

from our four school expectations. These have been developed in conjunc-

tion with PBL guidelines stating selection of 3-5 expectations and have

them as the basis for all rules within the school. These expectations are dis-

played prominently around our school and students recite them at assem-

blies by saying:

“As a member of the Cunnamulla State School community I am:

Respectful

Responsible

Learning

Safe

The teaching matrix, located in Appendix 1, breaks the four expectations

into their associated areas. These expectations have been phrased in a pos-

itive manner using “teacher speak.” All expectations are observable and

measurable as this is one of the key points of PBL.

PBL

CONTINUUM TO ENCOURAGE DESIRED BEHAVIOUR 5

The primary goal of PBL is to provide students with support to achieve a

desired behaviour. At Cunnamulla P -12 State School we accomplish this

in two ways. The first is through the explicit teaching of behaviour based

lessons to students regarding the desired behaviours at school.

The lessons that are taught are based upon the specific areas within the

teaching matrix. The lessons cover a specific topic of behaviour and

demonstrate to students examples and non examples of the behaviour

as well as providing opportunities to practice. These lessons have been

developed to be taught as part of a curriculum. This can be found in Ap-

pendix 2.

The explicit teaching of behaviour based lessons links with the Darling

Downs—South West explicit instruction model. By explicitly teaching be-

haviour expectations to students a clear and consistent approach to both

desired and undesired behaviours can be achieved. All students are

aware of the expectations through the delivery of the lessons in addition

to reminders to staff.

Digital copies of the lessons can be found on G:\ drive at the following

location:

G:\Coredata\Common\SWPBS (PBL)\2016\4. Teaching\2016

PBL

SMART CARDS AND BANDS 6

The second method of encouragement is through the use of smart cards.

These smart cards reflect our four expectations of being respectful, responsi-

ble, learning and safe. When a student is seen by a staff member performing

the desired behaviour the staff member may issue the student with a smart

card reflective of their actions. The student receives a sticker to place on the

Smart Card Chart which allows both students and staff to track students be-

haviour.

As students progress through the term earning smart cards there are incen-

tives for them as they accrue specific amounts. They receive a certificate and

a wrist band reflective of the number of smart cards they have earned. They

are:

10 smart cards—bronze award

20 smart cards—silver award

30 smart cards—gold award

50 smart cards—principals award and lunch

Students can also receive a band for achieving ten smart cards in a specific

expectation, such as receiving 10 learning smart cards.

PBL

MAJOR VS MINOR BEHAVIOURS 7

Within PBL behaviours fall into one of three categories. These categories allow

specific behaviours to be defined so there is a clear and consistent message

being used throughout the school. The behaviours outlined are drawn directly

from OneSchool to provide alignment.

Category 1: Minor (Classroom Managed) - All inappropriate behaviour which it

is reasonable to expect individual staff members to manage.

Category 2: Minor—Persistent staff/classroom managed behaviours for which

current classroom strategies are not effective. Referred to sector members,

HOD, DP, BST or to PBL Coach

Category 3: Major— Major inappropriate behaviour that needs to be managed

by administration (Principal or Deputy)

The table defining the specific behaviours can be found in Appendix 3. Located

on the next page is the flowchart which provides staff guidance on how to

manage behavioural situations.

PBL

Cunnamulla P-12 State School Rule Violation Flowchart 8

Behaviour expecta-tion met?

Observe Problem Behavior

Is Be-haviour Major?

YES Refer to Admin (record incident on One School)

ODR Major

NO

Is problem persisting?

Have all current responses/ interventions/ consequences been ineffective?

Record on Purple Card and enter as incident on One School

2

nd Purple card – enter on One School

ODR Minor And refer to SWPBS Coach/Deputy for

additional ideas for targeted support strate-

Responding to minor problem behaviour

Classroom Teacher Management

(Use least intrusive strategy first)

1. Proximity 2. Selectively attend 3. Cue with parallel acknowledgement 4. Prompt – with a visual or verbal cue signal

the occurrence of the behaviour. 5. Redirect to learning/ offer assistance 6. Redirect behaviour-- restate the matrix

behaviour that is expected 7. Re-teach – tell, show, practice and

acknowledge the expected behaviour

8. Give choice – give the student options of behaviours to do next/ acceptable alterna-tives - choice of task, where, with whom, when,

9. Conference with the student – have a private conversation with the student to problem solve together to plan/ reteach how the student can meet the expecta-

- If YES – then posi-tively acknowledge

- If NO-

PBL

CONTINUUM TO DISCOURAGE NEGATIVE BEHAVIOURS 9

In order to discourage undesired behaviour at Cunnamulla P-12 State

School we use tracking cards to track and record student behaviour. This is

used in conjunction with our Responsible Behaviour Plan for Students.

Purple Card: This is used to record a single incident that has oc-

curred. This is then used to record the incident on OneSchool

Red Daily Card: When a student receives 3 purple cards they re-

ceive a daily red card to record their behaviour across the course of the

day.

Tracking Booklet: I f a student is suspended or it is otherw ise

deemed necessary a tracking booklet can be issued. These booklets track

the students behaviour over the course of 5 school days. This booklet goes

home with the student and must be signed by a parent/guardian and re-

turned to school.

When filling out the tracking cards or booklet the reason for the student

being on them is written. A 0,1 or 2 is recorded next to the reason to score

how well the student achieved their goal.

0=Did Not Achieve 1= Partially Achieved 2=Achieved

PBL

ANALYSIS OF OFFICE DISCIPLINE REFERRAL DATA 10

As noted earlier PBL is a continuum of evidence based interventions. The ev-

idence collected is Office Discipline Referrals (ODR) data from OneSchool.

This data is analysed looking at the Big 5:

1. What is happening

2. When is it happening

3. Where is it happening

4. How frequent is this occurring

5. Who is involved

By looking at this evidence the PBL team can analyse and then problem

solve ways to help promote desired or discourage unwanted behaviours. As

data is a driving force behind PBL it is crucial that the data collected is com-

plete and accurate. This enables the PBL team to make precise judgements

that are based on data and not on perception.

PBL

WHERE DO I GO FOR HELP? 11

PBL at Cunnamulla P-12 State School is an intensive system that has a large

number of resources and information to reinforce it. All of this information is

collated in the PBL folder located on G:\ drive. The folders are organised to

provide quick and easy access to the information.

G:\Coredata\Common\SWPBS (PBL)

This booklet is designed to give a broad overview of PBL as well as outline the

key features. Should further assistance be required the PBL team, in particu-

lar the internal coach, are happy to offer whatever assistance is required.

PBL

APPENDIX 1: SWPBS TEACHING EXPECTATION MATRIX 12

RESPECTFUL RESPONSIBLE LEARNING SAFE

ALL ARE-AS

Use positive words Follow directions Use manners Use proper titles Eyes on speaker Take turns

Bring materials for school Report bullying Follow school routines Place rubbish in bin Eat food at lunch Tell the truth Arrive on time

Join in activities Following in-structions Complete all tasks

Stay in your area

Hands and feet to

myself

Use equipment safe-

ly

Report Damage

Follow emergency

directions

Report unsafe be-

haviour

Use doors correctly

CLASS-ROOM

Hands up to

speak

Hats off inside

Knock and wait

Keep classroom tidy Use Exit Card Share class equipment Order tuckshop before 9

Remain seated Ask for help when needed Have a go Complete and submit assess-ment

Line up Walk in Sit correctly

PLAY-GROUND EATING AREAS

Include others

Use equipment correctly Cooperate with others Sit while eating

Use pedestrian

crossing

Be sun safe

Collect lunch from

office

TOILETS Keep toilets clean

Turn off tap Flush toilet

Wash hands

OFFICE Knock and wait

Wait quietly

Use correct doors

TRANSI-TIONS

Walk quietly Stay with your class

ASSEM-BLIES

Sing National An-them Hats off Sit with your class

BUS/EXCUR-SION

Keep bus tidy Stay with your

group

Take your be-

longings

Buckle Up Stay Seated on Bus

PBL

Appendix 2: Teaching curriculum 13

Term 1

Week Focus Expectation

1 Lining Up Responsible

2 Being A Good Listener

Respectful

3 Place Rubbish In Bin

Responsible

4 Keep Hands and Feet to

Yourself

Safe

5 Remain Seated Responsible

6 Follow Direc-tions

Respectful

7 Sit While Eat-ing

Responsible

8 Use Equipment Safely

Safe

9 Join In Activi-ties

Learning

10 Keep Class- Responsible

Term 2

Week Focus Expectation

1 Raise Your Hand to Speak

Respectful

2 Remain Seat-ed

Responsible

3 Use Positive Words

Respectful

4 Stay In Your Area

Safe

5 Place Rub-bish In The

Bin

Responsible

6 Follow Emer-gency Direc-

tions

Safe

7 Arrive On Time

Responsible

8 Keep Hands And Feet To

Yourself

Safe

9 Use Exit Cards

Responsible

10 Join In Activi-ties

Learning

Term 3

Week Focus Expectation

1 Keep Class-room Tidy

Responsible

2 Remain Seated Learning

3 Ask for Help Learning

4 Keep Class-room Tidy

Responsible

5 Sit While Eat- Responsible

6 Be Hygienic Safe

7 Stay In Your Area

Safe

8 Lining Up Responsible

9 Use Exit Cards Responsible

10 Use Positive Words

Respectful

Term 4

Week Focus Expectation

1 Lining Up Responsible

2 Be Hygienic Safe

3 Be Sun Safe Safe

4 Respecting Personal Space

Respectful

5 Follow Direc-tions

Respectful

6 Enter and Exit Classroom

Respectful

7 Try Your Best Learning

8 Being A Good Listerner

Respectful

9 Keep Class-room Tidy

Responsible

PBL

APPENDIX 3: MAJOR VS MINOR BEHAVIOURS 14

Universal Prevention

Classroom Managed Administration Man-

aged

Minor (Classroom

Managed)

Minor ODR Major ODR

Definition: All inappropriate behav-

iour which it is reasonable to expect

individual staff members to man-

age.

Definition: Persistent staff/classroom

managed behaviours for which current

classroom strategies are not effective.

Referred to sector members, HOD,

DP, BST or to SWPBS Coach

Definition: Major inappropriate behav-

iour that needs to be managed by

admin (Principal or Deputy)

Bullying/

Harass-

ment

Repeated occasional low

level teasing, name calling.

Persistent pattern of name

calling and teasing.

Engages in repeated inten-

tional negative comments in

order to cause harm

Defiant/

Threats to

adults

Refusal to follow adult di-

rections

Refusal to follow adult direc-

tions

Repeated refusal to follow

adult directions. Student

threatens an adult.

Disruptive Low intensity that uninten-

tionally disrupts learning.

Repeated low intensity that

unintentionally disrupts learn-

ing.

Repeated behaviour intend-

ed to disrupt learning.

Dress

Code

Failure to comply with

school dress code.

Failure to comply with school

dress code.

Wearing clothing that does

not comply with dress code

including provocative or in-

appropriate IT Miscon-

duct

Non serious but inappropri-

ate use of personal tech-

nology.

Non serious but inappropri-

ate use of personal technolo-

gy.

Student engages in serious

misuse of technology

Late Arrives late to school or

class without adequate

reason.

Repeated arriving late to

school or class without ade-

quate reason.

Lying/

Cheating

Low level cheating or lying

Repeated low level cheating

or lying

Student tells lies or cheats

which is detrimental or unfair

to other students.

Miscon-

duct in-

volving

object

Inappropriate use of an

object other than its intend-

ed purpose

Inappropriate use of an ob-

ject other than its intended

purpose

Using objects as weapons

with the intention of causing

harm to self, others or prop-

erty

Non-

Compliant

with rou-

tine

Brief or low intensity failure

to respond to adult direc-

tions

Repeated brief or low intensi-

ty failure to respond to adult

directions

Repeated high intensity fail-

ure to follow adult directions.

PBL

APPENDIX 3: MAJOR VS MINOR BEHAVIOURS 15

Universal Prevention

Classroom Managed Administration Managed

Minor (Classroom Managed) Minor ODR Major ODR

Definition: All inappropriate be-

haviour which it is reasonable to

expect individual staff members

to manage.

Definition: Persistent staff/

classroom managed behaviours

for which current classroom strat-

egies are not effective. Referred

to sector members, HOD, DP,

BST or to SWPBS Coach

Definition: Major inappro-

priate behaviour that

needs to be managed by

admin (Principal or Depu-

ty)

Other con-

duct

(Only to be

used by Ad-

min)

Unsafe or disruptive behaviour

outside the classroom.

Continued unsafe or disruptive

behaviour outside the classroom.

Dangerous behaviour on

school grounds. Conduct

that damages the school

name.

Physical

Misconduct

Non serious but inappropriate

contact which does not result in

injury or harm.

Persistent non serious but inap-

propriate contact which does not

result in injury or harm.

Serious physical contact

that results in injury or

harm to others. Prohibited

Items

Student possess or uses a pro-

hibited item

Student possess or uses a prohib-

ited item (phone, soft drink)

Student possess or uses

a prohibited item (knife,

weapons) Property

Misconduct

Low level misuse of school

property

Repeated low level misuse of

school property

Student wilfully damages

school or others property.

Stealing others property.

Refusal to

Participate

Student chooses not to engage

in the program or fails to do set

tasks.

Student repeatedly chooses not to

engage in the program or fails to

do set tasks.

Student repeatedly and

defiantly refuses to com-

ply with set tasks. Substance

Misconduct

Student is in possession

or helps another student

in accessing an illicit sub-

stance. Substance

misconduct

(Legal sub-

stances)

Student aged 18 or over

brings or uses tobacco or

other legal substances at

school. Third Minor

Referral

Tick if student has received three

purple cards.

Threats to

others

Student threatens others with a

low likelihood of the student

acting on the threat.

Student repeatedly threatens oth-

ers with a low likelihood of the

student acting on the threat.

Student seriously threat-

ens others with the inten-

tion of acting upon the

threat. Truant Student in school grounds but

not in timetabled class.

Student is repeatedly in school

grounds but not in timetabled

class.

Repeated unexplained

absence with or without

parent/carer knowledge. Verbal Mis-

conduct

Student engages in low level

use of inappropriate language

Student engages in repeated low

level use of inappropriate lan-

guage

Student swears directly at

another person in a verbal

attack.