Busselton Senior High School Positive Behaviour Support Handbook PDF

**Busselton Senior High School** **Positive Behaviour Support Handbook** ***Based on the work of Drs Tim Lewis and George Sugai and resource material from the Missouri University Schoolwide Positive Behaviour Support Project.*** **Table of Contents:** - **Introduction and Philosophy..............

**Busselton Senior High School** **Positive Behaviour Support Handbook** ***Based on the work of Drs Tim Lewis and George Sugai and resource material from the Missouri University Schoolwide Positive Behaviour Support Project.*** **Table of Contents:** - **Introduction and Philosophy.................................................................................................................... 3** - **Staff Roles.................................................................................................................................................... 4** - **Multi-Tiered System of Supports............................................................................................................. 5** - **PBS Tier One: Seven Essential Components........................................................................................... 6** - **PBS Leadership......................................................................................................................................... 10** - **Defining Expected Behaviour - REAL Matrix........................................................................................ 14** - **Teaching Expected Behaviour - PBS Lessons........................................................................................ 16** - **Encouraging Expected Behaviour - REAL Points.................................................................................. 18** - **8 Effective Classroom Practices............................................................................................................. 20** - **Instructional Framework......................................................................................................................... 23** - **Responding to Inappropriate Behaviour.............................................................................................. 24** - **BSHS Behaviour Flowchart...................................................................................................................... 25** **[Introduction and Philosophy]** Busselton Senior High School is a Positive Behaviour Support (PBS) school; we will teach, encourage and reward students for exhibiting our REAL values (Respect, Empathy, Achieve and Learn). At BSHS we maintain that every student has the right to learn and, not to have their learning disrupted through the inappropriate behaviours of others. Education today must provide a balanced focus on both academic achievement and behavioural/social success. Students may not have had the opportunity to learn acceptable behaviour. We cannot assume that students know the behaviours and social skills required for success at school and in life. We hold the belief that we cannot force students to behave, we can only provide environments in which they will most likely behave. PBS is an operational and decision-making framework that guides selection, integration and implementation of the best evidence-based practices for improving academic and behaviour outcomes for all students. PBS views inappropriate behaviour in the same manner that problems in reading or math are viewed; as a skill deficit and as such we must teach the appropriate skill. [Below are the responsibilities and expectations of each key stakeholder regarding behaviour:] **Responsibilities and Expectations of Students** - Acknowledge, understand, and follow the school's expectation and guidelines: uniform, attendance, behaviour and Mobile Phone Guidelines. - Uphold our REAL values. - Communicate any concerns with staff and/or parents. **Responsibilities and Expectations of the School** - Encourage, teach and support correct behaviour using the REAL Matrix. - Educate students to make correct choices about their behaviour. - Communicate and work with parents to support student learning and the school's expectations. **Responsibilities and Expectations of Parents** - Encourage positive student behaviour and our REAL Expectations. - Contact the school with any concerns or issues that may arise. - Support students in accepting and fulfilling any consequences, interventions or plans that may be put in place. **[Staff Roles]** As a teacher at Busselton Senior High School, your work in the classroom, face to face with our students and is essential in making PBS run smoothly by improving the behavioural standards of students at the school. The following roles are key to the success of PBS, and it is essential that you are completing the following: - Know and understand the expectations listed on the behaviour matrix. - Use the language of the matrix in behaviour conversations with students. - Use 'pre-corrects' to actively teach the expected behaviour before misbehaviour occurs. - Hand out REAL points every day to promote and acknowledge desired behaviours. - Deliver a PBS lesson each Tuesday during Period 1. - Know the PBS team members names so that you can ask for help as required. - Complete the feedback for the lessons that is emailed to you. - Write the PBS Focus for the week on your whiteboard under the appropriate PBS heading. **For PBS to be successful these 4 integrated elements must be emphasised:** - Data for decision making - Measurable outcomes supported & evaluated by data - Practices with evidence that these outcomes are achievable - Systems that efficiently and effectively support implementation of these practices **[Multi-Tiered System of Supports ]** A Multi-Tiered System of Supports (MTSS) is a systemic, continuous improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting students. The framework of MTSS is a "way of doing business" which utilises high quality evidence-based instruction, intervention, and assessment practices to ensure that every student receives the appropriate level of support to be successful. A Multi-Tiered System of Supports helps schools to organize resources through alignment of academic standards and behavioural expectations, implemented with fidelity and sustained over time, in order to accelerate the performance of every student to achieve and/or exceed proficiency ([www.cde.state.co.us/mtss/whatismtss](http://www.cde.state.co.us/mtss/whatismtss)).  **BSHS operates within a Multi-Tiered System of Supports Framework involving both academics and behaviours. This table illustrates the continuum of support for behaviour (PBS). The three-tiered model organises practices and systems along a continuum of increasing intensity and/or complexity. Through the use of data BSHS can implement a specific targeted intervention to address the behavioural concern. This approach ensures that the correct intervention is matched to the individual student or groups of students. The strategies outlined in the Continuum of Support document for behaviour can be successful when all parents; students and staff operate in good faith and support each other to implement the interventions with consistency.** **[Continuum of Support ]** +-----------+-----------+-----------+-----------+-----------+-----------+ | | **Who** | **Academi | **Behavio | **Mental | **Engagem | | | | c** | ural | Health | ent | | | | | (external | (internal | in | | | | | ising)** | ising)** | school** | +===========+===========+===========+===========+===========+===========+ | **Tier | **5%** | - **Cou | - **FBA | - **Ris | | | 3:** | | nselling* | Suppo | k | | | | | * | rt | Manag | | | **Intensi | | | Plan* | ement | | | ve | | - **IEP | * | plan* | | | 1:1** | | ** | | * | | | | | | | | | | | | - **EA | | - **Sch | | | | | suppo | | ool | | | | | rt** | | Psych | | | | | | | ologist** | | | | | | | | | | | | | | - **Cou | | | | | | | nselling* | | | | | | | * | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Tier | **10 | - **Foo | - **CIC | - **Hon | - **Stu | | 2:** | -15%** | d | O** | eyBee | dent | | | | for | | Club* | Counc | | **Targete | | Thoug | - **Hor | * | il** | | d | | ht** | se | | | | Small | | | Visio | - **LAM | - **Z | | Groups** | | - **Aca | n** | P** | Club* | | | | demic | | | * | | | | Enric | - **Rec | - **Sis | | | | | hment | ycle | ta | | | | | (7-10 | a | Circl | | | | | )** | Bicyc | e** | | | | | | le** | | | | | | - **OLN | | - **Ign | | | | | A | | ite | | | | | Prepa | | Girls | | | | | ration | | Progr | | | | | year | | am** | | | | | 11/12 | | | | | | | ** | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Tier | **80%** | - **Spe | - **Tea | - **Hea | | | 1:** | | lling | ching | lth | | | | | maste | of | progr | | | **Univers | | ry** | PBS | ams | | | al** | | | Lesso | deliv | | | | | - **Rea | ns | ered | | | | | ding | (Resp | by | | | | | maste | ect | Healt | | | | | ry** | & | h | | | | | | Empat | & | | | | | - **Num | hy)** | Phys | | | | | eracy | | Ed | | | | | maste | - **REA | teach | | | | | ry** | L | ers** | | | | | | Point | | | | | | - **BSH | s | - **Tea | | | | | S | alloc | ching | | | | | Asses | ated | of | | | | | sment | by | PBS | | | | | Polic | staff | Lesso | | | | | y** | membe | ns | | | | | | rs** | (Self | | | | | - **Tea | | )** | | | | | ching | - **Yea | | | | | | of | r | - **Pas | | | | | PBS | 6 | toral | | | | | Lesso | Trans | care | | | | | ns | itions** | class | | | | | (Achi | | es** | | | | | eve | - **Cla | | | | | | & | ssroom | - **Hea | | | | | Learn | Manag | lth, | | | | | )** | ement | Wellb | | | | | | Strat | eing | | | | | - **Ins | egies** | and | | | | | tructiona | | Drug | | | | | l | - **Goo | Educa | | | | | Frame | d | tion | | | | | work** | Stand | Schoo | | | | | | ing | l | | | | | - **Con | Polic | Polic | | | | | nect | y** | y** | | | | | class | | | | | | | es | | | | | | | and | | | | | | | updat | | | | | | | es** | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **[PBS Tier One: Seven Essential Components]** **1. Leadership** *Purpose: To develop a sustainable, effective, efficient and dynamic PBS leadership team who use data and consultative collaborative processes to guide whole school PBS implementation.* - Principal support, participation and leadership - Representative membership - Operating procedures - Roles and responsibilities - Scheduled meetings - Perceptual positioning - Consensus strategies - Cultural action plan - Operational action plan - Standard agenda format - Communication system - Disseminating information - Presenting data - Receiving feedback from stake holders - Working smarter matrix **2. Defining Expected Behaviour** *Purpose: To establish clearly defined high expectations from which a behaviour matrix, procedures and routines are developed and supported by visuals which reflect the school community.* - Expectations - 3-5 school-wide behaviour expectations are defined and posted in all areas of the school - School Behaviour Matrix - A school wide behaviour matrix that identifies the specific behaviour skills for each setting in relation to the 3-5 expectations has been developed collaboratively with students and staff - Non Classroom Procedures and Routines - Development of procedures and routines for non-classroom settings is ongoing as needed - Develop visuals **3. Teaching Expected Behaviour** *Purpose: To develop and implement a whole school social behaviour curriculum with a schedule of PBS behaviour lessons.* Teach behaviour skills like academic skills: - All students are regularly taught behaviour lessons based on the school matrix using PBS lesson format of tell, show, practise and feedback - All staff actively and regularly teach and review behaviour lessons, and integrate across curricula - Special activities or events (e.g., assemblies, contests, skill of the week, special days) have been scheduled for whole school participation and involvement in teaching expected behaviour - Orientation procedures are in place to introduce the expectations and matrix to new students and staff - Additional lessons taught based on data and point of Need **4. Encouraging Expected Behaviour** *Purpose: To develop a continuum of encouragement strategies used by all staff with all students in all* *settings.* A continuum or menu of strategies exists to encourage/acknowledge expected behaviour - Level one: free and frequent - All staff use every day - Level two: short term - Intermittent awarded occasionally - Level three: strong and long term - Term or annual whole school/class milestone celebrations occur - Non-contingent attention - Winning over - Contingent attention - Encouragement - Specific positive feedback - Linked to tangible - Ratio of reinforcements to corrections 4:1 - Positive data is shared with staff and students. **5. Raising Engagement: School Practices** *Purpose: To create a consistent, positive, engaging classroom and school wide culture. These practices impact academic engagement and ultimately student achievement while ensuring a positive and welcoming learning environment. They represent the facets of classroom teaching under the teacher's control that have been identified as evidence based practices to maximise engagement for all students.* - Maximise structure in the classroom - Classroom procedures and routines - Systematic supervision - Effective Pacing - Provide Choice - Questioning - Actively engage students - Module 3: How do I feel? - Module 4: Am I interested? - Module 5: Is this important? - Module 6: Can I do this? - Active Participation - Safety - Accountability - Systems Supporting Staff - Performance and Development cycle - Peer observation and feedback - Classroom SAS and planned staff PD - Supportive WAPBS modules - School wide resources and training - All students receive a high ratio of non-contingent attention (Winning Over) **6. Responses to Inappropriate Behaviour** *Purpose: To create a consistent, school wide approach to managing and responding to unproductive student behaviour based on PBS and CMS principles.* - A consistent clearly defined continuum of support for minor and major behaviours has been developed - All staff use CMS/PBS strategies to respond to inappropriate behaviour - Prompt (Low key responses) - Re-direct - Re-teach - Provide choice - Defuse behaviour - Educative consequence - Student Conference - Informal contract - Office managed response to major behaviours - Office discipline referrals - Functional behaviour assessment - Escalation profile **7. Ongoing Monitoring** *Purpose: To use data to ensure integrity and fidelity of implementation and to guide efficient and effective decision making.* - Data for decision making - Analysed at least monthly - Informs team problem solving process (TIPS) - Monitoring implementation - System artefacts - Practice artefacts - Walkthrough observations - Ratio of positive to negative feedback - Behavioural outcomes (Big 5 report) - Average per day - Problem behaviour Location - Time - Students involved - Available assessments - Team Implementation Checklist (TIC) - School wide Evaluation Tool (SET) - Self Assessment Survey (SAS) - Benchmarks of Quality (BoQ) - Tiered Fidelity Inventory (TFI) **[PBS Leadership]** **Busselton Senior High School prides itself on its commitment to continuous professional development, exemplified by its PBS Professional Learning Community known as the REAL team. Composed of classroom teachers, the REAL team plays a crucial role in evaluating and implementing the components of PBS throughout the entire school. The team\'s composition ensures representation from all learning areas, fostering a holistic approach to behaviour management and seeking various perspectives. The REAL team meets twice a term, providing regular opportunities for discussion, sharing of best practices, and addressing any challenges that may arise. The team is reinforced by the presence of executive members at the meetings, ensuring alignment with the school\'s strategic vision.** **Under the leadership of a team leader and an internal coach, the REAL team demonstrates a clear sense of direction and purpose. Each meeting follows a clear agenda with defined roles and responsibilities.** **[Purpose Statement:]** ***The purpose of the REAL team is to develop relationships to foster success in our school community through an inclusive culture.*** **[Meeting Norms:]** - **Clear agenda with minutes sent after the meeting** - **We keep to the time** - **We share the roles (timekeeper, minutes, snacks)** - **Equal participation** - **Success criteria at the start of the meeting** - **Check the actions from the previous meeting** - **One person talks at a time** - **Open, safe team** **Key individuals are responsible for formulating meeting agendas, evaluating the effectiveness of sessions, and driving the implementation of PBS across the school. Their leadership role is pivotal in guiding the team\'s collaborative efforts towards achieving a positive school culture and enhancing student outcomes. Through the team's dedication and guidance, the REAL team contributes significantly to the school\'s commitment to fostering a safe, supportive, and inclusive learning environment for all students.** **[\ ]** +-----------------+-----------------+-----------------+-----------------+ | **PBS Meeting | | | | | Agenda/Minutes* | | | | | * | | | | | | | | | | **Date:** Day, | | | | | Week, Term | | | | | | | | | | Date, Year, | | | | | 3:15pm - 4:15pm | | | | | | | | | | **Location:** | | | | | | | | | | [School | | | | | Vision]{.underl | | | | | ine} | | | | | | | | | | *Busselton | | | | | Senior High | | | | | School will | | | | | continually | | | | | strive to be an | | | | | outstanding, | | | | | inclusive | | | | | school that | | | | | effectively | | | | | responds to the | | | | | needs of our | | | | | community. We | | | | | are committed | | | | | to developing | | | | | capable, | | | | | empathetic and | | | | | confident | | | | | life-long | | | | | learners who | | | | | will contribute | | | | | positively to | | | | | society. This | | | | | will be | | | | | achieved | | | | | through | | | | | excellence in | | | | | teaching and | | | | | learning, | | | | | developing | | | | | respectful | | | | | relationships | | | | | and delivering | | | | | an education | | | | | that challenges | | | | | and engages all | | | | | our students.* | | | | | | | | | | [PBS Team | | | | | Purpose | | | | | Statement: | | | | | ] | | | | | | | | | | *The purpose of | | | | | the Tier 1 | | | | | Positive | | | | | Behaviour | | | | | Support Team is | | | | | to lead the | | | | | multi-tiered | | | | | system | | | | | framework to | | | | | promote our | | | | | REAL values | | | | | through our | | | | | school | | | | | community and | | | | | culture.* | | | | | | | | | | **Chairperson: | | | | | Minutes:** | | | | | **Timekeeper: | | | | | Snacks:** | | | | | | | | | | **Members:** | | | | | | | | | | **Apologies for | | | | | this meeting:** | | | | | | | | | | **Not | | | | | present:** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Agenda** | **Time/** | **Discussion/Ta | | | | | sks** | | | | **Person** | | | | | | | | | | **60 mins** | | | +-----------------+-----------------+-----------------+-----------------+ | **Welcome, | | *Kaya, I'd like | | | acceptance of | | to begin by | | | minutes and | | acknowledging | | | check in | | the Traditional | | | activity** | | Owners of the | | | | | land on which | | | | | we meet today, | | | | | Wadandi | | | | | Boodjar, and | | | | | pay my respects | | | | | to Elders past, | | | | | present and | | | | | emerging.* | | +-----------------+-----------------+-----------------+-----------------+ | **Acknowledgeme | | | | | nts** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Component | | | | | 2:** Defining | | | | | Expected | | | | | Behaviour | | | | +-----------------+-----------------+-----------------+-----------------+ | **Component | | | | | 3:** Teaching | | | | | Expected | | | | | Behaviour | | | | +-----------------+-----------------+-----------------+-----------------+ | **Component | | | | | 4:** | | | | | Encouraging | | | | | Expected | | | | | Behaviour | | | | +-----------------+-----------------+-----------------+-----------------+ | **Component | | | | | 5:** Raising | | | | | Engagement: | | | | | School | | | | | Practices | | | | +-----------------+-----------------+-----------------+-----------------+ | **Component | | | | | 6:** Responses | | | | | to | | | | | Inappropriate | | | | | Behaviour | | | | +-----------------+-----------------+-----------------+-----------------+ | **Component | | | | | 7:** Ongoing | | | | | Monitoring | | | | +-----------------+-----------------+-----------------+-----------------+ | **Matters | | | | | Arising** | | | | +-----------------+-----------------+-----------------+-----------------+ | **Next | | | | | Meeting:** | | | | +-----------------+-----------------+-----------------+-----------------+ ----------------------------------------------------- --------- ----------- -------- **Meeting Review:** **Yes** **So-so** **No** Were our outcomes achieved? Did we use our time wisely? Did we do a good job of tracking actions completed? Were there structures to facilitate equal voice? What worked well? Focus for next time? ----------------------------------------------------- --------- ----------- -------- **[Defining Expected Behaviour -- REAL Matrix]** At Busselton SHS we expect our students to achieve and behave appropriately. In order to do this we teach our students these behaviours and then acknowledge them for demonstrating those expected behaviours. Part of the PBS process was to develop our matrix with four clear positive expectations: - Respect - Empathy - Achieve - Learn The matrix is the set of expectations and specific behaviours that are the basis for Busselton SHS behaviour curriculum. The matrix is displayed clearly about the entire school. The behaviours are explicitly taught during lessons and then reinforced in class. The matrix reflects the language and culture of BSHS. It is the language that all staff use when they teach students our expectations. Additionally, it is the language used when they remind students, when they recognise students and when they correct students. **At BSHS, the REAL Matrix aims to develop:** - A consultative, collaborative owned process which is facilitated through a PBS team. - A consistent, whole-school approach with a common language in regard to positive behaviour expectations. - An array of procedures for responding to behaviour errors, with a re-teaching focus clearly defined classroom-managed and student services-referred behaviour. - The use of data to help track progress and identify areas to target for intervention and the effectiveness of selected interventions. **Students know what is expected of them and choose to do so because they:** - Know what to do - Have the skills to do it - See the natural benefits for acting responsibly **Adults and students have more time to:** - Focus on relationships - Focus on classroom instruction **There is an instructional approach to discipline:** - Instances of problem behaviour are opportunities to learn and practice pro-social behaviour **[Teaching Expected Behaviour - PBS Lessons]** ***"If a child doesn't know how to read, we teach.*** ***If a child doesn't know how to count, we teach.*** ***If a child doesn't know how to spell, we teach.*** ***If a child doesn't know how to behave,*** ***we \... punish?*** ***we \... teach!"*** **Students in our school come from many different backgrounds and cultures that view behaviour differently; thus, we cannot assume that students know how to behave appropriately when at school. PBS views inappropriate behaviour in the same manner that problems in reading or maths are viewed, as a skill deficit.** **What is a PBS lesson?** - A 10-minute behaviour lesson to reinforce/reteach our matrix of behaviours. - It could also be a procedure that all students need to follow in preparation for an event. **When?** - They will occur weekly on Tuesday during Period 1. Year 9's will have the lesson Tuesday Period 2. - They may be either a lesson or a focus. A focus involves a discussion or review of the lesson previously taught. - These lessons can be repeated at point of need if the class is displaying undesired behaviour. - All teachers need to look at the lesson, even if they are not teaching the lesson, so that we can all reinforce the students for the week. **Format** - All lessons follow the same PowerPoint format and presentation. **Where are they found?** - They are stored in the PBS OneDrive folder: [PBS Lessons](https://educationwaeduau.sharepoint.com/:f:/t/PBSTeam4009/EtqqlcE1iclBqwiOgHIBP04BG_oUvjJDsu0C16n2fZiuZw?e=TtGXhn). - They are in folders Respect, Empathy, Achieve, Learn and Special Events. - Individual lessons are in folders with links to the REAL Matrix. - They are also emailed out to staff the day beforehand and posted on Compass. **Do I have to stick to the exact lesson?** - You can modify the lesson to suit your students, but a version of the lesson must be taught. **Is there a schedule?** - There is a schedule of lessons, but the PBS team may alter this at point of need. - The schedule is found stored in the PBS OneDrive folder: [PBS Lesson Schedules](https://educationwaeduau.sharepoint.com/:f:/t/PBSTeam4009/ElBk6mTNMy1It0unmJDAU84BHWwpzT31r5flk1OD31IwZA?e=oyQZj8). **How do I know what to teach?** - An email will be sent out to you prior to the day with a copy of the lesson. - Even if you are not teaching the lesson, please review the lesson so that you know how to reinforce all students for the week. **Weekly Focus** - There is an artefact, (silver A4 sized) on the outside of every classroom, which will have the focus placed in it by a student each week. - Each classroom also has whiteboard magnets with PBS focus on it, where you write the weekly focus for each lesson under it. - You can use your own classroom specific focus from the matrix, should your class need it. **[Encouraging Expected Behaviour - REAL Points]** We use REAL points as our acknowledgement system. We allocate REAL points when we see the desired behaviour using the platform Compass Chronicle. - The REAL points are to be used fast and frequently. - When you give them to student/s you *must* state for what behavioural expectation from the **matrix** they were addressing. - E.g. Thanks for showing respect by putting up your hand. - You do not always have to say the entire behaviour, just some of the key words. - E.g. "Thanks for being engaged in your learning" - Choose a few behavioural expectations that you will use. - E.g. when students answers a question in class say "Thanks for being engaged in your learning". - For every piece of corrective feedback, there must be four positive reinforcements. - If the student does not want to take it, that is OK. They have still been acknowledged for the correct behaviour and that is one more positive interaction that they have had that day. - There are posters of expectations around the room to help you. They are available: [PBS classroom visuals](https://educationwaeduau.sharepoint.com/:f:/t/PBSTeam4009/Eg-s67TNg-hNurcBm9MBo-cBBoUlnc73fmfwo6XG9jJS1A?e=tvBF8i) for you to print and display in your classroom. - These look like:  **Strategies for giving out REAL Points:** - One point = one expectation from the matrix displayed. - We want to be giving at least five points per student, per class: - In uniform, transition to class, have the correct equipment, write down the lesson objective and are prepared to learn. - Have one student allocate the points for the class. - Write the initials on the whiteboard for those students answering questions and tally. - Uniform point to everyone with a bonus point if entire class is in uniform. - Use tokens to tally the number of points required per student. - Handing out multiple points for the first student finished. - Hand out points when using proximity to check on progress of student and provide feedback. - Reaching REAL (one of each point type) during a class. Students receive five points. - Hand out points when students answer questions (even if they get it wrong but have a go). - Concentrate on one or two behaviours for the lesson. **What do the students do with them?** - Students collect their points via Compass. They can log in to their Compass student account and check how many points they have. - There is a menu of rewards for students in The Hub: - Canteen vouchers 1 point = 1 cent - Fidget toys - Jelly Cups & Icy poles - Stationary **Why is it important that you hand them out?** - The students are regularly being acknowledged for good behaviour and that behaviour is being reinforced across the school. - If you don't hand them out, the students miss out. It's up to you. - You are supporting the other teachers and students as this is a whole school initiative. **[8 Effective Classroom Practices]** 8 Effective Classroom Practices:   1. **Classroom expectations** Expectations should: - Align with school expectations​ - Student negotiated ​ - Clearly posted​ - Explicitly taught​ - Monitored ​ - Specifically reinforced​ They should be OMPUA: - **O**bservable​ - **M**easurable ​ - **P**ositively Stated ​ - **U**nderstandable ​ - **A**lways applicable ​ 2. ​**Classroom procedures and routines** Procedures are the process for how things are done. When taught to fluency they help students to form routines to efficiently and smoothly accomplish tasks. ​ - Classroom attention signal ​ - Entering/exiting the room​ - Independent/group work​ - Transitions​ - Lining up​ - Getting teacher assistance ​ - Handing out/collecting materials​ - Class discussions/meetings​ - Greeting Visitors​ 3. **Encouraging expected behaviour** To effectively recognise and encourage students when they display expected behaviours and to create a positive school environment where learning flourishes. ​ There are two types of adult attention that together, create a positive school climate and build rapport and relationships, and help students learn social behavioural expectations.​ - Non-contingent attention: ​ - Attention provided regardless of student performance​ - Greetings, proximity, smiles, conversations, jobs, etc.​ - Contingent attention​ - Attention which is provided based upon performance of an identified expectation or behaviour. Specific positive feedback, reinforcement, tangible items.​ Examples of non contingent attention: - Smiles​ - Use of Student's Name​ - Use of positive gestures (nod, thumbs up) - Eye Contact​ - Pleasant Voice​ - Use of humour​ - Show personal interest in every student​ Specific positive feedback - Use a genuine, warm, sincere response that is appropriate for the situation and the individual.​ - Use a variety of phrases, showing spontaneity and credibility.​ - Find own style to communicate sincere care and concern. *"Super job walking quietly in your group! That shows respect to everyone. Thank you."​* *"Wow! What a great job of accepting correction. You looked right at me, said 'okay,' and didn't argue or complain. When you do that you show respect. You can be the first to go to recess today."​* Considerations for specific positive feedback: Use Specific Positive Feedback:​ - **Contingently** - only when students demonstrate the desired behaviour​ - **Immediately** - best when it closely follows the behaviour; allow for clear connection between the behaviour and the feedback​ - **Frequently** - when trying to build a new behaviour​ - **Unpredictably or Intermittently to maintain behaviour** - once the skill or behaviour has been learned to maintain the behaviour​ **4. Discouraging Inappropriate Behaviour** Any inappropriate behaviour is an opportunity to teach. All responses should be: - Consistent - Least intrusive - Specific, yet brief - Quiet and respectful Indirect - Unobtrusive and carried out quickly to minimise disruption to instruction. - Non/minimal verbal - Proximity - Ignore If these do not result in change on behaviour utilise: Direct instructional approaches - Re-direct: brief, clear, private verbal reminder of the expected behaviour. Use language from the classroom/ school matrix - Re-teach: Builds on the redirect by specifically instructing exactly what should be done - Provide choice: Statement of two alternatives - Student conference: Re-teaching or problem solving **[Busselton Senior High School Instructional Framework:]** \` **[Responding to Inappropriate Behaviour]** *Positive Behaviour Policy Introduction and Philosophy (taken from [Positive Behaviour Support Policy V1.5.pdf](https://educationwaeduau.sharepoint.com/:b:/t/PBSTeam4009/ESN17zr93qlGu0Y652DoAR8BilZDXEYov59jX9DkIA98uA?e=Nqh1K7))* Busselton Senior High School (BSHS) is committed to providing a safe and supportive learning environment for all students. As a Positive Behaviour Support school, our aim is to teach, reward, and reinforce students for exhibiting our R.E.A.L. attributes (Respect, Empathy, Achieve and Learn). The school understands that this is a commitment that will only be realised when students, teachers and parent/caregivers work together to achieve these outcomes. At BSHS we maintain that every student has the right to learn and feel safe at school. This document sets out the expectations and guidelines that will support all stakeholders when supporting student behaviours. Below are the responsibilities and expectations of each participant regarding behaviour. **Responsibilities and expectations of Students:** - Acknowledge, understand, and follow the schools' expectation and guidelines regarding: uniform, - attendance, behaviour, and the Mobile Phone Policy. - Uphold our R.E.A.L. values. - Communicate any concerns with staff and/or parents. **Responsibilities and expectations of the School:** - Teach, reward, and reinforce the desired behaviour using the R.E.A.L. Matrix. - Reteach students to make correct choices about their behaviour. - Communicate and work with parents to support student learning and the school expectations. - Give all students due fairness when issues may arise by utilising a Restorative Approach. **Responsibilities and expectations of Parents:** - Encourage positive student behaviour. - Support students to fulfill our expectations and support the school/teachers. - Contact the school with any concerns or issues that may arise. - Contribute to and support students to accepting and fulfil any plans that may be established. **[Behaviour Flow Chart:]**