BLT for all in Pembroke Junior School Prof Bob Conway School of Education Flinders University Bob.conway@flinders.edu.au

When does behavior become a problem? Frequency Intensity Duration Location Timing Age appropriateness © R Conway, 2014

When does a behaviour become a problem behaviour? the behaviours are disturbing to the young person or to others; social functioning (coping, competency and mastery) is affected. © R Conway, 2014

When does behavior become a problem? What makes behaviour disordered is its appearance: in the wrong place, at the wrong time, in the presence of the wrong people, and to an inappropriate degree. © R Conway, 2014

What’s in a word? What terms/labels would you think of when I say: Personal and social skills difficulties Mental Ill-Health Behaviour Problem Disability © R Conway, 2014

Research outcomes Low level behaviour problems are the most frequent and cause the most frustration. Referral of behaviour “problems” somewhere else doesn’t address the real cause. Teacher expectations are very important. Consistency, not rigidity in expectations and response. Behaviour is not a separate issue but directly related to learning. Integrating personal and social capabilities with teaching and assessing academic skills, not as a separate curriculum. Differentiated learning and assessment to enhance performance against standards. © R Conway, 2014

Policies/documents Australian Curriculum Documents Content Standards General Capabilities Cross Curriculum Perspectives Pembroke Junior School Positive Behaviour Support Policy Our Essential Agreements Proactive Framework Responsive Levels through FBA Differentiation in Learning, Teaching & Assessment Reasonable adjustment in Learning, Teaching & Assessment Incorporating personal and social capabilities in the same way as Literacy & Numeracy Cultural Identity Values/Attributes Essential teacher behaviours Disability Standards for Education (2005) © R Conway, 2014

Australian Curriculum One size doesn’t fit all. Differentiation can enhance learning for all students. Reasonable adjustment will be required for some. Addressing learning needs can address behaviour needs © R Conway, 2014

Australian Curriculum Standards Standards are set, not the way they are assessed. Differentiation (and alternate presentation methods) can enhance student success rather than reduce it. © R Conway, 2014

BEHAVIOUR, LEARNING AND TEACHING Student(s) with additional needs Classroom influences Teacher Peer Factors Factors BEHAVIOUR, LEARNING AND TEACHING Curriculum Physical and Resources Setting Factors Factors Essentials Agreement Diversity Student(s) with additional needs AC, Capabilities (esp. S/E) and Standards Organisation © R Conway, 2014

External ecosystem factors Cultural/Religious/Racial Factors Home Factors School ecosystems Socio-economic Factors Social/Political Factors © R Conway, 2014

Teachers as learners Experienced Teacher Emerging Teacher Pre Service and Beginning Teacher Teaching Skills Understanding of students as learners Emerging Teacher Teaching Skills Understanding of students as learners Experienced Teacher Teaching Skills Understanding of students as learners © R Conway, 2014

Special Needs Strategies Plan for specific needs in the IEP/ILP/Negotiated Plan and communicate these to all relevant staff and parents. Consider the four levels of adjustment. Some special needs are quite specific (eg some ASD characteristics are behavioural as well as learning). Many special needs strategies have more in common than are different. Look at learning strengths and weaknesses as a guide. Work with support staff on differentiating resources and materials but retain them in a file. Differentiate assessment as well. Differentiate reporting but report accurately to parents. © R Conway, 2014

Behaviour Needs Strategies Think about productive and unproductive behaviours. Use FBA to determine the function (get, avoid, communicate) of the behaviour. Develop and communicate an Individual Positive Behaviour Plan (IPBP). Address selected specific behaviour(s) proactively. Have clearly communicated limits and consequences. Give space and time rather than pressure a response. Be Insistent, Consistent and Persistent in use of PBL strategies. Don’t allow the behaviour of the few govern our response to all students. © R Conway, 2014

Distribution of PBL student levels following positive learning and behaviour support project

Who’s responsible? Teachers All learning and teaching decisions for all students All assessment decisions for all students All classroom management decisions for all students Learning Support Teachers Advising and supporting the teacher on differentiation of learning and assessment Providing targeted support if needed but not necessarily to the targeted student Learning Support Assistants Supporting teachers through supervision of learning and assessment decisions No helicopter support! KEY Avoid learned helplessness by students or staff © R Conway, 2014

Resilience and wellbeing What is resilience? A person’s capacity to cope with change and challenges and bounce back during difficult times. What is social/emotional wellbeing? A state in which people feel socially and emotionally well and capable Being able to overcome challenges and setbacks. © R Conway, 2014

Protective/Resilient factors summary Nurturing, affectionate and secure relationships with adults particularly: With at least one parent Supportive relationship with another adult (teacher, relative). Positive, rewarding school environments. Sense of connectedness to school and/or community. Involvement in pro-social peer groups. Positive temperament. Belief in own ability. © R Conway, 2014

Bringing it together Clear communication of expectations of staff and students. Consistent expectations around all students engaging with the AC (differentiation of content and assessment). Teacher responsibility for all students but with some targeted Learning and/or behaviour support if needed. Enhancement of everyone’s skills not supporting learned helplessness in staff or students. Incorporation of social/emotional skills into learning and teaching. Managing your own mental health and wellbeing! © R Conway, 2014