1. WHAT WE KNOW
School-wide PBL focuses on changing the environment to better meet the needs of all students
through a comprehensive and proactive approach in which all staff actively teach and acknowledge expected behaviour.

2. Academic learning time
FOCUSED ON INCREASING:
Academic Learning Time can be divided into Instructional Time which is what we have been talking about. Instructional time is the allocated time that actually results in teaching. Engaged Time is the amount of instructional time that students are actively engaged in learning. OUR PBL systems and Practices when delivering Lessons need to reflect this and our current data.

3. Academic learning time

4. WHAT IS POSITIVE BEHAVIOUR FOR LEARNING
OVER the past 20 years attention has been directed towards approaches based on
VALIDATED PRACTICES that apply what we KNOW about the SCIENCE of HUMAN BEHAVIOUR
TO IMPROVE SCHOOL CLIMATE and DISCIPLINE
OUTCOMES
Focused on
TEACHING and LEARNING

5. PBL-POSITIVE BEHAVIOUR for LEARNING
PBL – is an ORGANISATIONAL FRAMEWORK
IT IS NOT a specific “model” or “program”
IT IS RESEARCH- VALIDATED and EFFECTIVE
PRACTICES, INTEVENTIONS and
SYSTEMS change STRATEGIES. IT
PROVIDES
A FRAMEWORK
FOR:
Improving School Climates / staff moral
Supporting or ENHANCING the impact of ACADEMIC
INSTRUCTION on achievement
INCREASING PROACTIVE, POSITIVE , PREVENTATIVE management, DECREASING REACTIVE management
INTEGRATING Academic and Behaviour Supports
Improving services and outcomes for ALL students

6. PBL – Through DATA SYSTEMS PRACTICE
ALLOWS STAFF to have POSITIVE / SUBSTANTIVE conversations about student behaviour and learning

7. PBL FRAMEWORK
OUTCOME
to create a positive learning environment for all students
DATA
THROUGH the use of DATA analysis of non classroom and classroom settings
DRIVES
DECISIONS
SYSTEMS
7 ESSENTIAL COMPONENTS and an emphasis on
teaching proactive and effective social behaviour skills needed for life long learners.
PRACTICES
THE TEACHING of these skills are BASED ON THE SAME INSTRUCTIONAL STRATEGIES needed to teach ACADEMICS

8. THE 7 ESSENTIAL COMPONENTS
The 7 essential components are based on the PBL Blueprint, that together FORM A HIGHLY EFFECTIVE approach
to discipline.
EACH COMPONENT IS VITAL .
THEY OPERATE TOGETHER – to ensure the positive and proactive
approach to lead to behavioural and academic success
LEADERSHIP
DEFINING EXPECTED BEHAVIOURS
TEACHING EXPECTED BEHAVIOURS
ENCOURAGING EXPECTED BEHAVIOURS
EFFECTIVE CLASSROOM PRACTICES
Environmental, Behavioural and Instructional Management
RESPONDING TO MISBEHAVIOURS
Responding to MINOR misbehaviour teacher managed
Responding to MAJOR misbehaviour executive managed
7. ONGOING MONITORING
GAP ANALYSIS
How do we do this ?

9. THE 7 ESSENTIAL COMPONENTS Universal Prevention
We are starting at 1 leadership of the 7 essential feacture

10. 3 levels of implementation

11. INSTRUCTIONAL
STRATEGIES

12. REMEMBER THE QT QUESTIONSG
A G M T
WHAT do we want the students to learn?
Why does the LEARNING MATTER?
What do I want the students to do?
HOW WELL do I want them to do it?

13. RETHINKING DISCIPLINE
WHEN EDUCATORS are asked to define DISCIPLINE the most common response is :
“punishment for rule – breaking behaviour ”
SO DEFINING DIS.CI.PLINE
n.(fr. Latin disciplina, teaching, learning )
Instruction that corrects, moulds or perfects character and develops self- control.
Webster’s New Collegiate Dictionary
DISCIPLINE IS TEACHING

14. THINK B+L+T

15. SPECIALISED INTERVENTIONS or INTENSIVE TEACHING maybe necessary.
THINK B+L+T
THIS is based on the BELIEF that
SOCIAL BEHAVIOUR is LEARNED
Therefore it CAN BE TAUGHT.
DIRECT INSTRUCTION in social behaviours CAN BE PROVIDED to Students,
and PRACTICE, ENCOURAGEMENT , and CORRECTION GIVEN when needed.
We are all in this together!
REMEMBER
AND JUST AS WITH ACADEMICS, when behaviour problems are COMPLEX or CHRONIC,
SPECIALISED INTERVENTIONS or INTENSIVE TEACHING maybe necessary.

16. ACADEMIC & SOCIAL PROBLEMS
A COMPARISION OF APPROACHES
ERROR TYPE
APPROACHES for ACADEMIC PROBLEMS
APPROACHES for BEHAVIOUR PROBLEMS
Infrequent –
Minor
Assume student is trying to make correct response.
Error was accidental, A SKILL DEFICIT
Assume student is choosing to be “inappropriate” error was deliberate. A performance DEFICIT
Provide assistance (TEACH , MODEL ,GUIDE , CHECK )
Provide more practice and feedback
Assume student has learned skill and preform correctly in the future
.Use consequences/punish
.PRACTICE Not required
.Assume Student has “LEARNED” lesson and will behave in the future
REMEMBER THAT if we are only offering consequences for our actions , we usually see a GROWTH IN - ve behaviour trends.

17. B+L+T TEACHING Explicitly
We need to TEACH our desired behaviours skills as we TEACH our Academic skills .
AUSTRALIAN CURRICULUM
Social Capabilities Framework
BE SPECIFIC
REVISE /REINFORCE
You don’t tell your young child to just get in the car and leave it at that.
YOU EXPLAIN EXPLICITLY about seat belts hands inside window ect.
School-wide behavioural expectations are a set of skills that need to be taught to students. Remember to think BLT Behaviour ,Teach , Learn.
At the skill level (PBL ) this means :
1. Identify problem setting
2. Review school wide expectations
3. Describe the specific, observable skills for a targeted location and provide examples and non examples
4. Engage students in an activity that will allow them to practice the desired behaviour
5. Reward appropriate behaviour
6. Increase opportunities to practice the desired behaviour
7. Monitor behaviour and reteach skills when necessary (DATA trends)
8. Monitor behaviour and reteach skills when necessary (DATA trends)

18. THE WHY – Question SO, what does this MEAN ?
WHY do we need to teach EXPLICITLY our expected behaviours ? ?
For an average student to learn something new, it needs to be repeated on average of 8 times.
For an average student to unlearn an old behaviour and replace with a new behaviour, the new behaviour must be repeated on average 28 times with success and mastery (Wong, USF).
To change an entrenched habit takes 88 days (Gore 2013).
Repetition is the key to learning new skills: both academically, socially and behaviourally. Studies has clearly indicated that : For an average student to learn something new, it needs to be repeated on average of 8 times.
For an average student to unlearn an old behaviour and replace with a new behaviour, the new behaviour must be repeated on average 28 times (Wong, USF).
To change an entrenched habit takes 88 days (Gore 2013)
SO, what does this MEAN ?
WE HAVE TO be CONSTANT and WE HAVE to be CONSISTENT !

19. Primary AIM OF PBL is to :

20. PBL FRAMEWORK -in PRACTICE A 4–5 year PLAN
TWO LEVELS of development ( school- expectations and specific behaviours)
created a FULL CURRICULUM to allow US TO Pro ACTIVELY TEACH SUCCESS and also address any behaviour that may occur across any school setting.
WE ARE HERE.
SHARED VISION
SHARED BELIEF
SCHOOL- WIDE EXPECTATIONS
Valued Behaviours and Attitudes
the power of the behavioural curriculum- the how you did it.
NON – Classroom
Behaviours
Corridors
Canteen
Bus etc.
CLASSROOM PROCEDURES
Group work
Entering room
Seatwork etc.
OTHER CURRICULA
Social Skills
Bully prevention
Conflict management

21. SHARED VISION- WHAT IS OUR DESIRED OUTCOME?
HOW do we get there ?
GOAL 15
“improve education and learning outcomes
for all students”
QUESTIONS TO ASK ourselves : What is our schools , communities shared Vision ? If you have one Is it still relevant ?
REFLECTIVE QUESTIONS to discuss with a buddy: 2 minutes