1. The Developmental Management Approach to Behaviour at Meadows PS Helen Hatzikalis and Mary Cox

3. OUR JOURNEY SO FAR… School profile and background The Beginning The Merge Where we’re at now Moving forward….. … The future Personal Journeys

4. SCHOOL PROFILE AND BACKGROUND

5. SCHOOL PROFILE Approximately 300 students Culturally diverse and socio-economic disadvantaged population The Student Family Occupation (SFO) density of the student population is 0.86. Indicators show that our students usually achieve at or below the expected level in literacy and numeracy The Regeneration Project will result in a purpose-built school organised around learning units with students grouped according to the VELS Levels.

6. COMMUNITY PARTNERSHIPS Our school has developed strong partnerships to optimise the development, learning opportunities, health and wellbeing of children and their families. Vic Health Melbourne City Mission Broadmeadows Uniting Care Dianella Community Health Services Anglicare Victoria Vicseg Hume City Council Playgroup Victoria

7. BEFORE DEVELOPMENTAL MANAGEMENT APPROACH PRE 2009

8. IN THE BEGINNING – BEFORE DMA 2 campuses Meadowbank PS & Campmeadows PS 2 Student Welfare and Discipline Policy Procedures Varied school rules and expectations- Classroom rules- each classroom set their own rules at beginning of year School values/classroom values through the Quality Approach

9. WHAT THE DATA SHOWED Surveys (parent, teacher, student) showed that behaviour management was an issue, particularly outside the classroom on both campuses Anecdotal records showed that incidences in the yard were increasing and that to a lesser extent the classroom. Serious cases dealt with by senior leadership Classroom teachers dealt with misdemeanours – consequences and detentions.

10. STUDENT WELFARE TEACHER As a result of increasing behaviour management issues, Meadowbank campus appointed a full time welfare teacher Campmeadows campus had welfare teacher 1 day a week Dealt with issues such as absenteeism, sorting out issues amongst students, contacting parents

11. THE NEED FOR ALIGNMENT Ramon Lewis PD’s provided an opportunity for both schools to develop a Behaviour Management Approach as a whole school. To improve student learning outcomes we had to look at Behaviour Management in the classroom. Staff had to have clear, consistent and aligned views about behaviour management. Disengaged students identified. Consensus by teachers to focus on rights and responsibilities as per DMA. Ramon’s visit/ recommendations

12. IMPLEMENTATION OF DMA Staff PD: Types & identification of students- A, B, C, D and their different needs Types of teacher approaches Rights based philosophy – Learn/ Safe Personal & Communal Responsibilities Develop, build and negotiate relationships – difficult students Hinting non verbal gestures Using the language of all of the above

13. THE MERGE TERM 3 2009

14. The Merge – The Beginning Of A Combined Approach Beginning- Values, Vision - Quality Approach Developing relationships Conveying to students 2 rights and their behaviours The right to learn The right to feel safe

15. RESOURCES Dedicated staff Welfare room set aside

16. EXIT NOTE Implementation of ‘exit’ notes given after- 4 step process Explanation Warning Removal from group & re entry by student Exit from room to Welfare Room

17. COMMITMENT TO CHANGE & RE-ENTRY FORMS

18. TEACHER RESOURCES Booklets using the language of Ramon Lewis Competition Posters Yard duty form for incidences Dialogue cards GAME

19. USING DMA LANGUAGE

20. POSTERS DISPLAYS OF POSTERS IN LEARNING UNITS AROUND SCHOOL

21. STUDENTS UNDERSTANDINGS Competition by students to design symbols Students present at assembly: a focus of Safety and Learning by a different Learning Unit

22. VISUAL DISPLAYS

23. COMMUNITY UNDERSTANDINGS Documentation developed to inform parents- Positive letter home Letter to advise of behaviour management

24. WHERE WE’RE AT NOW…. What the data shows…. And responding to data What were the specific commonalities, patterns of behaviour ? Who were the students? Identification of C’s & D’s. Can we be more proactive? Commonalities identified…. Students exited from classrooms distracting others etc… Outside play behaviour needs to be addressed.

25. EXITS

26. STUDENT REPORTED INCIDENTS

27. VISITS TO WELFARE ROOM

28. Highest number of exits

29. MOVING FORWARD….

30. STAFF EVALUATION

31. Where to from here…….. Moving forward….. … The future Change classroom practises to affect student outcomes: Tailored programs for student engagement C-D students 1 HOUR IN -1 HOUR OUT Individual learning plans and student support groups Classroom environment Continued staff Professional Learning Socialisation programs - student welfare teacher

32. More Recommendations Mentoring new teachers, CRT’s, specialists Build and develop relationships and continue to develop the Ramon Lewis language, signs, dialogue cards Professional relationships Student relationships Family relationships Continue Mentor program – Kids Hope, Breakfast Program, Learning Club

33. Other recommendations Special Play Days to develop socialisation programs group games co-operative games build resilience Develop oral language – non competitive games- chants, rhymes, skipping. Cross age tutoring Peer mediation – student responsibility

34. CHALLENGES Common understandings & common culture between 2 schools Teachers getting out of their comfort zones Shift in attitudes clinging to own beliefs

35. My Personal Journey What’s Happening That’s Great! Introduced rights and responsibilities C student manageable – started with a contract Student voice – negotiation of solutions Whole school assembly focus

37. Personal goals

38. Contract

39. Community Tree Poems of “Change” Values each individual bring to learning unit

40. ASSEMBLY PRESENTATIONS