We use the Positive Behavior Support (PBS) framework to improve our student’s academic, emotional and social outcomes.                                                Through the PBS framework we have adopted the below evidence-based interventions.

Tier 1 Intervention

Positive Behaviour Support (PBS)

We made a significant change to our lead coaching roles this year by amalgamating the Impact (Academic) Coach role with the Behaviour and Engagement Coach role. This represented an important shift in how we view behaviour support. We want to acknowledge the interconnectedness of teaching and engagement and believe it is not valuable to separate out our support in these two areas anymore. We began the Year with six Impact Coachers in the new amalgamated role. The Coachers received professional learning in Therapeutic Crisis Intervention and PBS engagement strategies. The move from two Engagement Coaches in 2021 supporting the whole school, to six coachers supporting Engagement this year has led to a far better distribution of leadership and support in this area. As a result, coachers this year have been able to provide more individualised and focused support to both staff and students. I believe this change is reflected in our Tier 1 and   Tier 2 data.

With more staff supporting engagement across the school, an important first step was to develop a shared understanding and consistent language amongst staff for our desired Tier 1 intervention. A significant amount of ongoing professional learning was dedicated to unpacking our Tier 1 referral pathway and the relevant strategies. 86% (789 students) of students received a maximum of 1 behaviour referral this year, an increase from last year.

Tier 2 Intervention

Check In Checkout

The Check In Checkout (CICO) process focuses on improving individual student’s classroom behaviours through motivation. The teacher negotiates with a student three specific desired behaviours and sets goals for the student linked to the desired behaviour (driven by data). This year, 34 students have been placed on CICO for extra support to achieve individual goals. The target score for students to achieve each day on their CICO is 80% or more, we consider this a “green day”. The average daily score for all students on CICO for the year so far is 90%. This suggests the differentiation we provided for students was effective in supporting them to achieve their engagement and learning goals.

Social and Emotional learning (Social Thinking)

Just like we know explicitly teaching students new concepts is best practice, we believe explicitly teaching our students essential social competencies is vital. We have been using Social Thinking methodology to explicitly teach our students the social world and how to best navigate it. This year, our Kindergarten and Pre-Primary staff have embedded Social Thinking into their weekly curriculum and teaching.

Next year, our Year One staff will begin to integrate Social Thinking methodology in their classrooms as we continue a whole school roll out. We have also embedded Social Thinking methodology in the classrooms we created for our most vulnerable students, as well as creating targeted Social Thinking groups for students identified with significant need.

Tier 3 Intervention

NURTURE

We started the year with five students placed in our specialised NURTURE classroom. These students had previously been          identified as children who could not access the curriculum in a mainstream class due to a deficit in social awareness and            emotional regulation. The NURTURE program provided wraparound, specialised support that met the needs of our most trauma affected students. As a result of this function based intervention, all five students are now successfully accessing curriculum in a mainstream classroom.

Rise-Up Zone Co-ordinator

This year we have developed the role of Rise-Up Zone Co-ordinator. The Rise-Up Zone (RUZ) is a space where students can go to co-regulate with staff, reflect on unexpected behaviour or receive emotional first aid.                    

The RUZ Coordinator has been an integral part of creating the setting conditions to effectively support a multitude of complex and challenging student needs, in this space. She has used a range of therapeutic supports and trauma informed strategies to re-engage otherwise previously disengaged students.    

This year the PBS team continued to refine and teach our expectations through filming examples of expected behaviour and sharing it with classes through skits found on the shared drive. Teachers ensured that our fortnightly focus’ were                        embedded in class discussions and reinforced through giving out RISE tokens. Our data reflects that Tier One Intervention (use of the skits as examples and non-example expected behaviour) is effective for most students.

The PBS team created a new look for the RISE tokens that will be more  sustainable and encouraging for our students. The team continued to refine the ways rewards are used through the school, making changes to tallies that are upcoming for 2023.