Interest in the social, emotional, and behavioral well-being of students, educators, and family members has grown internationally. As a result, attention on understanding and improving school and classroom climate and student and educator relationships has increased. The purpose of this presentation is to highlight the importance of tiered systems of support, like PB4L, in contributing to teaching and learning environments that are respectful, responsible, and safe and develop positive supportive relationships and academic and social behavior success for all students.
Slidedeck
Why PB4L in 2019?
When we have all this...
Sometimes it looks a bit like this..
And it needs to be decluttered. PB4L is a framework to simplify all these.
Message 1)
Kids need to feel safe in order to live.. but this is not an accident, it is purposeful school actions that make kids feel safe.
Can every single kid in our school identify an adult or another student who they can talk to and feel safe with?
Message 2)
Kids are more likely to be in schools with lower rates of bullying, if they have a adult to talk to.
PB4l teaches positive relationships building. That, reduces bullying.
Message 3)
Kids come to school with risk factors. We can't take them away, but we can encourage 'protective factors'. PB4L encourages all of these.
What is PB4L?
If adults are not doing the systems, students can not do the practises.
You can't have practises without the continuum, and you can't have the continuum without the framework. If you implement practises into a continuum, and that continuum sits within a framework, it will work.
1) Outcomes are the starting point for the implementation of the framework.
2) next is data. is this needed? where/how/how often/what are they trying to achieve? what would you have them do instead?
3) practises. align practises with desired outcomes.
4) what can adults do to deliver the intervention?
PB4L IS FOR ORGANISING ADULTS.
If you are doing PB4L well, you will have...
THIS IS IT - KEY IDEA.
If you want 5) to happen, you have to deliver 4) correctly. However, 4) won't be effective if 3) is not happening. Kids need to respect and respond to you. You can't do 3) if you don't do 2). you have to engage them and get to know them. Your school systems (1) need to be set up in a way that 2, 3, 4 and 5 can happen. If 1) is not happening, the rest won't be effective.
Essentially, all of this is about developing positive school climate.
School climate is perception based.
Note: always need to check that what you want people to see/feel is what they are feeling/seeing. Check you are all aligned.
In order to improve outcomes for students, time needs to be spent with adults. The teachers and adults within the school, the systems adults do need to be effective.
The work the adults need to do...
PINK ONES ARE THE MOST CRUCIAL ONES.
Integration of initiatives such as restorative practise under the PB4l umbrella. Any initiative that you are doing needs to be under the PB4L umbrella (E.g. bullying programmes, mana enhancement etc).
"Local content expertise" refers to someone in the school that knows how to implement PB4L.
As you move "up" the triangle (into tier 2/3), you need more data, more time spent teaching kids, more adults on board to implement systems, etc. MORE, not less.
Tier 3 is not a solid triangle. It is many, individualised plans for individual students based on their needs.
There are NO Tier 2 or Tier 3 students. There are students with tier 2 NEEDS>
LABEL NEEDS, NOT PEOPLE.
We all need tier 3 support in certain areas.
Activity - write what you need minimal support with, medium support and high need.
Example of the tier 2 intervention as intensified Tier 1 - alarm clock in the morning is tier 1. two or three alarms is tier 2, asking your partner to wake you up after you sleep through all 3 alarms is tier 3.
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