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PBL
What is PBL 1
Positive Behaviour for Learning (PBL) is a framework that provides
schools with a means to improve upon academic and behaviour out-
comes based upon the collection of data and the teaching of behaviour
specific lessons. The purpose of this Guidebook is to provide an under-
standing of what PBL is, how it applies to the Cunnamulla P-12 State
School context, and the method of implementation across the whole
school.
PBL is a:
PBL
PBL: A TEAM APPROACH 2
In 2010 Cunnamulla P-12 State School staff decided that there was a
need for a way in which to better manage behaviours. This decision has
far reaching impacts as this means that all new staff at CSS are required
to adhere to the systems and process in place.
PBL requires a team approach and it is crucial that ALL staff are actively
implementing PBL policies and procedures. In this way it can be assured
that the maximum effect is being achieved. To assist in the administra-
tion of PBL a team consisting of teachers and teacher aides meet on a
monthly basis.
The PBL team consists of:
Chairperson: responsible for chairing meetings
School Leader: the principal
Secretariat: responsible for all minutes and correspondence
Timekeeper: responsible for ensuring team stays on time and on
topic
Data manager: collects, collates and presents data for analysis
Internal Coach: offers assistance to other team members and
staff. Responsible for communication with external coach and regional co-
ordinators
Team Member: a team member w ith no specific assigned tasks
All staff are welcome and encouraged to attend meetings
PBL
What is PBL 3
In PBL there are three tiers of support. They are:
1. Universal support: Primary Prevention which exists in School/
Classroom with wide systems for all Students, Staff, & Settings.
Students at this level require minimal behaviour intervention to
function at school.
2. Targeted Support: Secondary Prevention is a specialised group of
systems for students with At-Risk Behaviour. Students at this level
require some behaviour intervention to function at school.
3. Intensive Support: Tertiary Prevention is specialized and individual-
ized systems for students with Chronic High Risk Behaviour. Stu-
dents at this level require significant behaviour intervention to
function at school.
PBL
PBL TEACHING EXPECTATIONS MATRIX 4
At Cunnamulla P-12 State School our behaviour guidelines are established
from our four school expectations. These have been developed in conjunc-
tion with PBL guidelines stating selection of 3-5 expectations and have
them as the basis for all rules within the school. These expectations are dis-
played prominently around our school and students recite them at assem-
blies by saying:
“As a member of the Cunnamulla State School community I am:
Respectful
Responsible
Learning
Safe
The teaching matrix, located in Appendix 1, breaks the four expectations
into their associated areas. These expectations have been phrased in a pos-
itive manner using “teacher speak.” All expectations are observable and
measurable as this is one of the key points of PBL.
PBL
CONTINUUM TO ENCOURAGE DESIRED BEHAVIOUR 5
The primary goal of PBL is to provide students with support to achieve a
desired behaviour. At Cunnamulla P -12 State School we accomplish this
in two ways. The first is through the explicit teaching of behaviour based
lessons to students regarding the desired behaviours at school.
The lessons that are taught are based upon the specific areas within the
teaching matrix. The lessons cover a specific topic of behaviour and
demonstrate to students examples and non examples of the behaviour
as well as providing opportunities to practice. These lessons have been
developed to be taught as part of a curriculum. This can be found in Ap-
pendix 2.
The explicit teaching of behaviour based lessons links with the Darling
Downs—South West explicit instruction model. By explicitly teaching be-
haviour expectations to students a clear and consistent approach to both
desired and undesired behaviours can be achieved. All students are
aware of the expectations through the delivery of the lessons in addition
to reminders to staff.
Digital copies of the lessons can be found on G:\ drive at the following
location:
G:\Coredata\Common\SWPBS (PBL)\2016\4. Teaching\2016
PBL
SMART CARDS AND BANDS 6
The second method of encouragement is through the use of smart cards.
These smart cards reflect our four expectations of being respectful, responsi-
ble, learning and safe. When a student is seen by a staff member performing
the desired behaviour the staff member may issue the student with a smart
card reflective of their actions. The student receives a sticker to place on the
Smart Card Chart which allows both students and staff to track students be-
haviour.
As students progress through the term earning smart cards there are incen-
tives for them as they accrue specific amounts. They receive a certificate and
a wrist band reflective of the number of smart cards they have earned. They
are:
10 smart cards—bronze award
20 smart cards—silver award
30 smart cards—gold award
50 smart cards—principals award and lunch
Students can also receive a band for achieving ten smart cards in a specific
expectation, such as receiving 10 learning smart cards.
PBL
MAJOR VS MINOR BEHAVIOURS 7
Within PBL behaviours fall into one of three categories. These categories allow
specific behaviours to be defined so there is a clear and consistent message
being used throughout the school. The behaviours outlined are drawn directly
from OneSchool to provide alignment.
Category 1: Minor (Classroom Managed) - All inappropriate behaviour which it
is reasonable to expect individual staff members to manage.
Category 2: Minor—Persistent staff/classroom managed behaviours for which
current classroom strategies are not effective. Referred to sector members,
HOD, DP, BST or to PBL Coach
Category 3: Major— Major inappropriate behaviour that needs to be managed
by administration (Principal or Deputy)
The table defining the specific behaviours can be found in Appendix 3. Located
on the next page is the flowchart which provides staff guidance on how to
manage behavioural situations.
PBL
Cunnamulla P-12 State School Rule Violation Flowchart 8
Behaviour expecta-tion met?
Observe Problem Behavior
Is Be-haviour Major?
YES Refer to Admin (record incident on One School)
ODR Major
NO
Is problem persisting?
Have all current responses/ interventions/ consequences been ineffective?
Record on Purple Card and enter as incident on One School
2
nd Purple card – enter on One School
ODR Minor And refer to SWPBS Coach/Deputy for
additional ideas for targeted support strate-
Responding to minor problem behaviour
Classroom Teacher Management
(Use least intrusive strategy first)
1. Proximity 2. Selectively attend 3. Cue with parallel acknowledgement 4. Prompt – with a visual or verbal cue signal
the occurrence of the behaviour. 5. Redirect to learning/ offer assistance 6. Redirect behaviour-- restate the matrix
behaviour that is expected 7. Re-teach – tell, show, practice and
acknowledge the expected behaviour
8. Give choice – give the student options of behaviours to do next/ acceptable alterna-tives - choice of task, where, with whom, when,
9. Conference with the student – have a private conversation with the student to problem solve together to plan/ reteach how the student can meet the expecta-
- If YES – then posi-tively acknowledge
- If NO-
PBL
CONTINUUM TO DISCOURAGE NEGATIVE BEHAVIOURS 9
In order to discourage undesired behaviour at Cunnamulla P-12 State
School we use tracking cards to track and record student behaviour. This is
used in conjunction with our Responsible Behaviour Plan for Students.
Purple Card: This is used to record a single incident that has oc-
curred. This is then used to record the incident on OneSchool
Red Daily Card: When a student receives 3 purple cards they re-
ceive a daily red card to record their behaviour across the course of the
day.
Tracking Booklet: I f a student is suspended or it is otherw ise
deemed necessary a tracking booklet can be issued. These booklets track
the students behaviour over the course of 5 school days. This booklet goes
home with the student and must be signed by a parent/guardian and re-
turned to school.
When filling out the tracking cards or booklet the reason for the student
being on them is written. A 0,1 or 2 is recorded next to the reason to score
how well the student achieved their goal.
0=Did Not Achieve 1= Partially Achieved 2=Achieved
PBL
ANALYSIS OF OFFICE DISCIPLINE REFERRAL DATA 10
As noted earlier PBL is a continuum of evidence based interventions. The ev-
idence collected is Office Discipline Referrals (ODR) data from OneSchool.
This data is analysed looking at the Big 5:
1. What is happening
2. When is it happening
3. Where is it happening
4. How frequent is this occurring
5. Who is involved
By looking at this evidence the PBL team can analyse and then problem
solve ways to help promote desired or discourage unwanted behaviours. As
data is a driving force behind PBL it is crucial that the data collected is com-
plete and accurate. This enables the PBL team to make precise judgements
that are based on data and not on perception.
PBL
WHERE DO I GO FOR HELP? 11
PBL at Cunnamulla P-12 State School is an intensive system that has a large
number of resources and information to reinforce it. All of this information is
collated in the PBL folder located on G:\ drive. The folders are organised to
provide quick and easy access to the information.
G:\Coredata\Common\SWPBS (PBL)
This booklet is designed to give a broad overview of PBL as well as outline the
key features. Should further assistance be required the PBL team, in particu-
lar the internal coach, are happy to offer whatever assistance is required.
PBL
APPENDIX 1: SWPBS TEACHING EXPECTATION MATRIX 12
RESPECTFUL RESPONSIBLE LEARNING SAFE
ALL ARE-AS
Use positive words Follow directions Use manners Use proper titles Eyes on speaker Take turns
Bring materials for school Report bullying Follow school routines Place rubbish in bin Eat food at lunch Tell the truth Arrive on time
Join in activities Following in-structions Complete all tasks
Stay in your area
Hands and feet to
myself
Use equipment safe-
ly
Report Damage
Follow emergency
directions
Report unsafe be-
haviour
Use doors correctly
CLASS-ROOM
Hands up to
speak
Hats off inside
Knock and wait
Keep classroom tidy Use Exit Card Share class equipment Order tuckshop before 9
Remain seated Ask for help when needed Have a go Complete and submit assess-ment
Line up Walk in Sit correctly
PLAY-GROUND EATING AREAS
Include others
Use equipment correctly Cooperate with others Sit while eating
Use pedestrian
crossing
Be sun safe
Collect lunch from
office
TOILETS Keep toilets clean
Turn off tap Flush toilet
Wash hands
OFFICE Knock and wait
Wait quietly
Use correct doors
TRANSI-TIONS
Walk quietly Stay with your class
ASSEM-BLIES
Sing National An-them Hats off Sit with your class
BUS/EXCUR-SION
Keep bus tidy Stay with your
group
Take your be-
longings
Buckle Up Stay Seated on Bus
PBL
Appendix 2: Teaching curriculum 13
Term 1
Week Focus Expectation
1 Lining Up Responsible
2 Being A Good Listener
Respectful
3 Place Rubbish In Bin
Responsible
4 Keep Hands and Feet to
Yourself
Safe
5 Remain Seated Responsible
6 Follow Direc-tions
Respectful
7 Sit While Eat-ing
Responsible
8 Use Equipment Safely
Safe
9 Join In Activi-ties
Learning
10 Keep Class- Responsible
Term 2
Week Focus Expectation
1 Raise Your Hand to Speak
Respectful
2 Remain Seat-ed
Responsible
3 Use Positive Words
Respectful
4 Stay In Your Area
Safe
5 Place Rub-bish In The
Bin
Responsible
6 Follow Emer-gency Direc-
tions
Safe
7 Arrive On Time
Responsible
8 Keep Hands And Feet To
Yourself
Safe
9 Use Exit Cards
Responsible
10 Join In Activi-ties
Learning
Term 3
Week Focus Expectation
1 Keep Class-room Tidy
Responsible
2 Remain Seated Learning
3 Ask for Help Learning
4 Keep Class-room Tidy
Responsible
5 Sit While Eat- Responsible
6 Be Hygienic Safe
7 Stay In Your Area
Safe
8 Lining Up Responsible
9 Use Exit Cards Responsible
10 Use Positive Words
Respectful
Term 4
Week Focus Expectation
1 Lining Up Responsible
2 Be Hygienic Safe
3 Be Sun Safe Safe
4 Respecting Personal Space
Respectful
5 Follow Direc-tions
Respectful
6 Enter and Exit Classroom
Respectful
7 Try Your Best Learning
8 Being A Good Listerner
Respectful
9 Keep Class-room Tidy
Responsible
PBL
APPENDIX 3: MAJOR VS MINOR BEHAVIOURS 14
Universal Prevention
Classroom Managed Administration Man-
aged
Minor (Classroom
Managed)
Minor ODR Major ODR
Definition: All inappropriate behav-
iour which it is reasonable to expect
individual staff members to man-
age.
Definition: Persistent staff/classroom
managed behaviours for which current
classroom strategies are not effective.
Referred to sector members, HOD,
DP, BST or to SWPBS Coach
Definition: Major inappropriate behav-
iour that needs to be managed by
admin (Principal or Deputy)
Bullying/
Harass-
ment
Repeated occasional low
level teasing, name calling.
Persistent pattern of name
calling and teasing.
Engages in repeated inten-
tional negative comments in
order to cause harm
Defiant/
Threats to
adults
Refusal to follow adult di-
rections
Refusal to follow adult direc-
tions
Repeated refusal to follow
adult directions. Student
threatens an adult.
Disruptive Low intensity that uninten-
tionally disrupts learning.
Repeated low intensity that
unintentionally disrupts learn-
ing.
Repeated behaviour intend-
ed to disrupt learning.
Dress
Code
Failure to comply with
school dress code.
Failure to comply with school
dress code.
Wearing clothing that does
not comply with dress code
including provocative or in-
appropriate IT Miscon-
duct
Non serious but inappropri-
ate use of personal tech-
nology.
Non serious but inappropri-
ate use of personal technolo-
gy.
Student engages in serious
misuse of technology
Late Arrives late to school or
class without adequate
reason.
Repeated arriving late to
school or class without ade-
quate reason.
Lying/
Cheating
Low level cheating or lying
Repeated low level cheating
or lying
Student tells lies or cheats
which is detrimental or unfair
to other students.
Miscon-
duct in-
volving
object
Inappropriate use of an
object other than its intend-
ed purpose
Inappropriate use of an ob-
ject other than its intended
purpose
Using objects as weapons
with the intention of causing
harm to self, others or prop-
erty
Non-
Compliant
with rou-
tine
Brief or low intensity failure
to respond to adult direc-
tions
Repeated brief or low intensi-
ty failure to respond to adult
directions
Repeated high intensity fail-
ure to follow adult directions.
PBL
APPENDIX 3: MAJOR VS MINOR BEHAVIOURS 15
Universal Prevention
Classroom Managed Administration Managed
Minor (Classroom Managed) Minor ODR Major ODR
Definition: All inappropriate be-
haviour which it is reasonable to
expect individual staff members
to manage.
Definition: Persistent staff/
classroom managed behaviours
for which current classroom strat-
egies are not effective. Referred
to sector members, HOD, DP,
BST or to SWPBS Coach
Definition: Major inappro-
priate behaviour that
needs to be managed by
admin (Principal or Depu-
ty)
Other con-
duct
(Only to be
used by Ad-
min)
Unsafe or disruptive behaviour
outside the classroom.
Continued unsafe or disruptive
behaviour outside the classroom.
Dangerous behaviour on
school grounds. Conduct
that damages the school
name.
Physical
Misconduct
Non serious but inappropriate
contact which does not result in
injury or harm.
Persistent non serious but inap-
propriate contact which does not
result in injury or harm.
Serious physical contact
that results in injury or
harm to others. Prohibited
Items
Student possess or uses a pro-
hibited item
Student possess or uses a prohib-
ited item (phone, soft drink)
Student possess or uses
a prohibited item (knife,
weapons) Property
Misconduct
Low level misuse of school
property
Repeated low level misuse of
school property
Student wilfully damages
school or others property.
Stealing others property.
Refusal to
Participate
Student chooses not to engage
in the program or fails to do set
tasks.
Student repeatedly chooses not to
engage in the program or fails to
do set tasks.
Student repeatedly and
defiantly refuses to com-
ply with set tasks. Substance
Misconduct
Student is in possession
or helps another student
in accessing an illicit sub-
stance. Substance
misconduct
(Legal sub-
stances)
Student aged 18 or over
brings or uses tobacco or
other legal substances at
school. Third Minor
Referral
Tick if student has received three
purple cards.
Threats to
others
Student threatens others with a
low likelihood of the student
acting on the threat.
Student repeatedly threatens oth-
ers with a low likelihood of the
student acting on the threat.
Student seriously threat-
ens others with the inten-
tion of acting upon the
threat. Truant Student in school grounds but
not in timetabled class.
Student is repeatedly in school
grounds but not in timetabled
class.
Repeated unexplained
absence with or without
parent/carer knowledge. Verbal Mis-
conduct
Student engages in low level
use of inappropriate language
Student engages in repeated low
level use of inappropriate lan-
guage
Student swears directly at
another person in a verbal
attack.