keeping teaching behaviour at the forefront

KEEPING TEACHING
BEHAVIOUR AT THE
FOREFRONT OF YOUR
PRACTICE: CREATIVE NEW
IDEAS
Ann-Michelle McNulty
Social Worker / PBIS Coordinator
Jacqueline Hertner
Social Worker/ PBIS coach
March 25, 2016
Who We Are
CECCE: Conseil des écoles catholiques du Centre-Est
French Catholic School Board of East-Central Ontario
CEPEO: Conseil des écoles publiques de l’Est de l’Ontario
French Public School Board of Eastern Ontario
CSDCEO: Conseil scolaire de district catholique de l’Est
ontarien
French Catholic School Board of Eastern Ontario
ONTARIO
EASTERN ONTARIO FRANCOPHONE DISTRICTS
CSDCEO
CEPEO
CECCE
The Evolution of PBIS in Our School Boards
External Study to Identify Best
Practices: Some Results…
➢ PBIS framework is perfectly in tune with Ministry’s
requirements
➢ Tri-board partnership = success that should be
replicated
➢ Support of coordinator and coaches is an obvious
advantage
External Study to Identify Best
Practices: More Results…
 Leadership and commitment of school principal are
key factors
 PBIS schools = greater harmonization of practices
among staff
 Parents = very satisfied
External Study to Identify Best
Practices: Even More Results…
➢ Very positive impact on students, even at the high
school level
▫ Values learned have a positive influence on their
behaviour
▫ Better understanding of the consequences of their
behaviour
« It would be natural to believe that the students’
mental health and well-being are improved in these
schools. »
Teaching Expectations:
Some Creative Ideas
 Using Dynamic and Interactive Strategies to Teach
Behavioural Expectations
 Scavenger Hunting for Values and Expectations
Rapping the Values and Expectations
Teaching Expectations:
Some Creative Ideas
➢ Creating a Fictional Character to Reach Students
➢ Publicizing PBIS Through Morning Announcements
➢ Teaching Behavioural Expectations by Creatively
Acknowledging Students and Staff
Using Dynamic and
Interactive Strategies
to Teach Behavioural
Expectations
A Word From the
Principal
PBIS Assemblies
➢ School values
➢ Last month’s challenge
➢ Certificates
➢ This month’s challenge
Can you find
the 18
errors?
Is It Working?
Is It Still Working?
What Do the Students
Think?
➢ 100% report that adults at school help them
when they have a problem
➢ 100% report that adults at school encourage
them to make efforts
➢ 97,5% report that adults at school respect them
➢ 97,5% report that adults make them feel safe at
school
Scavenger Hunting
for Values and
Expectations
Hello Explorers!
For your first adventure, you must find the answer to 4
riddles that are in your teacher’s envelope.
When you find the answer, go to that spot to get your keyword.
When you have found all 4 key-words, your treasure is
complete.
Impact
 Created a visual reminder
 Heightened student and staff interest
 Generated discussions at home
Next Steps
Let’s go on another adventure!
Rapping the Values
and Expectations
The Rap
I raise my hard
RESPECT
I listen to the instructions
RESPECT
I am quiet
RESPECT
I walk on the right
RESPONSIBILITY
I stay in my yard
RESPONSIBILITY
I take care of my school material
RESPONSIBILITY
I speak in French
PRIDE
I have good manners
PRIDE
I am always polite
PRIDE
At Laurier-Carrière
Captain RFR
Helps us respect
The values that are taught
At Laurier-Carrière
Captain RFR
Helps us respect
The values that are taught
At Laurier-Carrière
Captain RFR
Helps us respect
The values that are taught
(x2)
What It Looks Like
Was There an Impact?
 Staff involvement
 Sense of belonging
 Student participation
 School spirit
Is It Working?
Students correctly naming school values
Is It Really Working?
Creating a Fictional
Character to Reach
Students
Introducing Granny
Sufferance
Storyline Examples
 Misbehaving in the hallways and cafeteria
 Not taking responsibility for one's actions
 Disrespectful comments between students
Class Discussions
 Which of the school values and
expectations are respected?
 How can our school values and
expectations improve the situation
described in the story?
 What should Granny Sufferance’s next story
be about?
The Impact
Increased:
 Student involvement
 Communication between
students and vice-principal
 Use of restorative practices
 PBIS buy-in
And Most of All...
The Values and Expectations Were
Actually Being Taught!
Next Steps
 Greater involvement of other staff members
 Keep track of data
Publicizing PBIS
Through Morning
Announcements
Data-Based Practice
On a weekly basis...
 Review data
 Identify problem behaviour or area
 Promote expectation through positive
message
 Film students demonstrating expected
behaviour
Examples of Promoted
Messages
 We are responsible for our actions!
 We walk on the right side of the hallway!
 We get ready quickly to be ready to learn!
 We work well with other classmates!
Is It Working?
Number of
discipline
referrals
Is It Working?
Teaching Behavioural
Expectations by
Creatively
Acknowledging
Students and Staff
What Happened
Afterwards?
➢ Calls from parents
➢ Comments from acknowledged students
➢ Positive feedback from staff
➢ Increase in positive behaviours
➢ And best of all… Staff and students wanting to
catch others doing something good!
Key Elements
 Harmonizing practices
 Respecting school culture
 Engaging students
 Being consistent
Take Away Message
Teaching values and behavioural
expectations should be at the forefront of
your PBIS system!
QUESTIONS?
Ann-Michelle McNulty
PBIS Coordinator
Ottawa, Ontario
mcnula@ecolecatholique.ca
www.climatscolairepositif.ca