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2 Day Schoolwide Positive Interventions and Supports
Promote equality of access
Collaboration, building empowering relationships
Provide safe environments

2 Day Schoolwide Positive Interventions and Supports

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Course Description

At a glance core content

  • Why traditional approaches to school discipline fail
  • Breaking the wait to fail model-School wide positive interventions and supports (SWPBIS)
  • The 3 tiers of SWPBIS-improving social and academic performance for all students
  • Understanding vulnerabilities for behaviours that challenge including biological factors, trauma, attachment, and shame-based factors.
  • A practical toolkit for unlocking the meaning (function) of behaviours and why this is key to success in behaviour support and change
  • Trauma informed teachers
  • Effective behaviour support plans
  • Quality of life and wellbeing interventions
  • School specific de-escalation toolkit
  • Trauma informed post crisis support

Aim
Rooted in safe, ethical, and evidence-based practice the course is designed to enhance staff confidence & knowledge in supporting pupils who may at times present behaviours that challenge them. SWPBIS is about building effective environments using evidence-based practices that teach and encourage appropriate behaviours to replace undesired behaviour.

This level 2 course builds on the foundation laid down in level 1 or prior knowledge. The focus is on positive and proactive approaches to behaviours that challenge rather than simple reactive strategies associated with the ‘wait to fail’ model. Tier 1 (Primary) and ‘Tier 2’ (Secondary) strategies are covered in more depth.

‘Tier 1’ supports involves using instructional and behavioural principles to teach a handful of schoolwide behavioural expectations. This serves a preventative function to mitigate challenging behaviours and tends to meet the needs of about 80% of the student population.

‘Tier 2’ interventions supplement ‘Tier 1’ and are designed to provide more targeted group and individualised interventions for students with mild to moderate behaviour problems (10 to 15 percent of pupils).

‘Tier 3‘ (‘Tertiary’) strategies are designed for the 3-5 percent of the student population whose behavioural needs warrant individualised supports. This is covered in our advanced course.

Course Outline

Day 1

Introduction

Value base, and terminology. Defining ‘behaviours that challenge’.

Session 1
Breaking the wait to fail model. An evidence-based framework for schoolwide social and academic success

(i) Schoolwide Positive Interventions and Supports

  • Defining SWPBIS – The three tiers
  • Why simple behavioural strategies don’t work for the 20% (Tier 2 and Tier 3)

(ii) What is known to work – Breaking the wait to fail model. Proactive Approaches to Discipline

  • The importance of Trauma informed practice
  • Matching support to student need
  • Reducing restrictive practices and principles of social validity, and least restriction

(iii) The ‘Magic’ ingredients

  • Quality of life and wellbeing interventions
  • PERMA Model

Session 2
Understanding behaviour that challenges – Why some pupils really struggle with behaving well in school

(i) Vulnerabilities for behaviours that challenge – Biological and Psycho-Social influences

  • Biological factors
  • Trauma
  • Attachment

(ii) The impact of behaviours that challenge on pupils

  • Increased exposure to restrictive practices
  • Diminished quality of life

Session 3
Trauma Informed Teachers

(i) Working therapeutically with trauma-models for intervention

  • PACE
  • House Model

Session 4
Primary Prevention – Meeting the needs of the 80%

(i) Tier 1 Whole-School Approaches

  • Identifying behavioural expectations – behaviour matrix tool
  • Process for shaping and maintaining improved school – wide behaviour

Day 2

Session 5
Unlocking the code to challenging behaviour

(i) What’s the point of challenging behaviour?

  • Form and Function of behaviour
  • Functional Assessment

(ii) The keys to unlocking the meaning behind behaviour

  • Identifying functions – useful tools
    • SE-ABC Charting
    • Motivation Assessment Scale

Session 6
Tier 2 and Tier 3 Meeting the needs of the 20%

(i) Tier 2 (Secondary Intervention) – 15% of Pupils

Targeted interventions designed to supplement schoolwide expectations

  • Systems for increasing structure, consistency, and predictability

(ii) Tier 3 – Meeting the needs of the 5% (Tertiary prevention-highly individualised intensive support)

  • Functional based assessments
  • Linking of academic and behavioural supports
  • Individualised interventions

Session 7
Individualised Behaviour Support Plans-Bringing it all together for tier 2 and 3

  • Multi-elemental nature of IBSP’s
  • Constituent elements
    1. Proactive preventative
    2. Proactive developmental
    3. Reactive strategies
    4. Templates for plans

Session 8
Reactive Strategies-De-escalation

  • The sole purpose of reactive strategies
  • Defining restrictive and non-restrictive interventions (discussion)
  • The importance of low arousal approaches
  • De-escalation toolkit
  • Re-attunement post incident

Course Outcomes

Knowledge

Staff will be able to understand and describe

  • Key values underpinning good quality proactive pupil centred thinking, planning and action in pursuit of improving behavioural and academic outcomes
  • How the three-tier system of SWPBIS can be used to improve educational and behavioural outcomes for all students.
  • How to use proactive approaches to school discipline to break the ‘wait to fail’ model
  • Why some students struggle more than others to behave appropriately in the classroom (biological and psycho-social vulnerabilities including ACE’s, attachment, and genetic factors)
  • How to unlock the challenging behaviour code to significantly improve outcomes of proactive individualised behaviour support plans (form and functions of behaviour)
  • The importance of low arousal, non-aversive responses to distressed and aggressive behaviours
  • Post incident support-Staff and students

Skills

Staff will be able to

  • Use the Motivation Assessment scale to identify functions of behaviour
  • Use the 4-phase contingency model to identify triggers, setting events and maintaining consequences of behaviour.
  • Use a range of de-escalation strategies designed to help dysregulated or aggressive students regain their composure
  • Use the PERMA model to assess and improve student wellbeing
  • Use the House and PACE Model to culture attuned relationships with students in receipt of Tier 2 and 3 interventions

Generic Outcomes

The creation of a safe and orderly environment with a positive school climate that enables students to achieve both social and academic success.

  • Reduced problem behaviour
  • Increased academic performance
  • Reductions in restrictive practices
  • Reduction in administrative referrals
  • Reductions in suspensions and exclusions
  • Improved feelings of safety
  • Reduced bullying behaviours
  • Increased time for instructional leadership
  • Reduced staff turnover
  • Improved social-emotional competence
  • Improved wellbeing and quality of life for staff and students
  • Improved positive school climate and culture.
  • Happier staff and students