PB4L - PD

PB4L - Sheryn Hobbs
3:30 - 4:10

My notes:

It’s a framework that is a continuum of evidence-based interventions for academics and behaviour.

Consistency across the school so the students are getting the same message from every teacher – not in a one size fits all but the types of behaviour that we manage.

Consistent and systematic

There is a three-tiered continuum – Universal, Targeted, and Intensive

Recognising behaviours to address students need.

Effective use of data and open communication is important.

Gather data to support decision making; select practices that have demonstrated effectiveness in supporting student achievement; establish systems to support staff to implement PB4L accurately and durably.

Schoolwide consistency.

The behaviours we want to see not what we don’t want to see.

We can’t expect that all students ‘know how to behave’. We explicitly teach these.

Acknowledging expected behaviour – SHINE rewards etc. Verbal recognition should be given alongside – specific recognition of specific behaviour.

Behaviour specific praise is valuable – to the kids that need it the most – emotional and behavioural disorders – delivered in a sincere tone of voice.

Reinforcement can reduce problem behaviour.