1. education
2. school

3/6/2015
THE PB4L SCHOOL‐WIDE CONFERENCE COMMITTEE IS MADE UP OF THE FOLLOWING ORGANISATIONS:
The Murky Past
 Where is New Zealand?
 How did PB4L emerge from the swamp of behaviour management?
 Tomorrow’s Schools Today‐ the things that make NZ schools work the way they do
 Social democratic roots of the reforms
 Discipline role of the board‐ suspensions and exclusions etc.
Introducing:
Martin Henry
Behaviour, Positive Learning and all that Jazz
The PPTA story
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Moral panic
The Mazengarb Report 1953
Life in the twenty first century
Conditions ripe for adoption of PBIS
Taumata Whanonga 2009
The first schools
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Navigating the rapids
Crystal Balls
 How is the sector partnership constructed?
 7 partners:
 In the future we are looking at setting up a charitable trust
 Profits to go back into PB4L
 Possible travelling scholarships/sabbatticals
for teachers
 Working out how to make sector partnership leadership of the conferences sustainable
Values and Culture
Power sharing
 Angela Roberts PPTA President said:
 ‘Partnership with the sector in programme development, particularly with the teacher unions and representative groups, produces the best results for students’
 Cooperation has been one of the values that underpin this work
 Embracing the values and culture of Aotearoa have been an integral part of the early foundation phase.
 Requires give and take
 How do we overcome the barriers to engagement in Auckland?
 Amongst high decile (higher socio economic) schools?  Amongst secondary schools?
 What have you learnt in the US?
All play nicely in the sandpit
New Zealand uniqueness
 This is a place where cross sector collaboration is highly productive
 The whole sector from School Trustees, Principal Associations and Teacher Unions are represented
 The Ministry of Education encourages and supports sector leadership
 Sector organisations take turns running the conference
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Responding to cultural specificity
Treaty of Waitangi
High rates of bullying and suicide (BES)
Highly devolved yet potential for cohesion
Unifying framework
Maintaining intervention integrity
Moving towards sustainability
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Wellington High School
 http://www.whs.school.nz/about‐us/wero/
 https://www.youtube.com/watch?v=NVSKBrg
XnIQ&rel=0
Schooling in Aotearoa‐New Zealand
Some terms:
• Primary 5‐9 years of age (Years 1 ‐ 5)
• Intermediate 10‐12 years of age (Years 6 – 8) • Secondary 13 – 18 years of age (Years 9 – 13)
• Kura Kaupapa Māori – state schools where Te Reo Māori is the principle language of instruction.
What our schools look like
Introducing:
Diana Shepherd
Where are we?
The Treaty of Waitangi
New Zealand’s constitution demands that robust public policy gives expression to the principles of the Treaty of Waitangi. Population: 4.5m
Density :
17 per sq km
Population: 318.9m
Density :
35 per sq km
Public domain: wikipedia
These include:
• The duty to act in good faith, reasonably and/or honorably
• The principle of partnership
• The principle of protection or active protection.
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Our Operating Model
School‐Wide in Aotearoa‐NZ
• 587 schools are participating
• 92 schools or 18% are now in Tier II
• 52% of all NZ secondary schools are School‐Wide schools
Schools participating in School‐Wide 450
407
Number of schools in School‐Wide
400
The Operating Model shows
• Our purpose – the role of the Ministry in supporting School‐
Wide
• a delivery framework which describes our key functions – some of which we carry out alone and some in partnership
• a set of principles that guide us when we’re using the framework.
350
348
300
258
250
200
195
180
167
138
150
131
83
100
60
50
62
59
30
18
0
2010
2011
2012
2013
2014
2015
Intake/School year
Non secondary ‐ Tier I intake year
New Zealand Secondary Schools participating in School‐Wide
Secondary ‐ Tier I intake year
All Schools ‐ Tier II intake year
Operating Model principles
Implementation‐ essential features
Average SET Data before starting PB4L School-Wide
100%
90%
Average SET score
80%
70%
60%
57
50%
48 47
40%
47
30%
20%
10%
0%
A
B
C
D
E
F
G
Average
Essential features
2010 intake
2011 intake
2012 intake
2013 intake
F. Management
G. National/Regional support
D. System for responding to behavioural
violations/lockdown procedure/crisis plan
E. Monitoring and decision making
A. Expectations defined
B. Behavioural expectations taught
C. On-going system for acknowledging
behavioural expectations
Implementation‐ essential features
School‐Wide supports
Intensive Wraparound service
Incredible Years Parent
Incredible Years Teacher
Huakina Mai
Te Mana Tikitiki
2011 intake - average SET by year: All schools
100%
90%
90%
80%
80%
70%
70%
Average SET score
Check and Connect
Average SET score
2010 intake - average SET by year: All schools
100%
60%
50%
40%
30%
60%
50%
40%
30%
20%
20%
10%
10%
0%
0%
A
B
C
D
E
F
G
Average
A
B
Essential features
Year 1
Year 2
Year 3
C
D
E
F
G
Average
Essential features
Year 4 Year 1
Year 2
Year 3
My FRIENDS Youth
Restorative Practice
SCHOOL-WIDE
A. Expectations defined
B. Behavioural expectations taught
C. On-going system for acknowledging
behavioural expectations
D. System for responding to behavioural
violations/lockdown procedure/crisis plan
E. Monitoring and decision making
F. Management
G. National/Regional support
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3/6/2015
From our schools
Challenges and next steps
• Integration of initiatives
• Increasing demand
• Secondary school implementation
• Sustainability
• Special education update
Supporting schools
School‐wide practice
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