What is involved?
Before you get involved . . .
We encourage you to:
- Watch the PB4L - School-Wide introduction video (below)
- Look at the Wellbeing@school tool and go through the self-review cycle
PB4L - School-Wide introduction video from Ministry of Education on Vimeo.
What commitment do you need to make?
Strategic
To ensure the long-term success of PB4L School-Wide, your school will need to:
- have improvement of student behaviour and well-being documented as one of your school’s top three priorities
- commit to at least 3-5 years development
- plan to fully implement systems and practices using data to meet all students’ needs.
Practical
- All staff need to have filled in the School Readiness Survey (PDF 214KB).
- Invite a person from the Ministry of Education to provide an introductory presentation to your staff so they can complete the survey fully informed.
- Eighty percent or more of your staff need to agree to participate (using the survey).
- Your school’s Principal and Board needs to have signed the agreement contract.
PB4L School-Wide needs a committed team of school and community representatives who lead and guide the school. Once you’ve identified a team, their responsibilities will include:
- developing and using an action and communications plan
- attending Tier 1 training
- sharing information and consulting with all staff, students and the wider school community
- the coach and team leader attending a coach network meeting every month.
The school will have access to a School-Wide practitioner from the Ministry of Education who can train and advise staff throughout the process.
Collaboration is essential to effective implementation of PB4L School-Wide. All staff in your school should have a clear understanding of the purpose of the programme, what will be expected of them, and the steps involved in implementation.
Training
If your school is starting Tier 1 PB4L School-Wide in 2018, the Ministry of Education will provide a one off payment of $10,000 to your school to help with your first year of implementation.
If you are starting Tier 2 PB4L School-Wide in 2018, you will receive a further payment of $10,000, unless your school has already received its full funding entitlement allocation.
Tier 1 training commitment
| Activities | Purpose | Time commitment | Staff involved |
| Start-up session | Half day in Feb | Principals only | |
| Training | Training in systems, data and practices | Four days across terms 2 and 3 One day (term 1) and four half days across terms 2 - 4 | PB4L School-Wide team (includes principal and coach) Coaches and team leaders |
| Coaches' network meetings | Problem-solving, data analysis, support for action planning | One hour each month | Coach and team leader |
| Evaluation | Monitoring progress | Ongoing collection, analysis and use | All staff |
Tier 2 training commitment
| Activities | Purpose | Time commitment | Staff involved |
| Start-up session | Half day | Principals only | |
| Training workshops |
Training in systems, data and practices, essential content | Four days across terms 2 and 3 | Tier 2 team |
| Evaluation | Monitoring progress | Ongoing collection, analysis and use | All staff |
| Support network | Ongoing support for Tier 2 team members | Dependent on needs | Tier 2 team leader |
Tier 3 training commitment
To be confirmed as schools reach this tier.
Roles
You’ll need to set up your School-Wide team and identify a school coach to liaise with the Ministry’s School-Wide Practitioner. Your school’s coach will become a member of the local School-Wide Network of coaches who meet monthly.
Typical team roles are:
- Team Leader/Chair
- Recorder/Secretary
- Coach
- Database Manager
- Communication Co-ordinator
- Time keeper/task master
- Researcher
- Sub-committees (as needed)
For more on team roles – see School-Wide team roles (PDF 40KB).
Data Gathering
PB4L School-Wide relies on making decisions that are informed by data, and relies on evaluating progress in order to maintain momentum and plan next steps. PB4L School-Wide comes with its own data gathering and evaluation tools to complement your school’s existing systems.
Schools use their existing data to look at the Big 5:
- who’s involved
- what are the types of problem behaviours occurring in the school
- where do problem behaviours take place (e.g. playground, hallways)
- when do they take place (e.g. time)
- why did the student do that.
For more on data gathering – see Evaluating effectiveness (PDF 40KB).
Next page: What is happening in PB4L School-Wide schools? . . .