Day 3 St Rita's - Vanessa Crouch

Day 3 St Rita's

How do you see the school’s educational and faith vision and mission informing and shaping daily practice?

• Sue Maclean STIE Support Teacher Inclusive Educator took us through the behaviour learning process. There is a clear restorative practices evident.

How are they using data to inform decision making?

• Data very prominent. Used in particular by Sue to demonstrate and determine students which need adjustment. The Business Intelligence (BI) tool can produce data from reports showing all students.
• This tool is very comprehensive as it contains data from NAPLAN, PAT and other sources.
• It is used by all BCE schools and allows for students to be tracked and transferred if they change schools. This is very useful as any data already collected about a student stays with them.

What approaches are taken to cater for the diverse range of student learning needs?

• Sue active in this process ensuring that students with additional needs are catered for. Wendy (the other STIE) focuses on those students needing extension.

OTHER NOTES

One area in particular I found interesting after our discussions with Sue is the way the school reinforces positive behaviour and restorative practices in the approach used to manage and maintain student behaviour. 

• The management policy is called Behaviour Learning. I particularly like this as the name recognises that behaviours are learned and therefore can be altered.
• Behaviour Learning is divided into three tiers 
• Tier 1 regular expectation
• Tier 2 those not following teir1 ARK and DROP IN ZONE
• Tier 3 more serious behaviours functional behaviour assessment is completed. What is the purpose of the behaviour? Finding this our is the goal of a Functional Behaviour Assessment.

POSITIVE BEHAVIOUR FOR LEARNING

• Emphasis in instruction and teaching 
• Function type approach

ARK

• Awesone Rita's Kids

  

  ARK goal achievement tree.

  • Check in check out process. Students check in the morning and then again in the afternoon.
  • Start with a goal and monitor daily over 4 weeks
  • Shared understanding for behaviour  throughout the school.
  • Request for assistance page what are the situations, what are the problem behaviours, what do you expect?
  • Daily record sheet one or two goals. Each hour teacher provides feedback. At the end of day TA looks at goals with students.
  • Friday check in sheets copied and sent home.
  • Students take on ownership of their behaviours
  • Matrix a really good idea. Clearly spells out what is expected.

• This is a really interesting and positive process. I spoke to some of the children on this program and they were really