zilongwang/ReadingBank huggingface dataset:
Beginning With the End in Mind State Title I, Part D Logic Model Development Guide for Youth Who Are Neglected How To Use This Guide: This document is based on goals and benchmarks set out by . The following guiding questions can be used by a State education agency (SEA) to (1) conduct a self-assessment to identify gaps in current Title 1, Part D (Part D) administrative processes and technical assistance (TA) activities, and consequently (2) identify the potential logic model activities, outputs, and outcomes associated with specific long-term goals. For each goal that aligns with a State Part D program priority, an SEA should consider whether it and its subgrantees are engaged in the SEA activities and outcomes, as relevant. Long-Term Outcomes/System Change Youth are guaranteed seamless transitions between schools and school districts when moves occur (Goal 2 of Blueprint for Change) SEA Processes and TA Activities Outputs/Metrics Short Term/Intermediate Outcomes How could the SEA influence practice at the State agency (SA), local education agency (LEA), facility, and/or student levels to facilitate success in this goal? Does the SEA currently: Support Memorandums of Understanding (MOUs) between facilities/alternative schools and LEAs to ensure the transfer of credits earned? Establish a quality assurance tool used during monitoring to determine whether transitions are seamless? How will the SEA know whether its efforts are effective? If an SEA is effective, what changes should it expect to see at the SA level? LEA level? Facility level? Student level? What is an indication that the desired changes are beginning to occur at the SA level in the short term? Facility level? Student level? What is an indication that the desired changes have occurred at the SA level in the long term? Facility level? Student level? Do subgrantees/facilities currently: Enroll youth in school immediately so they can begin classes promptly? Facilitate the sharing of necessary records so enrollment and the delivery of appropriate services are not delayed?
Beginning Teachers Induction Program 2017 An introduction to teaching and the standards Term 1 Dates Thursday 2nd March Thursday 9th Thursday 16th March Thursday 23rd March Session topics: Standards 1,4 Location: Dubbo College South Campus Venue: R1 Time: 3.45pm – 4.45pm Term 2 Dates Thursday 4th May Thursday 11th May Thursday 18th May Thursday 25th May Thursday 1st June Thursday 8th June Thursday 15th June Thursday 22nd June Session topics: Standards 2,3,5 Location: Dubbo College South Campus R1 Time: 3.45pm – 4.45pm Term 3 Dates Thursday 27th July Thursday 3rd August Thursday 10th August Thursday 17th August Thursday 24th August Thursday 31st August Thursday 7th September Thursday 14th September Session topics: Standards 2,3,5 Location: Dubbo College South Campus Venue: R1 Time: 3.45pm – 4.45pm Term 4 Dates Thursday 19th October Thursday 26th October Thursday 2nd November Thursday 9th November Thursday 16th November Session topics: Standards 6,7 Location: College South Campus Venue: R1 Time: 3.45pm – 4.45pm
eaten at the big chains out on the highway, or on special occasions, at expensive restaurants in Pittsburgh. “All the girls here know you,” she complained to John as they waited for the pizza he’d insisted on ordering for both of them. “Did you date them? Because they’re looking at me like they want to beat me up.” He leaned forward and took both of her hands in his. “The past’s the past. I’m proud to be with such a smart, beautiful woman. You’re different, Emily. I really like you.” When he looked at her that way, with such sincerity in his warm brown eyes, Emily just about melted. Just as she’d melted the morning after they’d made their big mistake. He’d shown up at her dormitory with two dozen roses in hand, had taken her out to breakfast, had apologized over and over. She was as guilty as he was, if not more. Sex before marriage was against her beliefs, and she’d held to that through three and a half years of dating Robert Stern. But as they’d neared graduation and Robert had started hinting about an engagement ring, she’d felt like the prison doors were clanging shut. Robert wanted a nice house in the suburbs, a stay-at-home wife, and two or three kids, and it was what she wanted too, just…not yet. She’d told him she wanted to take a break, and it was during that break that she’d struck up a conversation with John Moretti, the handsome handyman who was filling in at St. Margaret’s College, smack in the middle of his hometown.
She was in the ladies’ room washing up, holding a wet paper towel to her flushed cheeks, when she heard the sound of a Harley outside. It couldn’t be. But with a feeling of inevitability—mixed with a little joy—she walked out into the parking lot, full of cars…and one motorcycle. John Moretti had just gotten off, in a leather jacket, jeans, and scuffed boots. No helmet, of course. She walked toward him, her heart jumping. “What are you doing here?” “Can’t a guy go to church?” he teased, giving her a swift kiss. “Actually, I ran into your friend Florrie at the donut shop and asked her where I could find you.” He was beautiful and there was nothing she wanted more than to jump on his motorcycle and ride, ride forever free. “I wanted to show you something.” He took her hand and tugged her over to the motorcycle. He opened up a compartment on the back and pulled out a pamphlet. University of the Laurel Highlands. Education program. He flipped it open to show her. “Look, right here,” he said. “They have a program in industrial arts education. I went over after the party yesterday, and there was someone there, and she said I can for sure get free tuition on the GI bill.” His words were tumbling over each other. “They have tutoring and everything.” She couldn’t help smiling at his excitement. “That’s wonderful!”
Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Logon Log on to the SAP Fiori Launchpad as a Controller. The SAP Fiori Launchpad displays. 2 Access the SAP Fiori App Open Edit Prices for Activity Types and enter Activity Price. The Change Activity Type/Price Planning: Initial Screen displays. 3 Enter Variables Make the following entries and choose Enter: Version: 0 From Period: 1 To Period: 12 Fiscal Year: Enter the current year The Change Activity Type/Price Planning: Overview screen displays.
Cost Center: 10101301 Activity Type: 1 Choose the Button Overview screen. 4 Make Price Changes Make changes in the price field and choose Post. Activity prices are posted for next fiscal year. Create Costing Run Test Administration Customer project: Fill in the project-specific parts. Test Case ID <X.XX> Tester Name Testing Date Enter a test date. Business Role(s) Responsibility <State Service Provider, Customer or Joint Service Provider and Customer> Duration Enter a duration.
Execute Costing Run Test Administration Customer project: Fill in the project-specific parts. Test Case ID <X.XX> Tester Name Testing Date Enter a test date. Business Role(s) Responsibility <State Service Provider, Customer or Joint Service Provider and Customer> Duration Enter a duration. Context In this activity, you execute the costing run. Configured materials are not included. Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Log onto the SAP Launchpad as a Controller. The SAP Fiori Launchpad displays.
9. Does it appear to you that this person enjoys performing this behavior? (it feels, tastes, looks, smells, and/or sounds pleasing.) 0 Almost 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 10. Does this person seem to do the behavior to upset or annoy you when you are trying to get him or her to do what you ask? Never 0 Almost 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 11. Does this person seem to do the behavior to or annoy you when you are not paying attention to him or her? (For example, if you are sitting in a separate room, interacting with another person.) Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 12. Does the behavior stop occurring shortly after you give this person the toy, food or activity he or she has requested? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 13. When the behavior is occurring, does this person seem calm and unaware of anything else going on around him or her? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 14. Does the behavior stop occurring shortly after (one to five minutes) you stop working or making demands of this person? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 15. Does this person seem to do the behavior to get you to spend some time with him or her? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 16. Does the behavior seem to occur when this person has been told that he or she can't do something he or she had wanted to do? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6 Sensory Escape Attention Tangible 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Total Score: Mean Score: Relative Ranking: 1986 V. Mark Durand, Ph. D.
Shares access to valuable resources: Participants will see visual examples of economy systems that work, sensory tools for children and learn why fidgeting is so important. Participants will receive mnemonics to help them remember key points: (things to set on their desk to help them remember the key points) Provides unique interventions that leave children with no chance to argue. Shares academic ideas for children who are struggling to keep up and children who are struggling to stay focused. (Frequently, behavior communication indicates children have too little to do more than too much to do.) Supports Behavioral Competence in the Classroom: Applying proactive research-based methods to increase applied behavior analysis and a continuum of supports for children with target behaviors. Proposed Agenda: This can be adjusted to suit your needs. 8:30-8:45- Introduction 8:45-10:00- Three Levels of Support in the Classroom 10:00-10:15- Break 10:15-11:30- Three Levels of Support (Intensive) Ten Rules of Behavior 11:30-12:45- Lunch 12:45-2:00- Levels of Intervention in the Classroom 2:00-2:15- Break 2:15-3:15- Three Levels of Reinforcement in the Classroom 3:15-3:30- Questions and Wrap-up Recharging Your Batteries: Classroom Management (Two Day Seminar)
PIERCE Behavior Intervention Referral Form Use this form to report any non-urgent student behaviors only. If the behavior threatens the personal safety of students, faculty or staff, or is displayed with such emotional intensity that it engenders fear or concern in others, immediately contact the Sheriff’s Office at (818) 710-4311 or call extension 4311 from any campus phone. Student Last name: name: Student ID No: Indicate your perceived level of risk: Mild Risk Moderate Risk Elevated Risk Non-urgent, informational only MILD RISK: Disruptive or concerning behavior. Student may or may not show signs of distress, No threat made or present. MODERATE RISK: More involved or repeated disruption, Behavior more concerning, Likely distressed or low-level disturbance, Possible threat made or present, Threat is vague and indirect, Information about threat or threat itself is inconsistent, implausible or lacks detail, Threat lacks realism, Content of threat suggests student is unlikely to carry it out. ELEVATED RISK: Seriously disruptive incident(s), Suspected substance abuse, Bizarre or unusual behavior indicating distress. Call Sheriff’s Office immediately. SEVERE RISK: Threat of harm to themselves or others: Call Sheriff’s Office immediately. Date(s) behavior was observed: Reason for referral: 1. Describe in clear and specific details the observed behavior(s). Do not make inferences, state only the facts. State specific words or phrases used and interactions. Describe tone of voice, facial expression, body stance, physical appearance, etc. 2. Your recommended action: For example, is this referral for information only? Do you think counseling is indicated? Disciplinary action? Any other thoughts? Please include your concerns and any conclusions you have drawn. 3. Please list other persons who may have witnessed the reported behavior: 4 Has the observed behavior been discussed with the student? (please explain) 5. Pierce Faculty/Staff making the referral: Name Title Office Phone: Cell: Email: To submit please save this document on your hard then email it to
Component Failing Needs Improvement Proficient Distinguished 4f: Showing Professionalism in Behavior Analysis Is not able to demonstrate professionalism via adequate levels of knowledge and application relative to behavior analysis. Shows growth relative to his/her ability to demonstrate professionalism via adequate levels of knowledge and application relative to behavior analysis. Provides services commensurate with education, training, and experience. Collaborates with others who support and provide services to the student. Has interactions and decisions that are characterized by honesty, integrity, confidentiality, and equity in services. Complies with regulations. Provides services commensurate with education, training, and experience. Collaborates with others who support and provide services to the student. Has interactions and decisions that are characterized by honesty, integrity, confidentiality, and equity in services. Complies with regulations. Actively attempts to continually improve upon professionalism and formal methods for monitoring development in this area.
Pet induced aggression, the cat will not approach the victim to attack, and does not generally actively avoid people, as the fear aggressor does. Instead, it becomes aggressive at some point after it has been petted for a while. In normal allogrooming in cats, cats primarily groom each other’s heads and necks. Also, while cats may allogroom for 2-3 minutes, allogrooming does not typically go on for five or ten minutes, as sometimes happens when human are petting cats. In all cases, cats signal their intensifying arousal and productivity for biting, e.g. by twitching the tail, the skin or growling. The eyes may also dilate. Dominance-motivated aggression, the cat displays species-specific dominance signaling to one or more persons, including ears stiffly erect and rotated laterally, base of tail held away from the body with the remainder of drooping, and approaches with stiffly extended limbs. Cats with this type of aggression may attempt to keep people away from preferred resources, such as food or favorite resting spots. Medications may be beneficial or punishment for the active aggression. Only males exhibit sexual aggression. The cat will mount a person’s arm or ankle, grab the skin with its teeth and initiate pelvic thrusting. Redirected aggression only occurs when a human attempts to handle a cat that is aroused by something unrelated to the person. The human is not the primary cause of the aggression, but is the victim of it because they attempt to handle the aroused cat. Human directed aggression is usually caused by one of the following: 1. Play 2. Fear 3. Petting Induced 4. Status related 5. Redirected 6. Sexual Most common behavior problems seen in indoor cats: 1. Anexiety 4. Aggression 2. Scratching furniture 5. Inappropriate urination 3. Feeding problems 6. Inappropriate defecation Most common problems leading to shelter surrender: 1. Fearfulness 3. Elilmination 2. Scratching 4. Aggression Common behavior problems 1. House-soiling Common causes are surface preference, location preference, number of cats, litterbox and/or an aversion to or fear of the litterbox. 2. Spraying Territorial behavior is associated with conflict and competitive or sexual. Marking
REFERRAL AND FOLLOW-UP Coordination and Planning for Follow-Up Appointments The absence of follow through on the discharge plan has been found to be a reason for rehospitalizations. Patients frequently don’t understand the discharge plan or the importance of all instructions, and often believe they can’t follow it. The emphasis of quality improvement efforts has been to remove sole responsibility for referral and follow-up from the patient to the system. This involves efforts to educate and motivate the patient about the importance of the discharge plan in their recovery. It also includes contact with system personnel to ensure the discharge plan is followed or changed, if necessary. The development of a transitional care plan (“discharge plan”) is a crucial element in the coordination and planning of services post-discharge. The design of a transitional care plan should include all components necessary for the patient, family and caregivers to understand and follow through with the instructions. Clinical experience with the transition process has identified common failures that may occur during this stage. Stratis Health of Wisconsin’s Reducing Avoidable Readmissions Effectively (RARE) Campaign has noted these issues and established strategies clinicians can implement to develop transitional care plans that are complete, easy to understand and realistically achievable. 6. RARE Typical Transition Failures Best Practices/Strategies for Improvement Proposed Process or Outcome Measures No follow-up appointment scheduled, or appointment needed with additional provider expertise Follow-up with provider too long hospitalization Assess the patient's understanding of the discharge plan by asking them to explain in their own words Assign accountability for patient issues between hospitalization and next provider visit and inform the patient of who is in charge of their care and how to contact them Give the patient his/her patient health record that includes patient diagnosis, test results, Next clinic appointment is made and documented Discharge instructions include warning signs and symptoms Discharge instructions include who to call if experiencing warning and symptoms
Very Strong Evidence Skills is NOT present Strong Evidence that skill is NOT present Some evidence that skill is present Strong evidence that skill IS present Very strong evidence that skill IS present Competency: Safety Definition: An environment in which one is protected from danger, risk, or injury of some type Hint: Utilize examples from working in laboratory or plant settings. (PPE = Personal Protective Equipment – wearing safety goggles, gloves, steel-toed shoes, etc.) Give me an example demonstrates your personal commitment to safety or tell me about a safety issue that you came across in the past and how you resolved it. Situation Actions Results
• Journal of Business Ethics • Journal of Labor Research • Sloan Management Review • Business and Society • Personnel Psychology • Human Relations • Business Ethics Quarterly • Training and Development • Ethics and Behavior • Ethics and the Environment • Occupational Psychology • Issues in Business Ethics • Administrative Science Quarterly • Business Ethics: A European Review • Journal of Occupational Behavior • Academy of Management Journal • Journal of Organizational Behavior Management • Public Administration Quarterly • Academy of Management Perspectives • Business and Professional Ethics Journal • Employee Rights and Responsibilities Journal • Journal of Applied Psychology • Journal of Human Resources • Organizational Dynamics • Industrial and Relations Review • Journal of Personality and Social Psychology • Columbia Journal of Business • SAM Advanced Management Journal • Journal of Conflict Resolution • Academy of Management Review • Harvard Business Review • Public Personnel Management • Journal of Vocational Labor • Journal of Management • Law Journal • Business Horizons • Review of Small Business Management • Journal of Business & Entrepreneurship • Journal of Applied Behavioral Science • California Management Review • Journal of Business Ethics • Journal of Management Studies • Employee Relations Law Journal • Business and Public Affairs • Resources Planning Other resources and location. Supporting materials for this class are listed in COURSE RESOURCES in BB. Additionally, students are encouraged to visit the Instructor’s Web Site, especially Class Resources, for publications and articles that may have applicability to this course/topic. This is available at Students should then click on Class Resources and then select Behavioral Management. Students may also find it helpful to visit the Instructor’s Curriculum Vita (his resume) at and scroll down to view his publications.
primary care and other supports has proven to be an effective strategy to care for individuals with complex healthcare needs. The aim of this proactive behavioral health initiative is to improve access to high quality, person-centered and integrated mental health and substance use disorder services for Michigan residents. In to achieve these improvements, the Michigan Health Endowment Fund seeks to support the implementation of strategies and service models to improve prevention, early identification and intervention, and treatment of mental health and substance use disorders, with an emphasis on children and older adults. The Fund is seeking proposals from qualifying non-profit organizations and public agencies that support a number of categories including; Implementation of innovative care delivery models that are evidence based, emerging or promising practices. Expansion of models that support integration of mental health, substance use disorder and primary care including integration at the point of care, sharing of health information among providers and cross training of providers. Proposals that utilize technology to improve access or quality of care, Strategies to expand access to integrated services for high risk children, including children in foster care, New strategies to address workforce challenges. The Fund expects that all funded projects will be on the principles of recovery, inclusion and freedom of choice. All proposals should identify a clear path to long term sustainability, including but not limited to, strategies that seek to inform public policy. Proposals must incorporate at least one of the established by the MHEF Board. In addition, proposals must fit most or all of the criteria identified 2016 MENTAL HEALTH GRANT TIMELINE March 28, 2016 MHEF Grant Portal opened for applicants May 16, 2016 Applications Due by 5 p.m. July 28, 2016 Awards Announced July 28-August 5, 2016 Grants Processed August 1, 2016 Grantee Program Implementation Begins C.
EHR Program Attestation Process 1 2 3 4 Eligible BH practice applies for program on ORH website utilizing survey application to self- attest. May 2018 BH EHR must be purchased by Jan/Feb 2019. ORH Health Information Technology (HIT) team will touch base at least monthly with the eligible BH practice to make sure the practice is meeting EHR implementation milestones to meet Jan/Feb 2019 EHR implementation date. BH Practice Executes HIEA Participation Agreement by Feb 1, 2019. Practice submits EHR receipt to ORH. Funding Payments will be made to the practice, not individual providers. As outlined above, practices must apply to the program to be included on the request-for-funding list. Reimbursement for technology purchase occurs: once connectivity to the State-designated health information exchange (HIE), NC HealthConnex has been established, or active HIE onboarding for over 30 days, whichever comes Reimbursement will not exceed the cost of behavioral health EHR implementation and practices must submit a receipt and related EHR vendor contract to the NC Office of Rural Health as of EHR purchase. If the amount of funds requested by eligible behavioral health applicants as of May 31, 2018, is less than the total available funds, the application window will be extended by one month then re-reviewed, with this repeated until requested funds exceed total available funds. Direct EHR program questions to the NC Office of Rural Health (919) 527-6473 or email Lakeisha Moore at Questions regarding NC HealthConnex? Contact (919) 754-6
Three-year Deal: revisit both base and growth formulas and data (claims, etc.) in 2021-22 to study effects of changing populations, policy implementation, etc. Should you have any questions, please do not hesitate to contact Farrah McDaid Ting at .
C1.7 Training Courses: What training courses are offered to safety team members in behavioral safety processes and applied behavioral technology. For the trainer, enter only a position or title; do not enter individual names. Course or Topic Total Hours Frequency Required? Who is the trainer? C1.8 Training Quality: How is quality assessed and evaluated? What office, department, or individual is responsible for assessing the quality of training? What are the trainer’s credentials (e.g., of training experience, certifications, workshop or conference attendance)? Enter only a department name, position, or title; do not enter individual names. C1.9 Evaluation of Training Knowledge and Effectiveness. Describe how the team’s working knowledge and effectiveness of behavioral safety principles and technology is assessed? C2. Management Support and Engagement C2.1 Organizational Leadership Roles. For each type of organizational leader in your organization, describe their role, if any, in the behavioral safety program. Roles in the Behavioral Safety Program Supervisors/Team Leaders Department Managers Safety professionals Supervisors or middle managers Senior managers or executives Other: C2.2 Documentation of Management Support. How are management support and engagement in the behavioral safety program (listed in Section C2.1) documented or recorded? Examples: Is management’s attendance or participation in safety meetings recorded in the meeting’s minutes? Is there a record of organization-wide emails or other safety-related announcements from members of management on safety-related issues? Is there a record of celebrations or other types of recognitions from members of management?
Behavior Teaching Interventions Brainstorming Tool A Behavior Skills Training (BST) approach includes: Tell (coaching) Show (modeling) Do (role play) Practice (behavioral rehearsal) Monitor Progress (feedback) Generalize (apply in multiple settings) Replacement Behavior Circle Type of Issue What written resources will be used? Social skills curriculum, social stories, F-BSP Who will deliver BST to student? How will replacement behaviors be reinforced? Acquisition Performance Fluency Acquisition Performance Fluency Acquisition Performance Fluency Acquisition Performance Fluency Acquisition Performance Fluency Acquisition Performance Fluency
EVAT Version Control Document Version: Date: Policy Owner: Amendments made by: Details of amendments made: Reviewed by: Approved by: V0.1 5.12.15 Alison Sinclair Alison Sinclair Initial draft Angela Henderson V1.0 18.7.16 Alison Sinclair Alison Sinclair Added an appendix and flowchart Angela Henderson V1.1 1.9.16 Alison Sinclair Alison Sinclair Consequences flowchart amended after discussion with Gurney Pease staff Gurney Pease staff V1.2 3.10.16 Alison Sinclair Alison Sinclair Addition of reference to homophobic language ESC members
Contents Rationale p.5 Consequences Pathway p.8 Appendix 1 – Consequences flowchart p.10 Appendix 2 – C3 Behaviour letter p.11 Appendix 3 – C4 Behaviour letter p.12 Appendix 4 – C5 Behaviour letter p.13 Appendix 5 – Lunchtime Behaviour letter p.14 Appendix 6 – School expectations p.15 Rationale
Academy Expectations Be Safe Keep classrooms neat and tidy Use materials and equipment correctly Follow instructions Be Respectful Dress, speak and act appropriately Use good manners Encourage others to do their best Be Responsible Be an active listener Give your best effort Be prepared Be Safe Walk along corridors Keep to the left Be Respectful Walk quietly and sensibly Respect other people Use good manners Be Responsible Keep the school clean and tidy Respect displays Be Safe Play in the right areas Care for myself and others Use equipment correctly Be Respectful Use appropriate language Practice sportsmanship Play together Be Responsible Respect the school grounds Follow instructions Play safely Be Safe Wash your hands Be Respectful Keep areas tidy Be Responsible Turn off taps Report any spills Be sensible Be Safe Listen and follow instructions Follow routines Stay in the right areas Be Respectful Use an indoor voice Use good manners Be Responsible Clean up after eating Report any spills Look after each other Appendix 6 GURNEY PEASE ACADEMY EXPECTATIONS
What do they tend to think about Example Boy He tends to think about the girl Pg 84 – “these hours became possibilities of mystery and romance for him as he watched the electric doors for the girl in the orange bow.” Girl She tends to think about the boy Page 84 – “The bag boy seemed a wonderful contrast to the perfectly beautiful house she had been forced to accept as her home.” Infer: How do you think the two characters feel when they see each other at the movie theater? Be sure to explain what in the text makes you think that. Many possible answers to this question, here is one example answer: The author says that they acted like strangers on a public bus, where you are polite to each other but you do not really know each other. She also said they glanced at each other and smiled slightly. This could mean that they were just being polite and felt silly for their feelings before, or that they didn’t care about their feelings from before. But they also could have smiled thinking that they missed an opportunity. The author could have provided more descriptive details about the smile to help us figure out what the smile meant. But since the author did say they acted like strangers, we have to assume at that point that they didn’t really worry or care about the other.
BEHAVIOUR RISK ASSESSMENT Student: Completed by: Date: Reviewed Reviewed Reviewed The following codes are used to complete the attached risk assessment. Target: T = Themselves S = Staff C = Children, in or out of school, vulnerable or otherwise V = visitors to the school or members of public in the community P = Property and physical environment Probability: HL = Highly likely; existing evidence leads staff to conclude that the behaviour is more likely than not to occur again. L= Likely; there is a possibility that the behaviour will occur again U = Unlikely; although the behaviour has occurred before, the context has changed or can be changed to make it unlikely to happen Seriousness: This would include physical injury requiring medical attention beyond that of basic first aid; extensive damage to property; significant distress to self or others; or lengthy disruption to the normal school routines. This includes physical injury requiring basic first aid within the school; minor damage to property; some distress to self or others; or brief disruptions to the normal school routines. No physical injury or damage to property; minor distress or disruption. Behaviour / Risk: Target: Probability: Seriousness: Influencing Factors/ Other : Head-butting Kicking Punching /Hitting Physical intimidation/pushing Biting Damage to property Spitting Running away / pacing/ absconding Licking windows Climbing Self-harm Possible Influencing Factors: Periods of unstructured activity Transition times Availability of dangerous equipment Changes to routine/circumstances/ home/ school/ other Environment/ noise/crowds/ other etc. Particular students / adults (specify) Other (Specify)
Behaviour support practitioner details Under experience, outline the number of current years in practice without a break in delivery of service. If there has been a break in practice, please advise full details of previous practice, including dates. Practitioner’s full name Practitioner’s contact details (email and phone) Qualifications and/or training Professional association membership or equivalent Experience in functional behavioural assessments Experience in developing specialist behaviour support plans (positive behaviour support) that may include a restrictive practice Experience in the implementation and training to providers, families and carers in positive behaviour support strategies
Stage Action Intervention Possible Outcome Stage 1 (S1) Concern at number of referrals. Parental meeting. Pupil placed on report (monitoring period 2 weeks). Specific targets set. Referral considered to external agencies for assessment. Identify possible triggers for behaviour. Report card monitored. Behaviour tutorials. Any other relevant interventions identified. Improvement – reduction in referrals, pupil is taken off report. Little progress – 1 week extension of S1. Continued concern – Progress onto S2. Stage 2 (S2) Extension of individual behaviour report due to deteriorating pattern of behaviour. Pupil continues on report (4 weeks). Parental meeting held every 2 weeks. Review of targets and interventions. Referral to relevant external agencies Identify possible triggers and interventions put into place. Consideration of personalised curriculum. Report card monitored daily. Review of risk of progress onto S3. Improvement – pupil moves back to stage 1. Little progress – 1 week extension of S2. Continued concern – progress onto S3 Behaviour Contract. Stage 3 (S3) Behaviour contract Stage 4 (S4) 5 Strike contract. Pupil continues onto S3 report (6 weeks). Parental contact each week, with review meeting held every 2 weeks. Referral to DCC Behaviour Support. Behaviour Support Plan (BSP) put in place. Referral to additional relevant external agencies Pupil continues on report (10 weeks). Parental contact daily if Identify possible triggers – modifications to timetable if necessary. One to one with school based counsellor. Targeted behaviour interventions. Personalised curriculum provision. Increased individual and group intervention sessions. Improvement – pupil moves back to stage 2. Little progress – extension to Behaviour contract. Continued concern – pupil progresses onto Stage 4 5 Strike contract. Improvement – moves back to stage 3.
Signed: Dated: Appendix C The use of reasonable force What is reasonable force? The term reasonable force covers the broad range of actions by most teachers at some point in their career that involve a degree of physical contact with pupils. is usually used either to control or restrain (see restraint policy) This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury. ‘Reasonable in the circumstances’ using no more force than is needed. As mentioned above, schools generally use force to control pupils and to restrain them. Control means either passive physical contact, such as standing between pupils or blocking a pupils path, or active physical contact such as leading a pupil by the arm out of a classroom, Restraint means to hold back physically or to bring a pupil under control. It is typically used in more extreme circumstances, for example when two pupils are fighting and refuse to separate without physical intervention. Who can use reasonable force? All members of school staff have a legal power to use reasonable force.
APPENDIX B Behaviour Early Help and Statutory Intervention Overview Name of Education Provider: …………………………………………………………………….. Name Nature of Behaviour Concern Threshold of Need Intervention Impact
Children Can Expect Staff: To listen to them and to acknowledge their point of view. To be polite and to address them in a reasonable tone of voice. To value all aspects of their achievements. To be fair and consistent. To ensure at all times that their environment is safe. To discuss things that go wrong. We want children to understand why some things are wrong and why we have rules. As you know, we use Circle Time in each class to promote positive behaviour. To create a positive environment in the classroom and playground. To trust them and care about them, treating each child as an individual. To see each day as a fresh start. 9. THE ROLE OF THE HEADTEACHER It is the responsibility of the headteacher to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school. The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy. The headteacher keeps records of all reported serious incidents of misbehaviour. The headteacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. These actions are taken only after the school governors have been notified. 10. THE ROLE OF PARENTS
Qualifications & Experience a good standard of education including English and Maths evidence of experience in an similar, office or administration role experience of working to deadlines experience of note taking and arranging meetings experience of using databases, word processing and a range of other IT packages At least 5 or more GCSE’s including English and Maths at grade C or above (or equivalent) experience of working in a school environment (understanding of safeguarding and Child Protection issues) experience of SIMS Knowledge & Understanding knowledge of administration systems and general office procedures understanding of filing, storage and archive systems and procedures the potential uses of data to support efficiency Skills & abilities ability to communicate and negotiate effectively to a range of audiences (internal and external) through strong inter-personal, written, oral and presentation skills sound judgment and ability to make decisions based on understanding of relevant information able to prioritise work and to manage work to meet tight deadlines adaptability to changing circumstances/ideas work as an effective team member and apply given instructions customer service skills able to apply written and verbal instructions able to organise, plan and complete tasks able to work in a school environment, around children and young people able to work as part of a team high personal standards and able to provide a role model for students and staff seek support and advice when necessary negotiate and consult fairly and effectively deal sensitively with people and resolve conflicts able to develop and maintain effective communication systems Personal Qualities adaptability to changing circumstances/new ideas ability to inspire confidence in staff, students, parents and others reliability and integrity and a commitment to confidentiality determination to succeed and the highest possible expectations of self and others a commitment to inclusive education
In the class room Low level disruption Includes: Persistent shouting out. Insufficient or Inadequate work. Distracting other students. Persistent talking. Entering or Leaving the room in a disorderly manner. Not following teacher’s Instructions. Leaving seat without permission. Inappropriate language towards Others. Eating in the lesson. Graffiti. Accessing private areas of rooms. Lateness to Lesson –(3+ mins) Teachers should log the number of minutes later on SIMs) Destruction of property (pens etc.) Truanting. Truanting off site. Bullying including cyber bullying. Suggested action – minimum tariffs Incident C1 issued and recorded on the Consequence chart. For persistent disruption a C2 will be issued. Where a student persists in disrupting learning despite previous sanction ‘On Call’ will be informed (C3). Appendix 2. *** ’On Call’ should only be notified after a C1 & C2 have been issued, or in the event of a serious incident **** 3 logs of lateness in a single week – C2. Only students with a signed note from a member of staff will be exempt. C2 Immediate – C4 Internal exclusion – C4. On Call staff summoned – C3. If proved C4.
Behaviour Incident Form Aggressor Target Name(s): Name(s): Date: Person Completing Form: Type: Against an Adult (Y or N): Non-Prejudice - Emotional Non-Prejudice - Physical Non-Prejudice - Sexual Prejudice - Age Prejudice - Disability Prejudice - Gender Re-assignment Prejudice - Marital Status/Civil Partnership Prejudice - Pregnancy Prejudice - Race Prejudice - Religion/Belief/Non Belief Prejudice - Sex or Gender Prejudice - Sexual Orientation Form of Bullying: Actual Physical Assault Comment general Cyber - text, email, social networking Damaging, Hiding or Stealing Property Displaying Badges, Slogans or Propaganda Excluding from Group Extortion Graffiti Indirect (ignoring) Name Calling or Similar Physical Contact Session (Time): Who Reported: How Reported: School Before School Breaktime During Lessons Lunchtime Parent/Carer Pupil at the receiving end Witness - Pupil(s) Witness - Teacher or other adult Correspondence Email In Person Telephone Location: Classroom PE Changing Rooms Corridor Playing Fields Dining Room School Grounds or Playground On Bus to/from School Toilets Outside School Walking to/from School Resolved - Bullying Resolved – Not Bullying Resolved - Prejudice Resolved - Not Prejudice Resolved - Aggressor Withdrawn Resolved - Target Withdrawn Unresolved – Bullying Unresolved – Prejudice Unresolved - Aggressor Withdrawn Unresolved - Target Withdrawn LA Involvement Progressed to Agency Police Involvement Section 47 (Child Protection) OFFICE USE Outcome: Fixed Term Exclusion Group Work Individual Work Internal Sanction No Further Action Required Aggressor Contacted Parent/Carer Target Contacted Permanent Exclusion Restorative Meeting Action Taken: Staff Member responsible for outcome: Date: _____/______/_____
PACE focuses on the child, not simply the behavior. It helps children be more secure with the adults and reflect upon themselves, their thoughts, feelings and behaviour, building the skills that are so necessary for maintaining a successful and satisfying life. The child discovers that they are doing the best that they can, and are not bad or lazy or selfish. Problems diminish as the need for them reduces. Through PACE and feeling safer, children discover that they can now do better. They learn to rely on adults, particularly their parents, and trust them to truly know them. They learn that their parents can look after them in a way that they could never do on their own. When children experience the adults doing the best they can to understand them and trying to work out together more effective ways for the child to understand, make sense of and manage their emotions, thoughts and behaviour they start to believe that the adults really will keep on trying until things get better for all of them. For adults, using PACE most of the time, they can reduce the level of conflict, defensiveness and withdrawal that tends to be ever present in the lives of troubled children. Using PACE enables the adult to see the strengths and positive features that lie underneath more negative and challenging behaviour.
Stephenson Trust Person Specification Post: Behaviour Mentor E = Essential, D = Desirable, A = Application Form, I = Interview, T = Task CRITERIA E/D ASSESSED Experience/ Knowledge Experience working in a challenging educational environment E A/I Successful experience of working with student s with social, emotional and behavioural challenges E A/I ICT literate E A/T An ability to use data to understand target setting and track student progress/apply appropriate intervention D A/I/T Excellent communication skills E A/I Ability to plan, prioritise, delegate, organise self and others; manage, monitor, evaluate and review one’s own work and that of others E A/I/T Ability to work on own initiative and in teams E T/I Willingness to undertake and use where appropriate Physical Intervention training E A/I Knowledge of SEN and impact on behaviour D A Technical job related skills Knowledge and experience of strategies to support students with social, emotional and behavioural challenges E A/I Ability to work on own initiative and in team E A/I/T Ability to build strong professional relationships with students E A/I/T Personal job related skills Excellent attendance and punctuality E A Enthusiasm, personal dynamism, determination and stamina E A/I/T Ability to keep calm and work effectively under pressure E T/I Integrity, tact, reliability, emotional resilience, self-confidence and personal presence E A/I A commitment to professional standards, quality and continuous improvement E I
• The teacher’s responsibility is, in these circumstances, with the class; responsibility for the missing child passing to other staff (SLT in the first instance if possible). • staff: office staff will immediately inform the head teacher or the most senior teacher available if a child is missing. • One or two support staff (office staff, site manager, teaching assistants) will search the building; • The office will remain covered at all times; • If the child is found, the head teacher or most senior teacher available will talk to the child and try to coax him/her back to class; • A meeting between teacher and parents will be arranged to discuss the cause of the behaviour and how to prevent repetition in the future and how the child can choose a better option. If a child leaves the school site without permission • Staff will immediately inform the office, who will inform the head teacher or the most senior teacher available if a child is missing. • Two teachers or support will search the building/grounds; • If the child is found, the head teacher or most senior teacher available will talk to the child; • If it is necessary to leave the grounds a maximum of two adults should normally be involved and a mobile phone should be taken; • Staff must NEVER chase or follow – there is high risk of serious injury to the child if they get injured and liability rests with the member of staff. • If the child is missing for more than five minutes, parents will be informed in case the child is outside the school premises and at considerable risk; • The police will be informed; • Once the child is found, a meeting between head teacher and parents will be arranged to discuss the cause of the behaviour and how to prevent repetition in the future; • Exclusion from school is likely to follow any episode of leaving the grounds without permission. Reviewed: September 2017 Next review date: September 2018
Appendix 1 – Bad language Word & Category Sanction Mild Arse Bloody Bugger Cow Crap Damn Git God Goddam Christ Minger Sod-off Apologise for use of the word. Miss one breaktime. Medium Arsehole Balls Bint Bollocks Bullshit Feck Munter Pissed/pissed off Shit Son of a bitch Tits Fricking Apologise to those that heard the word. Miss one lunchtime (detention). Parents informed via a phone call – made aware of the word used. Strong Bastard Bellend Bloodclaat Clunge Cock Apologise to those that heard the word. Miss two days of free time lunchtime detention & break time. If absent – punishment rolls over until it has been completed. Parents informed via a call – made aware of the word used & punishment.
Name of student…………………………… Date of Birth ………… Year Group ……….... Individual Behaviour Plan date: From …………. To ………….. Behaviours Causing Concern (please indicate frequency of identified behaviours) Environmental Factors influencing behaviours e.g. movement between activities/rooms, social groupings, space, noise, curricular structure Desired Outcomes New skills (What new strategies, attitudes and skills need to be taught for the student to achieve the desired Provision (What organisational/staffing/ curricular arrangements/external agencies will be necessary to support the desired changes?) Success criteria De-escalation strategies Parental Involvement Review date Action to be taken as a result of review Physical Intervention needed? (By staff trained in Teamteach) Type of restraint needed?* *If physical restraint is used, this should be recorded separately in line with Teamteach guidelines Signed: ……………………………………….. Headteacher Signed: ……………………………………….. Parent