Intensive Behaviour Supports Professional Learning - English – Transcript

00:02Welcome to the overview of intensive behavior supports module one in the intensive behavior supports professional learning series. This learning series contains modules that provide guidance on the development of intensive behavior supports including the creation of behavior intervention support plans. These supports help create a safe, relational, student centered and inclusive learning environment for all learners. The learning series is comprised of five

00:28modules. Module one, overview of intensive behavior supports. Module two, tier 2 interventions. Module three, skills inventory. Module four, tier three interventions, behavior intervention support plan A. And module five, tier three interventions, behavior intervention support plan B.

00:49These modules complement existing resources and are part of the comprehensive safe school strategy. You are encouraged to visit the safe and inclusive school section located on the GNS PEZ landing page to review the other modules in this learning series and other related resources and materials.

01:06This work was developed in consultation with RCAs, CSAP, EEC, and community partners. The EECD is committed to providing data-driven, consistent, comprehensive, evidence-based support and programming for students who require intensive behavior supports. The goal of this professional development session include one, understand how the guide for responding to unacceptable behavior supports programming and implementation

01:34of the provincial school code of conduct policy. Two, understand the pathway to intensive behavior support sections 5.14 to 5.16. Three, enhance shared understanding of an MTSS framework for behavior and social communication, including important considerations.

01:54And four, share TINET updates and enhancements as they apply to behavior interventions and review related supporting resources and user guides. During the first part of this professional development, we will make connections to the work that has already begun in our province through the safe school strategy, the code of conduct, and the guide for responding to unacceptable behaviors.

02:17You have seen this slide before at the September 2025 implementation day and during the provincial PD that took place in the spring of 2025. The code of conduct is grounded in guiding principles that ensure a safe, supportive, and inclusive environment for all members of the school community to learn and work. This professional learning session builds on initiatives already underway across the region, CSAP, and schools, including development of schoolwide positive and proactive

02:45behavior approaches and behavior expectation matrices. A safe school strategy consists of interconnected components, including responses to behavior and response pathways. These components are the focus of this professional learning session.

03:01When it has been determined that a student is not able to consistently demonstrate expected school behavior, intensive supports will be identified and a behavior intervention support plan may be developed. This refers to section 5.14 to 5.16 of the code. students who require intensive behavioral supports.

03:20It is important to note that our work in intervention and support planning and programming is also grounded in the guiding principles of responsibility, equity, restorative and relationship building, and clarity and consistency.

03:34Our collective work is defined in and guided by the inclusive education policy which recognizes the strengths that greater diversity including but not limited to race, culture, disability, neurodeiversity, heritage, linguistic backgrounds, community cultural knowledge, beliefs, sexual orientation, and gender identity brings to every aspect of education.

03:59The provincial school code of conduct aligns with the inclusive education policy directives and is an essential component of the safe school strategy. Throughout this session, we will make reference to and connections between the inclusive education policy and the provincial school code of conduct and the guide for responding to unacceptable behaviors specifically to directives 5.14 to 5.16.

04:24Having a clear approach to intervention and documentation ensures consistency across the province. It is important that we all work together guided by the code and accompanying tools and resources. Administrators, regional board, and school staff, including teachers and support staff, participated in professional learning on the provincial school code of conduct on September 3rd, 2025.

04:48We want to highlight these particular directives as a reminder of the consistent and universal expectations for safe schools. Highlighting sections 5.3 All members of the school community are expected to act in ways that promote a safe, caring, positive, and inclusive environment.

05:065.4 Staff will routinely address minor misbehaviors without completing incident referrals. 5.14 When it has been determined that a student is not able to consistently demonstrate expected school behavior, intensive supports will be identified and a behavior intervention support plan will be developed.

05:27All training materials, resources, and activities covered in September 2025 are found on the GNSPZ landing page under the safe and inclusive schools icon. Please take a few minutes to pause this presentation and go to the safe and inclusive website which is located on your landing page. The site contains all resources developed and shared up until this point and we will continue to add to it over time. All staff can access

05:54the site. We will now briefly review the process through which an administrator determines responses and actions following unacceptable behavior as outlined in the guide for responding to unacceptable behaviors.

06:09The code of conduct empowers staff to make informed, compassionate decisions that uphold the dignity and safety of students and of the school community. The guiding principles of the code emphasize an equitable approach to decision-m, ensuring that responses are fair and considerate of each child's developmental stage and understanding.

06:28The restorative and relationship building approach focuses on repairing harm and restoring relationships, promoting long-term behavioral change. The guiding principles create a balanced and inclusive approach to appropriate responses following unacceptable behavior.

06:45The graphic on the left found in the introduction section of the guide provides a visual representation of the decision-making process, helping to determine which section of the guide to refer to when an unacceptable behavior has occurred.

06:58The arrow is a reminder of the first step in the decision-making process. Aligning with the guiding principles, grounding decision-m through the lens of the important considerations which are found in section one, page one of the guide is essential and should guide all decisions following an unacceptable behavior. This should occur on a case-byase basis.

07:19Knowing our students is key. Collaboration with family, teachers, support staff, schools, plus CSAP and regional team members, elders, community, and other applicable support will better inform the decision-making process.

07:36Here is a list of the important considerations as identified and defined in the guide to responding to unacceptable behavior. We have also created additional documents for each important consideration and these can be found on the GNS PEZ safe and inclusive schools website.

07:52During the September 2025 principal meetings, administrators were reminded of their leadership standards and their three brades training, both of which have connections to these important considerations. We need to be mindful of how we view students and their behavior. We view student behavior through our own cultural lens, our experiences, biases, and expectations.

08:15An important aspect of supporting students with challenging behavior is that we value and accept our students lived experiences and culture. There are further contributing factors and these will be reviewed shortly.

08:29You and others in the school community will be a valuable resource to school teams when determining responses and making decisions to best support students. To help prepare for this, please review important considerations found in the guide to responding to unacceptable behavior as well as individual documents on the safe and inclusive schools website.

08:50When reviewing the important considerations, consider these questions. How do these important considerations impact a student's behavior? How can we support schools in their understanding of these important considerations? In addition to important considerations, there are several contributing factors as described on page 46, section 3 of the guide, that result in students not being able to consistently demonstrate expected school behavior.

09:18We bring these up now to acknowledge the complex intersectionality that may impact behavior and our perspectives. Administrators in consultation with student planning teams will consider potential contributing factors including intellectual or developmental disability, mental health needs, or other impactful lived experiences.

09:38Example, trauma, adverse childhood experiences, or diagnosis. It is understood that behavior is contextual and therefore it cannot be separated from a student's lived experience and current state.

09:52Furthermore, educators bring their own histories, values, and world views to the understanding of behaviors. It is recognized that for some students, knowing that there will be a consequence, even a punitive one that is undesired by a student will not prevent the behavior unless the underlying cause is addressed.