Fostering Effective Learning Behaviours

INTRODUCTION

River East Transcona School Division has five learning principles that focus on celebration, communication, culture, equity, and excellence. The policies, practices, and procedures of this division help to develop inspired, responsible citizens.

In this position paper, we show how our five learning principles link the fostering of effective learning behaviours to increased student success. When students are regulated and empowered to learn, their behaviour is more likely to be respectful and responsible.

RETSD supports a philosophy of inclusion and the success of all students through its beliefs:

• We exist to serve our students and community.
• Everyone is unique and can achieve individual success.
• Individuals excel where there are high expectations and challenging learning opportunities.
• Everyone has the right to be treated with dignity and respect.
• Working together, we can make a significant difference in the lives of our students.
• People thrive in safe and caring environments.
• Teamwork and collaboration are essential skills for both students and staff.

CELEBRATION

As students transition into, across, and beyond the educational system, a team approach to supporting student success through the collaboration of caregivers, schools, and community is celebrated as essential. 

We are creating an approach wherein:

• Students have a sense of belonging in the school community and all members are valued and celebrated.
• Planning for entry and exit transitions ensures students remain connected to the school community.
• Transition planning across grades and levels provides opportunities to share growth and development.

COMMUNICATION

Meaningful and active involvement of students and parents with school teams is vital when developing a clear and appropriate plan for student programming.

Programming:

• Provides an opportunity for dialogue, collaboration, and problem-solving through a team approach.
• Recognizes and values positive, schoolwide behaviour strategies and proactive approaches that are essential to developing competent, capable citizens.
• Begins with well-documented assessment—the route along the continuum of support services must be clear, accessible, and dynamic.

CULTURE

Students thrive in safe and caring learning cultures. 

We are committed to fostering a school culture with: 

• Learning that is challenging but achievable and that addresses student diversity by approaches portrayed on a continuum of instructional supports. 
• Developmentally appropriate programming and authentic assessment. 
• The teaching and learning of expected student behaviour, which forms the cornerstone of a proactive, preventative approach to fostering effective learning behaviours. 

EQUITY

Students are diverse and require different supports, services, and programming in order to foster effective learning behaviours and increase equity for all. 

We are creating an approach wherein: 

• Students have the right to a safe, caring, and respectful learning environment. 
• Students benefit from consistent and clear expectations. 
• Behavioural programming recognizes and addresses the challenges and unique learning needs of students. 
• Equity does not mean all students are treated the same; equity does mean students have access to the support they need. 

EXCELLENCE

A divisional continuum of supports and services delineates the many available options to enable all students to demonstrate excellence, based on their individual needs. 

Goals include: 

• Using proactive interventions to reinforce effective learning behaviours. 
• Fostering effective learning behaviours using strategies that are realistic and that encourage participation, contribution, and acceptance. 
• Providing specialized supports that may be required on an interim or long-term basis. 
• Following a multi-tiered system of support model, including universal, targeted, and intensive supports.

POSITIVE BEHAVIOURAL INTERVENTIONS & SUPPORTS 

To foster positive learning behaviours that support celebration, communication, culture, equity, and excellence, RETSD uses Positive Behavioural Interventions and Supports (PBIS).

PBIS is a data-driven, multi-tiered system that focuses on the promotion, modelling, and reinforcement of expected behaviour and mental wellness. Tier 1 interventions are implemented universally to support all students. Students who require additional support receive short-term, targeted Tier 2 interventions. A few students receive the individualized, intensive, and ongoing support of Tier 3 interventions.

Using PBIS to promote expected behaviour and mental wellness in RETSD schools looks like providing many opportunities and pathways for all students to acquire, practise, and apply the knowledge and skills they need to successfully navigate life. This includes the skills necessary to cope with difficult situations, manage stress, understand their individual mental health needs, and have a working knowledge of what strategies they can use to create positive life and learning experiences for themselves now, while in school, and in the future.

A PBIS Matrix is a living document that outlines specific behaviour expectations in different school locations and environments. The matrices are clearly displayed in each location to communicate to students exactly what is expected of them wherever they may be or whatever they may be doing.

Sample PBIS Matrix

For more information about how our schools foster effective learning behaviours, please contact the principal of your child's school.