Questions and answers
1. How will the plan fix the behaviour problem in schools?
There are no quick fixes, but through the plan, at least 12,000 parents in at-risk families will be able to improve their parenting skills; 5,000 teachers will receive training in effective classroom management; and at least 400 schools will have had the opportunity to participate in initiatives such as restorative practice or Positive Behaviour for Learning School-Wide. These are programmes that have been proven to result in positive behaviour and learning.
2. What increased support will teachers and schools get?
- 5,000 teachers will have access to the Incredible Years programme for teachers.
- At least 400 schools will be able to participate in initiatives such as restorative practice or Positive Behaviour for Learning.
- Schools will have access to school climate and bullying surveys.
- RTLB will help schools put in place school-wide behaviour programmes.
- Beginning teachers will be trained in managing behaviour problems in the classroom.
- Schools will have access to a Behaviour Crisis Response service to help stabilise a behaviour crisis in a school when it occurs.
3. How can schools register for or access the programmes, training or funding available through the plan?
During the first year (2010) schools will be approached, and from 2011 schools will be able to apply through expressions of interest. Regional implementation teams will advise schools of the programmes available in their area.
4. Will schools have to pay to access the programmes supported by the plan?
We have allowed budget to help subsidise teachers to access the training and support. This will also help access for rural schools. There will be a minimal charge to the school to cover costs of venue, refreshments and materials.
5. What can schools do if they have immediate needs with behaviour problems?
Depending on how serious the behaviour problem is, schools should contact their RTLB Cluster, Special Education or in emergency situations access the Interim Response Fund through ringing their local Ministry of Education office.
6. Will the plan impact on the service that Special Education provides for individual children and young people with severe behaviour difficulties?
No. Special Education will continue to provide funding and support for children and young people with severe behaviour difficulties.
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7. How will you get all schools on board with the plan?
The plan has been developed in association with eight education sector groups who represent early childhood educators, schools, teachers and principals. Their role is to help promote and roll out the programmes, surveys and tools that will be made available to schools and early childhood educators. We will also deliver workshops for teachers and principals around the country sharing the evidence behind the programmes the plan is supporting.
8. The plan talks about evidence-based programmes. What are the evidence-based programmes that the plan supports?
There are three programmes that have a strong evidence base (and will be evaluated in the New Zealand context)
- Incredible Years programme for parents
- Incredible Years programme for teachers
- Positive Behaviour for Learning – School-Wide.
Through the plan we will gather the additional evidence needed to establish the effectiveness of restorative practice and to identify Māori for Māori programmes.
9. Will the programmes supported by the plan be compulsory? What happens to other programmes that schools are currently delivering that are not supported by the plan?
No programmes or processes will be compulsory. If schools are delivering programmes that are working well, we do not expect them to stop those programmes. They could look at whether there are programmes within the Positive Behaviour for Learning Action Plan that could complement what they are doing or improve on what they are doing.
10. How will the plan address the needs of Māori?
International studies and research for the key programmes supported in the plan indicate that they work across cultures. To evaluate this in the New Zealand context and to make sure that proposed approaches do work for Māori, a Poutama Pounamu research group within the Ministry of Education will monitor and evaluate the programmes supported within the plan. The plan also has kaupapa Māori which will ensure that programmes supported within the plan are delivered in a culturally appropriate way.
11. How will the plan be funded?
The Government expects the plan to be delivered within existing resources. $45 million has been reprioritised to implement the plan.
12. How will the plan be rolled out?
The Ministry of Education, Special Education is responsible for managing the implementation of the plan. It will start with workshops around the country for principals, teachers and other educators. It will increase the availability of the Incredible Years programmes that are already available, and will start building the system needed to support the others. Rollout will start to a limited group of schools over the first year (those schools that are identified by local regional implementation teams) and will reach the maximum number of schools within five years. A Behaviour Crisis Response Service is already being piloted in several areas.
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13. How will you make sure the programmes that are rolled out are delivered to a high standard and the way they are intended?
The programmes have a range of standards, coaching and supervision built in to ensure quality is maintained. The Positive Behaviour for Learning Action Plan will be monitored and evaluated by independent evaluators. We will also put in place systems to collect, monitor and measure outcomes.
14. How does the plan support older students with behaviour difficulties who are causing difficulties for schools now?
We will be carrying out further work on the best approach for older students whose needs are complex and require stronger interagency support. Behaviour services for individual students continue to be available through Resource Teachers: Learning and Behaviour and the Ministry’s Severe Behaviour Service.
15. How will schools be able to become involved with the plan when they are busy implementing other initiatives such as National Standards?
Schools have asked for more support to address behaviour difficulties. The plan will be implemented conservatively in 2010 for those schools and teachers who have been seeking additional support.
16. How do the issues around truancy, alternative education and the ERO report on RTLB fit with the plan?
We will be looking to integrate the development work in these three areas into the plan. The lead on these initiatives might come from different parts of the Ministry but many of the same students are the focus in all these initiatives. The sector representative group will also be able to provide advice to the Ministry on developing a coherent approach across these initiatives.