Supporting students
back at school
Supporting students
back at school
Skills for
teachers
Systems
for schools
Motivation for
students
Possibilities for
success
Basic skills
Content knowledge
The Achievement Gap
School year
Changing paradigms
Your current practice/ideas
Dubbo Mentoring Program
(proposal) - Marc Foley
Non-violent crisis intervention
Mentor Program Proposal
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The Idea
❐ Support the program of the Dubbo Suspension
Centre.
❐ Effectively enhance the transition of students back
to school from the Centre.
❐ Use identified strategies to help students make
more appropriate behavioural choices and assist
the students to implement these strategies
through regular and ongoing support.
❐ Enable development of effective relationships via
focusing on students needs.

The Plan
Program to be coordinated by the Head
Teacher Dubbo Suspension Centre.
Establish a mentoring team consisting of a
staff member from each school that accesses
the Centre.
Mentors will receive release time.
Students will be monitored for approximately
1 term upon returning.

Role of the Mentor
Provide support to students at risk of suspension
by initiating and coordinating individual or small
group programs.
Provide support to students returning from
suspension, coordinating programs, monitoring
behavioural check lists, debriefing and liaising with
parents.
Participate in meetings (including resolution).

Role of the Mentor
Participate in Learning Support Team and
Welfare Team meetings to assist in the
coordination of support to students returning
from suspension or at risk of suspension.
Regularly liaising with the Head Teacher
Suspension Centre.
Participate in relevant Professional Learning
activities.
Maintain documentation of work within the
school.

Documentation for Mentors
Student Profile
School Evaluation Survey
Student Evaluation Survey
Documentation Log
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Funding of Program
Mentors will accumulate time assisting
students that will be documented in the
Mentor Log. Mentors will receive release to
compensate for time that was dedicated to
mentoring students. This time will be
negotiated between the Head Teacher
Suspension Centre, Mentor and School
Principal and be funded by Dubbo
Suspension Centre.
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Crisis review
Reviewing a Crisis Intervention
What preventative measures are in place that are
1. Prevention
specific to this situational challenge?
What preventative How
measures
are in place
are
do staff respond
at earlierthat
levels
of
2. Response
crisis? challenge?
specific to this situational
Is there
an understanding
how, where and when the
How do staff respond
at earlier
levels ofofcrisis?
challenging behaviour is taking place?
3. Assessment
4.
5.
Have patterns of behaviour been identified?
Is there an understanding
of how,possible
where
and when
Do staff rehearse
responses
to an
Rehearsal
individual is
who
is beginning
to lose control?
the challenging behaviour
taking
place?
How often?
Do
staff
rehearse
possible
responses
to an individual
Have
patterns
of behaviour
been identified?
the frequency of rehearsals balanced with
is beginning to loseIscontrol?
Preparedness
the frequency of episodes?
who
How
Is theoften?
frequency of What
rehearsals
balanced with the
verbal intervention strategies are
6. Verbal
frequency of episodes?
being used during interventions?
What verbal intervention
strategies
are being
used
Are all the
above strategies
developed
for
7. Specificity
specific individuals and situations?
during interventions?
Are all the above strategies developed for specific
What procedures are in place for postvention?
8. Postvention
individuals and situations?
For staff? For individuals?
What procedures are in place for postvention?
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