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School Wide Positive Behaviour Systems

SWPBS  is a systems approach for establishing the social culture and behavioural support needed for a school to be an effective learning environment for all students. 

Its features include:
•    Explicit teaching of positive social expectations;
•    Clarity about what those expectations are;
•    Acknowledgement and rewards for appropriate behaviour;
•    Consistent consequences for unacceptable behaviour;
•    The use of data about behaviour for decision-making.
SWPBS is not a program, curriculum, intervention or practice but is a decision making framework that guides selection and implementation of the best evidence-based academic and behavioural practices for improving important academic and behaviour outcomes for all students.  School Wide Positive Behaviour Support (SWPBS) is a research driven and evidence based process that was developed over 20 years ago and is now internationally recognised, is supported by training and is backed by a wide range of resources.

In support of genuine implementation and impact, the key PBS expectations are devised at whole school level and are embedded in the ethos and practice through commitment by all members of the College community.  Through a process of fully inclusive consultation we developed our PBS mantra at the outset of our commitment to the system.  We operate against the understanding that

       pbs

 

What does SWPBS look like?

At a School Wide level :
Students are able to state the behavioural expectations
Students are recognised for appropriate behaviours
All staff know the expectations
Data is collected and used for decision making
It is a team-based process
Families are actively included

At Classroom level:
Classroom-wide positive expectations taught and encouraged
Teaching classroom routines and cues are taught and encouraged
A ratio of 6-8 positive to 1 negative adult-student interaction is ideal
Active supervision
Re-directions for minor, infrequent behaviour errors
Effective academic instruction and curriculum

In Non classroom Setting:
Positive expectations and routines taught and encouraged
Active supervision by all staff (scan, move, interact)
Pre-corrections and reminders
Positive reinforcement

Individual Student Systems:
Function-based behaviour support planning
Team and data based decision making
Comprehensive person-centred planning
Targeted social skills and self-management instruction
Individualised instructional and curricular accommodations
Our positive recognition system uses the online Class Dojo system through which students tally up individual points at the personal and House Team level. These points also contribute to class- based acknowledgement systems, Class of the Month (K-6) and Class of the Term (7-10).  A class gaining this title receives a certificate and enjoys a class celebration. 

Any student demonstrating a behaviour inconsistent with our expectations experiences a set of responses and consequences detailed in our Behaviour Response Chart.  These consequences are meant to ensure that the student restores acceptable practice and repairs any break in relationships or class spirit.

If behaviour is deemed to be a ‘Major Problem’ behaviour or an on-going ‘Minor Problem’ behaviour a student will receive additional consequences. Consequences may include such things as Internal Suspension, After-School Detention, Relocation, Community Service, loss of privileges, Student Contract etc.  This is dependent on the age of the student and on what inappropriate behaviours are demonstrated. In these more serious situations parents will be contacted by phone.
 All the incidents (Major and Minor) are recorded into a database so that we can monitor progress and review our procedures.  We are pleased to report that since this system has been in place there has been a significant decrease in the number of behavioural concerns.  This then translates into improved learning outcomes for everyone.  Working in partnership and as a cohesive team, with a set system, it is clear that we are making a positive difference in our College community.

Notwithstanding the importance of following up negative behaviour we continue to have an overwhelming emphasis on the positive reinforcements. Our goal is 6 positive to every negative.