From the Assistant Principal

Key Features of School Wide Positive Behaviour Support Program (SWPBS)

As mentioned in the first newsletter of the school year, we begin the implementation of School Wide Positive Behaviour Support Program in 2020; it will be a 5-year journey to full implementation.

Implementation of SWPBS requires commitment by the whole school community, particularly from the principal and leadership group. We have established a SWPBS Implementation Team- Miss Ash Jacobs, Miss Amanda Curtain, Miss Amanda Neary, Ms Ilana Tusia and Mrs Sarah Woods, Mr Paul Carron, Mr Andy Pullar and myself. We have two parents whom have volunteered to be involved from the community side and our Level 6 Wellbeing Leaders, SWAT Team and Class Captains will all be involved in sharing information with classes across the school.

All SWPBS schools implement eight essential features. They will:

• Establish a common philosophy and purpose: Staff and students use a common language to discuss behaviour. School philosophy emphasises the need to teach appropriate behaviour much like academic learning.
• Establish Leadership and school-wide support: School leaders publicly endorse and support SWPBS. A team at the school leads implementation by creating, reviewing and monitoring an action plan.  The work is done in collaboration by the whole staff with input from parents, students and the community.
• Clearly define a set of expected behaviours: The school identifies 3-5 behavioural expectations that apply at all times.  Clear, positively stated examples are identified and displayed in different school settings.
• Establish procedures for teaching and practising expected behaviours: A school-wide plan is developed to ensure behavioural expectations are taught to all students by all staff.
• Implement a continuum of procedures to encourage expected behaviours: School-wide systems are developed to acknowledge expected behaviour and promote commitment from all members of the school community.
• Develop a continuum of procedures to discourage inappropriate behaviour: Schools clearly define problem behaviours and identify specific strategies and responses to minor and major behavioural infractions.
• Use procedures for record-keeping, decision making and ongoing monitoring: Schools review data on repeated behaviour issues, the settings in which they occur, and the consequences most likely to be applied for inappropriate behaviours. They correlate these with other sources of data such as academic progress, and analyse this data to make necessary adjustments to school operations in an effort to reduce inappropriate behaviour.
• Support staff to use effective classroom practices: Schools establish systems to support staff to adopt evidence-based instructional practices associated with reductions in inappropriate behaviour.

Any questions about SWPBS please ask one of the implementation team.