SWPBS

What is SWPBS?

SWPBS is a systems approach for establishing the social, culture and individualized supports needed for all students to achieve both social and academic success. Through a multi-tiered framework, it aims to set up a framework to TEACH and ACKNOWLEDGE expected behaviour for all students and prevent problem behaviour. When problem behaviour occurs, it allows for explicit re teaching of expected behaviour. SWPBS uses a tiered intervention framework to ensure all students are supported.

Features of SWPBS

Leadership and school-wide support
Established and defined expected behaviour
Common Language of Values and expected behaviours visible throughout the school
Explicit teaching of expected behaviours taught from Foundation to Year 6
Continuum of procedures for acknowledging expected behaviours
Implementing a continuum of strategies to responding to problem behaviour
Continuous collection and use of data for decision making and ongoing monitoring and evaluation (data)

SWPBS promotes the acknowledgement of students demonstrating appropriate behaviours.

When a student is seen demonstrating one of the values or an expected behaviour from the matrix (see matrix document on ‘Our Values’ page), they are given a value card which is then tallied by their teacher. Students work to earn individual and class rewards. Specific and descriptive feedback is given to students about the behaviour and value they demonstrated. Eg. ‘Well done Jodie for using our school value of ‘We are Respectful’. You did this by looking at your class member whilst they were presenting to the class and listening attentively.’

Teaching Expected Behaviours

As teachers we understand our role in teaching children academic skills. We provide a wide variety of general and targeted lessons and activities and chances to practice – for reading, writing, spelling and maths skills at the very least. We understand that children’s learning will be affected by their stages of development, prior skills and experiences.

Being a SWPBS school means we apply the same understanding and practice to helping students develop appropriate behaviour. We teach them what appropriate behaviour looks like. We help them understand why the behaviours are important. We provide lots of opportunities to practice the behaviours. We give positive and descriptive feedback. We build motivation for those students who are not yet intrinsically motivated. In Term 1, the focus is on reviewing the values and using the behaviour matrix to teach behaviour expectations, as well as character strengths. This allows teachers to link both SWPBS and Positive Education into stand alone lessons, or through regular routine or incidental activities throughout the year.

Video Modelling

Video self/peer models (VSM & VPM) are used to explicitly teach expected behaviours. Teachers follow a five lesson sequence that involves students discussing each behaviour expectation in detail and breaking down the components so students know how to demonstrate the behaviour. Students and teachers then make a video and watch it frequently for a period of time, which results in improved behaviour. VSM are also made to support Tier 2 and 3 students to improve inappropriate behaviours.