This document discusses the rationale and implementation of School-Wide Positive Behavior Support (SWPBS) in schools in Tasmania. It outlines some of the common ineffective approaches to student behavior management and the need for a proactive, preventative approach. It then discusses the key components of SWPBS, including establishing clear behavioral expectations, teaching the expectations, acknowledging appropriate behavior, correcting inappropriate behavior, and using data to monitor implementation and outcomes. Challenges to implementation are also noted.

1. SWPBS Louise O’Kelly Department of Education Tasmania

18. Behavioural Habits

38. Common assumptions about academic errors Common assumptions about behaviour mistakes Students are trying to make the correct response. Students are trying to be disruptive, that is to make an incorrect response. Errors are accidental. Errors are deliberate. Errors are inevitable. Students are refusing to cooperate. Learning requires exploration. Students should not explore limits; they should obey them. Students who are having difficulties need additional or modified teaching. Students who are having difficulties should be punished. Students who achieve good work deserve some recognition Students should behave appropriately without needing recognition.

42. School Leadership Teams SWPBS District Coaches Central/regional coordination and training

44. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems Schoolwide Positive Behaviour Support Systems

48. BHS 2006

49. BHS 2007

50. BHS 2008

51. BHS 2009

52. Term 1 Relocations 2006/2007

53. Relocation from Class

54. Suspensions

55. Regional Data Schoolwide Evaluation Tool (SET Data)

60. Nemarluk

67. Wangaratta High School

76. Observe problem behaviour Problem solve Determine consequence Follow procedure documented File necessary documentation Send referral to office File necessary documentation Determine consequence Follow through with consequences Problem solve Follow documented procedure Write referral & Escort student to office Follow up with student within a week Is behaviour major? Does student have 3? NO YES NO YES Find a place to talk with student(s) Ensure safety

80. Using data...

85. Staff review 6-1 Greeting Initiative Plus Minus Interesting The kids are starting to greet us first I’m learning more kids names. The place feels more positive On the first day the kids were spooked More people are smiling

86. Staff review Getting to class before the students Plus Minus Interesting Classes are starting quickly We forgot to plan for who would round up the smokers Kids more settled We’re getting more done

88. ‘ Pay it Forward’