What is SWPBS?
School-wide positive behaviour support (SWPBS) is a framework that brings together school communities to develop positive, safe, supportive learning cultures.
SWPBS assists schools in improving social, emotional, behavioural, and academic outcomes for children and young people.
When SWPBS is implemented well, teachers and students have more time to focus on relationships and classroom instruction. Students and staff benefit from the following:
- increased respectful and positive behaviour
- increased time focused on instruction
- improved social-emotional wellbeing
- positive and respectful relationships among students and staff
- increased adoption of evidence-based instructional practices
- a predictable learning environment with improved perceptions of safety and increased attendance.
SWPBS can be implemented in any school setting to support students from Foundation through to Year 12. The framework supports schools in identifying and successfully implementing evidence-based whole-school practices to enhance learning outcomes for all.
Wayi School SWPBS Matrix
The Wayi School SWPBS matrix determines the expectations we have for our students. Our values are applied across the following six settings: All settings, Learning Spaces, School Grounds, Internet, Community, and Bus.
The Matrix is displayed in each classroom, and throughout the school, with the values and expectations explicitly taught to students through SWPBS lessons.
Acknowledgement Approach
The Wayi School “PBS ticket” system is our school-wide acknowledgement system. Students receive immediate and consistent feedback through this system by receiving tickets when choice, voice or independence are demonstrated, reinforcing our school-wide expectations, which strengthens our positive climate for learning. All staff in the school acknowledge students for their positive behaviours, including Principal class, Leadership, Teachers, ES, Office, Wellbeing, and Allied Health.
Multi-Tiered System of Support (MTSS)
A muti-tiered system of supports (MTSS) recognises that academic learning and behaviour are linked. The system utilises a pro-active intervention approach to prevent undesired behaviours whilst emphasizing the desired behaviours for students with diverse needs. Data collected through this system is used to help determine student needs and appropriate interventions.
