Leadership                                                                                                Defining Expected Behaviour                                                                                 Teaching Expected Behaviour                                                                                                                                        Positive Behaviour for Learning 
                                       
                                  Common language, vision and experience                                                                     Defining school-wide expectations                                                                           Teach behaviour skills like academics. Teach                                                                                                                               Tier 1 Universal Prevention 
                                                                                                                                               •        Socially, culturally, contextually                                                               positive social culture. 
                                    •         Statement of purpose                                                                                                                                                                                       Lesson content 
                                    •         Whole school engagement                                                                                   appropriate and positively stated                                                                                                                                                                                                                                      Essential Features Framework 
                                    •         Consistent staff modelling of                                                                    •        3-5 expectations                                                                                   •        Derive from the matrix                                                                                                                                                                                                
                                              expectations                                                                                     •        1-3 words per expectation                                                                          •        Non-classroom procedures 
                                    •         PBL visibility                                                                                   •        Developed/reviewed by all stakeholders                                                             •        Classroom procedures                                                                            Encouraging Expected Behaviour                                                                                                         Effective Teaching and Learning Practices 
                                                                                                                                               •        All encompassing                                                                                                                                                                                                                                                          
                                                                                                                                                                                                                                                         Define/tell                                                                                                Positive reinforcement is a powerful tool for change 
                                  Principal support, participation and                                                                         •        Supportive of academics                                                                            •        Matrix expectation                                                                              Adult attention                                                                                                                       Environmental Management 
                                  leadership                                                                                                                                                                                                               •        Specific skill                                                                                                                                                                                                                        Relationships 
                                    •         Align to the strategic improvement plan                                                        Defining specific rules for all settings                                                                                                                                                                                     •        Non-contingent                                                                                                          •         Positive climate 
                                              and department priorities                                                                        •        School expectations matrix                                                                         •        Context                                                                                               •        Contingent                                                                                                              •         Positive relationships 
                                    •         Regularly attends meetings                                                                       •        Linked to school-wide expectations                                                                 Teach/show                                                                                                     •        Building relationships                                                                                                 Classroom environment 
                                    •         Sustains PBL leadership team                                                                     •        Linked to social culture of school                                                                 •        Show and model                                                                                  Effective positive feedback                                                                                                            •         Organisation of space 
                                    •         Budget to support implementation,                                                                •        Positive, age appropriate, action-based                                                            •        Non-example/examples                                                                                  •        Specifically describe the behaviour 
                                              professional learning and systems                                                                         language                                                                                           •        Check for understanding                                                                               •        Provide a rationale                                                                                                    Behavioural Management 
                                  PBL leadership team                                                                                          •        Agreement by > 80% of staff                                                                      Practise                                                                                                         •        Can include a positive and motivating                                                                                  Classroom expectations 
                                    •         Work with staff, students, family and                                                            •        Visible for specific settings                                                                      •        Monitor                                                                                                        consequence                                                                                                             •         Purpose 
                                              community                                                                                      Defining specific behaviours                                                                                Re-teach                                                                                                         •        4 positives to 1 correction (minimum)                                                                                   •         Translating school-wide expectations 
                                    •         Representation from across school                                                                •        Observable                                                                                         •        Booster lessons                                                                                      •         Timing and frequency                                                                                                    •         Using classroom data 
                                              community and stakeholders                                                                       •        Measurable                                                                                       School-wide lesson schedule                                                                                     •         Contingent on demonstration                                                                                            Classroom procedures and routines 
                                    •        Decision-making processes adopted                                                                 •        Positively stated                                                                                  •        Scope and sequence                                                                                   •         Menu of reinforcers that fade over time                                                                                 •         Clear and functional 
                                  Operating procedures                                                                                         •        Understandable                                                                                     •        Responsive to data                                                                              Continuum of reinforcement                                                                                                            Encouraging expected behaviour  
                                                                                                                                               •        Always applicable                                                                                Informal teaching and monitoring                                                                                •         Free and frequent – all staff, every day                                                                                •         Classroom continuum of 
                                    •        Roles and responsibilities                                                                                                                                                                                    •        Pre-correct/remind                                                                                   •         Intermittent – delivered semi-regularly                                                                                           acknowledgement 
                                    •        Scheduled meetings                                                                              Procedures and routines for non-classroom                                                                     •        Active supervision                                                                                   •         Long and strong – Term/Semester/Year-long                                                                               •         Focus on feedback 
                                    •        Staff professional learning                                                                     aligned with school expectations matrix                                                                       •        Provide feedback                                                                                                                                                                                                                       •         High rates of positive reinforcement 
                                    •        Action planning                                                                                   •        Teach/model                                                                                        •        Re-teaching                                                                                                                                                                                                                           Responding to inappropriate behaviour 
                                    •        Working smarter                                                                                                                                                                                                                                                                                                                                                                                                                                               •         Staff managed minor errors taught like 
                                  Communication system                                                                                      Responding to Inappropriate Behaviours                                                                     Responding to Inappropriate Behaviours                                                                        Data and Ongoing Monitoring                                                                                                                     academic 
                                    •        Presenting data                                                                                Minor (Teacher Managed)                                                                                    Major (Executive Managed)                                                                                     “The use of data increases the likelihood of effective action                                                                        Instructional Management 
                                    •        Analyse feedback                                                                                                                                                                                                                                                                                                        steps taken in the problem-solving process” 
                                    •        Disseminating information                                                                        Preventative strategies                                                                              Further support and consultation                                                                                  Data for decision making                                                                                                             Active supervision 
                                                                                                                                               •         Active supervision                                                                          •        Parent/carer contact/consultation                                                                                                                                                                                                            •         Moving 
                                                                                                                                               •         Pre-correct                                                                                 •        Tier 2/Tier 3 LST based intervention                                                                    •         Frequently communicate data with staff                                                                                     •         Scanning 
                                                                                                                                              Indirect instructional strategies                                                                      •        Multidisciplinary teams                                                                                 •         Outcome data                                                                                                               •         Interacting 
                                                                                                                                               •         Proximity control                                                                           •        Interagency support                                                                                     Decision making process                                                                                                             Opportunities to respond  
                                                                                                                                               •         Signal, non-verbal cue                                                                      Clear referral pathways                                                                                          •         Collect and chart data                                                                                                     •         Tracking students 
                                                                                                                                               •         Ignore/attend/praise                                                                        •        Behaviour referral form, data decision rules                                                            •         Analyse and prioritise                                                                                                     •         Choral response 
                                                                                                                                              Direct instructional strategies (order)                                                                                                                                                                                 •         SMART goals                                                                                                                •         Response cards 
                                                                                                                                                 1  Redirect                                                                                       A School-wide behaviour system has:                                                                                •         Select strategies                                                                                                          •         Response devices 
                                                                                                                                                 2  Re-teach                                                                                         •        Minor and major categories with defined                                                                 •         Determine results indicators                                                                                               •         Direct instruction 
                                                                                                                                                 3  Provide choice                                                                                            behaviours                                                                                              •         Evaluate action plan                                                                                                      Activity sequence and choice 
                                                                                                                                                 4.  Student conference                                                                              •        Behaviour referral forms (BRFs)                                                                         Data management systems                                                                                                              •         Varying intensity or degree of difficulty of 
                                                                                                                                              Apply logical consequences                                                                             •        A behaviour consistency flowchart or continuum                                                          •         Data collection–behaviour referrals                                                                                                  tasks 
                                                                                                                                               •         Instructional                                                                             Considerations                                                                                                     •         Big 5 data-based decision-making model and                                                                                 •         Materials 
                                                                                                                                               •         Consistent                                                                                  •        Consistency                                                                                                       referral solution plan                                                                                                     •         Type of task 
                                                                                                                                               •         Individually determined                                                                     •        Use least intrusive strategy                                                                            Evaluation tools                                                                                                                     •         Placement and with whom 
                                                                                                                                               •         Restorative                                                                                 •        Specific yet brief                                                                                      •         Self-Assessment Survey (SAS)                                                                                              Task Difficulty 
                                                                                                                                               •         Promote motivation to learn                                                                 •        Quiet, respectful interaction with student                                                                                                                                                                                                   •         Differentiation of the curriculum 
                                                                                                                                                                                                                                                     •        Use a positive neutral tone                                                                             •         Tiered Fidelity Inventory (TFI)                                                                                            •         Reasonable adjustments 
                                                       NSW Department of Education                                                                                                                                                                   •        Clear and explicit instructions                                                                         •         Benchmark of Quality (BoQ)                                                                                                 •         Scaffolding learning 
                                              Adapted from Missouri University SWPBS                                                                                                                                                                 •        Consider function of behaviour                                                                          •         School-wide Evaluation Tool (SET)                                                                                                                                            
                                                                                                                                                                                                                                                                                                                                                                      •         Triangle Data Tool