Transcript: How does SWPBS operate?
1. How does SWPBS operate?
Schoolwide Positive Behaviour Support, or SWPBS, is an evidence-based, whole school
framework for supporting student behaviour so that teaching and learning can occur
2. When planning for SWPBS in your school, consider three factors:
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Why do we need SWPBS?
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How does SWPBS operate?
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And what do we need to do as a school to implement SWPBS?
3. In this presentation we will take a closer look at the critical features and essential practices
of SWPBS.
4. SWPBS is a “framework” for organising and delivering student support. It is not a “program.”
 SWPBS schools may run multiple programs and practices that support student
behaviour and improve school discipline. The SWPBS framework helps ensure that
programs and practices are:
 Evidence based;
 Continuously evaluated for effectiveness through the use of data;
 Targeted appropriately; and
 Implemented as recommended in a school environment.
5. This triangle represents the three-tiered continuum of support in SWPBS. You will notice
that the tiers are colour-coded green, yellow and red.
6. Tier 1 is represented by the long bracket to the left of the triangle. It is made up of a
number of evidence-based practices that form the foundation of the continuum.
The goal of Tier 1 is to prevent the development of new cases of problem behaviour in the
school. Its focus is on all students and staff across all settings. The implementation goal for
Tier 1 interventions is that they support a minimum of 80% of the student population.
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Some students (around 20% of the student population) will not respond well to Tier
1 interventions and will need increased and more individualised, Tier 2 (targeted)
interventions on top of the Tier 1 interventions they have already received. The goal
of Tier 2 interventions is to reduce the number of existing cases of problem
behaviour. Tier 2 interventions may not be sufficient for all referred students, with
the result that the number receiving these interventions will typically settle
somewhere between 10-15%.
Finally, a very few students will require intensive, highly individualised Tier 3
supports. These students typically constitute from 1%-5% of the total student
population and have not responded well to either Tier 1 or Tier 2 supports.
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7. In summary:

The goal of Tier 1 implementation is to reduce new cases of problem behaviour
developing in the school; the goal of Tier 2 is to reduce the number of current cases
of problem behaviour; and the goal of Tier 3 implementation is to reduce the
complications, intensity and severity of current cases of chronic problem behaviour.
8. There are five systems to be developed in SWPBS implementation:
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Schoolwide system. All students and staff members, across all settings.
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Classroom system. Settings in which delivery of instruction is emphasised.
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Non-classroom system. Settings in which the primary emphasis is on supervision
and monitoring (e.g. sporting events, eating areas, walkways).
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Individual student system. Individual students whose behaviours are not responsive
to schoolwide (Tier 1) prevention.
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Family system. Engaging and supporting family participation to support student
behaviour, including assisting with aspects of SWPBS implementation, and providing
parents and families with access to the knowledge and resources of the school to
help them manage behaviour at home.
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Ongoing maintenance of the schoolwide system is important – the subsystems
depend on the schoolwide system functioning well. Schools evaluate their
schoolwide implementation every year.
9. SWPBS provides a “roadmap” for schools to follow when building whole school support.
This roadmap is based on the same logic used for academic support.
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Therefore the outcomes we expect from SWPBS are social competence and
academic achievement for our students.
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We put practices in place to support student behaviour.
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We use data to ensure our practices are evidence based and that the students we
support with these practices actually need and will benefit from them.
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Finally, we need to be sure that our teachers and staff are supported through
professional development and our organisational systems to actually deliver these
practices.
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10. SWPBS requires systemic implementation and follows best practice in the use of
representative teams to ensure that changes are based on the needs of the whole school
community.
 The SWPBS team is representative of staff, parents and community. Many schools
include student representatives on their leadership team. The team coach attends
all meetings.
 The principal is required to attend all team meetings but is not expected to lead.
11. In summary,
 SWPBS is not a program or a specific practice. It is an organisational framework for
selecting and evaluating practices and programs.
 SWPBS is implemented across five systems: schoolwide, classroom, non-classroom,
individual student, and family.
 Data are used to identify the need for specific practices, to identify the evidence of
effectiveness of selected practices, and to evaluate the practices following their
implementation. Systems to support staff to change their practices are ongoing.
 SWPBS is based on a three-tiered continuum of behaviour support for all students.
 The SWPBS school leadership team is responsible for implementing SWPBS across
the five systems.
12. More information about SWPBS and support materials can be found on:
 Education Queensland’s SWPBS OnePortal intranet website.
 Education Queensland’s SWPBS web pages.
 The Positive Behavioural Interventions and Support (United States Department of
Education) main website.
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