Transcript: Information for parents and families
1. Information for parents and families
2. Schoolwide Positive Behaviour Support, or SWPBS, is an evidence-based, whole school
framework schools can use for supporting student behaviour so that teaching and
learning can occur. This presentation provides information for parents, including ways in
which parents can become involved in SWPBS to help support their children’s behaviour
at school.
3. Why do we need SWPBS?
 “Discipline” means knowing what to do, how to do it and when to do it.
 Children need good behaviour skills to be successful in school.
 Good behaviour allows good teaching and good learning.
 When there is good discipline, schools are safer and students spend more time in
their classrooms learning than in disruptive behaviour, “buddy classrooms,”
detention or the school office.
4. Children need and expect consistency from adults.
Expected behaviour must be understood by everyone, so that there is agreement by all staff,
students and parents on what expected behaviour looks like and sounds like.
5. Sometimes problems arise when there are changes in routines, when students transfer
between schools, or when adults do not hold the same views on expected behaviour.
It is important that all children know what is expected of them
6. How does SWPBS work?
 We know that teaching all students the correct ways to behave is a much quicker
way to improve school discipline than simply finding and dealing with individual
“problem” students.
 SWPBS schools create and teach a clear set of behaviour expectations and positively
acknowledge students for demonstrating those behaviours.
 All staff members are responsible for knowing the behaviour expectations and
providing consistent positive feedback to students doing the right thing.
7. The schoolwide behaviour expectations are few in number, for example “Be
Responsible,” Be Respectful,” “Be Safe.”
 The expectations are exactly the same in all parts of the school, including every
classroom and playground.
 All students are clearly taught the expected behaviours by their teachers.
 The expectations are displayed on posters or murals in all parts of the school as
reminders to students to behave appropriately.
8. The most effective way of teaching the behaviours is by embedding them in common
school routines and procedures that students are expected to complete, such as being
prepared for class, entering and exiting the classroom, staying on task and respecting the
learning needs of their classmates, riding the school bus, arriving at school on time and
moving between different parts of the school.
Self-control and social skills are vital to students’ success with these routines, especially
when they do not have the same level of adult supervision as they would in their classrooms.
9. Every part of the school can be used for teaching, and often teachers will take their
students to the specific places where the routines are expected - such as the school bus
or the playground - to teach the routines and behaviours and give students
opportunities to practice them.
10. This is part of a schoolwide plan that teachers use to teach the expected behaviours.
 This school’s expectations are Be Safe, Be Respectful and Be a Learner.
 When they use the hallways and walkways students show that they are Being Safe
by walking, keeping to the left, and keeping their hands and feet to themselves.
 They are Being Respectful by talking quietly and by moving outside or off the
walkway if they want to socialise in groups.
 Finally students show they are Being Learners by not distracting or interrupting
other classes, and by reminding other students to follow the hallway and walkway
routine.
11. When students meet these expectations they need feedback on their efforts in order to
feel encouraged to continue their learning, in much the same way that teachers
encourage academic learning behaviour in the classroom.
12. In SWPBS feedback is given to students as they learn expected behaviours and routines.
Positive feedback is given verbally (e.g. “well done, you were all on time today”), nonverbally (e.g. a thumbs-up), or as a certificate or a good behaviour slip.
13. SWPBS schools take positive encouragement seriously.
Data are collected on positive feedback and published in the school newsletter and
celebrated at assemblies.
Students and parents are able to track their positive awards and points and teachers are
able to give them advice about how to increase their point totals.
14. Problem behaviour must be discouraged.
Once the expected behaviours have been taught and practiced, teachers can deal with
minor problem behaviours by treating these as behavioural errors, rather than simply
assuming that students are deliberately doing the wrong thing.
15. Students may have forgotten or not properly learnt the expected behaviour.
The students are reminded of the rule and given an opportunity to immediately correct their
mistake and show the teacher the correct way to behave.
This is the case whether dealing with groups of students or individual students.
16. SWPBS is not about being soft on discipline.
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All SWPBS schools have developed a range of disciplinary responses to deal with
repeated minor problem behaviour and major problem behaviour.
Students are taught the consequences for problem behaviour and know what to
expect.
Data are collected on all problem behaviour and are published to staff and parents
at least three times per year.
17. What do I need to do to get involved with SWPBS?
 Your involvement is vital to the success of SWPBS for your child and your child’s
school.
 Parent involvement helps to improve student learning and schools in general.
 There are several ways for you to participate in SWPBS.
18. Learn about SWPBS at your child’s school by reading the Responsible Behaviour Plan for
Students, the school newsletter and by visiting the school’s website.
19. Many SWPBS schools have a Rule of the Week that is published at every parade or
assembly.
 Parents are welcome at school parades and by attending these can ask for more
information.
 There are many SWPBS implementation activities that parents can help with, both in
the school and in the community. Ask your school about these.
20. Schools have a SWPBS leadership team or committee which needs a parent
representative.
 Being on this team will keep you up date with what is happening in the school and
what benefits students are experiencing from SWPBS.
 If your child’s school is not a SWPBS school, schedule an appointment with the
principal to discuss the school’s approach to behaviour management.
21. SWPBS schools support students’ behaviour based on need.
 If the school data shows that your child may need additional behaviour support,
your help will be vital to the success of any plan.
 Be sure to participate in any planning meetings so that you will be able to support
your child to have positive experiences at school.
22. In Summary:
 Good behaviour improves teaching and learning for your child and other
students.
 Expected behaviour is taught directly to all students.
 Students will be acknowledged when they get it right and encouraged to keep
improving their behaviour as they develop.
 Problem behaviour will be discouraged by a continuum of appropriate
consequences.
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Parents are valued partners in the education of their children.
Parents are welcome at their child’s school.
23. 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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