- All students and staff are aware of and demonstrate behaviours consistent with human rights, responsibilities, citizenship and community.
- Values for supporting an inclusive community are directly taught.
- All students are supported in understanding academic and social expectations.
- Positive school-wide behaviour planning is data-driven, relevant, consistent, flexible and accessible to staff, students and parents.
All students feel safe in the school community.
An inclusive school culture has an overall positive impact on student learning and behaving. An emphasis on supporting the student population as a whole is integral to success for all students. Fostering school-wide appropriate behaviour enhances inclusive schools where everyone feels safe and valued. All members of the school community embrace and demonstrate an understanding of human rights, responsibilities, and citizenship. There is an intentional, positive behaviour approach toward enhancing inclusive school cultures reflected in the Three-Tier Model of School Supports for Students:.
The Three-Tier Model of School Supports for Students
Adapted from: Positive Behaviour Intervention Supports as illustrated at www.pbis.org
8.1 Universal Interventions (Tier One)
Members of the school community develop compassionate, caring learning environments. The school proactively fosters appropriate behaviour and has established clear expectations. All staff and students know and understand the expectations. Members of the school community actively teach, model, and consistently implement school wide initiatives with fidelity. Students are taught expectations and are included in the problem-solving process when appropriate. Calm, assertive discipline is used, providing opportunities for teaching. A clearly defined and logical continuum of consequences takes into account the severity of the incident, the diverse needs of the student and the frequency of the behaviour.
8.2 Targeted Interventions (Tier Two)
Students benefit from targeted interventions to address more frequent and disruptive behaviours. Students requiring individualized interventions are identified through focused assessment and data collection that may explain the function of the behaviour. Members of the school community explicitly teach and model appropriate, including replacement, behaviours.
8.3 Intensive Interventions (Tier Three)
The school is proactive in developing and implementing intensive supports for identified students. There are clearly defined processes to determine the function of persistent negative behaviours. Positive behaviour support strategies are identified in the student’s plan and are well known and understood by school staff.