SWPBS

The College uses an expectation matrix for expected behaviours in all areas of the school and the community.

School Wide Positive Behaviour Supports (SWPBS) is a framework used by many schools to ensure that students are acknowledged for demonstrating expected behaviours so that a positive and productive learning environment is maintained.

POSITIVE REINFORCEMENT

Staff begin the behaviour management process at Rushworth by focusing on expected behaviours in the classroom and frequently communicating these to students. The college uses an expectation matrix for expected behaviours in all areas of the school and the community.

	Be Respectful	Be Responsible	Be Resilient
Learning Areas	Use Kind words to others Listen carefully and work co-operatively Care for other people & their belongings	Follow directions & routines Strive to complete set work	Always do your best Accept consequences for your actions Ask questions to help you learn
Outside Areas	Use Kind words to others Keep hands & feet to yourself Keep our school clean	Follow directions & routines Return to class on time Return equipment & lost property	Display sportsmanship Interact with other people Think before you act
Toilets	Respect others privacy Turn off water in the sink Consider the next user	Report problems Use toilet paper properly Flush the toilet & wash your hands	Wait your turn
Buses	Keep the aisle clear Use your manners Care for others	Obey bus rules Report concerns to a responsible adult Clean up after yourself	Wait your turn
Hallways/Foyer/Stadium/Canteen	Use Kind words to others Use inside voice Wait patiently in line	Follow directions & routines Head directly to your destination Walk in common areas	Interact with other people Think before you act
Community	Care for the environment Take pride in how you present yourself Show kindness to others	Clean up after yourself Model good behaviour Being on school grounds during school hours	Always do your best Interact with other people

Entry and exit behaviours for the classroom are also explicitly listed to support a positive learning environment.

When staff notice students demonstrating these behaviours, they recognise positive behaviour by handing the student a Rush Card and stating the expectation and skill.

REMIND → RETEACH → REFLECT → REINFORCE

When managing behaviours that impair learning or safety, staff maintain a positive reinforcement of the expected behaviours, staff use the following process:

Remind: State the expected behaviour to the student(s) who are not demonstrating it

Reteach: Explain why the behaviour is expected and model how it is demonstrated, requesting the student to then demonstrate that behaviour.

Reflect: depending on the behaviour, the teacher then has the student reflect on what is preventing them from demonstrating the behaviour and may move them within the classroom or outside the classroom for no longer than 5 minutes.

Reinforce: Respond to the behaviour with an appropriate consequence, beginning with calling the parent/carer and incorporating other interventions that reinforce replacement behaviours.

MINOR BEHAVIOURS

Behaviours that have a detrimental impact on learning one or a few students’ or may lead to unsafe behaviour.

Managed and followed up by the classroom teacher, with support from the leader where ongoing and when teacher actions have not shown improvement.

MAJOR BEHAVIOURS

Behaviours that have a detrimental impact on the learning of the classroom and are dangerous or hurtful to a student or teacher.

Managed by the classroom teacher and followed up by the leader, with support from principals where ongoing and where leader actions have not shown improvement or if the incident is severe in nature.