# data[].attributes.body
- Interventions that are implemented with the entire student and staff population across the school setting

- Designed to prevent the development of problematic behaviour

- Explicitly teach behavioural expectations

- Students who are not responsive to Tier 1 supports may receive Tier II interventions

# data[].attributes.body
- Tier where targeted interventions are implemented for students who are not responsive to supports in Tier I

- Students receiving Tier II supports display behaviour that is disruptive to their own learning or learning of classmates

- Tier II interventions can be implemented

# data[].attributes.body
- Designed for students who have not responded to Tier 1 and Tier 2  interventions

- Individualised interventions

- Require extensive expertise and a significant amount of resources to implement

- Interventions are contain multiple strategies to prevent
problem behaviour, teach desired
behaviour, decrease problem
behaviour and increase desired behaviour

# data[].attributes.headline
School Wide Positive Behaviour Support Tiered Approach

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School Wide Positive Behaviour Support Tiered Approach

# data[].attributes.body
- Planned approach teachers can rely on
- Consistent across all teachers/school wide (important in secondary school)
- Students (and Teachers) have clear ideas of what is expected of them
- Teachers can follow process easily and have evidence if help is required
- Basic structure - fits with many different intervention techniques

# data[].attributes.body
-Requires everybody to be on-board with the approach
- Resource heavy
- Requires high level of planning and intervention knowledge

# data[].attributes.body
Data about Sophie's behaviour can be reported and assessed in a systematic way; the school can identify patterns in Sophie's behaviour to inform interventions.

Consistency of approach - including detailing what works and what doesn't by teachers - will assist all of Sophie's teacher's in their style with her.

Secondary Tier; targeted interventions

Interventions can only be as good as the data that informs them

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Practical Critique

school resources (personnel, kits, PD times)

technology; initial and ongoing training and and support

all staff need to be on board; only as strong as the weakest link. Staff may be hesitant, ideologically opposed to the whole-school behaviour approach

Hierarchal system gives accountability, but also makes one person responsible for training staff a whole-school approach

Support learners with additional needs in a holistic way (not just teacher to teacher)

Consistency of approach

Ideological Issues

Teachers are more prescribed in their teaching methods and innovations