SWPBS
SWPBS at WELS acknowledges and celebrates the diverse perspectives, experiences and knowledge each student contributes to our collaborative learning environment.
SWPBS is a school-wide system of support that includes proactive strategies for defining, teaching and supporting behaviours that create positive school environments.
SWPBS brings together the whole school community to develop safe, positive and inclusive learning environments.
BEHAVIOUR MATRIX
A School-Wide Positive Behaviour Support (SWPBS) Behaviour Matrix is a tool used to clearly outline expected behaviours across different settings, such as classrooms, hallways and shared spaces. It translates WELS core values – respect, responsible and kind – into specific, observable actions that students can understand and follow. The matrix provides consistency by helping staff teach, model and reinforce positive behaviours, promoting a safe and supportive learning environment for all students.
MINOR MAJOR BEHAVIOUR DEFINITIONS AND FLOWCHARTS
School-Wide Positive Behaviour Support distinguishes between minor and major behaviours to ensure consistent responses across the school. Minor behaviours are low-level, teacher-managed behaviours that do not significantly disrupt learning or pose safety concerns (e.g. calling out, off-task behaviour, minor disrespect) and are addressed within the classroom using agreed strategies and reteaching. Major
behaviours are more serious incidents that significantly disrupt learning, impact safety or involve repeated minor behaviours despite intervention (e.g. aggression, bullying, property damage, repeated defiance) and require leadership involvement, formal documentation and follow-up processes. Clear definitions support consistent staff responses, data collection and targeted interventions.
SWPBS SCOPE AND SEQUENCE DOCUMENT AND LESSON PLANS
The School-Wide Positive Behaviour Support Scope and Sequence document outlines the planned, explicit teaching of expected behaviours across the school year, ensuring that behavioural skills are systematically introduced, modelled, practised and revisited. It aligns directly with the school’s Behaviour Expectations Matrix, which defines what behaviours of respect, responsibility and kindness look like across different settings.
