Three Tiered Approach
Pupils’ behaviour at GWA is supported by a three-tiered model for increasingly intensive behaviour intervention.
Tier 1 (Universal)
Interventions included in tier 1 are the guiding principles for behaviour expectations school wide, which continue to be supported in the classrooms. These principles provide guidelines to teachers on how to increase and maintain positive behaviours as well as how to respond to behaviours that can challenge and prevent future problems for about 75-90% of the pupils. These principles also reflect our school culture, and support school climate and Social Emotional Learning (SEL). Our schoolwide norms, routines, and procedures are the core focus of this tier as well as reinforcement for pupils when they engage in expected behaviours. These norms are developed collaboratively with stakeholders and create a common language for the entire GWA school community. They provide guidance to all our school members on expected behaviours and reflect our school values. To support tier 1 all pupils have a PERMA Profile. Here is an example of what a completed PERMA plan might look like:
The following are core principals guiding Tier 1:
- Teaching appropriate behaviour to all pupils
- Intervening early before unwanted behaviours escalate
- Using research-based, scientifically validated interventions whenever possible
- Monitoring pupil progress
- Using data to make decisions
Tier 2 (Targeted)
Tier 2 interventions are provided for the 10-25% of pupils who require support in addition to universal Tier 1 supports. These pupils are at risk of identifying more intense social, emotional, or behavioural challenges, which if not addressed, could eventually require more intensive Tier 3 interventions. Tier 2 interventions entail implementing evidence-based interventions matched to pupil’s skill-based needs for a pre-determined amount of time (e.g., 4-6 weeks), and focus on targeted areas of need. Typically, tier 2 interventions are provided to small groups of pupils who demonstrate similar needs and/or through a standardized delivery across a group of pupils with similar needs. Pupils who require more targeted support have a PERMA Action Plan and/or a Behaviour Support Plan grab-sheet including a time-intensity model and traffic light plan.
Tier 3 (Intensive)
Interventions and supports provided at the tier 3 level are highly individualized and are used with pupils who exhibit the most significant, severe behaviour that can challenge. Typically, tier 3 interventions are provided to a very small percentage of the pupil population (approximately 3-5%). Ideally, the needs of the majority of the school population will be met with less intensive interventions at the tier 1 and tier 2 level. Some tier 3 interventions may be similar to those provided at the tier 2 level, however, they will differ due to the use of individualized assessment to identify, a higher intensity and/or frequency of implementation, and are typically provided individually. As such, tier 3 interventions require a significant amount of time and effort by adults to develop and implement. Pupils who require intensive support and intervention will have a more detailed assessment and behaviour support plan. The correct plan will be decided by the team around the pupil. This could be a full Behaviour Support Plan, Skills Development Plan, and a Behaviour Support Plan grab-sheet. All staff working with a pupil should be aware of their individual plan so that the strategies and approaches required are consistently applied.