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Deliver Positive High Expectations Coaching

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  1. Module introduction
    5 Topics
  2. Shaping a Positive High-Expectations School Culture
    19 Topics
    |
    4 Tests
  3. Student Behaviour Management
    24 Topics
    |
    4 Tests
  4. Embedding Programs and Practices
    23 Topics
    |
    3 Tests
  5. Facilitating Positive High-Expectations Trainings
    28 Topics
    |
    4 Tests
  6. Coaching Positive High Expectations in the Classroom
    23 Topics
    |
    3 Tests
  7. Using Behaviour Data for Decision-Making
    23 Topics
    |
    3 Tests
  8. Coaching on the Behaviour Management Team
    24 Topics
    |
    3 Tests
  9. Tracking Tiered Interventions and Supports School-wide
    24 Topics
    |
    3 Tests
  10. Coaching Tier 3 Interventions and Supports
    25 Topics
    |
    3 Tests
  11. Supporting Student Behaviour Through Community Partnerships
    25 Topics
    |
    4 Tests
  12. Supporting Positive Parent Classroom Engagement
    21 Topics
    |
    3 Tests
  13. Module Review
    23 Topics
    |
    3 Tests
  14. Module evaluation survey
    1 Topic

Participants 97

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The Multi-Tiered System of Supports (MTSS)

To promote equitable social, emotional and behavioural outcomes for every student, a positive high-expectations school invests in a multi-tiered system of supports (MTSS) for their school-wide behaviour management model. The model consists of three tiers that are used to identify and develop targets to support students with different levels of social, emotional and behavioural needs. 

Tier  Name InterventionsFeatures Expectations 
1  Universal support (positive/green zone students)Applied to all studentsDefining, teaching and acknowledging expected behaviour: ‘Be safe’, ‘Be respectful’ and ‘Be ready to learn’Consequences, teaching character strengths and social-emotional learning
2  Targeted support (minor misbehaving /yellow zone students)Targeted to 5–15% of students not succeeding at Tier 1Mentoring programs such as Check-In/Check-Out (CICO) and social skills training programsBehaviour support to those who need additional support to achieve acceptable standards of behaviour
3 Intensive support (major misbehaving/red zone students)  1–5% of students with sustained problem behaviour who require intensive individual behavioural support Requires team members trained in functional behavioural assessment (FBA) and individual behaviour support plansFocused and individualised intervention to students exhibiting high-risk behaviour

Tier 1 systems and practices are universal. They support all students across every school setting. Coaches work with the school team to develop Tier 1 interventions and support that include:

  • routines and expectations matrices for all school spaces
  • school-wide reward systems
  • pathways to logical consequences
  • procedures for managing Tier 1 misbehaviour.

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