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WHOLE SCHOOL POSITIVE Behavior PLAN2021CONTENTS Positive Behavior Support Whole School Approach Rationale & Policy Statement3Principles5Code of Values6Responding to Off Task Behavior Withdrawal Form
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How to fill out whole school positive behaviour

How to fill out whole school positive behaviour
01
Set clear expectations for behavior throughout the school.
02
Implement a rewards and recognition system for students who demonstrate positive behavior.
03
Provide training and support for teachers and staff on how to reinforce positive behavior.
04
Communicate regularly with parents and guardians about the importance of positive behavior and how they can support it at home.
05
Track and monitor student behavior data to identify trends and areas for improvement.
Who needs whole school positive behaviour?
01
Students, teachers, staff, parents, and guardians all need whole school positive behavior to create a safe and supportive learning environment for everyone.
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What is whole school positive behaviour?
Whole school positive behavior is a system that promotes a positive school culture by setting clear expectations for behavior and encouraging positive actions from all members of the school community.
Who is required to file whole school positive behaviour?
School administrators or designated staff members are typically responsible for creating and implementing the whole school positive behavior plan.
How to fill out whole school positive behaviour?
Whole school positive behavior plans can be filled out by outlining expectations, creating positive reinforcement strategies, and incorporating student input.
What is the purpose of whole school positive behaviour?
The purpose of whole school positive behavior is to create a safe, supportive, and respectful learning environment for all students.
What information must be reported on whole school positive behaviour?
Information such as behavior expectations, positive reinforcement strategies, and data on behavior incidents may need to be reported on whole school positive behavior.
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