Positive Behaviour Interventions and Supports

Name of School:


Our school is considered:


In five words or less, describe your prototype

Positive Behaviour Interventions and Supports

Insert an image that showcases your prototype.

How might we?:

How might we ensure that structures, systems and individual supports meet the needs of every learner?

Describe the prototype(s) your school will focus on. Get creative. Be sure to describe the various approaches staff will take, what you will keep your eye on and how staff plan to document their results.

Our prototype in this area is Positive Behaviour Interventions and Supports. Information garnered from our staff engagement during the completion of the Spring Playbook helped to inform our plan in this priority area.


A proactive partnership has been formed between our CDA and other members of our staff. The partnership has led to a prototype where our CDA works in the classroom with all of our students on a regular basis. The intent of the prototype is to provide Tier I support in developing social/emotional skills and positive communication skills. Healthy conflict resolution strategies are also explored.


Overall, the prototype seems to be supporting both an increase in prosocial behaviour and a decrease in student discipline referrals. This information has been identified through both qualitative and quantitative measures. The prototype has also forged relationships which facilitate the transition to Tier II support, as necessary.


In addition to the Tier I support that we have implemented, our entire staff has engaged in professional learning involving trauma-informed practice and relationships. Our work with Dr. Jodi Carrington, as well as Hull Services has broadened our understanding of how to support students with diverse needs. We will continue with our work in this area through professional learning in the Spring.

Students have enjoyed working with our CDA in a classroom setting. It is heartening to see a prototype that our staff members have developed being implemented so successfully. Our next step is to continue our professional learning involving PBIS and relationships in the Spring.

What got our team excited recently (January) was the ability to see the changes in student choices and interactions as a result of the prototype. Participants in Div. III would like to see the Tier I support extend to resources for explicit instruction of mental health learning which align with the health curriculum. 

We currently have a student from Mount Royal University who is working on a project which will support our teachers in the delivery of mental health instruction. This partnership is intended to deepen the already strong connection that we have formed through the initial prototype. We will review the implementation of this plan at future Div. III team meetings as a part of an iterative cycle to measure its success in supporting our students.