The PBL Tier 2 Targeted systems resources assist teachers to identify students requiring extra support, intensify the Tier 1 universal supports, prevent the escalation of behavioural issues and provide targeted interventions to help students succeed.

These resources support teacher and school needs by providing a range of resources for schools to implement small group interventions that build on the Tier 1 universal practices.

Professional audience

School leaders and teachers across all school settings.

The downloadable resources can be used without assistance, as a stand-alone resource and/or linked to professional learning.

Student audience

All students P-12.

When to use

This resource includes a range of a range of templates to identify and plan for Tier 2 targeted interventions. It can assist teachers to implement data driven small group interventions to help students engage in learning.

Timeframes

Can be used at any time build skills in intensifying universal practices to better support student requiring additional support with behaviour and learning.

System priorities and/or needs

Positive Behaviour for Learning is an endorsed approach in line with the student behaviour policy and provides guidance for schools on all aspects of positive behaviour support and classroom management.

This resource aligns with:

• Our Plan for NSW Public Education’s direction and priorities of strengthening student wellbeing and development and advancing equitable outcomes, opportunities and experiences.

• Need identified by Delivery Support to build teacher capacity in supporting student behaviour in the classroom environment.

 School Excellence Framework

• Learning domain – Wellbeing (A planned approach to wellbeing, Behaviour) 
  

• Teaching domain - Effective classroom practice (Classroom management) 
  

Relevant frameworks

• NESA syllabus documents – personal and social capabilities in all K-10 syllabi, and PDHPE K-10 syllabus Health Wellbeing and Relationships content strand outcomes  
  

• Australian Professional Standards for Teachers
  

  • Standard 1.4, 1.5, 1.6
    
  • Standard 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
    
  • Standard 4.1, 4.2, 4.3, 4.4 
    
  • Standard 6.2, 6.3, 6.4
    

• Disability Standards for Education 2005
  

• Wellbeing Framework - Behaviour, discipline and character education 
• Achieving School Excellence in Wellbeing and Inclusion

Existing resources

• Behaviour support toolkit resources and professional learning
• Student Behaviour Policy
• Strong Start Great Teachers – Managing the Classroom
• Teacher wellbeing
• Online supported learning courses
• URH - Classroom behaviour management resources collection

Baker J and McNaughton S (2020) ‘Classroom Management: A Critical Review of the Literature’, International Journal of Educational Research, 103, Article 101603.

Gonzalez A and Rojas E (2021) Challenges of task difficulty and their influence on classroom behaviour: A systematic review. International Journal of Educational Research, 109, 101-114. [DOI:10.1016/j.ijer.2021.101114]

Hattie J (2019) Visible Learning: Feedback, Routledge.

Marzano R and Marzano J (2017) ‘The Key to Classroom Management’, Educational Leadership, 75(7), 36-41.

Peddie B, Kelly M, Greengard T, Whiting C and Richardson S (2024) Foundational classroom management resources handbook, Australian Education Research Organisation, https://www.edresearch.edu.au/guides-resources/practice-resources/classroom-management-handbook

Simonsen, B., Plumb, A., Duble Moore, T., Meyer, K., & Sears, S. (June, 2023). Intentionally Intensify Classroom Practices to Support Students with Disabilities. Center on PBIS, University of Oregon. www.pbis.org.

Tier 2 Team Workbook Missouri Schoolwide Positive Behavior Support (2018) https://pbismissouri.org/wp-content/uploads/2018/05/MO-SW-PBS-Tier-2-2018.pdf