Literacy, Learning, Wellbeing & Behaviour

NBSS Multi-Tiered System of Supports

The National Behaviour Support Service offers three levels of support to partner second level schools:

The NBSS model of support draws extensively from Positive Behavioural Interventions and Supports (Sugai & Horner, 2002), Response to Intervention (Fuchs & Fuchs, 2006) and the Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) frameworks. The integration of these frameworks offers opportunities to address the behavioural needs as well as the social, emotional and academic needs of students effectively, with interventions at different levels of intensity and support. This problem-solving model is founded on international best practice (Bonhanon, et al., 2006; Carr et al., 2002; Ehren, Deshler & Graner, 2010; Hawken & Horner, 2000; Lewis & Sugai, 1999; McPeak, et al., 2007; National High School Centre, 2010).

'RtIintegrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems.  With RtI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities'.                

 (National Centre on Response to Intervention 2010, p 4)

The three levels of support apply to both behavioural and academic interventions and includes addressing academic literacy and learning needs, as well as the social and emotional literacy and positive health and wellbeing needs of students.

Click on the images below to find out more about NBSS academic literacy and social & emotional literacy support.