One page that shows how it all connects: the needs we’re responding to, what we’re investing, what we actually do, and the outcomes we’re aiming for — for both students and staff.
To run ongoing wellbeing programs that genuinely work — for students, families and staff at DPS — backed by the support, resources and learning to make them stick.
A logic model reads as a chain: each stage feeds the next. Read it as one sentence — because of these needs, we invest these inputs, to run these activities, so we reach these outcomes.
What are we trying to address?
The behaviour and wellbeing challenges we see across classrooms and the playground.
What are we investing?
The programs, professional learning, tools and data we put in: Berry Street, Real Schools and our data sources.
What are we doing with them?
The teaching, routines and monitoring that happen in every classroom and across the school.
What does success look like?
The short, medium and long-term change we expect to see in behaviour and wellbeing.
The same four stages, focused on what changes for the children at DPS.
Safer, calmer classrooms where children can regulate, repair and belong.
What we’re addressing
What we’re investing
What we’re doing
Our goals for success
The same chain, focused on the confidence and consistency of the adults.
One shared, evidence-based way of responding to behaviour — used by everyone.
What we’re addressing
What we’re investing
What we’re doing
Our goals for success
Both Tier 1 — for every student, in every classroom. One builds the skills, the other builds the relationships.
Trauma-informed, strengths-based wellbeing teaching that gives students the skills to regulate and staff the practices to teach them.
A whole-school restorative-practices framework that keeps adult responses consistent and helps students repair harm and reflect.
The concrete things happening in classrooms and the playground this year — our PBL systems and our Berry Street routines.
Clearly and specifically outline what’s expected at DPS — refreshing the PBL matrix with our values, in every setting.
Fast, frequent rewards. Every feather is handed over with the reason why, so the desired behaviour is explicit. Student surveys in Term 2 (Weeks 2 & 10) check that children know why they’re earning them.
Each class works as a unit, collecting 50 feathers to climb each of 10 nests — aiming to reach nest 10 by Week 10. A class reward, voted by students, lands at the halfway 5-nest mark.
A fortnightly PBL focus drawn from data, taught at least weekly, plus a short whole-school Monday assembly that names the focus and practises a regulation strategy together.
Shared, non-punitive language in every room — pictured as a flowing body of water, because there’s always a way back to ready to learn.
A daily 5–7 minute routine in every classroom that builds connection and emotional regulation, priming students for learning.
100% of classrooms with a functional, accessible, well-placed Ready to Learn visual — used consistently so students can self-identify their readiness.
Purposeful movement or stillness breaks built into the daily cycle to support sustained focus and executive function.
Explicitly taught, step by step. By year’s end every student can identify and use at least two personal strategies in their R2L plan.
Music bell · Play first, eat later — small routines that settle transitions and break times.
Every outcome above is checked against real data — collected, reviewed and used to adjust practice.
This model ties straight back to the school plan and the frameworks behind it.