Positive Behaviour Support
Team PBS Purpose Statement:
Our purpose is to establish and implement the Positive Behaviour Support framework. This promotes a common understanding and consistent approach to behaviour that is supported by students, staff and the wider school community. Through explicit teaching, modelling and encouragement, we will develop a "Proud to Belong" school culture with high expectations of both behaviour and academic performance. We want our students to carry this sense of pride at our school and within our wider Glen Forrest community.
To better understand what your PBS Team is working on, we have outlined some more information below that you may find helpful.
What is PBS?
It is a framework for enhancing, adopting and implementing a continuum of evidence based interventions to achieve academically and behaviourally important outcomes for all students.
PBS Research Shows:
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an increase in attendance.
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students view school as a more positive and calm environment.
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teachers report a more positive and calm environment and relationship with students.
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a reduction in the proportion and number of behavioural disruptions.
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an increase in academic performance.
PBS is a marathon
not a sprint
Traditional Discipline Method
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Focused on the student’s problem behaviour.
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Goal is to stop the undesirable behaviour through the use of punishment or consequence.
Problems with Reactive Strategies
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Punishment alone will not lead to durable change in behaviour. (Braaten, 1994)
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Punishment assumes that individuals know what is expected, how to do it, and are properly motivated. Unfortunately it fails to teach the expected behaviour. (Horner & Sugai,1999)
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Some forms of punishment may actually be rewarding and maintain problem behaviours. (Gresham, 1991; March & Horner, 2002)
If a child doesn't know how to read, we teach.
If a child doesn't know how to spell, we teach.
If a child doesn't know how to count, we teach.
If a child doesn't know how to behave, we ........
3 Tier Continuum of Behaviour Support
Tier 1 – Universal
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Effective if at least 80% are meeting benchmarks.
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Begins with clear outcomes.
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What exactly do we expect all students to learn?
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High quality instruction for all students.
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How we respond when some students make errors?
Tier 2 – Targeted
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20% of students
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Core curriculum
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PLUS additional targeted teaching
Tier 3 – Intensive Individual
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5% of students
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Core curriculum
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PLUS additional targeted teaching
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PLUS intensive individual instruction
Defining Expected Behaviour
To establish clearly defined expectations from which a behaviour matrix, procedures and routines are developed and supported by visuals. All of these reflect the ethos/culture of the school community.
Why are the expectations needed?
A clear set of 3-5 positive school-wide
behaviour expectations.
Provides consistency in:
• language
• what to teach
• what to recognise
• what to correct
The cornerstone for everything else we will do related to PBS.
Examples of Behavioural Expectations
The following visuals are examples of expected behaviours. We need our PBS expectations to be positive and to describe what we WANT to be, not what we DON'T WANT to be.
Visual examples of Behavioural Expectations
The following visuals are examples of expected behaviours. We need our PBS expectations to be positive and to describe what we WANT to be, not what we DON'T WANT to be.
