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:

 

  • an increase in attendance.
     

  • students view school as a more positive and calm environment.
     

  • teachers report a more positive and calm environment and relationship with students.
     

  • a reduction in the proportion and number of behavioural disruptions.
     

  • an increase in academic performance.

PBS is a marathon

not a sprint

Traditional Discipline Method 

 

  • Focused on the student’s problem behaviour.
     

  • Goal is to stop the undesirable behaviour through the use of punishment or consequence.

Problems with Reactive Strategies 

 

  • Punishment alone will not lead to durable change in behaviour. (Braaten, 1994)

     

  • 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)

     

  • 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 behavewe ........

3 Tier Continuum of Behaviour Support

Tier 1 – Universal 
  • Effective if at least 80% are meeting benchmarks.

  • Begins with clear outcomes.

  • What exactly do we expect all students to learn?

  • High quality instruction for all students.

  • How we respond when some students make errors?

Tier 2 – Targeted 
  • 20% of students

  • Core curriculum

  • PLUS additional targeted teaching

Tier 3 – Intensive Individual 
  • 5% of students

  • Core curriculum

  • PLUS additional targeted teaching

  • 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.

PBS is about getting the whole community invested…
We have started the process and now we need to get
everyone involved for it to be a Glen Forrest success!

Contact Us

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Address

34 Tillbrook Street

Glen Forrest WA 6071