Barton Elementary School
Barton Elementary School
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Positive Behavior Support

We are looking to continually refine our procedures and streamline our expectations for student behavior. The Positive Behavior Support Team has outlined a new top 16 social skills and Safe, Responsible and Respectful Expectations by location that every classroom will focus on for the entire year. The goal of implementation is to ensure all students know exactly what is expected. We cannot expect students to behave the way we want, unless we teach them what we expect the behavior to look like.

Positive Behavior is the intentional and systematic development of appropriate behavior and social skills that enable students to successfully participate in a broad range of family, school, and community settings.

Support is a continuum of structures and strategies provided at the appropriate level of personalization (school-wide, group, and individual), given the strengths and challenges of the student and family.

Positive Behavior + Support (PBS)= Success! According to research reviews of over 800 studies involving children with the most challenging behaviors (Gottfredson, 1997; Lipsky, 1996) indicate:

The most successful strategies include:    
1.     Social skills training    
2.     Behaviorally based intervention    
3.     Academic curricular restructuring

The least successful strategies include:
1.     Only Talk therapy    
2.     Only Punishment

PBS at Barton Academy of Excellence:

1.    All staff commit to building a safe and welcoming environment for all
2.    Be Safe, Be Responsible, Be Respectful School-wide Universal Expectations are established, systematically taught and practiced
3.    All staff acknowledge appropriate student behavior
4.    All staff correct rule-violating behaviors

PBS Philosophical Beliefs:

PBS Processes:

Create a Safe & Welcoming Community

Make decisions based on data (school-wide, group, individual)

Structure for Success

Define and explicitly teach universal rules and expectations

Actively Manage the School

Consistently acknowledge students who follow the expectations and correct those who do not

Understand Behavioral Dynamics

Identify and build targeted interventions

Be Proactive Rather Than Reactive


Do What Works; Stop Doing What Is Not Working

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