Pattison Path = Expected Behaviors = PBIS (Positive Behavior Intervention and Supports)

At Pattison Elementary, we use a framework to support expected behavior called PBIS (Positive Behavior Intervention & Support). We call it the “Pattison Path.” The Pattison Path is composed of three expected behaviors: 

  • Be Kind 

  • Be Respectful 

  • Be Responsible 

  • Be Safe- added for the 20-21 school year

These are the behaviors expected of students across all school environments.  As a way of acknowledging students demonstrating kindness, respect, responsibility, & safety, we distribute “Pattison stickers”.  When giving students these stickers, we focus on praising the specific behavior that earned them this recognition.  Stickers cannot be taken away after being given. 

Furthermore, Pattison Positive Office Referrals occur when students demonstrate consistent Pattison Path behaviors.  We are excited you will  be “Crusin' on the Pattison Path” with us.

Our goal is to help all students learn the Pattison Path.  Our staff/teachers strive to teach these expected behaviors.  Even with the most consistent implementation of PBIS supports, some students will continue to make behavioral mistakes. This may be due to: 1) poor understanding of when to use the expected behavior (“can’t do”) or 2) the student knows correct social skills but fails to show the expected behavior enough or at the right time (“won’t do”) (Gresham, Sugai & Horner, 2001). Punishing problem behavior without using a positive, preventative, and instructive approach has been shown to be ineffective and often increases aggression, vandalism, truancy, and dropouts (Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997). It is much more effective to point out the problem to the student by providing specific feedback, re-teaching, giving guided and unguided practice, and rewarding progress (  Therefore, when the Pattison Path is NOT followed (again sometimes for a variety of reasons), then the following typically occurs:  

  • Teachers/staff reteach, redirect, provide strategies to learn the expected behaviors. 

  • If these reteaching, redirection, or providing different strategies does not result in expected behaviors, then teachers/staff have access to an Unexpected Behavior Office Referral.  An Unexpected Behavior Office Referral typically involves the Building Principal to provide an intervention.  At Pattison, Principal Selm provides intervention in a tiered approach which typically begins with:

    • Conversation with the student, reteaches expectation, notifies parent/guardian, and provides a warning.  Multiple warnings may occur.

    • Logical/corrective consequence that discourages unexpected behavior.  In other words, “You fix what you broke”.  Oftentimes, Principal Selm approach/response  is inspired/supported by Responsive Classroom

    • After school/before school detention

    • In-School suspension

    • Out of School suspension

* It should be noted that behaviors differ and therefore, the consequences/tiered approach may differ.