Skip to Content Skip to Footer Accessibility Concerns
aerial view of marley park


Marley Park Elementary School uses Positive Behavior Interventions & Supports to create a positive and safe school culture and environment for all students.  Our mission of PBIS is that we will maintain a positive, safe, predictable and enjoyable environment for all students and staff by having a common culture, vision and language. 

We will do this by:

  • Establishing core values that focus on the following school-wide expectations: 
    • Safe 
    • Target Success 
    • Act with Integrity 
    • Respectful and Responsible
  • Maintaining positive and caring relationships between staff and students 
  • Creating an effective and efficient school-wide behavior system  
  • Developing clarity and consistency in behavior expectations so that all students are respectful, responsible, and safe.  
  • Using data to guide decision making  
  • Identifying all students needing behavior acknowledgement and support  
  • Teaching students the social skills to be good citizens  
  • Strengthening family partnerships

The mission of the Marley Park Elementary PBIS team is to foster and promote a safe and positive school environment that enhances student learning through teaching and recognizing positive behavior. The STAR (Safe, Target Success, Act with Integrity and Respectful & Responsible) expectations within the Classrooms, School Grounds, Hallways, Bathrooms, Cafeteria and Recess.  Below is our PBIS STAR Matrix that lists common expectations for Marley Park Elementary School.

What is PBIS?

School-Wide Positive Behavior Interventions and Support (SW-PBIS) is a whole school three-tier approach to decreasing disruptive behaviors and increasing student success.

  • One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.
  • Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and nonclassroom settings (such as hallways, buses, and restrooms).
  • Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional. –
PBIS Tier 1 Graphic

Three-Tiered Approach

Tertiary Prevention
  • Specialized
  • Individualized
  • Systems for Students with High-Risk
Secondary Prevention
  • Specialized Group
  • Systems for Students with High-Risk Behavior

Primary Prevention
  • School-/Classroom-Wide Systems for All Students, Staff, and Settings
What are the outcomes?
  • Decreased classroom disruptions and office discipline referrals
  • Increased academic achievement and performance
  • Improved school climate and safety

Why is it needed at our school?

School office referral data often shows that quite a few students are being sent to the office for preventable disruptions and disrespect in the classroom. When the student leaves the classroom, they are not learning and the disruption of them leaving interferes with the learning of others. We need to help all student be successful academically and behaviorally.

When students struggle with reading – we teach. When students struggle with math or music – we teach. When students struggle with behavior – we need to teach them how to succeed.

Knowledge, outcomes, impact of PBIS on our campus?

PBIS rollout of Tier 1 started in August of 2018.  This section will be updated as we collect data on our implementation.