Positive Behavior Intervention and Support (PBIS)
What is PBIS?
Positive Behavior Interventions and Support (PBIS) is a school-wide system that is developed by a school with the goal of improving student behavior. It is a positive approach to behavior used:
- to improve the overall school climate
- with all students
- across all environments in school (classroom, lunchroom, restroom, playground)
- to help schools to create effective learning environments
Why did Edgewood staff choose to implement PBIS?
Schools that implement school-wide positive behavior interventions and supports are schools that have decided that the PBIS process is more effective in helping students to change their behaviors. Research completed by Dr. George Sugai, the developer of PBIS, indicates that office referrals for discipline decrease on average 40-60% when schools implement PBIS effectively. Therefore, Edgewood staff intends to:
- Identify and TEACH expected student behaviors. Positive expectations and routines are taught and encouraged.
- Use positive reinforcement to reward expected behaviors.
- Enforce consistent meaningful consequences when violations occur.
School-wide positive behavior interventions and support is a planned way to meet the behavioral needs for Edgewood students. Parents are important in the success of PBIS, and we hope many choose to use a similar system at home. Parents may contact Miss McCrohan or Mrs. Hill if they would like samples of teaching tools to use at home (KellyMccrohan@ci.bristol.ct.us or EmilyMcCoy@ci.bristol.ct.us). You can also visit www.pbis.org for more information.
What will PBIS look like at Edgewood School?
At the end of this packet, there is a chart of the school-wide expectations in each setting. Over the first few weeks of school your child will be taught what each expectation looks like. Signs will be posted in the classrooms, hallways and all other relevant areas. All adults in the school will aid in recognizing these expectations by randomly handing out coupons for signatures on their charts.
In addition to these expectations, all teachers and classrooms will be using the same behavior reporting system.
Color Description
SILVER Children who demonstrated appropriate behaviors ALL DAY
without warnings, consequences, or changes in status
GREEN Children who demonstrated appropriate behaviors after
receiving warnings, consequences, or changes in status
ORANGE 1-2 minor warnings regarding a rule violation
(breaking Expected Behaviors)
BLUE 3 or more minor warnings/rule violations resulting in loss of
privilege, activity or added consequence (to be determinesd
as a grade-level or teacher’s discretion.
RED Office referral for major behavior incident. Consequence
to be determined by administration.
Students will start the day on GREEN. Students will go down the scale if they violate the Expected Behaviors. Students may earn their way back up the scale through a positive behavioral change. Each student’s behavior status will be recorded EACH DAY on a standard form that will be communicated to parents regularly (daily or weekly). Students who stay GREEN all day without moving down AT ALL will be elevated to SILVER at the end of the day.
Eagle Rewards 
Each student will have an EAGLE CHART. Each chart will be a specific color, require a set number of signatures or initials and be associated with a different reward.
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Level 1
10 Initials
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Blue
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Level 2
15 Initials
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Ivory
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Level 3
20 Initials
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Pink
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Level 4
25 Initials
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Gray
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Level 5
25 Initials
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Orange
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Level 6
25 Initials
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Green
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Level 7
25 Initials
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Yellow
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Level 8
25 Initials
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White
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Level 9
25 Initials
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Neon Green
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Level 10
25 Initials
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Neon Orange
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Level 11
25 Initials
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Silver
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