All About PBIS

Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach for creating and maintaining safe and effective learning environments in schools, and ensuring that all students have the social/emotional skills needed to ensure their success at school and beyond.

Aldrin implements PBIS so we can recognize students for positive behaviors and encourage all students to make good choices. We have clearly defined behavioral expectations, and all students have our behavior matrix, called the Eagle Expectations, in this agenda planner.

 Our staff has been able to develop a unique system to ensure student success at Aldrin School. There are five basic components to our program:

  • The Eagle Expectations Behavior Matrix – Specific Expectations for every student, parent and staff member to follow
  • Cool Tools – Lessons used to teach students the behavior expectations for every physical setting in the school
  • Eagle Ticket System – An acknowledgement system recognizing students for following set expectations
  • Student Choice Paper and Reflection Room – Communication between school and home opening up dialogue on how to reteach expectations in order to eliminate reoccurrence. These forms will also track reteaching opportunities thus allowing us to determine


The Eagle Ticket System

An Acknowledgement /Reinforcement System

Research indicates that positive reinforcement is one of the best ways to not only change behavior but to encourage and maintain continuous appropriate behavior.  Another component of the PBIS system is the use of consistent, positive reinforcements to celebrate students’ success with the Eagle Expectations.  Students who demonstrate behaviors outlined on the behavioral matrix will receive tickets from Aldrin staff members.  Once a student earns 20 tickets, they will have an opportunity to trade the tickets in for a card that can be used at the PBIS store. Our merchandise allows children to buy privileges not typically afforded them.  The fee of each privilege will vary.  For example, the privilege of buying an additional gym time for your entire class will cost more than earning a small trinket.  Our store rates will be posted in every classroom and children may choose to combine their completed stamp cards with classmates in order to purchase class privileges which are more expensive.

Our staff is committed to recognizing children for following the Eagle Expectations.  We are excited to allow children the opportunity to reap the benefits of their positive effort.


Teaching Eagle Expectations

One of the most important parts of the PBIS system is that behavior skills and expectations are taught directly to the students.  In this way, students know exactly what is expected of them and how we expect them to behave at school and on the bus.  The teaching of expectations will occur during our annual KICKOFF the second week of school. The children will model and practice how to behave at lunch, in the classroom, hallways, bathrooms, assemblies, playground and bus, which will continuously be reinforced throughout the year.  Throughout the year, our teachers provide engaging booster activities to reinforce the expectations.


Behavior Documentation Process and Supports

Unfortunately, there will be times some students misbehave even though we have explicitly taught them our expectations, retaught the expected behaviors, and used the positive reinforcement system.  The severity of the behavior will determine the course of intervention.  In order to keep you informed of reoccurring disruptive behaviors, the staff member involved will contact you via phone and may include your child in the conversation. Together you will discuss ways to change the behavior and the teacher will share the consequences that have been put in place at school.  Our hope is that the adults will be able to problem solve with the student so the behavior does not reoccur. We will document each notification.  If we notice a reoccurring pattern, we will work with you to put additional intervention in place. Any behavior which requires intervention at the administration level (office managed) will always result in parent contact and a plan will be put into place to eliminate reoccurrence.



School Wide Problem Solving Model

Our school-wide problem solving model will include the SWAT technique. This technique is evidence based and has been adopted district wide.  Students will be taught the school wide “stop signal” (verbal and physical action) for problem behavior.  Sometimes, even when students tell others to “stop,” problem behavior will continue.  When this happens, students are to “walk away” from the problem behavior.  When students use “stop” and they “walk away” from the problem, sometimes students will continue to behave inappropriately towards them.  When that happens, students must “talk” to an adult.  This technique will help students develop their problem solving and conflict resolution skills.  As part of this process, children will also be taught how to react when they are asked to stop an inappropriate behavior (STOP, BREATHE and LEAVE).  If there is a breakdown on the part of either student involved in the conflict, an adult will reteach the SWAT process.  Posters outlining the steps are hung throughout the building to remind all students of the steps.


PBIS Tier 2 and Tier 3 Levels of Support

Students who need or want more direct and positive feedback about how to follow Aldrin expectations are supported by using a system to allow for consistent and positive feedback throughout the day. These students receive a Daily Progress Report and are given positive feedback on expectations they met and quickly retaught expectations that are needed. Students earn points for being respectful, responsible and safe after each subject. This data is collected and monitored by The Secondary PBIS Team at Aldrin to determine if the student is benefiting from the intervention and if the student needs more individualized supports or could begin to self-monitor their own behavior.

Putting this system into place is typically based off of behavioral data collected through parent contact data and office managed forms. However, teachers and parents find that students also benefit from CICO are students that internalize behavior and exhibit this by not participating in settings.  Parents can make a request if they feel their child would benefit from this system and can do so by contacting your child’s teacher.  Either way, the system is set up to build a strong relationship between a child and the adults within the school. Research has proven that strong child/adult relationships has a positive impact on learning.

If it is determined that your child could benefit from this program, one of our team members will call you outlining the Check In-Check Out process. A staff member will meet with your student every morning and afternoon. During these brief meetings, the teacher will touch base with your student and talk about a daily goal directly connected to our Eagle Expectations. These meetings are meant to provide a positive and encouraging start and end to each day. To keep you informed and involved in your child’s progress, there will be contact with home every day via the CI/CO form. Parents are then able to encourage the child to remedy areas of difficulty and praise him/her for successes. We ask that you sign this document on a daily basis and return it to school the following day.

Check out our Tier 2and3 Flowchart to see all of our Tier 2 and 3 systems