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Positive Behavioral Interventions & Supports (PBIS) is described as a thoughtful approach to teaching behavior expectations in the school setting.  Like teaching math, reading, writing, and science, at Evergreen we purposefully teach what it means to act appropriately in class, to travel the halls, to behave in the cafeteria, and to play on the playground.  In general, how to be a safe, respectful, and responsible young person.  

PBIS philosophies and practices have been a part of Evergreen's approach to behavior expectations and discipline for several years now.  In fact, all Mead elementary schools now use PBIS in some form or fashion. 

According to Google: Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success.

And that’s exactly what it’s all about—social emotional safety and security.  When kids know that they are emotionally safe to participate in class and share their learning openly, they are more apt to be an active participant in their education.

PBIS practices at Evergreen are instructive, not punitive.  Responsive, not reactive.  In other words, adults in the building guide, teach and share desired behaviors before penalizing kids for making poor behavior choices.  And those same adults are proactive and preventative before reacting to a student’s misbehavior.

To that end, at Evergreen we try to “catch kids doing great.”  We praise them for making good choices by providing them with “feedback” in the form of white tickets.  Those white tickets can be used for an extra recess, an opportunity to say the Pledge of Allegiance over the school intercom, for a special lunch with the principal, or use them for a wide array of neat opportunities.

Typically, 80% of our Evergreen students make good, positive, appropriate decisions regarding their behavior.  Those that find challenges are supported uniquely and appropriately.

PBIS is a special, deliberate approach to school discipline—an approach that supports children where they are and allows them to thrive in the school setting.

—Mike Danford, Principal