Coventry Public Schools has placed a strong emphasis on promoting high standards of student behavior to foster a positive school climate where students are responsible, respectful, and engaged in learning.

At Coventry Grammar School, the adoption of the Positive Behavior Interventions and Supports (PBIS) framework has been a key strategy in supporting this goal. PBIS is a comprehensive approach that includes identifying and teaching positive behavior expectations, as well as social, emotional, and behavioral skills for all students at Tier I, Tier II, and Tier III levels. The CGS PBIS Core Team, with the guidance of a Special Education Resource Center (SERC) consultant, has worked collaboratively to develop, embrace, and implement these practices. Additional PBIS strategies are planned for implementation during the 2025-2026 school year, further strengthening the positive school climate.

At the G. H. Robertson School, school climate was enhanced through professional development on restorative practices, as well as setting high student expectations through the C.A.R.E.S. framework (Cooperation, Assertion, Responsibility, Empathy and Self-Control). This, alongside fostering strong parent partnerships, has helped create an environment of respect and responsibility. The school has also regularly monitored data from discipline referrals, attendance, and the DESSA (Devereux Student Strengths Assessment) to tailor tiered supports for students in need, ensuring a proactive approach to maintaining a positive climate.

At the middle school, staff dedicated considerable time to refining school climate strategies, focusing on supporting students in being responsible and respectful. A subcommittee of teachers and administrators reviewed the “Restorative Practices Playbook,” which became the foundation for professional development centered on creating a shared vocabulary and intentional strategies for building a positive learning community. CNH also implemented quarterly town hall meetings and a positive student recognition program, alongside the creation of a Student Ambassador program, to celebrate students’ achievements and foster a sense of ownership over the school climate.

At Coventry High School, significant efforts have been made to build character and community. In response to DESSA data, staff implemented advisory lessons that focus on Portrait of a Graduate competencies, decision-making, relationship-building, and self-awareness. These lessons support students in developing crucial skills for academic and personal success. In addition to the lessons, CHS teachers also applied insights from professional development on improving classroom climate, creating more inclusive and supportive learning environments.

Throughout the year, students at all schools have had multiple opportunities to develop their character and contribute positively to their school communities. The continuous focus on student behavior, school climate, and professional development ensures that students are not only meeting high expectations but are also equipped with the skills they need to be responsible, respectful, and successful individuals.