Skip To Main Content

Newbridge Learning Academy Brochure

Newbridge Learning Academy offers a highly structured learning environment for students with challenging behavioral issues who require a more intense and individually designed program. Additionally, social-emotional supports are woven throughout the day to help students develop not only as successful learners but as confident young people as well.

Qualifications for enrollment

A student may be a potential candidate for Newbridge Learning Academy if . . .

  1. They qualify for Special Education Services primarily in the Social Emotional skills domain
  2. AND, they require assistance in any of the areas of . . .

a. intensive behavioral and social emotional support

b. improving or enhancing their social skills

c. managing their feelings, thoughts, and emotions

d. showing respect toward themselves and others

e. developing positive relationships with peers and adults

f. making responsible decisions

g. respectfully and skillfully communicating wants and needs

h. understanding and developing empathy

i. behaving safely, responsibly, and respectfully

3. AND, they have not responded to social-emotional tiered supports in their previous classroom setting(s) – least restrictive environment

Positive behavioral supports

Functionally equivalent replacement behavior (FERB) is a positive alternative that allows the student to obtain the same outcome that the challenging behavior provided; that is, the student is able to obtain or escape something in their environment in an appropriate, acceptable way.


Students attending Newbridge Learning Academy go through a systematic and structured process to ultimately reintegrate them back into their general education setting when  . . .

  • They have learned and demonstrate how to successfully follow adult prompts and directions
  • They have learned and demonstrate how to successfully participate in peer groups
  • They have learned and demonstrate the academic, social-emotional and self-management skills necessary to be a positive contributing member of their classroom and school
  • They have learned and demonstrate the importance of attending school daily
  • They have learned and demonstrate the behaviors needed to maintain a level 2 or 3 on the three-level system

Framework of the NEwbridge program

At Newbridge Learning Academy, students work to improve their classroom behaviors by growing their capacity to demonstrate respectful, responsible, and safe choices. In a setting of effective, rigorous, and engaging academic instruction, our staff support students by consistently recognizing and reinforcing expected classroom behaviors. Reestablishing in our students, the idea that positive actions are more effective at obtaining desired outcomes than using disruptive and/or unsafe behaviors is an important facet of the Newbridge program.

The program operates primarily through the use of a 3 level system in combination with a token economy. Students are motivated to graduate through the levels to earn more privileges within the program and to achieve the long-term goal of successfully reintegrating back into their home district. Most students do not come into the program with the skills necessary to delay gratification or to persist through challenging demands. The token economy offers the opportunity for students to be recognized for successful decisions in the short-term in order to build momentum towards achieving long-term goals. It helps to ensure students are receiving frequent positive feedback, while also earning points that can be redeemed daily in the school store to purchase fun activities or items.

Newbridge Leanring AcademyStudent Success IS OUR PRIORITY

the 12 guiding elements

Below are the key elements that guide our team as we promote and reinforce the daily positive behavior management and social-emotional skills with our students:

  1. Establish and maintain a positive relationship with ALL students
  2. Use of Positive Behavioral Interventions and Supports (PBIS)
  3. Our SEL curriculum encompasses engaging lessons and activities that promote self-awareness, self-management, decision making and social skills
  4. Daily proactive classroom management strategies are consistently used
  5. A points and levels system is used to reward and document students' positive behaviors
  6. Our least to most intentional prompting addresses targeted behaviors
  7. Classroom lessons provide effective and rigorous academic instruction to students across a variety of present levels
  8. Students meeting program expectations are recognized and earn personalized rewards
  9. Students in crisis are guided through a process (Reboot) to de-escalate and demonstrate classroom readiness
  10. The Newbridge Team works daily to keep our parents engaged, informed and supported
  11. Daily team debriefs assist the team in immediately identifying and addressing new opportunities for student growth 
  12. Weekly Self Governance meetings are held to help students reflect, learn, and grow from each other



At Newbridge Learning Academy, students work to progress through a three level system that addresses their capabilities in the areas of respect, responsibility, and safety. In a setting of structured, effective, rigorous, and engaging academic instruction, our team supports, acknowledges and reinforces each student’s display of positive social behaviors.

In moments of crisis, students are provided and guided to an in class “Reboot” space, where they are supported through a progressive four step system, to assist them in calming and re-engaging with the class as soon as possible.

When positive behaviors (safe, respectful, responsible) are consistently displayed, the student will progressively earn (points) access to rewards such as visits to the in-class store, “honors time” to purchase simple items, engage in fun activities, and have the opportunity to attend a weekly group outing. Throughout the process, parents and staff communicate on a daily basis, through “Home Notes”, to enhance the consistency and transfer of the learned skills and expectations from the classroom to home and beyond.

Though we implement numerous strategies to prevent, or reduce, unproductive student behaviors, moments of crisis still occur.  Our skilled staff are trained in de-escalation and appropriate intervention strategies that help to maintain a safe environment.  After crisis, students engage in a structured process to (1) demonstrate that they are ready to again participate in scheduled classroom activities, (2) debrief the event and (3) work to restore damaged relationships.

Regardless of a student’s performance, students leave each day with staff highlighting the positives and sharing with them continued opportunities to grow and ways to be successful moving forward.  These positive highlights, along with details from the teacher, are communicated with parents daily.  We believe that this on-going communication is essential in developing the relationships and the shared interest necessary to support our students as they continue to progress through the program.


The levels system

Tracking the student’s daily behavior:

Student completion of the program is contingent on movement across three levels. Daily/interval points are assigned in the areas of Respect, Responsibility and Safety during AM and PM interval (Checkouts) throughout the day. In order to have a “Green” day, students must receive at least 80% of the total points available for the day.

Level 1: Daily (Competence)

All students that begin the program enter at Level 1. Students work to earn 80% of their daily points (green) to earn access to Honors. At this level point sheet values and feedback are assigned by staff. When students make 80% of their points, 15 out of 20 days, with the last 5 being “green”, they are eligible to move to Level 2.

Level 2: Weekly (Confidence)

  • At Level 2, students continue to work to earn 80% of their points on a weekly average to earn access to Honors Outings. Feedback and points are determined by the student with appropriate adjustments made by staff. Maintaining expectations at Level 2 for 4 – 8 weeks results in a consideration to transition to level 3. NOTE: Challenging and potentially dangerous behavior results in immediate drop in level.

Level 3: Natural (Mastery)

  • Level 3 students are not required to complete a point sheet. Student will begin to self-monitor with guidance and support from staff if requested or needed. Students at Level 3 are provided access to additional privileges (i.e. access to Honors before other levels). Once students maintain expected behaviors at Level 3 for 4 – 8 weeks, discussions will begin with the student, parents and school representatives to determine if/when the reintegration back to the student’s home school is appropriate. NOTE: Challenging and potentially dangerous behavior requires a team meeting to discuss level and consequences.