PBIS Program

Introduction

A male Wood teacher greets students as they enter his classroom.

Positive Behavior Intervention and Supports (PBIS) is a proactive and school-wide approach to defining, teaching, and encouraging appropriate student behavior. It emphasizes acknowledging and directly teaching "good" behavior over punishing students for "bad" behavior. It also provides a continuum of supports for students who struggle to meet the school expectations.

All AUSD schools have PBIS programs, and all PBIS programs are implemented schoolwide, so that students learn that the same behavioral expectations apply to every classroom, as well as areas outside the classrooms (such as hallways, cafeteria, restrooms, and outside spaces). Such a schoolwide approach ensures that all students are receiving the same guidelines, the same consequences, and the same supports.

Research has shown that the benefits of PBIS include:

Increased attendance
Student self-reports of a more positive and calm environment
Teacher reports of a more positive and calm environment
Reduction in the percentage of students who engage in behavioral disruptions
Reduction in the number of behavioral disruptions

In 2025, Wood's PBIS program received a platinum award from the California PBIS State Coalition. For more information, please read the content below, visit AUSD's PBIS web page, or ask to speak to our Culture and Climate coordinator.

PBIS Elements

Not every school site’s PBIS program is the same. But all robust PBIS programs consist of:

Clearly defined school-wide expectations

A small number of clearly defined behavioral expectations are communicated to students in positive terms. Each school develops its own expectations, typically communicated as short, easy-to-remember slogans. The expectations are reinforced school wide via the use of regular lessons in classrooms, posters, videos, and assemblies.

Wood Middle School's expectations are:

Safety
Responsibility
Respect
Being an Ally

Explicit teaching on the expectations

Teachers and staff clearly and consistently explain the behavioral expectations for various settings. A behavioral expectation for a cafeteria might be "clean up your area," for instance, while an expectation for the playground might be, "take turns." The behaviors are taught to all of the students in the school through direct teaching in the classroom and across other areas on campus.

Acknowledgment of appropriate behaviors

A piece of paper that says "Beaver Buck$" with a cartoon beaver on it.

Teachers and staff acknowledge appropriate behavior and efforts when they see them. A specific verbal acknowledgment ("great job cleaning up

theblock area!") may be paired with giving an acknowledgment ticket. Each school has its own ticket that reflects their school expectations and mascot.

At Wood Middle School, students get PBIS "Beaver Bucks" that they can use to buy items at the student store.

Data collection

Individual support where needed

Active support by all stakeholders

Three-Tiered Approach

The PBIS framework incorporates three tiers.

Tier 1/Universal Support: This is the training that all students in all settings receive on the behavioral expectations and climate of their school.

Tier 2/Selected:About 10-20% of a school's students may need more focused support via, for example, social skills groups, daily check-ins with an adult, or behavioral interventions in the classroom.

Tier 3/Targeted: Some 3 to 5% of a school's students may need individualized behavioral interventions with, for instanced, a psychologist or behavioral interventionist.