PBIS Program

Introduction

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 common 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, Edison Elementary School's PBIS program received a gold award from the California PBIS State Coalition. For more information about Edison's PBIS program, please see the content below, ask to talk to our Culture and Climate coordinator, refer to the Edison PBIS Handbook, or refer to the AUSD PBIS page.

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.

Edison Elementary School's expectations are:

Be Safe
Be Respectful
Be Responsible

Safe	Respectful	Responsible
Walk Wait for your partner Keep floor dry	Respect people's privacy Use quiet voices 2 cranks of paper towels	Report messes Wash Hands Go during breaks
Stay Seated Eat your food only Keep body to yourself	Respond to signal Speak and act calmly Use "please" & "thank you"	Clear up after yourself Recycle correctly Focus on eating
Face forward Hands together behind back Stay to the right in halls	Keep voices low or off in line Respect personal space Listen to adults	Follow teacher directions Keep line straight Be aware of others
Use handrails on stairs Walk Be aware of other individuals	Wait for your turn Speak clearly with inside voice Silence cell phones	Stay with 2 buddies Walk directly and quietly to and from office Focus on your errand
Follow adult directions Stay with your class Respect personal spaces	Use active listening Look at speaker/performer Applaud politely	Sit criss cross Hands and body to yourself Participate appropriately
Use two finger touch Play in designated areas Ask adult for help when needed	Speak kindly Include others War hats outside only	Respond to the whistle Walk quickly to class Follow game rules
Walk all wheels Walk/run safely on playground Use play structure with an adult.	Leave PE equipment alone You may play magic square Be in line when the 8:20 bell rings	Leave all play equipment at home arrive between 8:10 and 8:20 am At 8:15 bell use the restroom, get water, and get in line.

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

Teachers and staff acknowledge appropriate behavior and efforts when they see them. A specific verbal acknowledgment ("great job cleaning up the block area!") may be paired with giving an acknowledgment ticket.

Each school has its own ticket that reflects their school expectations and mascot. At Edison Elementary, students receive "Otter cards" when they exhibit appropriate behavior.

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.