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 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, Alameda High's PBIS program received a silver award from the California PBIS State Coalition. For more information, please contact the Culture and Climate lead at the site or visit the AUSD PBIS web 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.

At Alameda High School, we pledge to practice PRIDE:

Be Prepared
Be Respectful
Be Inclusive
Be Dedicated
Be Engaged

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

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.