• What is Positive Behavior Intervention and Support (PBIS)?

    Positive Behavior Interventions and Support (PBIS) is a systems approach to enhancing the capacity of schools to support and educate ALL STUDENTS.  It is a proactive approach to school-wide discipline that is based on three levels of prevention/intervention to address the needs of all ϳԹ.  PBIS is not a curriculum, intervention, or practice, but rather a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes

  • Our Mission

    To provide a positive, safe, healthy, nurturing and respectful environment in which all ϳԹ have the opportunity to become productive members of society. We will provide this through the:


    1. Development of clearly defined and consistent student expectations and accountabilities.
    2. Maintenance of an open ended flexible approach through the use of a data driven informational system.
    3. Educationally sound methods that foster student character, safety, academic excellence and individual citizenship
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     LaNaja Sankey                          Jeff Prentice                           Stephen Piggue

    PBIS Counselor                       PBIS Counselor                         PBIS Counselor

    Carter High ϳԹ              Eisenhower High ϳԹ               Rialto High ϳԹ

    Email                                                Email                                             Email


  • Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior.

    Tier 1 foundational systems include:

    • An established leadership team
    • Regular meetings
    • A commitment statement for establishing a positive school-wide social culture
    • On-going use of data for decision making
    • Professional development plans
    • Personnel evaluation plan

    Tier 1 practices include:

    • ϳԹ-wide positive expectations and behaviors are taught
    • Established classroom expectations aligned with school-wide expectations
    • A continuum of procedures for encouraging expected behavior
    • A continuum of procedures for discouraging problem behavior
    • Procedures for encouraging school-family partnership
  • Tier 2 systems, data, and practices provide targeted support for ϳԹ who are not successful with Tier 1 supports alone. The focus is on supporting ϳԹ who are at risk for developing more serious problem behavior before those behaviors start. Tier 2 supports often involve group interventions with 10 or more ϳԹ participating. The support at this level is more focused than Tier 1 and less intensive than Tier 3.

    Tier 2 foundational systems include:

    • An intervention team with a coordinator
    • Behavioral expertise
    • Fidelity and outcome data are collected
    • A screening process to identify ϳԹ needing Tier 2 support
    • Access to training and technical assistance

    Tier 2 practices include:

    • Increased instruction and practice with self-regulation and social skills
    • Increased adult supervision
    • Increased opportunities for positive reinforcement
    • Increased pre-corrections
    • Increased focus on possible function of problem behaviors
    • Increased access to academic supports
  • At most schools, there are 1-5% of ϳԹ for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these ϳԹ receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for ϳԹ with developmental disabilities, autism, emotional and behavioral disorders, and ϳԹ with no diagnostic label at all.

    Tier 3 foundational systems include:

    • A multi-disciplinary team
    • Behavior support expertise
    • Formal fidelity and outcome data are collected

    Tier 3 practices include:

    • Function-based assessments
    • Wraparound supports
    • Cultural and contextual fit