Positive Behavior Interventions & Supports (PBIS)

What is PBIS?

"If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we… teach? …punish?
Why can’t we finish the last sentence as automatically as we do the others?"

-Tom Herner, (NASDE President, 1998)

Los Alisos is proud to announce our Platinum Level Recognition for PBIS for 2 years running!
The goal of PBIS is to create a positive school climate, in which students learn and grow. PBIS is a way for Los Alisos to encourage good behavior.  We teach students about behavior, just as we teach about other subjects like reading or math. The focus of PBIS is prevention, not punishment. We use a three-tier approach. Each of these three tiers has applications to a specific subset of students.

Tier 1 – Most Students

The bulk of PBIS supports fall within Tier 1. Los Alisos Intermediate School has created a behavior matrix outlining the positive behaviors we have established schoolwide. As our staff and students focus on these behavioral goals, negative behaviors have lessened. And because teachers are spending less time in disciplining students, instructional time has increased.

Approximately 80% of students never need to move beyond Tier 1 in interventions and support.

Characteristics of Tier 1 – Universal or Primary Prevention:

  • Schoolwide
  • For all students, staff members, and settings
  • Designed to reduce problem behaviors
  • Increases instructional time

Tier 2 – Some Students

For that subset of students (roughly 15%) who struggle with the Tier 1 interventions and supports, Tier 2 addresses at-risk behavior. The specialized interventions and supports at the Tier 2 level help to prevent the worsening of problem behaviors.

These efforts focus on specific groups of students and the underlying issues that may be causing the behavior. Disruptive students may be dealing with social, emotional, or academic issues that result in poor behavior in the classroom. Tier 2 interventions parse out the hidden causes behind negative behavior and provide support in changing those behaviors.

Characteristics of Tier 2 – Secondary Prevention:

  • Group supports for some students
  • Specialized interventions for students demonstrating at-risk behavior
  • Prevents worsening of problem behaviors

Tier 3 – Few Students

Students who do not respond to the interventions and support in Tier 2 receive further individualized supports in Tier 3. These interventions target students who exhibit high-risk behavior. Such interventions might take the form of an individual plan created to address specific academic or behavioral concerns.

The individualized plan for each student at this level may include efforts by special education teachers or school psychologists. Typically, less than 5% of students require Tier 3 interventions.

Characteristics of Tier 3 – Tertiary Prevention:

  • Individual support for a few students
  • Specialized interventions for students with high-risk behavior
  • Designed to reduce severity of ongoing problem behaviors

LOBOS Schoolwide PBIS Expectations

LOBO PBIS Expectations



ALL SETTINGS- Be prepared
- Be on time
- Keep your cell turned off & in your backpack
- Use appropriate language
- Be polite toward others
- Gum stays home
- Be Safe
- Keep our campus clean
- Be prepared to learn
CLASSROOM- Be in your seat before bell rings
- Be ready to learn
- Follow CHAMPS rules- Bring work and materials each and every day
COMMON AREAS- Go directly to destination
- Follow the guidelines on the MPR doors
- Keep hands to yourself
- Give people their personal space
- Walk within yellow lines
- Remain quiet near classes / offices in session
LUNCH LINE- Have your own money out
- Know what you will order beforehand
- Say please and thank you when ordering your food- Wait your turn
- Keep your hands to yourself
FRONT OFFICE- Have necessary paperwork out and ready- Use a level 1 voice (whisper)- Only enter if you have business in the office
BLACKTOP & FIELD- Once whistle is blown, begin walking towards your class- Pick up trash
- Be mindful of games in progress
- Stay within yellow lines
- Follow equipment guidelines
- Keep cell in pocket

Expectativas "Lobo PBIS"

Expectativas "LOBO PBIS"


TODAS LAS AREAS- Estar preparado
- Llegar a tiempo
- Mantener el cellular apagado y guardado en la mochila
- Usar un lenguaje apropiado
- Ser cortés con los demás
- Dejar el chicle en casa
- Cuidarse
- Mantener la escuela limpia
- Estar preparado para aprender
SALÓN DE CLASES- Permanecer sentado hasta que toque la campana
- Ester preparado para aprender
- Seguir la regla de CHAMPS- Traer sus trabajos y material necesario todos los días
AREAS COMUNES- Ir directamente a su destino
- Seguir direcciones en las puertas del MPR
- Mantener sus manos guardadas
- Dar su espacio personal a la gente
- Caminar dentro las lineas amarillas
- Mantenerse callado al pasar por los salones de clases y las oficinas
LINEAS PARA EL ALMUERZO- Tener tú propio dinero
- Estar listo antes de ordenar
- Decir por favor y gracias cuando ordena su comida- Esperar por su turno
- Mantener sus manos guardadas
DIRECCIÓN/OFICINA- Tener su papeleo necesario listo- Usar el nivel #1 de voz (susurrar)- Solo ir a la oficina sí tiene algun asunto importante
AREA DE ASFALTO COLOR NEGRO Y AREA DE CAMPO- Una vez que escuchen el silbato, caminar hacia su salón de clases- Recoger la basura
- Estar consciente de los juegos que se esten jugando
- Mantenerse dentro la las lineas amarillas
- Seguir las normas del equipo
- Mantener su celular en sus bolsillos

How Are Students Referred to Tier 2 or Tier 3 Interventions?

Our teachers and staff are trained extensively on which students require increased interventions and supports. If you believe your child is requiring additional interventions and supports, we encourage you to do one of the following: 

  • Email one of your child's teachers (on parent portal) 
  • Email Ms. Lena (Guidance Counselor) at Parkl@svusd.org

Check In, Check Out (CICO)

Check In, Check Out (CICO)

Which students would do well in the CICO Program?

Students who are starting to act out, need additional adult attention, or are requiring specific behavior goals but ARE NOT currently engaging in extreme behavior would be good candidates for the CICO Program. Students who have problem behavior across the day and in different settings are good candidates for the program as opposed to students who have trouble only in one or two classes.

Who will be responsible for checking students in and out?

We have official mentors who "Check In" students each morning.  process. If students are tardy, they report to Ms. Beall for their tardy slip, and then they enter the front office to receive their paperwork from our office aides or Ms. Pearson. The mentors also keep track of the daily points earned. The daily points are turned in to Lisa Ko each week, and she charts the progress for each student. These scores are used to monitor individual student progress as well as to monitor the success of the overall program. 

How long are students in the CICO Program?

At the end of four weeks, the PBIS team will meet and determine if a student is ready to “graduate” from the CICO program. Once a student graduates, the Assistant Principal will congratulate the student and give him or her a certificate of graduation. 

1. Purpose of Targeted Intervention and expected student outcomes: 
The CICO Program is for students who need additional support in learning behavioral expectations.  Students in the CICO Program may have trouble staying on task, completing their work and may have office discipline referrals.  We may also use the CICO Program for students demonstrate a need for more positive relationships with adults on campus. 

a.      To provide a daily check in and check out with an adult
b.      To establish goals and support needs for the day
c.      To provide organizational, academic, social prompts
d.      To encourage student self assessment of behavior throughout the day
e.      To establish regular communication with families of students participating in CICO

2. Procedures for participating in the targeted intervention

a. What the student is to do:

  • The students gets their CICO from their mentor in room B1
  • The student needs to give it to every teacher to score during class. If the students do not give the teacher the CICO form right away (this is common), the teacher should ask them for it. If it becomes HABITUAL, they receive a "O" for that period.
  • The student returns the form each morning for data processing.

b. What the families do:

  •  At end of each day, the student should count up their points and give the form to their parent. 
  • The parent should ask for the report of the student forgets.       
  • The parent typically does not correct the child again, but simply has a tool for opening up a                conversation about the school day.
  • Parents sign the form and give points for how the student did in the goal setting conversation. 

c. What motivates students to participate in this program:

  • They are receiving an increase in positive conversations and reinforcements on campus
  • Every form they return completed with a score of 75% or more is a raffle ticket for small prizes on Friday
  • They LEARN how to behave appropriately, and it feels good! :)

Platinum award recognizing Los Alisos for 2019

Platinum seal indicating PBIS Implementation Award