PBIS

What is PBIS? 

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework focused on supporting students’ behavioral, academic, social, emotional, and mental health. The goal of PBIS is consistent with Portola’s vision: to create positive, predictable, equitable and safe learning environments where every learner belongs, contributes, and thrives. PBIS was developed from research in the fields of behavior theory and effective instruction. It supports all students through intervention ranging from school-wide systems to systems for developing individualized plans for specific students (Tier 1, 2, and 3). School-wide PBIS focuses on the development and implementation of proactive procedures and practices to prevent problem behavior and improve the school climate for all students.

Having five simple, positively stated expectations facilitates the teaching of behavioral expectations across school settings and establishes a consistent and positive learning environment for all students. 

Positively stated expectations are important, because research has shown that recognizing students for following expected behavior is even more important than catching them breaking the rules. By stating rules positively, the hope is that staff will be more likely to use school-wide expectations to catch students engaging in the appropriate behavior.

           School-wide expectations . . . 

  • Help create a safe and supportive environment where students and staff feel comfortable and respected.
  • Ensure consistency across classrooms, grade levels, and school settings. This consistency gives students a sense of predictability and creates a cohesive school culture.
  • Encourage responsibility and accountability by emphasizing core values to develop character and instill important life skills.
  • Enhance academic performance by providing a supported and structured environment and reducing disruptions.
  • Prepare students for real-world settings such as college and workplaces, most of which have their own set of expectations and codes of conduct.

Overall, school-wide expectations play a vital role in establishing a positive, safe learning environment that promotes consistency, fosters responsibility, and prepares students for their post secondary future.

BIS table about academic expectations
Non Academic Setting Expectations chart


Recognition

It is not enough just to teach expected behavior, we also need to regularly recognize and reward students for engaging in appropriate behavior. At Portola, we recognize learners’ positive behavior in a variety of ways:  

  • PBIS Recognition Tickets (Act Positively Tickets): At Portola High School, we believe in recognizing and celebrating positive behavior. Our PBIS Recognition Tickets highlight students who go above and beyond in demonstrating our PRIDE values Perseverance, Respect, Integrity, Drive, and Empathy. When staff see students modeling these behaviors, they may award a PRIDE ticket as a way to say “great job!” Students can redeem them on Thursdays during lunch for a special snack or drink in front of the counseling office. These tickets are more than just rewards, they’re a reminder that positive actions, big and small, make our school community stronger and help build a culture of encouragement and respect.

  • Monthly Recognition: Staff recognize one student four times a year (October, November, February & March) who exhibits one of the PRIDE values. Students receive a certificate signed by the staff member and a few words about why they were recognized. Students are recognized and certificates are handed out in advisement. 

  • Semi-Annual PRIDE Luncheon: Portola hosts a PRIDE Luncheon once a semester where learners who display all of the school values are honored by their teachers and principal. 

  • Office Hours Privileges: Learners can earn the opportunity to spend Office hours in the Learning Commons, Gym, or Quad Area by exhibiting PRIDE Values consistently! Learners must also have earned C- or higher in all classes (70%) for the prior semester.

  • Yearly PRIDE Department Values: Students are nominated by teachers in each department for exhibiting the PRIDE values unique to the department. Departments decide as a group which students will be recognized. The learner and parent(s)/guardian(s) will attend an evening award ceremony at the end of the year and be asked to stand for recognition when their name is read and will receive a certificate. 

  • Yearly PRIDE Department Top Dogs: Out of the students recognized by each department, one is recognized as “Top Dog”. This student received a plaque in addition to the certificate at Awards Night

Additional Behavior Support (Tier 2/3)

  • Some learners benefit from additional PBIS supports when behavior concerns become more challenging. Students or parents/guardians may request consideration for Tier 2 or Tier 3 support by completing this form: Request Tier 2/3 PBIS Support.
  • Who can refer? Students, parents/guardians, and staff.
  • Examples of Tier 2 supports: check‑in/check‑out, social skills groups.
  • Example of Tier 3 supports: individualized behavior plans
  • What happens next? Our PBIS team reviews referrals weekly, contacts families as needed, and follows up with next steps.
  • Need immediate help? If safety is a concern, please contact the Counseling Office or administration right away, or call 911 in an emergency.