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The Positive Behavioral Interventions and Supports (PBIS) model is integrated throughout the Hillsboro school system.

A succinct description of the model is provided on Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), the Technical Assistance Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups. 

PBIS creates a framework of expectations for students to be safe, respectful, responsible, kind, attentive, and to exhibit other positive and pro-social behaviors while in school. At the elementary level, this often takes the form of schools focusing on a positive character trait for the month. Students will be recognized by staff when they observe good behavior and will receive a written note of praise. Those notes are consolidated and at a monthly PBIS assembly, student names will be drawn from the collection to receive a special award (e.g. pencil, lunch with the principal, extra time at recess, etc.). Schools have PBIS posters on their walls, and staff discuss positive behaviors with their students.

This system of stating and reinforcing expectations, and recognizing and rewarding positive behaviors, helps students develop the good citizenship traits that are one of the expectations of our public school system and that will help students better function in society.

In middle and high school, you will not see the notes of praise and assembly system; however, you will see teachers stating expectations and engaging students in the process of developing their own norms and expectations for a positive and respectful classroom.