Unified and Equitable School Structure: 7 Steps to Implement PBIS Via Schoolwide Values

Implementing a schoolwide Positive Behavior Interventions and Supports (PBIS) framework offers more than just behavior management—it creates a unified system that promotes shared language and expectations for students, staff, and the broader community.

OBJECTIVES

Strengthen school culture through consistent expectations
Connect behavior systems to your school’s identity and vision
Leverage data to improve support and celebrate growth

RESOURCES

Valley PBIS Matrix Poster Download

Connecting PBIS to Shared Identity and Vision

At Valley High School, Positive Behavior Interventions and Supports (PBIS) is more than a framework for behavior—it’s a reflection of the school’s identity and a strategic path toward student readiness. Through clearly defined standards—Connected, Lifelong Learners, and Strong—Valley has woven its vision for student success into everyday interactions across classrooms, campus life, and the broader community.

A strong PBIS framework reinforces a school’s unique identity by translating its maxims into observable, teachable behaviors. At Valley, each maxim—“We are Connected,” “We are Lifelong Learners,” “We are Strong”—serves as a cultural compass that orients everyone in the community around shared values like respect, curiosity, perseverance, and pride.

What are maxims?

Maxims are statements that act as a school’s core drivers to equip and empower every student to pursue their passion, interests, and aspirations. They are used to highlight the areas of hidden strength already within a school. They can also be used as aspirational statements to reinforce the promises your school makes to the community. Maxims should be displayed widely and built into the daily curriculum, as a whole or in part, to familiarize your students and staff with them and embed them into the school culture.

These aren’t abstract ideas. They are embedded in the way students line up for lunch, collaborate in science labs, participate in service projects, and represent their school at sporting events. When maxims are used consistently—through signage, classroom routines, announcements, and recognition systems—they do more than guide behavior; they affirm who the school is and what it stands for.

From Expectations to Empowerment

The poster outlines what each maxim looks like in action, whether in the community, in the classroom or on campus:

These expectations aren’t generic; they reflect Valley’s commitment to preparing students not just academically, but personally and socially for the future.

When PBIS is integrated with a school’s vision for readiness—as it is at Valley—it becomes a powerful force for coherence and belonging. Students hear the same language in class, in the hallways, and at community events. They begin to understand that school isn’t just about content—it’s about becoming the kind of person who can learn continuously, lead confidently, and contribute meaningfully.

The goal of Positive Behavior Support is not “perfect children.” Rather the goal should be creating the perfect environment for enhancing their growth.

– Randy Sprick

Why This Matters for Readiness

PBIS, when grounded in identity and vision, supports readiness by developing the habits and mindsets students need for life after graduation. Schools that align their behavior systems with broader readiness goals—like adaptability, agency, and collaboration—send a powerful message: we’re not just preparing students for tests; we’re preparing them to thrive.

This approach helps answer a common concern from educators: How do we make our vision for readiness feel real to students? By rooting readiness in maxims and reinforcing them through PBIS, the vision becomes visible, practical, and meaningful.

Using Data to Strengthen the System

A key element of a strong PBIS system is using data to guide decision-making and reinforce accountability. Tracking behavior data helps identify patterns, celebrate growth, and highlight areas where additional support may be needed. Whether it’s monitoring office referrals, participation in school events, or acknowledgment of positive behaviors tied to schoolwide maxims, this information allows staff to respond proactively and adjust strategies. More importantly, it ensures that PBIS remains dynamic and reflective of students’ evolving needs—supporting a culture that’s not only consistent but continually improving in service of student readiness.