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Chino Valley Unified says districtwide PBIS led to statewide platinum recognition at all schools
Summary
District staff told the board that Positive Behavioral Interventions and Supports (PBIS) has been implemented across 34 sites and is credited with improved attendance, lower suspension rates than state averages, and higher student survey responses; staff said all schools are being recognized at the state 22platinum22 level.
Chino Valley Unified School District staff reported to the board that the district27s Positive Behavioral Interventions and Supports (PBIS) framework has been implemented systemwide and is tied to measurable improvements in attendance, discipline and student perceptions of safety.
The student representative, Phoenix Kim, told the board PBIS is 22one key element within the district27s LCAP goal 2 to support our students27 connectedness and engagement to school.22 Phoenix also outlined the three core expectations used districtwide: 22be respectful, be responsible, and be safe.22
The presentation described how staff use a tiered model (tier 1 classroom supports and targeted tier 2 and 3 interventions), a majors/minors system for tracking incidents, and a district leadership team that supports school-level PBIS teams with training, coaching and evaluation. The report said district-level indicators tied to PBIS include higher average daily attendance, suspension rates below statewide averages, and upward trends in the K12 Insight student survey on safety and belonging.
Staff noted the state27s recognition criteria for platinum status include TFI (Tiered Fidelity Index) scores, climate and culture data, attendance and office-referral metrics, counseling supports, documented action plans, and evidence of academic impact. The presentation said CDUSD is submitting all 34 schools for platinum recognition and that the district is 22tied with one other school district22 in the state among unified districts for the highest percentage of platinum-recognized schools.
Board members praised classroom-level (tier 1) implementation and highlighted the role of administrators, certificated and classified staff in sustaining the work. Dr. Katrina Gomez, identified in the presentation as director of health services and child development, was named as a district lead on PBIS implementation.
The board did not take formal action on the presentation; members asked follow-up questions about tiered supports and next steps for sustaining training and evaluation.
Supporters in the meeting credited PBIS with improving climate and instructional time; several board members encouraged continued monitoring of academic outcomes alongside behavioral indicators.
