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Landell students, staff showcase PBIS program to Cypress board
Summary
Students and staff from Landell Elementary presented the school’s PBIS (PAWS) program to the Cypress School District board, highlighting weekly behavioral focuses, student incentives and parent partnerships and saying the program reduced behavior incidents and supported instructional time.
Landell Elementary teachers and student council members presented the school’s Positive Behavior Interventions and Supports (PBIS) program to the Cypress School District Board of Trustees on Oct. 9, 2025, describing campus practices they said have reduced disruptions and strengthened school climate.
Principal Vanessa Friedman told the board PBIS complements academic instruction by “setting clear expectations, celebrating positive choices, and providing the right support so that every child can be successful.” Students and teachers walked trustees through the PAWS expectations (Positive attitude, Act responsibly, Work and play safely, Show respect), gave examples of classroom and playground behaviors that reflect those values, and described incentives such as points, PAWS tickets and a school store.
Student council president Sanjana led the PAWS explanation and student speakers described activities that reward the behavior system, including a Turkey Trot and a candy-and-seek event. Teacher Jason Fukuda and kindergarten teacher Sabrina Lopez outlined tiered supports and use of the Second Step curriculum for social-emotional learning.
Trustees praised the student presentations and asked about family engagement and the role of the PTA. Presenters said family volunteers and PTA funding help run PBIS events and maintain a small on-campus store that students can use with earned points. The board also distributed positive postcards prepared by Landell staff to trustees.
The presentation concluded with trustees thanking students and teachers; no board action was required. The board recessed briefly afterward to allow students to leave the meeting.
The PBIS presentation provides an example of a school-level intervention district staff said supports both student behavior and instructional time.
