At Arrowhead Elementary, we are committed to creating a positive, safe, and supportive learning environment where every child can grow academically, socially, and emotionally. Through our schoolwide Positive Behavioral Interventions and Supports (PBIS) framework, we intentionally teach, model, recognize, and reinforce positive behaviors that support student success both inside and outside of the classroom.

At Arrowhead, we follow our AIM expectations each and every day:

Always Be Respectful
Include Everyone
Make Expected Choices

These expectations guide how we learn, work, play, and interact with one another throughout our school community. Our staff works collaboratively to provide consistent expectations, positive reinforcement, and supportive interventions that help students make responsible choices, develop strong relationships, and build confidence.

At Arrowhead, our AIM expectations — Always Be Respectful, Include Everyone, and Make Expected Choices — apply to all students, staff, families, and visitors within our school community. We believe every member of our school plays an important role in creating a welcoming, inclusive, and respectful environment where everyone feels safe, valued, and supported.

As partners in your child’s education, we encourage families to reinforce our AIM expectations at home. Recognizing and celebrating positive choices helps students develop responsibility, perseverance, and a strong sense of belonging within our school community.

Throughout the school year, students will participate in various celebrations and recognition activities that highlight the positive contributions they make to Arrowhead Elementary each day. We believe it is important to celebrate growth, effort, kindness, leadership, and positive decision-making.

Our goal is to foster a school climate where all students feel safe, valued, included, and supported. Strong relationships serve as the foundation for student success, and together we can help every child learn, grow, and thrive.

At Arrowhead, we AIM for success every day!

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What is PBIS?

The U.S. Department of Education first referenced the term “positive behavioral interventions and supports” (PBIS) in 1996, and the term is currently used in the Individuals with Disabilities Education Act (IDEA).

The Department of Education indicated further that:

1. PBIS does not “mean any specific program or curriculum.”
2. PBIS generically references “a multi-tiered behavioral framework used to improve the integration and implementation of behavioral practices, data-driven decision-making systems, professional development opportunities, and evidence-based instructional strategies.”
3. A PBIS framework helps to “improve behavioral and academic outcomes by improving school climate, preventing problem behavior, increasing learning time, promoting positive social skills, and delivering effective behavioral interventions and supports.”
4. A PBIS framework supports “a variety of behavioral practices into a school-wide framework that would (1) address the social, emotional, and behavioral needs of students with challenging behaviors comprehensively and deliberately, similar to how academic instruction is provided; and (2) provide a structure for the delivery of a continuum of evidence-based practices designed to benefit all students and supported by data-driven decision making.”

In the 1990s, the PBIS Center adopted the three-tiered prevention logic to conceptualize the “multi-tiered behavioral framework” with an emphasis on prevention logic. As the magnitude of the problem increases, so does the need for (a) resources to address the problem, (b) enhancements to teaching and learning environments, (c) collecting and using data for decision-making, (d) teaming and coordination, and (e) engagement with and feedback to students.