Yuma High School was named one of the state’s Positive Behavior Interventions and Supports (PBIS) amAZing award winners for 2021.

The 2021 PBISAz amAzing Award recognizes schools for successful implementation and outcomes with school-wide systems of Positive Behavior Interventions during the COVID-19 Pandemic and show that the school is driven by providing a positive and safe learning environment for its students and community.

YHS Principal Mike Fritz said, “This award recognizes the dedication of school staff and our community to uphold our school expectations every day: C.R.I.M.S (Compassion, Respect, Integrity, Maturity, and Safety). Together we are building a school culture that is more positive, proactive, and supportive for all our students so that they can be successful citizens and leaders of our nation. Our PBISAz amAZing award will proudly be displayed in our school office and on our website. Yuma High School is committed to challenge, support, and prepare every student to be college and career-ready.”

While award winners represented 22 school districts across the state of Arizona, Yuma High was the only high school among them. The school expects to receive their award poster following Phoenix Metro PBIS meeting on Feb. 25, 2022.

PBIS is geared around improving student academic and behavior outcomes and ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. School-wide Positive Behavior Supports (SWPBS) provides an operational framework for achieving such outcomes. It is NOT a curriculum, intervention, or practice, but IS a decision-making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

According to PBIS Arizona’s website, schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are: Less reactive, aversive, dangerous, and exclusionary, and more engaging, responsive, preventive, and productive; Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior); Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and most importantly, maximize academic engagement and achievement for all students.