PBIS
Positive
Behavior
Intervention
and
Support
at
West Pine Middle School
Moore County SchoolsSouthern Pines Primary
Mission Statement: Our mission is to provide
engaging experiences that result in students learning
what is needed to be successful citizens.
WPMS Positive Behavior and Intervention Support
Mission Statement: The Positive Behavior
Intervention and Support initiative aspires to provide
an environment which maximizes the likelihood that
students and staff will be respectful, own their
behavior, have a positive attitude, and be responsible,
thereby maximizing the amount of time and energy
dedicated to teaching/learning academics and
citizenship.
BEE SAFE!
Respect
BEE RESPONSIBLE!
Own BEST!
It
BEE YOUR
Attitude
Responsibility
PBIS page 2
PBIS Team:
Candace Turk
Ashlee Ciccone
Stacy Newton
Cathy Fletcher
Becky Oldham
Jan Benton
Jeremy Kuhn
Freda Alley
Table of Contents
PBIS page 3
Introduction
1. Antecedents/Prevention
Expectations
Rules:
Student Matrix
Personnel Matrix
Teaching the Rules and Expectations
2. Behavior
Being Clear about Behavior
Minor/Major Chart
Discipline Process
3. Consequences
Positive:
Wildcat Currency
Negative
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PBIS page 4
INTRODUCTION
Positive Behavior Intervention and Support, or PBIS, is a
framework for establishing a school wide positive discipline plan. The
fundamental assumption of PBIS is that behavior must be taught along
with academics; not all students come to school knowing how to behave
appropriately, just like they don’t come to school knowing how to read or
do math. School needs to be a place where they learn reading, writing,
math, and appropriate behavior.
PBIS has helped us to develop our own school-wide plan which is
consistent everywhere a student goes in the school. It showed us how to
develop school-wide rules that can be applied to each specific location. It
encouraged us to develop systems to prevent behavior problems in highrisk areas and at high-risk times. It allows us the freedom to develop our
own reward and consequence system.
PBIS is based on the following research-proven principles:
• Students behave better when they work for rewards rather than
work to avoid punishment.
• Teachers have more academic engaged time in their classrooms
when they utilize a positive reinforcement system.
• Schools with school-wide plans that are consistent from
classroom to classroom and across all non-classroom locations
have fewer discipline referrals and higher achievement.
• Students need to learn and PRACTICE appropriate behavior
just like they need to learn and practice how to read.
PBIS fits easily into the ABC’s of behavior management.
Antecedents include teaching expected behaviors through formal lessons,
guided practice, and re-teaching; emphasizing the school-wide
expectations; posting the school rules that are specific to each location;
and reminding adults to be good role models. Behavior includes
discussing minor and major behaviors and attempting to define behavior
exactly so we can be very clear about what we want from the students.
Consequences include consistent positive reinforcement when the
students do the right thing and consistent re-teaching and logical
negative consequences when they don’t.
PBIS fits into our school wide improvement plan because it is
research-based and improves academic achievement.
PBIS supports the Character Education curriculum as required by
NC law.
PBIS page 5
CHAPTER 1
ANTECEDENTS/PREVENTION
EXPECTATIONS
The expectations are the broad school rules which we want the
students to learn in all settings. All adults must remind the students
frequently what the broad school rules are; we want them to know these
as well as they know our motto “Wildcats ROAR with Pride.” These are
our school-wide expectations:
Respect
Own It
Attitude
Responsibility
PBIS page 6
RULES
The rules are very specific and vary according to the setting; for
example, it’s fine to run on the soccer field, but you must walk in the
building. All the rules fit into the broad school expectations (respect,
own it, attitude, responsibility). Applying the broad expectations across
the settings throughout the school yields a matrix. The student and
teacher matrices are on the following pages. The classroom rules on the
matrix are broad enough to allow each teacher to have his/her own
specific classroom rules within the framework.
PBIS page 7
West Pine Middle School – Positive Behavior Intervention and Support Student Matrix
R
Before
School
-Follow
grade level
procedures
-Report to
grade level
hall
Classroom
Hallway
Cafeteria
Restrooms
Bus
Car Pool
After School
-Listen
-Follow
directions
-Use equipment
and materials
with care
-Be mindful of
others’ space
-Walk on the
right side of the
hall
-Honor others’
privacy
-Use equipment
properly
-Wash hands
-Follow school
rules and
directions from
supervising
adults
-Keep all bags
and purses in
locker
-Record
assignments in
agenda
-Control your
volume
-Go directly to
destination
-Keep hands
and feet to
yourself
-Follow school
electronics
policy
-Listen and
follow driver
directions
-Use
appropriate
language
-Control your
volume
-Hold personal
belongings
-Sit in assigned
seat
-Follow
directions
-Follow school
electronics
policy
-Sit on benches
properly
-Control your
volume
-Stay seated
on your own
stool
-Recycle
-Wait for
teacher
dismissal
-Water and
unopened
snacks may
leave the
cafeteria
-Clean up after
yourself
-Control your
volume
-Report to
assigned area
-Stay on
sidewalk
-Arrange ride
prior to event
-Clean up after
yourself
-Report to front
of school for
pick-up
-Be
courteous
and friendly
-Speak
kindly to
others
-Be positive
-Be willing to
try all
assignments
-Speak kindly
to others
-Be courteous
and friendly
-Speak kindly
to others
-Be courteous
and friendly
-Speak kindly
to others
-Be courteous
to others
-Use restroom
for intended
purpose
-Be courteous
and friendly
-Speak kindly
to others
-Be courteous
and friendly
-Be courteous
and friendly
-Demonstrate
good
sportsmanship
-Speak kindly
to others
-Eat
breakfast as
soon as it is
available
-Report
directly to the
cafeteria or
media center
before 7:40
-Bring all
materials to
each class each
day
-Complete and
turn in
assignments on
time
-Carry signed
agenda at all
times
-Keep school
environment
clean
-Get permission
to leave the
table
-Get what you
need the first
time through
the line
-Sit at assigned
table
-Bring signed
agenda
-Dispose of
trash properly
-Flush toilet
-Keep aisle
clear
-Keep hands
and feet to self
-Keep the bus
clean
-Stay seated
forward at all
times
-Keep hands
and feet to self
-Watch for your
ride
-Keep hands,
feet, and
belongings to
self
-Report directly
to after school
activity
Respect
O
Own It
A
-Control your
volume
-Report messes
and problems
-Return to class
promptly
Attitude
R
Responsibility
PBIS page 8
West Pine Middle School – Personnel Matrix
R
Respect
O
Before School
-Enforce grade
level
procedures
-Greet and
assist substitute
teachers
Classroom
-Teach, model
and enforce clear
procedures
-Address student
issues discreetly
-Monitor and
address class
volume
Hallway
-Actively
supervise
student
transitions
-Release
students on
time
Cafeteria
-Model and
monitor
recycling
Restrooms
-Allow
students to
go the
restroom
when
needed
Meetings
-Be mindful of
comments and
nonverbal
communication
-Show
consideration
for colleagues,
parents, and
presenters
Bus
-Actively
supervise
student
behavior
-Enforce
rules
Car Pool
-Actively
supervise
student
behavior
-Enforce rules
-Prepare
instructional
materials and
equipment
prior to 7:40
-Actively engage
students
-Follow learning
focused plan
-Write weekly
lesson plans and
place in visible
location
-Stand outside
your door
during all
transitions
-Pick up trash
-Assign
student
duties
-Ensure
cleanliness
of your
students’
area
-Send one
student at a
time to use
the
restroom
-Arrive on time
and prepared
-Know and
practice all
duty
procedures
from
handbook
-Know and
practice all
duty
procedures
from handbook
-Acknowledge
positive
behaviors
-Greet students
and staff by
name
-Acknowledge
positive
behaviors
-State what you
want, not what
you don’t want
-Acknowledge
positive
behaviors
-Greet students
and staff by
name
-Acknowledge
positive
behaviors
-Speak
kindly
-Acknowledge
proper
adherence
to
procedures
-Share and
receive ideas
-Implement
new strategies
-Acknowledge
positive
behaviors
-Greet
students
and adults
by name
-Acknowledge
positive
behaviors
-Greet students
and adults by
name
-Acknowledge
positive
behaviors
-Greet students
at classroom
door at 7:45
-Send students
to designated
areas if they
arrive early
-Enforce school
expectations
consistently
-Sign student
agendas for all
classroom
departures
-Supervise
class
movement
from the end of
the line
-Monitor
student
behavior,
volume and
traffic
-Sign
student
agendas for
all trips to
the
restroom
-Actively
participate in
all components
of your PLC(s)
-Report to
bus duty on
time
-Find a
substitute if
unable to
complete
duty
-Report to car
pool duty on
time
-Find a
substitute if
unable to
complete duty
-Stay with all
students until
they are picked
up
Own It
A
Attitude
R
Responsibility
After School
-Actively
supervise student
behavior
-Enforce rules
-Arrange after
school events in a
manner that
doesn’t interfere
with professional
duties
-Communicate
schedule changes
in a timely
manner
-Actively
Supervise
students and your
own children
PBIS page 9
TEACHING THE RULES and EXPECTATIONS
The biggest part of PBIS is teaching the students how to behave in
acceptable ways. When students come to school, they don’t know how to
read, write, or do math, so we teach them these skills. We use formal
lesson plans, guided practice, assessments, and re-teaching the skills
that are not mastered yet. Students don’t get in trouble when they make
a mistake in reading, they get extra help.
PBIS is all about teaching behavior in the same way we teach
academics. We need to directly teach what the rules and expectations
are, demonstrate exactly what appropriate behavior looks like, provide
opportunities to practice the behavior, assess mastery, and re-teach the
skills the students lack. Students shouldn’t get in trouble when they
make mistakes in behavior; they should get extra help by being re-taught
and being given extra practice.
All teachers teach the rules in their classrooms at the beginning of
the year. This needs to be extended throughout the school year so that
the students don’t have a chance to forget the rules. The teaching of
rules in settings outside the classroom should also be taught during the
first month of school, and then periodically throughout the year.
Each teacher should deliver a lesson for the following situations
within the first two weeks of school. Lesson plans for these situations
are on the shared folder:. The lesson plans can be varied or modified, or
you can use your own:
•
•
•
•
•
•
•
•
Before School
Classroom
Hallway
Cafeteria
Restrooms
Bus
Car Pool
After School
There are a few additional lesson plans on the shared folder.
Please peruse them and use the ones you need. If you develop a new
lesson plan, please post it on the shared folder so that everyone can take
advantage of it.
PBIS page 10
KEEP THESE POINTS IN MIND AS YOU TEACH THE RULES:
Formatted: Font: Bold
•
Teach an attention signal. Whether it’s raising your hand until all
hands are raised or clapping and having them clap back, teach the
signal early.
Keep these points in mind as you teach the rules:
• As you are teaching the rules, match up each rule with the broad
expectation to which it pertains (control your volume is Own It).
• When a student breaks a rule, the rule should be re-taught. If it’s
just one student, take that student aside when the rest of the class is
doing something fun and repeat the lesson. If it’s just a few students,
you could give the rest of the class an activity while the students who
haven’t learned the rules repeat the lesson. If the whole class isn’t
following a rule, schedule some time in the classroom to teach the
lesson again. Say “since we haven’t learned to control our volume in
the hallway, we are going to go over the lesson again before we can go
to lunch.” Don’t be mad, yell, or punish, simply repeat the lesson.
This method is extremely effective because they not only learn it
again, but they miss out on the fun part of the day. The time you
spend re-teaching the lesson is an investment; it will be more than
made up later when they all follow the rules.
• After misbehavior, it’s very helpful to ask the child “what rule did you
break? (respect, own it, attitude, responsibility)” and “what should
you have done differently?”
SKIPPING
A lot of students get very upset when another student “skips” or cuts in
front of them in line. Procedures for dealing with skipping should be taught
along with your lesson plan for travel time at the beginning of the year.
Skipping is really no big deal and making the “skipper” go to the end of the line
reinforces the kids for getting upset about it; it validates their opinion that it’s a
bad thing.
On the other hand, you could teach the kids to offer a place in line to
their classmates and teach them the polite phrase “after you”.
Whatever you decide, teach it and teach it again until they get it.
PBIS page 11
Formatted: Centered
CHAPTER 2
BEHAVIOR
BEING CLEAR
When thinking about behavior it’s helpful to think about specific,
observable actions. It’s easier for students to understand and learn
concrete behaviors than vague concepts such as “be good” or “be
respectful.” It’s also much easier for them to learn a behavior if they are
told what to do instead of what not to do: “use your inside voices” is
easier to follow than “stop talking”.
Remember that following the rules and “behaving” involves
behaviors, too. Some behaviors we do want to see are following
directions, using polite words, using a quiet voice, completing classroom
work, keeping the area clean, completing homework, walking in line, etc.
These are the behaviors we want to notice and reinforce with our
attention and/or a tangible reward. Giving positive attention such as a
wink, a thumbs-up, a pat on the back, or a “good job”, is extremely
powerful for students when they are doing the right thing.
When you are teaching students the rules and when you are
correcting a student for not following them, be very clear about what you
want to see and what they did to break the rules.
Be sure when you make a rule that you are really going to enforce
it. Every rule that you write down that you don’t enforce consistently
takes your power away from you. If you can’t enforce it, don’t writeright
it down.
Raising Hand Before Speaking
Many teachers have a class rule that says raise your hand before
speaking, but they don’t enforce it consistently. Sometimes they only
mean it in some circumstances or with some students. If you’re not
going to enforce the rule every single time, it would be better not to have
it be a written classroom rule. It’s okay at the beginning of a lesson to
say “the rule for the next half hour/the next lesson/while we have
company is that we have to raise our hands before calling out.” They
have to follow the raise-hand rule when you say so because “follow
directions” is one of your rules.
Formatted: Left, None, Indent: First line: 0"
PBIS page 12
MINOR VS. MAJOR MISBEHAVIOR
Formatted: Font: 14 pt, Underline
Remember that there are minor misbehaviors and major
misbehaviors. The consequences you choose should reflect the
difference.
Minor misbehaviors are usually best handled with correction/reteaching and the response cost of not getting the reward the other
students get for following the rules. Try not to get to getcaught up in
expecting perfection from students. Correcting and re-teaching minor
misbehaviors is part of teaching. Keep the perspective that these are
adolescents and some of them are high risk.
Remember the trick of having another lesson
for the students who haven’t learned to follow the
rules/procedures. Those who do it right get extra
fun time while those who don’t have to go through
the lesson again.
Behaviors
Disruption (minor)/
Disruptive Behavior
(major)
Dress Code
Violation
Minor
Behavior
Definition
Any
disturbance or
interference
that takes
away from the
learning
environment
which does
not cause
physical harm
or injury to
one’s self or
others.
Student wears
clothing that
does not fit
within the
dress code
guidelines
practiced by
Minor
Behavior
Examples
Repeatedly
talking,
tapping
pencils,
continual
blurting out,
burping out
loud, passing
gas, throwing
paper wads,
disabling
property.
Major
Behavior
Definition
Any
disturbance or
interference
that takes
away from the
learning
environment
done in an
aggressive
manner.
Yelling, turning
over furniture,
throwing items
down with force
or anger,
throwing objects
at someone.
Anything that
is not part of
the approved
MCS dress
code – shorts
above midthigh, holes in
Student
repeatedly
wears clothing
that does not
fit within the
dress code
guidelines or
Repeated
suggestive or
revealing
clothing, or ANY
clothing that
advertises
alcohol or drugs,
Major Behavior
Examples
PBIS page 13
the school
district.
Failure to keep
hands, feet,
objects to self
(minor)/Physical
Aggression (major)
Inappropriate
Language
(minor)/Abusive
Language (major)
Inappropriate
touching with
the hands or
feet or other
objects which
does not
result in
injury.
Unsuitable use
of words that
are not curse
words, calling
names, use of
inappropriate
tones, teasing
Noncompliance
(minor)/
Defiance(major)
Refusing to
obey.
Challenging or
resisting
authority.
Engaging in
power
struggles.
Property Misuse or
Damage
Use of
property in a
way in which it
was not
designed which
does not cause
physical harm
or injury to
one’s self or
others.
Failure to
report to any
location on
time
Tardy
pants above
fingertips,
sagging of
pants
Pushing,
pinching,
poking,
grabbing,
bumping into,
shoving,
horseplay,
throwing
Stupid, ugly,
shut up, fart,
crap, freaking,
sucks.
Sticking up a
finger trying
to make it look
inappropriate.
Talking back,
not following
directions,
sleeping, not
completing
work, bringing
prohibited
items to
school.
Kicking
furniture,
writing on
desks,
breaking
pencils or
crayons,
leaning back in
chair.
Isolated
incident of
being a few
minutes late;
up to 6 tardies
clothing that
displays
something
illegal.
Physical
contact with
the intent or
outcome of
causing injury
or harm to
others.
Indecent
language.
Swearing or
curse words
directed
towards
others in a
demeaning or
provoking
manner.
Refusing
boldly to
obey.
Challenging or
resisting
authority.
Verbal
defiance.
Intentional
destruction of
property
belonging to
the school or
the teacher
through
misuse or
aggressive
behavior.
6 tardies for
first class,
coming to
class more
than a few
gang related
clothing.
Punching,
hitting, spitting,
shoving, tripping,
kicking, biting,
stabbing with a
pencil.
Calling adults
stupid, ugly, you
suck. Calling
adults/students
gay, homo, screw
you. Using curse
words or
sticking up
middle finger.
Yelling at
teacher, leaving
class or school
grounds without
permission, “I’m
not going to”,
“You can’t make
me”, refusing to
go to the office.
Breaking
classroom
materials,
throwing desks,
throwing chairs,
destroying
books, writing on
walls or
furniture.
Reporting to
class fifteen
minutes late
with no pass
PBIS page 14
for first
period per
quarter
minutes late
(skipping)
Use/Possession of
Alcohol, Tobacco or
Drugs
Any
possession of
tobacco,
alcohol,
and/or other
drugs.
Arson
Attempting or
causing a fire
to ignite.
Repeated
verbal abuse,
threats to
others in
writing, via
text,
Facebook or
verbally,
inappropriate
touching,
inappropriate
gestures,
pictures or
notes.
Falsely saying
there is a
bomb and/or
pulling a fire
alarm.
Falsifying
signatures,
Use of work
that isn’t
one’s own
Bullying/Harassment
(major)
False Alarm
Forgery/Cheating
Lying
Intentionally
not telling the
entire truth,
leaving out
Tobacco, alcohol,
and/or other
drugs found in a
backpack, purse,
jacket, or
pockets of a
student.
Lighting a fire.
Touching others
on the bottom or
other private
areas, threats
such as “I’m
gonna ….” and
repeated
unprovoked
comments.
Pulling the fire
alarm, saying
there is a bomb.
Signing agenda
with teacher’s
initials, signing
parent’s name to
document,
copying another
student’s work,
allowing others
to copy one’s
work for credit
Giving
inaccurate
information,
leaving out
PBIS page 15
important
information
Theft
Taking any
property that
belongs to
others
Technology Misuse
Use of
technology in
an
inappropriate
way.
Having
possession of
a weapon or
weapon look
alike capable
of causing
bodily harm.
Weapon
details,
reporting false
incidents
Taking money,
food, cell phone,
jewelry, or
possessions
from others.
Use of cell
phone, PDA,
IPOD, use of
any unauthorized
websites.
Guns, knives,
look alike guns
or knives, razor
blades,
numchucks, or
other objects
readily capable
of causing bodily
harm found on
the student or in
a backpack,
purse, etc.
PBIS page 16
WEST PINE MIDDLE
SCHOOL
DISCIPLINE PROCESS
Observe and identify problem behavior
Is it a CRISIS?
NO
YES
Teacher managed
Remind student of
appropriate behavior in this
situation and of potential + /consequences
(Warning) - Document
Teacher Assigned
Consequence – Parent
Contact - Document
Teacher Assigned
Consequence – Parent
Contact - Document
Administrative managed
Is the behavior
teacher or
administrative
managed?
Redirect student
behavior: no
consequence
Teacher
Managed
•
•
•
•
•
•
•
•
•
•
•
•
Examples
vs.
Inappropriate language
Not having materials
Calling out
Teasing
Refusal to work
Minor Noncompliance
Minor dishonesty
Minor disruption
Minor aggression
(actions that do not
pose safety risk)
Unsafe or rough
play
Disrespect
- Tone
- Attitude
- Body Language
Property Misuse
•
•
•
•
•
•
•
•
•
•
•
•
DIAL “O”
for office
to get
immediate
help
Administration
Managed
Aggressive physical
contact
Drugs/Alcohol/
Tobacco
Major Property
destruction
Weapons
Leaving School
property
Aggressive/profane
language
Credible threats
Bullying/Harassment
of students/teachers
Major/chronic refusal
to follow school rules
Major dishonesty
Theft
Technology Misuse –
cell phones, IPODs,
inappropriate
websites, etc
Referring teacher
completes referral and
calls office before
sending student or puts
referral in AP box
Administrative
conference with
student
Administrative
action; Admin
contacts parent
PBIS page 17
Did the
behavior
change?
Administration
returns pink form to
referring teacher
YES
Notice and
reward
correct
behaviors
PBIS page 18
CHAPTER III
CONSEQUENCES
Formatted: Indent: First line: 0"
Providing appropriate consequences for behavior is equivalent to
giving feedback to students when we are teaching them how to read; they
need to know when they are doing it right and when they need to try it
again. It is, therefore, very important to match the consequences to the
behavior closely.
Consequences occur all the time whether we’re controlling them or
not. Your attention, attention from peers, getting out of work, etc. are all
examples of naturally occurring positive consequences. If children get
more positives when they are doing the right thing, then they will do the
right thing more. If they get more positives for doing the wrong thing,
they will do the wrong thing more. Imagine a group of students who are
talking out and off-task; if you don’t stop them, they are getting peer
attention and getting out of doing work-2 positives. If you start giving
them lots of attention by lecturing them, then they get 3 positives. On
top of all that, if you give them power by losing your temper, then
they are getting a whopping 4 positives for that inappropriate
behavior! That’s hard to beat! If, on the other hand, you
quietly bounce the offenders while complimenting the quiet
ones, the ones who were bounced will lose privileges, while
the quiet ones will get your attention; the
scale tips in the other direction.
The Scales of Reinforcement:
Only
The Scales
you control
of Reinforcement:
which way they tip!
Only you control which way they tip!
KEEP THESE POINTS IN MIND:




The consequence needs to occur immediately after the behavior and
be very specific (“good job walking in line quietly”, “lunch detention for
disrupting the class”, or even “take a lap at break time for being
disrespectful”).
We have to be careful to reinforce the behavior we want to see and not
accidentally reinforce negative behavior.
The consequences should be logically related to the behavior as much
as possible; this is why re-teaching and correction is so helpful.
Walking a lap for writing on a desk won’t stick in mind as specifically
as washing the desk will.
Using naturally occurring preferred activities alternating with nonpreferred activities is easy and effective and matches the behavior and
the consequence precisely; “as soon as you finish your work correctly,
you can read something of your choice.” The preferred activity
functions as a reward; the sooner they get done the more time they
get, if they don’t finish, they don’t get the preferred activity at all.
PBIS page 19
POSITIVE CONSEQUENCES
We all work for rewards. We come to work, and we get paid; in
most professions, the harder and better you work, the greater the
paycheck. We also work for internal rewards; we might volunteer
because it’s fun and it feels good to help, we feel proud when we do a
good job, etc.
We all want students to do the right thing because it’s the right
thing to do. That’s an excellent goal, so we have to teach them to do
that. Remember that we are teaching behavioral skills just like we are
teaching reading and writing; they don’t all come to school knowing how
to read or to how to behave. Just as we say “right” when they read a
word correctly, we need to say “right” when they demonstrate appropriate
behavior. In order for students to internalize rewards, the rewards have
to start out externally. We have to get them on the right track by using
tangible rewards, and then gradually fade the externals as they get older.
Rewards that are not tangible are very powerful, as well. Attention,
extra privileges, free time, and preferred activities are all excellent
methods of reinforcement.
The bottom line about rewards is that they work. The Moore
County Schools mission statement is to provide a safe environment in
which all students learn to their potential. Using rewards improves
behavior and increases academic engaged time thereby improving
achievement. Not only is it appropriate to use external tangible rewards,
we are obligated to do so; students learn academics and behavior best
when they are working for positives.
Remember to
Remember
Reward to
Reward
Early
and Often!
Early and Often!
PBIS page 20
THE WILDCAT CURRENCY SYSTEM
At West Pine Middle School, students will have the opportunity to
earn “Wildcat Currency” as rewards for appropriate behavior. All staff
members will be given a supply of Wildcat Currency to hand out to
students who are doing the right thing. The students will then have the
opportunity to “shop” at the PBIS “store” during lunch. They can spend
their Wildcat Currency or choose to save them up for more valuable
items.
 All teachers will give a dollar to each student in each class who
followed the rules that day.
 Bus drivers will give a dollar on the ride home to the students
following the bus rules.
 Items in the store will be paid for from the PBIS budget at the school
level. (within reason)
 Wildcat Currency can also be used for life lessons such as saving,
sharing, etc.
 Wildcat Currency cannot be taken away!
 Please recycle our Wildcat Currency by using them over and over
again!
Rules of Thumb for Bee Bucks
 One for every 4 days of homework turned in (it might take 2 weeks
to get one)
 One for every 5 days of finishing class work on time
 One for every 5 days of being on time
 One for every 5 days of not having a consequence (time out, lap,
silent lunch, etc)
 One for being good in each special (up to 5 per week)
 One for being good on the bus all week
 One for being good at lunch all week
 One for being good in walking club all week
 One for every 5 tickets/coupons/jewels, etc.
PBIS page 21
NEGATIVE CONSEQUENCES
Negative consequences should be thought of as a loss of privileges,
rather than as punishment. Students who behave because they fear
punishment, do not generalize their positive behavior to other situations;
students who behave at home because they fear a beating, often don’t
behave at school. Losing privileges, on the other hand, does help
students internalize the rules and generalize to other settings.
Each grade level has different target behaviors and different
negative consequences for them. It’s important to keep the consistency
within grade levels.
It is helpful to keep in mind the following:
 Keep the negative consequences small so you can increase them when
necessary.
 Keeping them small also improves the chances that you will follow
through on what you say.
 Be sure to be realistic when giving out consequences. Just today, I
heard someone say “if you say one more thing in the hallway, you
can’t go on the field trip.” Taking away field trips is not an
appropriate consequence; field trips are part of the curriculum. It’s
also pretty hard for the student to literally not say a word in the
hallway the rest of the way back to class. When the child says one
word and still gets to go on the trip, he gets power because his teacher
was wrong; he is reinforced for doing the wrong thing.
 Don’t harp, lecture, or yell; this gives attention to
the
negative behavior. Simply state the consequence
and
move on.
 The consequence should be brief so that the class
can
get right back to work.
Asking Why?
It is not helpful to ask a student “why” he
or she did something. They usually honestly don’t
know and demanding an explanation just gives
them more attention and makes you more
frustrated. Why doesn’t matter anyway.
Instead, ask them what they did wrong and
what they should have done differently.
Let
Punishment
Crime
Asking Why?Let
thethe
Punishment
FitFit
thethe
Crime
It is not helpful to ask a student “why” he or she did something.
They usually honestly don’t know and demanding an explanation just
gives them more attention and makes you more frustrated.
Instead, ask them what they did and what they should have done
PBIS page 22
differently.
Why they did it doesn’t matter; if they broke the rules, they broke
the rules and need to re-learn them.
PBIS page 23