PBIS at
Beall Elementary
Shannon Green
Assistant Principal,
Beall Elementary School
Star Student Rules
• 3 Star Student Rules: Be Safe,
Be Responsible, and Be
Respectful
• New Students: a new student is
given a passport that explains
the 3 Star Student Rules and
tells the student key staff
members to talk to about
procedures.
Matrix of Behavioral Expectations at Beall Elementary School
Note: expectations listed under specific settings are in addition to
those expected in all settings.
All
Settings
Be Safe
Work, play,
and travel
safely
Walk
Keep hands
and feet to
self
Be Respectful
Use respectful
tone, words,
and behavior
Respect others’
belongings
Avoid disrupting
others’ learning
Classroom
Use
materials
and
supplies
safely
Use an
inside voice
Listen when
others
speak
Use problemsolving skills
Be Responsible
Take care of self
and materials
Clean up after
yourself
Follow
directions
Be honest in
words & actions
Do your
best
Be prepared
to learn
Cafeteria
Halls/Restro
om
Stay in your
seat
Walk on the
right-hand
side
Sit in chairs
correctly
(chair legs
on floor)
Use “good
manners”
Keep
conversation
polite
Use inside
voice, talk
with people at
own table only
Follow
procedures
for
entering,
getting
lunch, and
exiting
Obey stop
signs
Be silent in
line
Playgroun
d
Follow
equipment rules
Never leave
playground w/o
permission
Play in
designated
areas
Obey all
bus staff
directions
Take turns,
share
equipment
Keep
conversatio
n polite
Respect
others’
privacy in
restroom
Be in
assigned
locations
only—have
a pass if not
with your
class
Bus
Stay
seated,
facing
forward
Use an
inside voice
Leave
playground
clean
No food or
drinks on
bus
Take care of
equipment
Leave bus
clean
Walker
Line
Stay with
school staff
until
released
Cross only
at
crosswalks
Wait
quietly
4 Color Behavior Management
System
• 4 Color System:
blue: excellent
green: good
yellow: fair
red: poor
Target Behaviors and
Consequences
• Teachers use the Target
Behaviors and Consequences
reference chart when moving
students to the different color
levels and for selecting the
appropriate consequences for
behaviors.
Target Behaviors and Consequences
at Beall Elementary School
Level 1
•
•
•
Be Safe
Unsafe behavior not resulting in injury
(e.g., running in hall, horseplay)
Unsafe playground behavior (e.g.,
misusing equipment, breaking game
rules)
Be Respectful
Talking, calling out, making noise
during instruction, minor disruption
Teasing or disrespectful tone/words
not involving profanity toward student
Inappropriate gestures/body language
not involving vulgarity toward student
Non-aggressive touch
Using others’ materials without
permission
Be Responsible
Out of seat, assigned location in room
Not following directions (minor)
Off-task
Not completing assignments
Not prepared for class
Careless work
Possession/playing with non-school
items
Not taking care of materials
•
•
•
•
•
•
•
•
•
(Classroom managed)
Peer praise
Increase proximity to adult
Brief student-teacher conference
Corrective “re-do” (1-2
repetitions)
Use of recovery area in
classroom
Move to yellow level in classroom
(if repeated)
Logical consequences (e.g., loss
of free time, clean up mess,
apology letter)
Temporary loss of privilege (e.g.,
portion of recess, loss of seat
choice)
Assignment to recess work room
Note: for repeated level 1
behaviors not responding to level
1 consequences, level 2
consequences may be
appropriate
Target Behaviors and Consequences
at Beall Elementary School
Level 2
•
•
•
Be Safe
Unintentional behavior
resulting in injury
Out of assigned area
(unsupervised)
Be Respectful
Arguing with staff,
disrespectful tone/words
toward staff
profanity not directed toward
people
Inappropriate gestures/body
language not involving
vulgarity toward adult
Be Responsible
Not following directions
(insubordination)
Possession of others’
property without permission
(low value)
•
•
•
•
•
•
•
•
•
(Classroom managed)
Use of level 1 consequences
adjusted for more significant
behaviors
Phone call home by teacher or
student
Parent-teacher-student
conference
Move to yellow level of
classroom system (move to red
if already on yellow level)
Contract, self-monitoring sheet
Intensity A BIP
Loss of privileges
Time out in another class
Note: for repeated level 2
behaviors not responding to
level 2 consequences, level 3
consequences may be
appropriate (in consultation
with administration)
Target Behaviors and Consequences
at Beall Elementary School
Level 3
•
Be Safe
bus infractions
physical attack on
student/staff
possession/use of
illegal/dangerous substance
possession of weapon
leaving school grounds
• Be Respectful
repeated harassment of
student
profanity directed toward
student/staff
verbal or written attack/threat
toward student/staff
• Be Responsible
property destruction
theft (beyond items of
nominal value)
•
•
•
•
•
•
(Administration managed)
Office referral with
appropriate documentation—
implementation of countywide discipline options,
including suspension, as
appropriate
Move to red level
LAP placement (by
administration)
Parent-teacher-administratorstudent conference
Intensity B BIP (teacher
completes ICT Request for
Assistance)
Referral to Pupil Services
Team (by administration)
Gold Star Coupons
• Students earn gold
stars when
exhibiting behavior
that is following
the 3 Star Student
Rules. The reason
the student earns
the gold star is
circled on the
coupon
Student Name:______________________
SHOWS GOLD
STAR BEHAVIOR!
At Beall Elementary School
Safe
Responsible Respectful
Staff
Name:________________________
Start Student of the Week
 Star Student of the
Week: gold star
coupons are counted
and put in a classroom
jar on Friday’s and
every Monday, a
coupon is pulled from
each classroom jar and
the student gets
his/her picture taken
and the pictures are
displayed in the
hallway showcase.
Students also have
their names announced
and they receive a
certificate with a
restaurant coupon.
Treasure Tower
 Treasure Tower:
when students
earn a designated
number of gold
stars for the
month, students
earn a token to
receive a prize
from the treasure
tower
Bus Behavior Management
 Blue Bus Coupons: Bus
drivers award the blue
bus coupons 2-3 times
per month. All the
coupons are gathered
and 3-4 students from
each bus are drawn
and their pictures are
displayed in the main
hallway for the month.
Data Review: The SWIS
data is reviewed
monthly at the
CAT/PBIS meetings and
shared at full faculty
meetings.
Bus Behavior Management
•
During booster weeks, a day
is devoted to reviewing bus
rules and expectations on
the morning announcements.
•
Administration works with
the bus drivers to
collaborate in writing and
implementing individual
behavior plans for students
with recurring bus referrals.
•
Bus drivers have a matrix of
behavior expectations in
order to consistently carry
out the school-wide rules
and expectations.
Bus Behavior Management
Example of a bus
behavior
intervention
strategy- 12
stamps earn a
token.
Bus Behavior Management
Principal,
Assistant
Principal, or
Instructional
Assistant greet
each bus every
morning and at
dismissal each
evening.
Booster Weeks

Booster Weeks: Booster
weeks occur 3 times
throughout the school
year, and are determined
based on the behavior
data. Grade level teams
decide what the reward
for their grade will be.
Examples include:
popcorn and a movie, a
craft, puzzles and games
afternoon, a snack,
chocolate fever day, and a
sock hop. For the end of
the year incentive, a PBIS
Fun Fair is planned.
Silver Spoon Program
• Purpose of this initiative is to
encourage appropriate behavior
in the cafeteria and improve the
cleanliness of the cafeteria.
Silver Spoon Program
• Students are rewarded silver
spoon coupons for
demonstrating cafeteria rules
listed on the behavior matrix.
• Cafeteria staff, custodians, and
classroom teachers/assistants
are involved in distributing
coupons to students.
Silver Spoon Program
• Parent volunteers count
coupons weekly. The classroom
with the most coupons gets a
Silver Spoon Certificate to hang
outside their classroom. Each
classroom is recognized weekly
on a Silver Spoon Bulletin Board
in the cafeteria.
Silver Spoon Program
• Every Tuesday, students who
have earned a Silver Spoon
coupon for the previous week
are eligible to eat with the
Principal and the Assistant
Principal on the stage in the
cafeteria at a special table.
Early Childhood
Accommodations
• Beall Elementary has a unique student
population because 1/3 of the total
students are 5 and under (of the 372 total
students, 129 are enrolled in Judy Center
Programs)
• There is a faculty liaison that makes sure
that behavior expectations are consistent
among the programs: Kids Korner daycare,
Head Start, Pre-K, Multi-Age, Pre-K
Transition Time, and Kindergarten
• Picture Clues are used to make behavior
initiatives more appropriate. Pictures
were added to the rules posters and
pictures are used for prompting students
to redirect their behavior.
Early Childhood
Accommodations
• Four Color System was first introduced in
kindergarten to be used as a visual for
students to have a reminder of what level
their behavior was at.
• Treasure Box Rewards: Students in Pre-K
and Kindergarten have a treasure box in
their classroom to reward students in
addition to the treasure tower. More
frequent rewards are more appropriate for
this age group.
Early Childhood
Accommodations
• Home Reporting: Students in
kindergarten color a star on a premade calendar to indicate their color
on the Four Color System for the day
and it is taken home in a behavior
folder where parents must initial
each day. Intermediate students use
their assignment notebooks for
reporting daily behavior.
• New Student Passport: There is a
primary and intermediate version.
Learning Assistance
Program
Nikki Logsdon
LAP Instructional Assistant
Program Goals:
*To provide a highly structured academic setting / interim station for
students who are temporarily experiencing academic, social, and / or
emotional difficulties in the school setting.
*To provide individual behavior management plans which teach and
reward socially acceptable behaviors and encourage academic success.
Problem-Solving Plan
Beall Elementary
Name ___________________________ Date____________
1. What exactly did you do that broke a Star Student Rule?
____________________________________________________
____________________________________________________
2. Why did this happen? Tell your side of the story.
____________________________________________________
____________________________________________________
____________________________________________________
3. Which of the Star Student Rules did you break?
___Be Safe
___Be Respectful ____Be Responsible
4. How did breaking this rule affect you and other people?
____________________________________________________
____________________________________________________
____________________________________________________
5. Make a plan. List 2 to 3 things you will do differently to
keep this problem from happening again.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Signatures:
Parent ____________________ School Staff_______________
Student __________________________
Date to review: _______
successful
______needs revision