HSES PBIS Handbook.docx (1)

 
 
 

 
 

TABLE OF CONTENTS 

Introduction 1 

What is MTSS­B or School Wide PBIS 2 

MTSS­B 2 
SWPBIS  2​ 

2015­2016 PBIS TEAM 5 

PURPOSE STATEMENT / MISSION STATEMENT 5 
TEAM MEMBERS AND ROLE DESCRIPTIONS 5 
TEAM NORMS 6 
TEAM MEETING SCHEDULE 6 

BEHAVIORAL EXPECTATIONS 7 

HIDDEN SPRINGS BEHAVIORAL EXPECTATIONS 7 
HIDDEN SPRINGS BEHAVIORAL MATRIX 8 
SCHEDULE FOR TEACHING PBIS BEHAVIORAL EXPECTATION 9 
SAMPLE LESSON PLANS 10 

ACKNOWLEDGMENT FRAMEWORK 17 

ACKNOWLEDGING POSITIVE BEHAVIOR (5 TO1 PRAISE)  17 
SYSTEM FOR ACKNOWLEDGING STAFF 18 
SYSTEM FOR ACKNOWLEDGING POSITIVE BEHAVIOR 18 
PAW PRINT MENU OF REWARDS  19 
 
SYSTEM FOR CORRECTING BEHAVIORS 21 
CORRECTION GUIDELINES 21 
CONTINUUM OF STRATEGIES TO RESPOND 21 
PBIS ­ CORRECTING BEHAVIOR FLOW CHART 2​2 
DETAILED DESCRIPTION OF INTERVENTIONS  23 
LIST OF MINOR V.S. MAJOR OFFENSES 24 
THINK SHEETS FOR REFLECTIONS 25 
LOW LEVEL DISCIPLINE REFERRAL FORM 27 
OFFICE DISCIPLINE REFERRAL FORM 28 

   

1     

INTRODUCTION  

 Hidden Springs Elementary: 

This manual is for MTSS­B implementation. Its goal is to explain the school­wide positive behavioral 
interventions and support (PBIS) plan at Hidden Springs Elementary School. This is a living document, 
meaning that it should be updated as needed.   

During the summer of 2015, the MTSS­B Team worked diligently to devise a universal (Tier 1) system 
of supports for all students in the school. These supports include clearly defined behavioral expectations, 
teaching these expectations to students, acknowledging appropriate behavior, and correcting inappropriate 
behavior . Once this system is in place and functioning, the MTSS­B Team will evaluate which non­classroom 
areas or specific behaviors that require additional support and teaching.  

For a school­wide system to work effectively, it is important that each staff member reads and 
understands the PBIS Staff Handbook.  

 

With respect,  

Your Professional Development Specialist :PBIS  Coach 

Kamilah O’Connor 

 

 

 

 

 

 

 

 

 

 

2     

WHAT IS MTSS­B OR PBIS? 

MTSS­B 

MTSS is the new terminology for RTI ­ it stands for Multi­Tiered System of Support. The next authorization of the 
Elementary and Secondary School Act (ESEA) will use the MTSS terminology instead of RTI. 

SWPBIS 

School­wide positive behavior intervention and supports (SW­PBIS) is a system of tools and strategies for defining, teaching, 
and acknowledging appropriate behavior. It is a framework for creating customized school systems that support student 
outcomes and academic success. SW­PBIS is for the whole school, it is preventative, and it changes the paradigm of focus 
from negative behaviors and exchanges to positive expectations and interactions. 

There are four main elements in SW­PBIS: 

● Data­based decision making, which is the cornerstone of the behavior problem­solving process 
● Customized practices to support student behavior, such as defining and teaching appropriate behavior 
● Creation of systems to support educators in the school, such as school­wide behavioral expectations and indicators 
● These combine to enable school­wide outcomes, which promote social proficiency and academic success 

3     

 

School­wide means that educators support appropriate behavior in classroom and non­classroom (bathrooms, assemblies, 
hallways) contexts. This support happens along a continuum from Tier 1 for all students and Tier 2 for a small group of 
students to Tier 3 for individual students. The goal is to create an environment that sets up ALL students for success. 

 

An important aspect of SW­PBIS is the understanding that appropriate behavior and social competence is a skill that requires 
direct teaching to students just like math and reading. There is no assumption, in SW­PBIS, that students will learn social 
behavior automatically or pick it up as they go through life. This critical feature in SW­PBIS leads to its e​ffectiveness​. (click 
to view a short video of SW­PBIS success). 

 

     
 

4 

2015­2016 PBIS TEAM 

PBIS TEAM PURPOSE STATEMENT 

 

 

 

 

 

 

 

 

 

 

TEAM MEMBERS AND ROLE DESCRIPTIONS 

 

Team Member  Grade Level  Role on Team  

Michelle Wilson  4th  Team Leader 

Katie Speed  2nd  Data Analyst 

Diane Richards  Secretary  Data Analyst 

Gloria Gama  TK  Recorder 

Dawn Perez  Special Ed./MVEA Site Rep  Reporter 

Dora Conrad  Psychologist  Reporter 

Kamilah O’Connor  PBIS Professional Dev. Spec  Team Leader 

Dr. Nicole Smith  Assistant Principal  Team Member 

Misty Kelley  Principal   Team Member 
 

5     

PBIS TEAM NORMS 

1. Be punctual and stay for entire meeting. 
2. Come prepared and actively participate by contributing ideas. 
3. Stay on task by following agenda. 
4. Be an active listener. 
5. Act in a professional manner. 
6. Be open­minded and open to suggestions. 
7. Feel free to share and ask questions. 
8. Be respectful to your colleagues. 
9. Set cell phones to off/vibrate and keep laptops and iPads closed. 
 

PBIS TEAM MEETING SCHEDULE 

MEETINGS WILL BE HELD IN THE CONFERENCE ROOM FROM 2:30 ­ 3:30. 

● SEPTEMBER 8, 2015 
● OCTOBER 13, 2015 
● NOVEMBER 10, 2015 
● DECEMBER 8, 2015 
● JANUARY 12, 2016 
● FEBRUARY 9, 2016 
● MARCH 8, 2016 
● APRIL 12, 2016 
● MAY 10, 2016 
● JUNE 7, 2016 

 

 

6     

BEHAVIORAL EXPECTATIONS 

HIDDEN SPRINGS BEHAVIORAL EXPECTATIONS 

Hidden Springs Elementary School has four behavioral expectations for all students.  We expect our students 
to be polite and respectful, accountable, well prepared, and safe. 

P​olite & Respectful 

 

    A​ccountable   

 
 

 

    W​ell Prepared

 

                              Sa​fe

 

7     

HIDDEN SPRINGS ELEMENTARY POSITIVE BEHAVIOR EXPECTATIONS MATRIX 

Classroom Cafeteria and Restroom Playground Assemblies Arrival/ Walkways
Lunch Tables Dismissal

Areas

Po​lite & 1. Use indoor 1. Clean up after 1. Respect the 1.Use good 1. Sit flat. 1. Follow adult 1. Return to class
Respectful voices yourselves. privacy of sportsmanship. 2. Use indoor directions the promptly.
2. Follow adult 2. Wait your turn others. 2. Use kind voices. first time. 2. Be respectful of
  directions the in line. 2. Enter and words and 3. Applause 2. Keep paths other classrooms in
A​ccountable first time. 3. Use an indoor exit quietly. actions. when clear so others session.
3. Enter and voice. 3. Clean up 3. Share appropriate can pass. 3. Keep the walkways
  exit quietly. 4. Say “please” after equipment and and at the end. 3. Use quiet clean of trash.
We​ll 4. Support and and “thank you.” yourselves. wait your turn. voices.
Prepared encourage 4. Include and 1. Enter and 1. Walk quietly so
others to 1. Take what you 1. Use facilities cooperate with exit quietly. 1. Electronics others can continue
learn. plan to eat. properly. peers. 2. Face the should be off learning.
2. Place all trash 2. Flush toilets. speaker. and stored in 2. Smile and be
1. Be an active in the trash can. 3. Keep all 1. Ask for a pass 3. Listen and your backpack. courteous to people
learner. 3. Sit and stay areas clean. to leave watch the 2. Walk you meet on the
2. Complete seated at your 4. Return to playground speaker. directly to walkway.
classwork on assigned table. class promptly. area. 4. Voices destination.
time and with 4 . Raise your 2. Keep food should be off.
care. hand if you need 1. Have a pass and drink at the 5. Remain
3. Use time to get up or need and stay on lunch tables. quiet during
wisely. help. task. 3. Use restroom performances.
4. Ask for 5. Food and drink before bell
assistance should stay at 1. Keep hands, rings.
when needed. lunch tables. feet, and other 4. Freeze, then
5. Report all objects to line up quickly
Chromebook 1. Take what you yourself. and quietly
issues need before 2. Wash hands when dismissed.
immediately. sitting down. with soap and
water. 1. Follow school 1. Use 1. Take 1. Take care of
1. Be ready to 1. Enter and exit 3. Refrain from rules. restroom necessary yourself.
work and the building horseplay. 2. Bring before materials with 2. Move quietly.
learn. through the necessary assembly. you when you 3. Walk.
2. Bring correct door in an equipment from 2. Choose your leave your 4. Stay behind the
necessary orderly manner. classroom. seat wisely. home or class. blue lines.
materials. 2. Stay in your 2. Know how
3. Use seat until you are getting
restroom dismissed. home.
during breaks. 3. Line-up calmly
when it’s time to
  1. Maintain go. 1. Stay in 1. Enter and 1. Walk in the 1. Keep hands to
S​afe personal 4. Keep hands, approved areas. exit the area quietly, yourself.
space. feet, and objects 2. Use building with calmly, and 2. Travel on the right.
2. Use to yourself when equipment care. safely. 3. Maintain personal
materials sitting and appropriately. 2. Wait to 2. Wait quietly space.
appropriately. lining-up. 3. Keep hands stand until while watching 4. Walk at all times.
5. Report spills and feet to your teacher for your ride.
and accidents yourself. calls you. 3. Walk bike
immediately. 4. Report 3. Enter and until off
problems and exit through campus.
injuries to the the correct 4. Cross roads
nearest adult. door. carefully using
4. Sit in crosswalks.
assigned area.

8     

 

HIDDEN SPRINGS PBIS LESSON WEEKLY SCHEDULE 

 

August  October   December  February  April 
         
Week 1 
Week 1  Week 1    “Working with  Week 1 
“Kick Off/Location  “Following    Others”  “Having a 
Stations”  Directions”    Classroom  Conversation” 
Wed.­PAWS in the  All Areas      Playground 
Classroom      Week 2   
Thurs.­PAWS in the  Week 2    “Asking for Help”  Week 2 
Cafeteria  “Asking Permission”    Classroom/Cafeteria  “Accepting Criticism” 
Fri.­PAWS in the  Classroom/Cafeteria  Week 1    Playground/ 
Restroom    “Sharing”  Week 3  Classroom 
  Week 3  Playground  “Appropriate Voice”   
Week 2  “Disagree    Cafeteria  Week 3 
Mon.­PAWS on the  Appropriately”  Week 2    “Making an Apology” 
Playground  Playground  “Accepting  Week 4  Playground/ 
Tues.­PAWS at    Compliments”  “Greeting Others”  Classroom 
Assemblies  Week 4  Playground/  Playground   
Wed.­PAWS during  “MYOB”  Classroom  Week 4 
Arrival & Dismissal  All Areas    “MYOB” 
Thurs.­PAWS on the    Week 3  All Areas 
Walkways     “Using Supplies 
Fri.­PAWS to remember  Wisely” 
  Restroom 
Week 3   
“SLANT” 
Classroom/ 
Assemblies 

September  November  January  March   May 
         

Week 1  Week 1  Week 1  Week 1  Week 1 
“Working with  “Having a  “Following  “Following  “Sharing” 
Others”  Conversation”  Instructions”  Directions”  Playground 
Classroom  Playground  Walkways  All Areas   
        Week 2 
Week 2  Week 2  Week 2  Week 2  “Accepting 
“Asking for Help”  “Accepting Criticism”  “Staying on Task”  “Asking Permission”  Compliments” 
Classroom/Cafeteria  Playground/  Classroom  Classroom/Cafeteria  Playground/ 
  Classroom      Classroom 
Week 3    Week 3  Week 3   
“Appropriate Voice”  Week 3  “SLANT”  “Disagree  Week 3 
Cafeteria  “Making an Apology”  Classroom/  Appropriately”  “Using Supplies 
  Playground/  Assemblies  Playground  Wisely” 
Week 4  Classroom    Restroom 
“Greeting Others”     
Playground  Week 4 
  “Following 
Week 5  Instructions” 
“Getting the Teacher's  Walkways 
Attention”   
Playground  Week 5 
“Staying on Task” 
Classroom 

 

9     

SAMPLE LESSON PLANS 

FOCUS AREA: PAWS IN THE CLASSROOM 
Lesson Plan For Classroom 
 

Expectations: ​Students will be polite and respectful, accountable, well­prepared, and safe. 

Objective: ​The students will work together and do what is right by being polite and respectful, accountable, 

well­prepared, and safe. 

Teacher Example: ​Teacher will model and demonstrate positive classroom behavior.

Polite and Respectful
1. Use indoor voices
2. Follow adult directions the first time.
3. Enter and exit quietly.
4. Support and encourage others to learn.

Accountable
1. Be an active learner.
2. Complete classwork on time and with care.
3. Use time wisely.
4. Ask for assistance when needed.
5. Report all Chrome book issues immediately.

Well Prepared
1. Be ready to work and learn.
2. Bring necessary materials.
3. Use restroom during breaks.

Safe
1. Maintain personal space.
2. Use materials appropriately.

 

Possible Scenarios: 

1. You and your classmate are told to line up. You get to the line at the same time. Your classmate 
pushes you to get in front of the line. How do you handle the situation politely and respectfully? 

2. You are unable to plug your headphones into the Chrome book. You notice something is stuck inside 
the headphone port. How should handle this in an accountable manner? 

3. An adult asks you to go borrow a book from another teacher. The teacher is not in his/her classroom 
and the lights are off. Do you enter the classroom anyways? What should you do?  

10     

FOCUS AREA: PAWS IN THE CAFETERIA 

 

Lesson Plan For Cafeteria and Lunch Tables 
 

Expectations: ​Students will be polite and respectful, accountable, well­prepared, and safe. 

Objective: T​he students will work together and do what is right by being polite and respectful, accountable, 

well­prepared, and safe. 

Teacher Example: T​eacher will model and demonstrate positive cafeteria and lunch table behavior.

Polite and Respectful
1. Clean up after yourselves.
2. Wait your turn in line.
3. Use an indoor voice.
4. Say “please” and “thank you.”

Accountable
1. Take what you plan to eat.
2. Place all trash in the trash can.
3. Sit and stay seated at your assigned table.
4. Raise your hand if you need to get up or need help.
5. Food and drink should stay at lunch tables.

Well-Prepared
1. Take what you need before sitting down.

Safe
1. Enter and exit the building through the correct door in an
orderly manner.
2. Stay in your seat until dismissed.
3. Line-up calmly when it’s time to go.
4. Keep hands, feet, and objects to yourself when sitting and
lining-up.
5. Report spills and accidents immediately.
 

Possible Scenarios: 

1. You are done with your lunch and you notice there is trash underneath the table. Even though it is not 
your trash, should you still walk away? What would be the polite and safe thing to do? 

2. Your friend says he/she is hungry and he/she does not like the food in his/her lunch box. What is a 
polite response? How can you help him/her to solve the problem? 

3. Your friend no longer wants her milk. She wants to pop the bag and make a cool sound. What is a safe 
way to handle this situation? 

11     

FOCUS AREA: PAWS IN THE RESTROOM 
 

Lesson Plan For Restroom 
 
 

Expectations:​ Students will be polite and respectful, accountable, well­prepared, and safe. 

Objective: T​he students will work together and do what is right by being polite and respectful, accountable, 

well­prepared, and safe. 

Teacher Example: T​eacher will model and demonstrate positive bathroom behavior. 

Polite and Respectful
1. Respect the privacy of others.
2. Enter and exit quietly.
3. Clean up after yourselves.

Accountable
1. Use facilities properly.
2. Flush toilets.
3. Keep all areas clean.
4. Return to class promptly.

Well Prepared
1. Have a pass and stay on task.

Safe
1. Keep hands, feet, and other objects to yourself.
2. Wash hands with soap and water.
3. Refrain from horseplay.
 

Possible Scenarios: 

1. You see someone standing on the sink or toilet. What should you do and why? 
2. You are passing by the restroom and someone pushes you into the opposite gender restroom. What 

should you do and why? 
3. You see someone overflowing the toilet and throwing paper towels all over the place. What should you 

do to keep the restroom safe and hold the person accountable? 

 

 

12     

FOCUS AREA: PAWS ON THE PLAYGROUND 

 

Lesson Plan For Playground 
 
 

Expectations:​ Students will be polite and respectful, accountable, well­prepared, and safe. 

Objective: ​The students will work together and do what is right by being polite and respectful, accountable, 

well­prepared, and safe. 

Teacher Example: ​Teacher will model and demonstrate positive playground behavior. 

Polite and Respectful
1.Use good sportsmanship.
2. Use kind words and actions.
3. Share equipment and wait your turn.
4. Include and cooperate with peers.
Accountable
1. Ask for a pass to leave playground area.
2. Keep food and drink at the lunch tables.
3. Use restroom before bell rings.
4. Freeze, then line up quickly and quietly when dismissed.
Well-Prepared
1. Follow school rules.
2. Bring necessary equipment from classroom.
Safe
1. Stay in approved areas.
2. Use equipment appropriately.
3. Keep hands and feet to yourself.
4. Report problems and injuries to the nearest adult.
 

Possible Scenarios: 

1. A student wants to join in on an activity with a group of students. One of the students starting saying in 
a negative voice “No! You can’t play!” How do you show the student who wants to play how to be polite 
and respectful? 

2. A boy is swinging on the swing. You notice he is twisting and kicking other students next to him. Is this 
safe? What could you tell this student? 

3. You see a group of students teasing another student. The noon duties are busy with other students. 
What do you do? What if they are hurting another student? 

 

13     

 

FOCUS AREA: PAWS AT ASSEMBLIES 

 

Lesson Plan For Assemblies 
 
 

Expectations:​ Students will be polite and respectful, accountable, well­prepared, and safe. 

Objective: T​he students will work together and do what is right by being polite and respectful, accountable, 

well­prepared, and safe. 

Teacher Example: T​eacher will model and demonstrate positive assembly behavior. 

Polite and Respectful
1. Sit flat.
2. Use indoor voices.
3. Applause when appropriate and at the end.

Accountable
1. Enter and exit quietly.
2. Face the speaker.
3. Listen and watch the speaker.
4. Voices should be off.
5. Remain quiet during performances.
Well-prepared
1. Use restroom before assembly.
2. Choose your seat wisely.

Safe
1. Enter and exit the building with care.
2. Wait to stand until your teacher calls you.
3. Enter and exit through the correct door.
4. Sit in assigned area.
 

Possible Scenarios: 

1. During an assembly a speaker is presenting. The students are talking and making noises. What can 
you do individually to assist the speaker in bringing the noise level down? 

2. The student in front of you is not sitting on his/her bottom. How do you solve the problem respectfully? 
3. The principal asks the audience to hold their applause until the end of the presentation. You notice a 

small group of students clapping every time the presenter pauses. What should you do? 

14     

FOCUS AREA: PAWS DURING ARRIVAL AND DISMISSAL 

 

Lesson Plan For Arrival and Dismissal Areas 
 
 

Expectations:​ Students will be polite and respectful, accountable, well­prepared, and safe. 

Objective: ​The students will work together and do what is right by being polite and respectful, accountable, 

well­prepared, and safe. 

Teacher Example: ​Teacher will model and demonstrate positive bathroom behavior 

Polite and Respectful
1. Follow adult directions the first time.
2. Keep paths clear so others can pass.
3. Use quiet voices.
Accountable
1. Electronics should be off and stored in your backpack.
2. Walk directly to destination.
Well-Prepared
1. Take necessary materials with you when you leave your
home or class.
2. Know how you are getting home.
Safe
1. Walk in the area quietly, calmly, and safely.
2. Wait quietly while watching for your ride.
3. Walk bike until off campus.
4. Cross roads carefully using crosswalks.
 

Possible Scenarios: 

1. You have arrived to school early. The bell has not rung. Where should you stay and why? 
2. You are walking onto campus and you see a student riding his/her bike on campus. What should you 

do to keep all your fellow Bobcats safe? 
3. You see your friend on the opposite side of Hidden Springs Drive. He/she calls for you to come over so 

he/she can give you a treat. Where should you go to cross the street safely? 

 

 

 

15     

FOCUS AREA: PAWS ON THE WALKWAYS 

 

Lesson Plan For Walkways 
 
 

Expectations: ​Students will be polite and respectful, accountable, well­prepared, and safe. 

Objective: T​he students will work together and do what is right by being polite and respectful, accountable, 

well­prepared, and safe. 

Teacher Example: T​eacher will model and demonstrate positive walkway behavior 

Polite and Respectful
1. Return to class promptly.
2. Be respectful of other classrooms in session.
3. Keep the walkways clean of trash.

Accountable
1. Walk quietly so others can continue learning.
2. Smile and be courteous to people you meet on the
walkway.

Well-Prepared
1. Take care of yourself.
2. Move quietly.
3. Walk.
4. Stay behind the blue lines.

Safe
1. Keep hands to yourself.
2. Travel on the right.
3. Maintain personal space.
4. Walk at all times.
 

Possible Scenarios: 

1. You want to get back to your classroom quickly after you leave to use restroom. You decide to run and 
jump over the walls. Why is this a safety concern? What could happen to you? 

2. You are walking with your class in the walkway and see another friend or adult you want to talk to and 
hug. What could you do instead of shouting out and getting out of line? 

3. You are on your way to the restroom and your friend says let’s go play tetherball. What should you to 
be safe and accountable? 

16     

ACKNOWLEDGEMENT FRAMEWORK 

Acknowledging Positive Behavior 

1 

Why should I do it: 
● Recognizing students for following rules, directives, directions, participating, etc, is one of the most 
effective tools for managing, promoting, and correcting undesired behaviors. Children respond far 
much better typically to positive reinforcement than negative. Numerous studies continue to support 
and validate this social dynamic. 

When should I do it: 
● For the big and very small things students do correctly/appropriately. 
● When students are exhibiting appropriate behaviors, following rules, are on task, using materials 
properly, utilizing their time well, are organized and prepared, do something nice for another, pay 
attention, etc. 
● As frequently as possible. 

How do I do it: 
● Studies indicate a 5:1 ratio, or, 5 confirmations, praise and approvals for every 1 criticism or 
disparagement. 
● Give praises even more frequently to problem students. 
● When a student is seen behaving appropriately, paying attention, being on task, prepared for work, 
sitting quietly, being kind to others, etc, make a remark to the student about how happy or proud you 
are to see what they are doing appropriately. You could also say to the student, “Good Job”, “I like 
what you are doing”, “You are doing ________ so well!”, etc. 
● IMPORTANT! When giving praise, it is essential that you display a positive affect or demeanor while 
doing so. Express excitement and that you are pleased. This will increase the effectiveness of the 
technique. 

1 h​ttp://www.pbisworld.com/tier­1/acknowledging­positive­behavior/    

17   

SYSTEMS FOR ACKNOWLEDGING STAFF  

 

 
 
Staff Bucket Filler 
Take a break from Recess duty 
Extra ream of copy paper 
Starbucks delivery 
Smoothie delivery 
Extra prep time 
Parking space 
Take a break from AM/PM duty 

 

SYSTEM FOR ACKNOWLEDGING STUDENT BEHAVIOR  

AT THE INDIVIDUAL STUDENT LEVEL:  

 Adults in the building acknowledge appropriate student behavior with PAWS FOR SUCCESS TICKETS (PAWS)  

AT THE CLASSROOM LEVEL:  

At the end of each week, students may trade in their Paws for Success tickets to receive a PAW PRINT (see Appendix for sample 
classroom PAW PRINT reward menu)  

Winners go to the office to choose one thing from the Menu of Rewards • After the raffle, all  PAWS Tickets go from the classroom 
raffles boxes to the office for recording and then into an office raffle box for the school­wide monthly PBIS assembly drawings At the 
grade level: 

 

AT THE UNIVERSAL LEVEL:  

 At the monthly school­wide PBIS assembly, the grade with the greatest number of  PAWS Tickets receives the PAWsitive Award 
(see Appendix for award certificate) • The winners of the PAWsitive Award get an ice cream or pizza party •  

 At the monthly school­wide PBIS assembly, ten (10)PAWS Tickets will be drawn from the office raffle box • The ten (10) students 
whose PAWS Tickets are drawn from the box will receive the PAWS Award (see Appendix for award certificate) • Award winners go 
to the office to choose one thing from the Special Menu of Rewards 

18     

PAW PRINT REWARD MENU 

 Menu Items 

5 Paw Prints  
5 Paw Prints Pencil from the office
5 Paw Prints
5 Paw Prints Hat day pass
5 Paw Prints No shoes in class
5 Paw Prints Be the first in line
10 Paw Prints Take your shoes off in class for a day
10 Paw Prints Bring stuffed animal to school for a day
10 Paw Prints Picture of you and two friends in the office
10 Paw Prints Use a special chair for the day
Read a book to the class
15 Paw Prints 10 minutes of extra computer time as agreed upon with
15 Paw Prints
15 Paw Prints teacher
15 Paw Prints Choose your class job for the week
15 Paw Prints
20 Paw Prints Get a local restaurant coupon
20 Paw Prints Read a book to a different class

“Paws”itive note home
Help with morning announcements
Assist teacher of your choice for 15 minutes
10 minutes of extra recess time

19     

20 Paw Prints Sit next to a friend for the day

20 Paw Prints Serve as a library clerk with Mrs. Wiley for 15 minutes

25 Paw Prints Eat lunch in the room with a friend

25 Paw Prints Eat lunch with a special teacher of your choice

25 Paw Prints Eat a healthy snack with lunchroom workers

25 Paw Prints Dance in the room with Mrs. O’Connor and friends for 15
minutes

35 Paw Prints Rent a space in the office to display your special work

40 Paw Prints Picnic lunch with the principal at the park

50 Paw Prints Lunch with the principal at Shakey’s

50 Paw Prints Read to Ozzie, the dog

50 Paw Prints Get a yard sign to put in your yard recognizing your “Pawsitive”
behavior

50 Paw Prints Display your name on the school marquee  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

20 

SYSTEM FOR CORRECTING BEHAVIOR 

CORRECTION GUIDELINES  

Adult behavior when providing corrections is: • Calm • Consistent • Brief • Immediate • Respectful  

THE CONTINUUM OF STRATEGIES TO RESPOND TO INAPPROPRIATE BEHAVIOR: 

2Correction Techniques 1:  

● Prompt = visual or verbal cue  
● Redirect = restate matrix behavior  

○  Proximity  
○ Active Supervision  
● Re­teach = tell, show, practice, acknowledge  
○ Teacher should be….  

■ Calm  
■ Consistent  
■ Brief  
■ Immediate  
■ Respectful 

Correction Techniques 2:  

● Provide Choice = range of alternates 
● Conference with student  

○ Conference Procedures  
■ Positive, private, using quiet voice  
■ Describe the problem  
■  Describe the alternative (what the student should do instead)  
■  Explain why alternative is better  
■  Practice (student should tell and/or show)  
■ Provide feedback   

Correction Techniques 3:  

● Paws to Reflect in class reflection time 
○ student should complete think  
○ Conference with student 

● Paws to Reflect out of class reflection time 
○ student should complete think  
○ Conference with student 

● Parent conference  
● Behavior Contract  
● Begin using minor behavior data collection form to collect data for problem solving and inform decision making. 

2  Missouri Schoolwide Positive Behavior Support (MO SW­PBS)   

21   

HIDDEN SPRINGS ELEMENTARY SCHOOL PBIS ­ CORRECTING BEHAVIOR FLOW CHART 

22     

DETAILED DESCRIPTION OF SUGGESTED TEACHER INTERVENTIONS 

3 

INTERVENTIONS  DESCRIPTION 

Conference with student  Private time with a student to discuss behavior interventions/solutions. This can include 
direct instruction in expected or desirable behaviors. 

Conference with parent(s)  Teacher communicates with student’s parent(s) by phone, text, email, written notes, or 
person to person about the problem. 

Apology Restitution  Student makes amends for negative actions. Takes responsibility to correct the problem 
created by the behavior through verbal or written declaration of remorse. 

Paws and Reflect: In class  Short duration Predetermined consequence for not following classroom expectations. 
Reflection station  Short duration (5 to 10 minutes, usually separated from group, but remains in class) 
and brief withdrawal of attention and other reinforcers (a time for student to "Paws" and 
reflect on his or her action). Use a timer or some other way of showing end of "Paws 
and reflect" period. Student simply rejoins group after reflection is over."Paws and 
reflect" procedure must be taught to students before implementing. 

Paws and reflect: Out­of­Class  Student is assigned to another supervised environment for a period of time, usually 20 
Reflection  to 30 minutes not to exceed an hour. Out of Class reflection should be used sparingly. It 
is always recommended that a teacher exhaust all other interventions prior to sending a 
child to a different environment. If out of class Paws and Reflect is necessary it is 
recommended that the reflection zone occur at the same grade level, this will ensure 
that the student not miss any essential content standards. Upon arrival in the Paws to 
reflect out of classroom the student is to complete the think sheet, reflect on his or her 
behavior, and then join any instruction occurring in the assigned reflection room. Parent 
contact is also an essential element of paws and reflect out of class reflection. 
Teachers should attempt to notify parents via note home, text, email, phone, and or 
personal contact with in 24 hours of paws and reflect out of class reflections. Paws and 
reflect out of class reflections are to be recorded as low level referrals, and data should 
be monitored. 

Home/School Plan  Parent(s) and teacher agree on a consistent approach. The plan should be Parent(s) 
and teacher agree on a consistent approach. The plan should be consistent with PBIS 
practices­emphasizing teaching and rewarding of appropriate behavior and using 
consistent consequences for problem behaviors. The home/school plan should be 
explained to the student by the parent(s) and teacher, as appropriate. 

Written Contract  Student, teacher, and parent(s) may formulate a document expressing the student’s 
intention to remediate or stop further occurrences of a problem Behavior. Written 
  contract should be positive in tone. It should include incentives but may also include 
consequences for misbehavior. 

3 modified by Kamilah O’Connor to meet the specific needs of HSES   

23   

 

MINOR V.S. MAJOR OFFENSES 

 

Infraction Minor Offenses Major Offenses
Physical contact / (Classroom Managed) (Office Managed)
aggression Minor pushing/shoving in line Fighting, physical behavior
Horseplay with intent to harm
Defiance /  Actions involving physical
 Disrespect Not following expectations contact with intent to
Talking back to adult harm where a serious
Disruption Refusal to follow directions injury has occurred
Not staying in line Continuous or blatant open
Property Misuse / Name calling, put downs disrespect and disregard to
Damage Tone / attitude/ eye rolling adult directions
Dress code violation Active refusal to do what
Harassment / Leaving the classroom w/o is asked
Bullying permission Running away

Theft Talking out of turn Behavior that disrupts the
entire class over an
Lying / Cheating Out of seat without permission, disrupting  extended period of time
Weapons others
Violation of Anti­ Screaming / yelling
Bullying Policy
  Misuse of classroom materials Purposefully damaging /
 
/ equipment / property / spitting on property destroying property

Intentional unauthorized /

inappropriate use of

internet / email / district

technology

Unkind words / racial slurs/ See Sequential  Verbal abuse / profanity

Discipline Guide  Indecent language and /or

Gestures​​Repeated negative comments related

to race, ethnicity or

disability

Minor items and small items that hold little Deliberately taking

value something that belongs to
Someone else or the school (not including supplies such as 
pencils, erasers, etc.)

Academic misconduct Academic misconduct pertaining to important school documents
Cheating/ forgery  such as report cards, district and or state testing.

 Sequential Discipline Guide

Sequential Discipline Guide

24     

HIDDEN SPRINGS ELEMENTARY SCHOOL  
THINK SHEET (K­2) 

 

 

Name _____________________________________________________ 

1. Which school rule(s) did you break? (circle one) 

Polite and Respectful Accountable Well­Prepared    Safe 

2. Why did you break the rule(s)? (circle one) 

                                       

I didn’t want to do my work.      I didn’t want to share.           I wanted attention.   

 

________________ other reason 

 

3. How were you feeling? (circle one) 

 

                                     

    angry       happy       sad    confused 

 

4. Draw a picture of what happened.  5.  Draw a picture of how you can do  
   differently next time.  

   
 

 
 
 
 
 

 
This form was given by __________________________. Date ___________________ 
Parent signature ________________________________________________________ 

Please return this form to school on the next school day. 

25     

HIDDEN SPRINGS ELEMENTARY SCHOOL  
THINK SHEET (3­5) 

 

 

1. Which school rule(s) did you break? (circle one) 

Polite and Respectful Accountable Well­Prepared    Safe 

1. What did you want? 
❏ I wanted attention from an adult.  
❏ I wanted attention from another child. 
❏ I wanted to make an adult become angry. 
❏ I wanted to let someone know that I am mad with them. 
❏ I wanted to avoid doing my school work. 
❏ I wanted to be in control of the situation. 
❏ I wanted to cause others problems because I don’t think they like me. 
❏ I wanted something that someone else has 
❏ I wanted __________________________________________________  

 

1. This is what happened: 

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

______ 

2. This is what I could have done to make a better choice: 
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______ 

3. This is how is how I will solve the problem: 
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______ 

 

TEACHER COMMENTS: 

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

______ 

Student Signature_______________________________________________________ 

Teacher Signature ______________________________________________________ 

Parent Signature ______________________________________ Date ____________   

26     

 
 
 

LOW LEVEL REFERRAL FORM 

27