PBIS Handbook

PBIS

Positive Behavior Intervention and Supports

2025-2026

Ringing Rocks Elementary

Parent Handbook

Dear Parents/ Guardians,

At Ringing Rocks we strive to foster a safe welcoming environment where all students can learn. The focus of this plan is to create positive school climate that fosters being safe, positive, respectful and responsible.

All of the staff at Ringing Rocks will be teaching the positive behaviors they are expected to demonstrate at school. We will acknowledge and reward individual students and classes who consistently demonstrate the Falcon 4.

Please take some time to review with your child the positive behavior expectations described in the matrix. Please discuss the importance of following the Falcon 4.

We look forward to working with you to help your child be the best version of themselves.

Falcon Four Matrix

Expectations for Being Safe, Positive, Respectful, and Responsible at Ringing Rocks Elementary School

	Hallway	Cafeteria	Playground	Bus	Bathroom	School-Wide
Be Safe	Use walking feet Control your body: keep hands and feet to yourself	Sit in seat Use walking feet Only eat your food	Follow the whistle signals Stay in your area Keep hands and feet to yourself	Sit in seat Face forward Keep aisle clear Keep hands, feet, and items to yourself	Wash hands Keep soap and water in sink	Report a problem to an adult Keep outside doors closed
Be Positive	Silent wave or thumbs up to others Be a role model Smile at others	Say please and thank you Kind conversations Contact-free greeting Offer to help others Give compliments	Include others Show good sportsmanship Put materials away correctly	Remain in assigned seat Greet bus driver Offer for someone to sit with you	Allow for privacy 4 students at a time Wait your turn	Use kind words Be a "bucket filler" Celebrate success Contact-free greetings
Be Respectful	Voices off Follow teachers’ directions	Inside voice Raise your hand for help Listen to others who are talking Thank cafeteria workers and custodians	Use equipment correctly Follow directions Acknowledge when others are following the rules	Inside voice Follow bus driver’s directions Thank your bus driver Talk respectfully and include others in conversation	Voices off Use correct amount of soap and toilet paper Thank custodians for cleaning up	Follow directions of all staff Treat others the way you want to be treated
Be Responsible	Stay in a line Go directly to where you need to be Offer to help others	Wait for your turn Clean up trash Line up immediately	Dress for the weather Return equipment Line up immediately	Listen for your bus to be called Walk directly to your bus Know your stop Help others who may be carrying a lot	Use toilet, sink, and dryers correctly Wash your hands Tell an adult if supplies are needed	Use school property correctly Follow the Falcon Four every day Be here, be ready

Caring for our school, community, and each other.

Be the “I” in Kind.

Kindness skills: Be friendly, offer help, show appreciation, and reach out.

Why Implement PBIS?

Improved Student Outcomes

Academic performance (Horner et al., 2009)
Social-emotional competence (Bradshaw, Waasdorp, & Leaf, 2012)
Social & academic outcomes for students with disabilities (Lewis, 2017; Tobin, Horner, Vincent, & Swain-Bradway, 2012)
Reduced bullying behaviors (Ross & Horner, 2009; Waasdorp, Bradshaw, & Leaf, 2012)
Decreased rates of student-reported drug/alcohol abuse (Bastable, Kittelman, McIntosh, & Hoselton, 2015; Bradshaw et al., 2012)

Reduced Exclusionary Discipline

Office discipline referrals (Bradshaw, Mitchell, & Leaf, 2010; Bradshaw et al., 2012; Horner et al., 2009)
Suspensions (Bradshaw, Mitchell, & Leaf, 2010)
Restraint and seclusion (Reynolds et al., 2016; Simonsen, Britton, & Young, 2010)

Improved Teacher Outcomes

Perception of teacher efficacy (Kelm & McIntosh, 2012; Ross, Romer, & Horner, 2012)
School organizational health and school climate (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Bradshaw, Koth, Thornton, & Leaf, 2009)
Perception of school safety (Horner et al., 2009)

Reasons why PBIS is implemented graphic chart

Research has shown PBIS:

Establishes a healthy school culture and climate
Increases student engagement and instructional time
Empowers students to play a central role in their education
Reduces racial inequities in discipline
Reduces teacher burnout
Makes all other practices better

What are Some Examples of Tiered Supports?

PBIS Tiers and Examples of Supports
Tier	Percentage of Students	Description	Examples of Supports
Tier 1	80%	School-wide interventions for all learners to prevent behavior challenges.	Behavior Expectations Acknowledgement System Social Skills Instruction Active Supervision & Engagement
Tier 2	15%	Specialized interventions for learners who are at risk for academic or social failure due to behavior challenges.	Check-in Check-out Social Skills Groups Small Group Counseling Restorative Justice Circles & Conflict Resolution
Tier 3	5%	Individualized interventions for students with intensive/chronic behavior challenges.	Individual Therapy Functional Behavior Assessment (FBA) Behavior Intervention Plan (BIP) Wraparound Support Crisis Response

PBIS tiers: 80% Tier 1 universal, 15% Tier 2 targeted, 5% Tier 3 individualized supports.

Falcon Four

PBIS Practices

Ringing Rocks Elementary School has developed school-wide procedures to support implementation of the Falcon Four: Be Safe, Be Positive, Be Respectful, Be Responsible.

Define Behavioral Expectations - A small number of behavior expectations are positively stated and clearly defined. At Pottsgrove our expectations are: Be Safe, Be Positive, Be Respectful, and Be Responsible.
Teach Behavioral Expectations - The behavior expectations are taught to all students in a real context. Behavioral expectations are taught using the same teaching method used in academic curricular. (Teach, Model, and Practice)
Acknowledge Appropriate Behavior - Once appropriate behaviors have been defined and taught they will be acknowledged on a regular basis. At Ringing Rocks we have developed a system that acknowledges expected behavior at the individual, classroom, and school level. This acknowledgement system is outlined in this handbook.
Correct Behavior Errors - When students violate behavioral expectations, follow the flowchart to determine intervention. These procedures are used to re-direct students to appropriate behavior. Additional information about documentation, consequences, interventions, and restorative practices are included in this packet.

Positive Behavior at a Glance

Positive Behavior At a Glance

Positive Behavioral Interventions and Supports (PBIS) is a way for schools to encourage good behavior.
When PBIS is used, schools teach students about behavior just as they would teach academic subjects like reading or math.
The focus of PBIS is prevention, not punishment.

Positive Behavior Affirmation Flow Chart

How is behavior managed?

Positive Affirmations:

Showing courtesy to others
Keeping hands and feet to themselves
Showing good sportsmanship
Being fair and including others
Following staff directions
Waiting for your turn
Showing good manners
Using time wisely
Picking up trash and placing it in the trash can
Using inside voices
Staying seated
Returning equipment
Lining up promptly
Using equipment appropriately
Using polite language
Helping other students

Classroom Managed (teacher/staff action):

Classroom Recognition

Points or tickets
Good call home
Free time
Additional recess
Homework pass
Student of the month
Prize
Golden Ticket

Office Managed

School Recognition

Weekly prizes/activities
School-wide celebrations

PBIS Committee will plan and coordinate main events.

Key Takeaways

Studies show PBIS can help improve discipline, behavior, and even grades.
PBIS is for all students in a school, including students with IEPs or 504 plans.

ringing rocks Positive Behavior affirmation flow chart

Falcon Four Recognition

Individual Student Recognition – Golden Tickets

Point Person: Mrs. Radswillas

Students are awarded Golden Tickets for following the Falcon Four.
Positive reinforcement is provided to all students at any time to recognize positive behavior.
Names are entered into a chosen raffle.
Every Friday, names are drawn and recognized.

Staff Recognition – Monthly Raffle

Point Person:

Once a month, staff names are drawn from raffle tickets.
Prizes are awarded at the early morning meetings.

School-Wide Celebration

Point Person: PBIS Team

Celebrations are typically held every two months.
Events are planned by the PBIS team.
Students earn the celebration by meeting the school’s Golden Ticket goal.

Golden Tickets

The Golden Ticket is used to reward students who follow the Falcon 4. Golden tickets are available in the main office and are distributed to staff mailboxes and bus drivers.

How It Works

When a student is observed following the Falcon 4 and/or showing kindness, a Golden Ticket is awarded.
The teacher gives the student a sticker to wear.
The student brings the Golden Ticket to the office.
In the office, students receive a pencil and drop their ticket into the raffle of their choice.

Raffle and Recognition

On Friday mornings, student names are drawn from each raffle and recognized during morning announcements.
Students who chose the prize box come to the office after announcements.
Students chosen from the activity raffles remain in their classroom and information will be sent to teachers with the date and time of the activity.

100 Ways to Praise a Child

Praise and positive reinforcement are powerful ways to encourage growth, confidence, and positive behavior. Below are 100 encouraging phrases you can use with children.

That’s incredible!
How extraordinary!
Far out!
Outstanding performance!
I can’t get over it!
GREAT!
Amazing effort!
Unbelievable work!
Wonderful!
Marvelous!
Phenomenal!
You got it!
Superb!
Cool!
Excellent!
You’re special!
Your work is out of sight!
Your project is first rate!
You’ve outdone yourself!
Way to go!
Thumbs up!
You’re a good friend!
You came through!
Terrific!
You tried hard!
Your help counts!
You made it happen!
It couldn’t be better!
Fantastic work!
You’re a real trooper!
Fabulous!
Bravo!
Exceptional!
You’re unique!
Awesome!
Breathtaking!
The time you put in really shows!
You’re a great example for others!
Keep up the good work!
I knew you had it in you!
Dynamite!
It’s everything I hoped for!
You should be proud of yourself!
What an imagination!
You made a difference!
Well done!
You’re sensational!
Very good!
A+ work!
Super job!
Good for you!
Take a bow!
You figured it out!
Great answer!
You’re doing a lot better!
Thanks for being honest!
How artistic!
Hooray for you!
You’re a joy!
How thoughtful of you!
You’re amazing!
You’re getting better!
What a great idea!
You deserve a hug!
Thanks for trying!
You’re a big help!
You’re tops!
You’ve made progress!
You’re neat!
You’ve got what it takes!
You’re #1!
You’re a shining star!
You can be trusted!
Wow!
Remarkable!
Beautiful!
I’m proud of you!
Very impressive!
You’re sharp!
You’re a winner!
Hot dog!
Spectacular work!
You’re so kind!
You’ve really grown up!
What a great listener!
Thanks for helping!
Great discovery!
You’ve earned my respect!
Thanks for caring!
You’re a-okay!
You’re a great kid!
How original!
You’re a champ!
You’re a pleasure to know!
Very brave!
What a genius!
You’re very talented!
You’re the greatest!
You’re super!

Positive Teacher Attention

Positive teacher attention should be given at a rate of 4 to 1 — four positives for every one correction.

Student Behavior Management Plan

Ringing Rocks Elementary Student Behavior Management Plan

Process Overview

Observe problem behavior.
Determine if behavior is Minor (Teacher/Staff Managed) or Major (Office Managed).
Follow the appropriate interventions below.

Minor Behaviors (Teacher/Staff Managed)

Examples:

Inappropriate Language (name calling)
Physical Contact (wrestling with another student, pushing, shoving, kicking, biting without marks
Disrespect (talking back)
Defiance (not completing classwork, not following directions, noncompliance)
Observable Behavior (running in hallway, poor line behavior, throwing food)
Disruptive (tattling, distracting other students)
Property Misuse ("snooping" in other's desks or bags)
Dress code violation (inappropriate language on clothing)
Stealing (petty theft = with little or no value)

Response Steps:

Redirect student.
Intervention 1: Reteach and document as minor.
Intervention 2: Reteach and hold a 1:1 student conference. Document as minor.
Intervention 3: Think Sheet and contact home (phone/sheet). Document as minor.
Intervention 4: Teacher/staff-issued consequence.

Note: If behavior is corrected, acknowledge and praise. If behavior reoccurs within one week, submit ODR (Office Discipline Referral) with documented minors and send to office.

Major Behaviors (Office Managed)

Examples:

Abusive Language (racial taunting)
Fighting/Physical Aggression with Intent to Harm (kicking, hitting, pushing, shoving, biting, etc.)
Leaving School Grounds Without Permission
Threats, Intimidation, or Bullying
Threat or Intimidation/Bullying (verbal threats of aggression against another person)
Vandalism of Personal or School Property
Weapons or Dangerous Items (knives, bullets, lighters, matches, etc.)
Lying or Cheating (forgery)
Harassment
Theft (major theft = items of high value)

Response Steps:

Call office if unsafe. Ensure staff and student safety. De-escalate and problem solve.
Intervention 1: Submit ODR with documented minors or major.
Intervention 2: Student conference with administrator for reflection/re-teaching behavior.
Intervention 3: Administrator determines and assigns consequence and documents ODR.
Intervention 4: Administrator communicates with parent (phone/ODR) and teacher/staff.

Note: Incidents are entered into SWIS within two days. If behavior continues and interventions are not successful in modifying behaviors, refer to ESAP.

Supporting Information

Minor Incident Documentation

Include date, time, and location
Note behavior
Consider motivation (e.g., to get something, get away from something, to avoid something)
Document action taken and student response
Include parent contact

Teacher/Staff Issued Consequences

Consequences should match the behavior:

Walking ticket
Quiet table
Time out
Dojo point/clip down
Loss of privilege or free time

Classroom Intervention Menu

Take concrete action to correct behavior:

Reteach/restorative practice
Change seat
Curricular modification or scaffold
Nonverbal cues and reminders
Verbal praise and positive reinforcement
Remove distractions
Provide choices

ODR Documentation Reminders

Check minor or major
Include minor documentation
Must contact parent prior to ODR
Check 1–2 most offensive behaviors
Check only 1 motivation (get/away)

Office Referral Form Definitions

Definitions of Minor and Major Problem Behaviors
Problem Behavior	Minor	Major
Disruption	Student engages in low intensity but inappropriate disruption (e.g., calling out, out of seat).	Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay, or roughhousing, and/or sustained out of
Not Following Directions	Student engages in brief or low intensity failure to follow directions or talks back.	Student engages in refusal to follow directions or talks back.
Disrespect	Student delivers low intensity socially rude or dismissive messages to adults or students (e.g., eye rolling).	Student delivers socially rude or dismissive messages to adults or students (e.g., name calling, telling the teacher “no”).
Unacceptable Language	Student engages in low intensity instance of inappropriate language (e.g., “stupid,” “dumb”).	Student delivers verbal messages that include swearing, name calling, or use of words in an inappropriate way.
Inappropriate Physical Contact / Physical Aggression	Physical Contact - Student engages in non-serious but inappropriate physical contact (e.g., light pushing, light tapping, hitting, poking).	Physical Aggression - Student engages in actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling scratching).
Misuse of Property	Student engages in low intensity misuse of property (e.g., crumpling paper).	Student participates in an activity that results in destruction or disfiguration of property (e.g., writing on desks, throwing objects)
Harassment/Bullying		The delivery of direct or technology-based messages that involve intimidation, teasing, taunting, threats, or name calling and/or related to gender, ethnicity, sex, race, religion, disability, physical features, or other protected class.
Fighting		Student is involved in mutual participation in an incident involving physical violence.
Cheating/Lying	Student delivers a message that is untrue or harmless or violates the rules.	Student delivers a message that is untrue or harmful and/or intentionally violates the rules.
Threatening Comments/Actions	Statement of intent to inflict pain or cause harm to self or others.	Aggressive statement of intent to inflict pain or cause harm to self or others.
Defiance	Student engages in brief or low intensity failure to follow directions or talks back.	Student does not comply with school rules and/or engages in refusal to follow directions or talks back.

Ringing Rocks School Pledge