What is PBIS?

Barnardsville Elementary PBIS Plan 

 Barnardsville Elementary School is in the second year of implementing PBIS (Positive Behavior Intervention Support).  This is a program in which schools use common language, expectations, rewards, and consequences. All schools in North Carolina will implement Positive Behavior Intervention and Support as an effective and proactive process for improving social competence and academic achievement for all students.

The following are the main components of our PBIS program:

  • Behavior matrix – We have created a very specific outline of expected behaviors in all common areas of the school.  The matrix outlines our HAWKS rules for each area of the school that all students participate in. 

    • Classrooms

    • Hallways

    • Restrooms

    • Assemblies

    • Arrival/Dismissal: Car line and busses

    • Playground

  • Lesson plans – The PBIS team has created a series of lesson plans for each of the areas and expected behaviors listed on the matrix.  These lessons will be taught by EVERY TEACHER at the beginning of the school year and then reviewed as needed.  

  • Positive rewards – Each student will receive a Hawk High Five card when they are demonstrating appropriate behaviors.  The HAWK High Five card will list our common ways of working at school. These ways are listed below:

    • H - Have Respect

    • A - Awesome Attitudes

    • W - Willing Workers

    • K - Kind Kids

    • S - Successful Students

  • School-Wide Incentive Plan –

    • Students will choose the reward they are working towards and receive a ticket each time a staff member recognizes their positive behavior. When students earn a Hawk High Five card, they will make a punch on their chosen reward ticket.  After 10 punches are made, the student will earn the specific reward on the ticket.  Tickets will vary in prizes and by grade depending on student interest. All students who earn at least 3 reward ticket(s) will attend the end of the nine weeks school reward.  

  • School-Wide Consequences and Minor/Major Infractions –

    • Each classroom teacher will maintain a behavior spreadsheet to keep track of individual students.  This spreadsheet follows the class at all times.  All staff, including Specialists will follow our school plan.

    • Codes on spreadsheet:

      • W=WARNING  The teacher reviews the expected behavior with the student.

      • R=REFLECTION  Student will complete a written reflection sheet appropriate for their grade.  Reflection sheets are taken home and need to be signed by the parent/guardian.

      • B=BOUNCE   If a negative behavior continues, the student will visit a nearby classroom for a “bounce” which is time out and the student will complete a second reflection sheet.  This second sheet will be sent home and need to be signed by the parent/guardian.  

      • LL=LOW LEVEL REFERRAL  If a pattern of negative behavior arises, the student will receive an office referral. Reflection logs will be collected when student is met with by the principal.  

    • Major offenses:

      • If a student has a major offense during a 9 week period, they will lose the 9 weeks’ reward.  They are still eligible for the smaller awards in the classroom.

    • Below is the Minor and Major offenses.  This list attempts to encompass all behaviors.  However, if any occur that are not on this list, it will be up to the teacher and principal’s discretion to assign the appropriate consequence.  



Inappropriate Language

Abusive Language

Any type of speech that is deemed unwelcome or not appropriate (non-directed cursing, name calling, inappropriate slang, teasing, inappropriate jokes, inappropriate hand gestures)

Any verbal or written language that is offensive, harmful, or hostile (directed cursing, threatening language)

Physical Contact

Physical Aggression

Any non-chronic, non-threatening behavior that has the potential to cause harm to another individual         (invading personal space, horseplay, pinching, bumping, tripping, pushing)

More than one person engaged in an aggressive confrontation with an intent to do harm                     (hitting, kicking, biting, fighting, pulling hair, shoving)


Overt Defiance

Failing to follow through with directions                   (not completing assigned tasks, slow to follow directions habitually, off task after several redirects)

Refusal to follow directions (doing the opposite of instructions, saying ‘NO’, walking out, refusing to complete work, intentional disrespect, arguing with the adult, habitual back talk)

Property Misuse

Property Vandalism

Using materials in ways other than instructed                (throwing small objects, using chairs incorrectly, using bathroom incorrectly, ripping work, breaking writing tools, misuse of scissors)

Deliberately damaging or destroying property             (writing on items, tearing books, throwing furniture, kicking/hitting furniture, urinating on items)

Disturbing Class

Disrupting Class

A continuation of a behavior after redirection                 (playing, unnecessary noise, failure to remain seated)

Openly defiant or purposefully refusing to cooperate or follow directions procedures/directions              (tantrums, running around the room, screaming, slamming objects/door)



Dishonesty: Failing to tell the truth

Dress Code: Violations of the BES dress code which cannot be altered by adult

Harassment: Actions (verbal or non-verbal) intended to be offensive could be based on religion, race, heritage, color, disability, etc.

Bullying: Any intent to control another person’s actions, feelings or decisions

Weapons: Any object brought to school that can be used to harm another person

Stealing: Intentionally possessing, passing on, or removing someone else’s property without their consent

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