evaluation project summary
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7/31/2019 Evaluation Project Summary
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Evaluation Project Summary: Evaluate the effectiveness of PBIS on 3rd graders who
have attended TJ and BE for at least one full year.
B1) In 2010, the Newton Community School District restructured. All K-3rd graders
are in two buildings, Thomas Jefferson Elementary (TJ) and Berg Elementary (BE), as
opposed to four K-6 buildings. This resulted in TJ and BE restructuring their PBIS
programs to tailor to the needs of younger students. Both schools follow the same PBIS
format using themes, academic/behavioral leader of the week awards, classroom
plaques/trophies, classroom parties by earning tickets, and individual prize tickets, as
well as using minor and major referral forms. Both schools have used these structures
for two years, indicating that now might be a good time to evaluate the impact and look
for possible changes. The evaluation may show stagnation because parties and prizes
have generally remained the same. Frequent choices for parties are pajama or stuffed
animal days, pizza parties, and small trinkets like bracelets and pencils for individual
prizes.
B2) PBIS is limited by teacher usage and social climates. If teachers do not follow
through with PBIS guidelines, handing out tickets, and filling out referrals, then accurate
data can not be collected. For example, the 3 rd grade classroom trophy sat in the
principals office for three-fourths of the year. It may also be difficult for teachers to
encourage PBIS behaviors if the tickets or referral forms frequently run out, as they
occasionally did last year. The social climate of the classroom can also effect
evaluations as behavior, IEP, and TAG students are often clumped into the same
classrooms so they can be pulled in groups without disrupting other instruction.
B3) The results of the evaluation may change adult behaviors in the buildings.
Results reflecting positive effects of PBIS might encourage adults to follow through with
guidelines, awards, and referrals. Results viewed as negative may change the
perceptions of those carrying out the program, or increase negative perceptions in those
with minimal participation. Teachers individual strengths and weaknesses may be
under scrutiny as well.
Results might also show different needs for reinforcement in various audiences
such as TAG, IEP, or BIP students. Hopefully, evaluation results point to researching
ways to take PBIS to the next level. These results could benefit the district as a whole.
If results show a decrease in negative behaviors, the district might be more inclined to
adopt or tailor similar policies or guideline styles for the upper levels.