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 3rd 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.