The document discusses the implementation and assessment of Positive Behavior Intervention Supports (PBIS) at Portage Park Elementary School. PBIS is designed to promote positive behavior and eliminate challenging behaviors. The school implements PBIS through a goals matrix, rewarding good behavior with tickets, using the Second Step curriculum, and providing point sheets for students who need extra support. To assess PBIS effectiveness, the author surveyed 80 students in grades 2-5 about how safe and welcoming they feel at school and if PBIS is improving the environment. Preliminary results found students feel safe and have good relationships with teachers, but more specific PBIS-focused questions should be asked. The author concludes there has been positive change since PBIS but room for improvement

1. B Y : M E L L I S A G E B R E - M I C H A E L
Portage Park Elementary:
Assessing the Effectiveness of
Positive Behavior Intervention
Supports (PBIS)

2. A little history..
 The first law that was
passed for children with
disabilities was The
Individuals with
Disabilities Education Act
(IDEA) which was signed
into law in 1990
 No Child Left behind Act of
2001 was an effort to
ensure that students in
every public school achieve
important learning goals
while being educated.

3. Introduction: What is PBIS?
 PBIS is a unique approach that helps to eliminate
challenging behaviors and supplements them with
skills and tools that helps students make better
choices.
 PBIS has changed the dynamics of education and
currently, this intervention is implemented in over
5,000 schools and approximately 80%-90% of
students respond well with the universal concept of
this strategy.

4. How is it implemented at Portage Park?
 Following the goals matrix which outlines expected
behavior (Lunchroom, Hallways, Bathrooms)
 Passing out tickets to reward good behavior
 Doing Second Step Curriculum in classrooms to
teach social and emotional learning.
 Giving point sheets for students who need extra
support and guidance.

5. What is the purpose?
 Assess the effectiveness of PBIS in Portage Park
Elementary School.
 Seeing if there has been any positive change within
the student body (behavior, academic success)
 Understanding how the students feel about PBIS and
the school environment.

6. Research Thoughts..
 Is Positive Behavior Intervention Support (PBIS)
effective within Portage Park Elementary School?
 Has there been a positive correlation since PBIS has
been implemented?

7. Hypothesis
 PBIS is effective in Portage Park Elementary School
because it promotes positivity and enhances the
school climate.
 Since PBIS promotes positivity there is a positive
correlation since it has been implemented.

8. Methodology: Design
 Non-Experimental
 Secondary data

9. Methodology: Sample Selection
 2014-2015 school year.
 The sample was chosen
based on the students in
2nd-5th grade
 80 completed the survey
 These grades were
chosen because these are
considered the “Target
Grades” .

10. Methodology: Instrument Selection & Data
Collection
 Used an electronic survey to complete the research.
 Surveying the students was the best way to get
accurate results since they are a part of the student
body.

11. Survey Question/Statements
 How safe do you feel at Portage Park Elementary School?
 I feel that I have a good relationship with my teachers
 I trust my teachers
 I feel the environment at Portage Park is welcoming and
safe
 Do you feel that PBIS system at Portage Park is making
our school a better place?
 Does your class have a weekly PBIS incentive/ reward
every Friday?
 I feel comfortable going to my teachers when I have a
problem

12. Results
 How safe do you feel at Portage Park Elementary
School?

13. Continued..
 I feel that I have a good relationship with my
teachers

14. Continued..
 I trust my teachers

15. Continued..
 I feel the environment at Portage Park is welcoming
and safe

16. Continued..
 Do you feel that the PBIS at Portage Park is making
our school a better place?

17. Continued..
 Does your class have a weekly PBIS incentive/reward
every Friday?

18. Continued..
 I feel comfortable going to my teachers when I have a
problem

19. Conclusions..
 Overall since the implementation of PBIS there has
been a positive change within the school.
 There is room for improvement.
 Surveying the students was great, but next time they
need to ask more specific questions geared towards
PBIS.
 Next time allow the interns to conduct the research.

20. THANK YOU!!!

21. References
 Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (n.d.). The Impact Of School-wide
Positive Behavioral Interventions And Supports (PBIS) On The Organizational Health Of
Elementary Schools. School Psychology Quarterly, 462-473.
 Catherine P. Bradshaw, Wendy M. Reinke, Louis D. Brown, Katherine B. Bevans, & Philip J.
Leaf. (n.d.). Implementation Of School-Wide Positive Behavioral Interventions And Supports
(PBIS) In Elementary Schools: Observations From A Randomized Trial. Education and
Treatment of Children, 1-26.
 Cooke, M., Ford, J., Levine, J., Bourke, C., Newell, L., & Lapidus, G. (n.d.). The Effects Of City-
Wide Implementation Of “Second Step” On Elementary School Students’ Prosocial And
Aggressive Behaviors. The Journal of Primary Prevention, 93-115.
 Horner, R. (2009). A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-
Wide Positive Behavior Support in Elementary Schools. Journal of Positive Behavior
Interventions, 11(3), 133-144.
 Muscott, H., Mann, E., & LeBrun, M. (n.d.). Positive Behavioral Interventions And Supports In
New Hampshire: Effects Of Large-Scale Implementation Of Schoolwide Positive Behavior
Support On Student Discipline And Academic Achievement. Journal of Positive Behavior
Interventions, 190-205.
 Swoszowski, N. (n.d.). The Effects of Tier II Check-in/ Check-out Including Adaptation for Non-
Responsers on the Off-Task Behavior of Elementary Students in a Residential Setting.
Education and Treatment of Childrenn, 36(3), 64-78.