Loading...
Assessing The Impact Of Positive Behavior Intervention And Supports On School Climate And Student Behavior: A Program Evaluation In A Low-Performing Middle School
Evans, Alexandria LP
Evans, Alexandria LP
Abstract
This program evaluation addressed the implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) at Crestwood Middle School (CMS) within the Daleyville County School District (DCSD), a rural, Tier 1 district in northeastern North Carolina. The study aimed to assess SWPBIS implementation fidelity, explore staff perceptions of school climate, and analyze changes in student behavior after the reintroduction of the framework. SWPBIS is a research-based framework designed to improve student behavior and foster positive school climates through clearly defined behavioral expectations and proactive supports. The mixed-methods evaluation used quantitative and qualitative data to determine implementation fidelity, school climate, and behavioral outcome changes. Results showed CMS achieved high scores in defining behavioral expectations but faced challenges in consistently teaching expectations, rewarding positive behaviors, and using data-driven practices, with an overall fidelity score of 54.7%. District-level support for implementation was identified as a critical gap. Staff reported a positive sense of connectedness with each other but raised concerns about safety, peer and adult relationships, and parental involvement. Although there was a reduction in major disciplinary incidents and suspensions, minor behavioral incidents initially increased, it was difficult to determine if that was a result of SWPBIS or not. The findings suggest that consistent SWPBIS implementation, improved staff training, and district-level support are essential for long-term success. Early intervention and proactive management of minor behaviors are also recommended. These efforts are expected to promote positive social change by fostering a safer, more inclusive school climate, improving student outcomes, and supporting teacher retention across the district.
Description
Date
2025-01-01
Journal Title
Journal ISSN
Volume Title
Publisher
Collections
Download Dataset
Files
Rights Holder
Usage License
Embargo
Research Projects
Organizational Units
Journal Issue
Keywords
Citation
Department
Education
DOI
https://dx.doi.org/10.25774/w4-2ndd-bf40