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Positive behavior intervention support plan: a gap analysis

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Positive behavior intervention support plan: a gap analysis

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POSITIVE BEHAVIOR INTERVENTION SUPPORT PLAN:
A GAP ANALYSIS

by

Paryjein Dadrass

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2022

Copyright 2022 Paryjein Dadrass

ii

Dedication
To my son, Kam. I hope that watching me persist through the struggle of this process has
shown you that nothing is impossible if you just keep going. I love you more than anything, and
everything I do is for you.
To my mom and dad. I know it took me forever, but I hope this accomplishment makes
you proud. I love you both. Thank you for always supporting me and believing in me.
To my sisters, Sarah and Roxy. You have to call me Dr. Jein now.
To my SIL, Tara. Your journey inspires me more than you know. Maybe one day you
will decide you, too, want to join the ranks of the Learned Doctors. Whatever your path might
be, I’m super proud of you.
To my family and friends who encouraged me to keep going, even when I thought I
couldn’t do it, THANK YOU.
A very special heartfelt shout out to Cynthia, who made sure I locked down in writing
mode every day until I finished. I don’t think I would have been able to finish without your
tough love, and I truly appreciate you.

iii

Acknowledgments

A huge thank you to my committee, Dr. Kenneth Yates, Dr. Briana Hinga, and Dr.
Edward Trimis, who have guided my work and approved this dissertation.
Dr Yates, I cannot express how thankful I am to you for your patience throughout my
very long road to get to this point. Your guidance, encouragement, and validation helped me
immensely. I appreciate your help through this journey so much.
Dr. Hinga, thanks for sticking with me! I was so happy to have one of my very favorite
professors in the program on my committee. Thank you!
Dr. Trimis, I learned so much in the time I worked with you. Thank you for always
trusting me to do more and for all of the opportunities you afforded to me to learn as much as I
could about being a school leader. Thank you for being there for my defense, even after you’d
retired.
I’m so very proud to now be able to call myself USC alumni. A Trojan forever! Fight on!

iv

Table of Contents
Dedication ..................................................................................................................................................... ii
Acknowledgments ........................................................................................................................................ iii
List of Tables ............................................................................................................................................... vi
Abstract ...................................................................................................................................................... viii
Chapter One: Introduction ............................................................................................................................ 1
Organizational Context and Mission ......................................................................................................... 1
Organizational Performance Status ........................................................................................................... 2
Related Literature ...................................................................................................................................... 3
Importance of the Problem to the Organization ........................................................................................ 3
Organizational Performance Goal ............................................................................................................. 4
Description of the Stakeholders ................................................................................................................ 4
Stakeholders’ Performance Goals ............................................................................................................. 4
Stakeholder of Focus ................................................................................................................................. 6
Stakeholder of Focus Critical Behaviors .................................................................................................. 6
Purpose of the Project and Questions ....................................................................................................... 7
Conceptual and Methodological Framework ............................................................................................ 7
Definition of Terms ................................................................................................................................... 8
Organization of the Study ......................................................................................................................... 8
Chapter Two: Review of the Literature ...................................................................................................... 10
Conceptual Framework ........................................................................................................................... 11
Stakeholder Knowledge, Motivation, and Organizational Factors ......................................................... 11
Chapter Three: Methodology ...................................................................................................................... 39
Conceptual and Methodological Framework .......................................................................................... 39
Assessment of Performance Influences .................................................................................................. 41
Participating Stakeholders and Sample Selection ................................................................................... 64
Instrumentation ....................................................................................................................................... 65
Data Analysis .......................................................................................................................................... 68
Trustworthiness of Data .......................................................................................................................... 69
Role of Investigator ................................................................................................................................. 69
Limitations .............................................................................................................................................. 70
Chapter Four: Results and Findings ............................................................................................................ 71
Participating Stakeholders ...................................................................................................................... 71
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Determination of Assets and Needs ........................................................................................................ 72
Results and Findings for Knowledge Causes .......................................................................................... 72
Results and Findings for Motivation Causes .......................................................................................... 90
Results and Findings for Organization Causes ..................................................................................... 108
Summary of Validated Influences ......................................................................................................... 122
Chapter Five: Recommendations and Evaluation ..................................................................................... 129
Stakeholder of Focus Critical Behaviors .............................................................................................. 131
Recommendations to Address Knowledge, Motivation, and Organization Influences ........................ 131
Integrated Implementation and Evaluation Plan ................................................................................... 156
Limitations and Delimitations ............................................................................................................... 170
Recommendations for Future Research ................................................................................................ 171
Conclusion ............................................................................................................................................ 171
References ................................................................................................................................................. 173
Appendix A ............................................................................................................................................... 177
Appendix B ............................................................................................................................................... 179
Appendix C ............................................................................................................................................... 181

vi

List of Tables
Table 1 Mission and Goals of SA ................................................................................................... 5
Table 2 Summary of Assumed Knowledge Influences................................................................. 19
Table 3 Summary of Assumed Motivation Influences ................................................................. 28
Table 4 Summary of Assumed Organization Influences .............................................................. 36
Table 5 Summary of Knowledge Influences and Method of Assessment .................................... 43
Table 6 Summary of Motivation Influences and Method of Assessment ..................................... 53
Table 7 Summary of Organization Influences and Method of Assessment .................................. 60
Table 8 Survey Results for Factual Knowledge of PBIS .............................................................. 73
Table 9 Survey Results for Factual Knowledge of Differentiated Instruction ............................. 75
Table 10 Survey Results for Factual Knowledge of Rewarding ................................................... 77
Table 11 Survey Results for Conceptual Knowledge of Instruction ............................................ 78
Table 12 Survey Results for Conceptual Knowledge of Environment ......................................... 79
Table 13 Survey Results for Conceptual Knowledge of Classroom Expectations ....................... 81
Table 14 Survey results for Value of Providing Effective Instruction ......................................... 90
Table 15 Survey Results for Value of Creating Welcoming Classroom Environment ................ 92
Table 16 Survey Results for Value of Using Rewards System .................................................... 93
Table 17 Survey Results for Value of Creating/Enforcing Rules/Procedures .............................. 94
Table 18 Survey Results for Self-Efficacy in Instruction ............................................................. 96
Table 19 Survey Results for Self-Efficacy in Creating a Welcoming Environment .................... 97
Table 20 Survey Results for Self-Efficacy in Praise and Reward ................................................ 98
Table 21 Survey Results for Self-Efficacy in Creating/Enforcing Rules/Procedures .................. 99
Table 22 Survey Results for Positivity About Instruction .......................................................... 100
Table 23 Survey Results for Positivity About Providing Instruction ......................................... 101
Table 24 Survey Results for Positivity About Differentiation.................................................... 102
Table 25 Survey Results for Positivity About Creating Welcoming Environment .................... 103
Table 26 Survey Results for Positivity About Reward & Praise ................................................ 104
Table 27 Survey Results for Positivity About Creating and Enforcing Rules and Procedures .. 106
Table 28 Survey Results for Positivity About Clear Expectations ............................................. 107
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Table 29 Survey Results for Resources for PBIS ....................................................................... 108
Table 30 Survey Results for Resources for Engaging Instruction .............................................. 110
Table 31 Survey Results for Resources to Give Rewards .......................................................... 111
Table 32 Survey Results for Resources to Create/Enforce Rules ............................................... 113
Table 33 Survey Results for Policies & Procedures Regarding Instruction ............................... 114
Table 34 Survey Results for Alignment of Policies &Procedures with Creation of Welcoming
Environment ................................................................................................................................ 115
Table 35 Survey Results for Alignment of Policies & Procedures with Teachers’ Rules .......... 117
Table 36 Survey Results for Cultural Setting Regarding Creation of Welcoming Environment 118
Table 37 Survey Results for Cultural Setting for Use of Praise/Rewards .................................. 120
Table 38 Survey Results for Cultural Model of Creating & Enforcing Rules/Procedures ......... 121
Table 39 Knowledge Assets or Needs as Determined by the Data ............................................. 123
Table 40 Motivation Assets or Needs as Determined by the Data ............................................. 125
Table 41 Organization Assets or Needs as Determined by the Data .......................................... 126
Table 42 Summary of Knowledge Influences and Recommendations ....................................... 132
Table 43 Summary of Motivation Influences and Recommendations ........................................ 142
Table 44 Summary of Organization Influences and Recommendations ................................... 149
Table 45 Outcomes, Metrics, and Methods for External and Internal Outcomes ....................... 158
Table 46 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................. 159
Table 47 Required Drivers to Support Critical Behaviors .......................................................... 160
Table 48 Evaluation of the Components of Learning for the Program ....................................... 166
Table 49 Components to Measure Reactions to the Program ..................................................... 167

viii

Abstract
This study applies the gap analysis problem-solving framework (Clark & Estes, 2008), which
uses knowledge, motivation, and organizational (KMO) influences to determine areas for
improvement toward the achievement of organizational goals. The purpose of this study was to
identify the KMO influences that led to the school’s current rate of behavioral office referrals.
Specifically, this study sought to determine the knowledge and skills, motivation, and
organizational influences that interfere with teacher implementation of the school’s PBIS plan.
Mixed methods were used to collect survey data from 17 participants, interview data from three
participants, and data from document analysis to identify and assess the knowledge and skills,
motivation, and organizational root causes that may contribute to the extent to which the PBIS
plan is being implemented. Findings from this study showed that teachers do not have sufficient
knowledge and skills in all areas of PBIS. The organizational plan for training and supporting
teachers in their implementation of PBIS also needs to be rethought and redeveloped. This study
uses the New World Kirkpatrick Model by making recommendations for improving the
organization’s professional development plan and increasing the effectiveness of knowledge and
skills, motivation, and organizational tools necessary to successfully implement PBIS.
Keywords: positive behavioral interventions and supports, PBIS, discipline, professional
development, teacher motivation, school culture
1

Chapter One: Introduction

Student behavior and the way it is handled at the school site is a vital factor in students’
academic achievement. Addressing behavior issues positively and in a constructive way that
teaches students that their behavior has an impact beyond themselves is the goal of positive
behavioral interventions and support (PBIS) plans (Crone et al., 2015). PBIS can help school
staff (teachers, campus aides, and counselors) deal with student behavior positively and
constructively. The district has provided a basic guideline for schools to follow in developing the
PBIS plan and has required that every school have one. However, many schools do not
implement their plans with fidelity and behavior continues to be handled in ineffective and
inefficient ways. When schools do not have an effective behavior and discipline plan in place,
they risk toxic school culture and high rates of student failure. The general problem of practice
addressed in this case study is that despite the existence of the PBIS plan, there were still 73
office referrals documented in the student information system, and approximately 100 students
sent without an electronically documented referral, according to written office records. In this
small school of 480 students, the goal is zero office referrals, and for all classroom discipline
issues to be handled in the classroom.
Organizational Context and Mission
School of the Arts (SA) (pseudonym) is a small school, currently serving 480 students.
SA’s mission is to establish and operate an outstanding arts and college preparatory institute that
successfully prepares all students to excel in college and the global workplace of the 21st century
by creating a community of learners among all students, teachers, parents, and community
partners who will engage in individual enterprise and academic ownership.
2

SA is in the Los Angeles Unified School District (LAUSD), the second largest district in
the country. The average graduation rate in LAUSD is 80%, and currently, 85% of LAUSD
students in the class of 2018 are on track for graduation. SA is located in the City of South Gate.
This area has a high crime rate, high poverty rate, and only 39% of its residents over the age of
25 have achieved higher education.
SA’s demographics mirror those of the surrounding area: 96% of the students are Latino
and 1% are white. The remaining 3% is made up of Asian and African American students. The
school is located in a high school complex, which houses two other small schools.
The school is in its fifth year of operation. Although many students have found their
niche and are happy at SA due to its small size and personalization, some of them are still credit-
deficient and struggling to make up classes. SA continues to grow and develop its nurturing and
creative school culture.
Organizational Performance Status
SA’s problem of practice is the Positive Behavior Interventions and Support Plan (PBIS)
implementation. The status of its performance related to the problem of practice is that in the
2017-2018 school year, there were 73 discipline referrals to the office made by teachers and
logged in the student information system, and about 100 (over the course of the year) that were
not logged by the teacher in the student information system. Many of the referrals, especially the
referrals not documented in the student information system, were for repeat offenders. Therefore,
although the number of referrals seems large, the number of students is smaller--16. This data
shows the need for restorative justice, a key component of PBIS. The organizational goal is to
have zero discipline referrals reported in the student information system. The impact of the
performance on achieving the organization’s mission is that students are not learning self-
3

regulation and responsibility for their actions; therefore, the school is not succeeding in its
mission to prepare students for life beyond high school.
Related Literature
The general background literature about this problem says that though there are many
programs that are designed and presented to help schools magically fix behavior problems, the
fix is never that easy. It is important that the PBIS plan is a “contextual fit,” meaning it aligns
with the skills, needs, resources, and values of the people implementing it (Crone et al., 2015).
Schools and districts often invest resources and time into programs, only to leave them behind
within a year or two when they do not have the outcomes that were promised. However, there are
many factors that go into whether or not a program will be successful at a school: Ongoing and
consistent professional development must be put into place so that the focus is skill-building
rather than passing-on of information; the school’s culture must reflect the ideals of PBIS;
teachers must feel supported by leadership; and there must be a system to evaluate the program
and make improvements when needed (Sugai & Horner, 2009). Stakeholders must buy into the
program and the ideas on which the program is founded (Hansen & Lee, n.d.). In Positive
Behavior Interventions and Support, teachers are typically the stakeholder with the most
influence in the success or failure of a program (Sailor et al., 2009). This study examined the
knowledge, motivation, and organizational factors that may be causes of a gap in performance in
the implementation of SA’s PBIS plan. Several areas of relevant research are reviewed
throughout this study.
Importance of the Problem to the Organization
It is important to evaluate the organization’s performance in relation to the performance goal of
100% teacher compliance and implementation of the PBIS plan because if students are not able
4

to be successful on a social-emotional level, they will struggle to achieve academically. And SA
will have failed in its mission and purpose as a school that exists to develop well-adjusted
students and prepare them for the real world and for higher education.
Organizational Performance Goal
SA’s goal is to have zero suspensions and zero student referrals for behavior recorded in the
student information system by June 2020.
Description of the Stakeholders
The organization’s stakeholders for this study are students, teachers, campus aides, and the
leadership team, which includes administration, out-of-classroom teachers, and counselors.
Stakeholders’ Performance Goals
The stakeholders at SA include students, parents, community members, teachers, leadership,
classified staff, and custodial staff. Students contribute to the achievement of the goal through
self-regulation, following school rules, and taking ownership of their own behavior. Parents and
the community contribute through support of the school and support of their students by
attendance at school functions, communication with school personnel, high expectations of their
students, and volunteering at the school site. Teachers can support positive student behavior by
teaching them social-emotional self-regulation strategies to help them adjust to high school and
teaching them to reflect on their behavior and the effect it has on themselves and others. The
counseling staff contributes by providing interventions to help students lead a healthy social-
emotional life. The custodial staff ensures a clean, healthy, safe learning environment to facilitate
students’ optimal achievement. School leadership is responsible for overseeing all of the
5

aforementioned stakeholders and their interactions with each other. Table 1 shows the
organization’s mission and goal in addition to each stakeholder’s goal.
Table 1
Mission and Goals of SA

Organizational mission
To establish and operate an outstanding arts and college preparatory institute that successfully
prepares all students to excel in college and in the global workplace of the 21st century by
creating a community of learners among all students, teachers, parents, and community partners
who will engage in individual enterprise and academic ownership.

Organizational global goal
By June 2024, there will be zero suspensions and zero student referrals for behavior recorded in the
student information system.
Stakeholder 1
Students

Stakeholder 2
Teachers
Stakeholder 3
Leadership team
Goal

By June 2023, students will
respond to PBIS
interventions effectively,
resulting in a 50% reduction
in discipline referrals,
including referrals for
excessive tardiness. By June
of 2024, the student goal is to
have 0 discipline referrals to
the office.
Goal

By June 2023, SA teachers will
implement the PBIS program
and have 10% fewer referrals
recorded in the student
information system. By June
of 2024, the teacher goal is to
have 0 student discipline
referrals to the office.
Goal

The leadership team will
support and provide the
resources needed to evaluate
the PBIS program by June
2023.

6

Stakeholder of Focus
The stakeholder of focus for this study is teachers. Teachers have the most direct
influence on students’ academic progress and social-emotional growth. If the culture of zero
student accountability is to change to a culture of student ownership, teachers are the
stakeholders who have the most potential impact.
For positive behavior support strategies to be effective, teachers must have the
knowledge, motivation, and organizational support to implement them with fidelity. SA has a
PBIS plan in place, and teachers must follow the plan, or the plan will not gain the desired result
in student behavior. Changing school culture starts with the teachers in their classrooms, and it is
their behaviors that will ultimately lead to the organizational goal being met.
Currently, as there are many students being referred to the office for behavioral issues,
there is a 100% gap with respect to the teachers’ performance of the goal of zero referrals
recorded in the student information system and zero suspensions. Teachers will be measured on
their achievement of the goal by the number of referrals by June 2019, as reported through
discipline and social-emotional referrals in the student information system.
Stakeholder of Focus Critical Behaviors
According to Kirkpatrick and Kirkpatrick (2016), critical behaviors are behaviors that, if
performed consistently by stakeholders, will have the biggest impact on the organization’s
outcomes.
The three critical behaviors required for SA’s teachers, the stakeholders of focus, to
achieve their goal are:
● Teachers provide effective instruction that adapts to student needs
7

● Teachers create a safe, welcoming learning environment
● Teachers reward and praise appropriate behavior
Purpose of the Project and Questions
The purpose of the study was to conduct a gap analysis to determine the causes of the
organizational problem described above, high numbers of student referrals for behavioral and
social-emotional issues, through the examination of knowledge, motivation, and organization
assets and needs of SA’s teachers in implementing the school’s PBIS plan. From this needs
assessment, recommendations were made for how the school can revise the existing PBIS plan
and support teachers in handling disciplinary and social-emotional issues in the classroom
through the implementation of PBIS Tier 1 strategies. The analysis focused on the causes of this
problem due to gaps in the areas of knowledge and skill, motivation, and organizational issues.
The analysis began by generating a list of possible or assumed causes and then by examining
these systematically to focus on actual or validated causes.
The questions that guided this gap analysis were:
1. What is the current status of SA teachers’ knowledge and skills, motivation, and
organizational assets and needs to implement the PBIS plan and reduce the number of
discipline referrals to 0 by June 2020?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Conceptual and Methodological Framework
The conceptual and methodological framework is the research-based performance
improvement strategy laid out by Clark & Estes (2008), as well as the four levels of evaluation,
8

as described by Kirkpatrick and Kirkpatrick (2016). Clark and Estes (2008) suggest that to close
gaps and achieve organizational goals, the cause of the gap must be identified in order to
determine what kind of performance improvement program is required to close that gap. Clark
and Estes’ (2008) analytical process helps to identify organizational goals and the gap between
the actual performance level and the performance level the organization aspires to. This process
will be implemented as the conceptual framework (Clark & Estes, 2008).
A mixed-method data gathering and analysis will be conducted to evaluate teachers’
current performance in relation to their performance goal in the areas of knowledge, motivation,
and organizational resources. SA teachers’ current performance will be validated by using
surveys, interviews, and document analysis. Research-based solutions will be recommended and
evaluated in a comprehensive manner.
Definition of Terms
Positive Behavior Interventions and Support, or PBIS, refers to proactive interventions
by teachers to prevent behavior problems from occurring (Sailor et al., 2009). It has also been
described by the Center on PBIS as “an evidence-based three-tiered framework to improve and
integrate all of the data, systems, and practices affecting student outcomes every day. PBIS
creates schools where all students succeed” (PBIS.org, n.d.)
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about 9th and 10th graders’
general lack of progress toward graduation. The organization’s mission, goals, and stakeholders,
as well as the review of the evaluation framework, were provided. Chapter 2 provides a review
9

of the literature surrounding the scope of the study. Topics of transition from middle school to
high school, social-emotional needs of teens, and articulation of curriculum will be addressed.
Chapter 3 details the choice of participants, data collection, and analysis. In Chapter 4, the data
and results are described and analyzed. Chapter 5 provides recommendations for practice, based
on data and literature as well as recommendations for an implementation and evaluation plan.

10

Chapter Two: Review of the Literature
The purpose of this chapter is to examine, through research, the background and best
practices for the implementation of positive behavior support in schools. The idea of positive
behavior support came to be in the 1980s and gained momentum as a way to provide intervention
for students with disabilities (Sailor et al., 2009). Research shows that focusing not only on
eliminating negative behaviors, but also on developing new and positive behaviors is key to a
successful life (Sailor et al., 2009) Successful, consistent implementation of PBIS strives to help
students build positive habits that will have a significant impact on their lives (Sailor et al.,
2009). The review of the literature will show outcomes of PBIS, challenges in implementation,
common gaps in performance, and revisions to the process of implementation at different school
sites. This literature review will examine topics around positive behavior support as it relates to
teachers. The expected critical behaviors of teachers at SA will guide this literature review. The
known influences will be organized using Clark and Estes’ (2008) Knowledge, Motivation, and
Organizational influences as illustrated.
Teachers, the stakeholder for this study, are the most impactful influence on student
behavior and learning. Because teachers spend the most time with students at school, their
critical behaviors have the most significant effect on students. Teachers’ implementation of
school policies dictates the success or failure of plans and programs adopted by the
administration. This literature review will identify possible biases so that leaders’ assumptions of
root causes will be limited. Within this literature review, teacher behaviors in various contexts
will be shown in the conceptual framework.
11

Conceptual Framework
According to Clark and Estes (2008), people’s perceptions about barriers they face in
accomplishing their goals when analyzing work processes to close gaps are essential to
identifying causes for gaps in performance. Clark and Estes (2008) identify three critical factors
to be examined when analyzing the performance of an organization: Knowledge, motivation, and
organization. To achieve the desired goal, people need to have the knowledge and skills required
to achieve their goal, the motivation to do the required task to accomplish the goal, and the
organization’s support in accomplishing the goal. This literature review will examine the three
factors as outlined under each critical factor starting with SA’s teachers’ knowledge and skills,
their motivation, and the organizational factors that influence teachers’ critical behaviors.
Stakeholder Knowledge, Motivation, and Organizational Factors

Knowledge and Skills
This section of the literature review will focus on the knowledge and skills teachers need
to effectively implement Tier 1 elements of a successful PBIS classroom. Anderson and
Krathwohl (2002) define knowledge as being organized and structured by the learner, and
specific to the context in which it is being learned. This study will use existing research to
examine the knowledge and skills of SA’s teachers in their implementation of PBIS. Anderson
and Krathwohl (2002) suggest that there are four types of knowledge: factual, conceptual,
procedural, and metacognitive. SA teachers’ critical behaviors, which are suggested by PBIS.org
(n.d), will be analyzed using these four types of knowledge to contextualize the research around
PBIS and to categorize teacher behaviors as they relate to the four knowledge types.

12

Factual Knowledge Influences
Declarative knowledge refers to knowing, understanding, and organizing the basics used
by experts in a specific field (Anderson & Krathwohl, 2002). According to Anderson and
Krathwohl (2002), factual knowledge includes knowledge of field-specific terminology,
elements, and details. SA teachers need to know the basic language and elements that are integral
to the effective implementation of PBIS at a school site. Teachers’ lack of knowledge in these
areas can be defined as a factual knowledge deficit and shows that there is a knowledge gap that
needs to be closed (Anderson & Krathwohl, 2002; Clark & Estes, 2008). Factual knowledge
influences are:
● Teachers know what student engagement means and what the standards are for their
content and student grade level.
● Teachers know what it means to differentiate instruction.
● Teachers know the components of a welcoming, safe, and efficient physical environment
in the classroom.
● Teachers know what appropriate classroom behavior is and best practices for rewarding
and praising appropriate student behavior.
● Teachers know the components of effective classroom rules and procedures and what it
means to set clear expectations.
Teachers who are proactive in creating a safe, welcoming environment and delivering
engaging instruction have fewer discipline issues in class (Reinke et al., 2013). Effective
implementation of PBIS strategies can help teachers manage student behavior. Therefore it is
important for teachers to know the components of PBIS. According to PBIS.org (n.d.), teachers’
classroom management should include rule-setting and routine; the rules and procedures a
13

teacher establishes in the classroom should be driven by classroom data, such as observations,
student behavior history, and any special needs students may have. Classroom rules should also
align with schoolwide rules, so students know what is expected at all times in all classrooms
(Reinke et al., 2013). If a student exhibits undesirable behavior in the classroom, the teacher
should react in a consistent way, and give the student specific feedback about why their behavior
is inappropriate and which rule or expectation they are breaking (Reinke et al., 2013).
Conversely, when students are behaving as they should, teachers should use frequent, consistent
praise (Reinke et al., 2013). An important factor in preventing undesirable student behavior in
the classroom, according to PBIS.org (n.d.), is planning and delivering differentiated instruction
to meet individual student needs. When students are bored because instruction is too slow, or if
they are lost because instruction is too fast, there is an increased possibility of disruptive, off-task
behavior (PBIS.org, n.d.). It is important for teachers to be knowledgeable about what PBIS is,
and what the different components are. Being familiar with the components of PBIS allows
teachers to understand the relationships between the different components and how they might
influence student behavior in the classroom.
Conceptual Knowledge Influences
Anderson and Krathwohl (2002) define conceptual knowledge as knowing how basic
factual elements within a larger context are interrelated and how they work together; for
example, in PBIS, how a teacher’s factual knowledge of how physical classroom environment
and rules and procedures work together to create a positive learning environment for students.
Teachers need to know the purpose of arranging their classrooms in a certain way and
introducing their rules in a certain way. If teachers do not know the purpose and interrelatedness
14

of these basic elements, there is a gap in conceptual knowledge that needs to be addressed.
Conceptual knowledge influences are as follows:
● Teachers understand the relationship between instruction, student engagement, and
achievement.
● Teachers understand the relationship between the physical environment and student
behavior.
● Teachers understand the relationship between praise/reward and appropriate student
behavior.
● Teachers understand the relationship between consistent classroom rules and procedures
and student behavior.
Teachers need to understand how their behaviors in the classroom influence student
behavior (Ruef et al., 1998). Negative student behavior is a reflection of the lack of teacher
intentionality; and, conversely, students are more likely to behave appropriately when their
teacher is well-planned and intentional (Ruef et al., 1998). PBIS strategies are intentional and
driven by classroom and school data, allowing teachers to really think about their students’ needs
when establishing rules, procedures, and classroom configuration, as well as instruction
(Miramontes et al., n.d.). It is also important for teachers to understand that their strategies may
change in response to new data or observations of their students (Miramontes et al., n.d.).
Effective classroom management and instruction are flexible and adapt to remove distractions in
the classroom environment and meet the needs of all students (Ruef et al., 1998).
In addition to flexibility, it is important for teachers to understand the relationship
between predictable and consistent routine and student behavior (Ruef et al., 1998). When
students know what teachers expect of them, it is easier for them to regulate their behavior to
15

meet classroom norms (Ruef et al., 1998). Moreover, Sailor et al. (2009) postulate that when
teachers implement PBIS strategies consistently, and when students feel safe in their classrooms
and know what is expected of them, it can even help students who have emotional behavior
disorders regulate their behavior.
Another vital component of PBIS is praise and reward. When students do exhibit
appropriate behavior, teacher understanding of the use of praise and reward can boost student
confidence, thereby increasing the likelihood that students will stay on task and that they will
behave appropriately (Ruef et al., 1998). Ruef et al. (1998) also state that teachers can also adjust
their instruction to redirect inappropriate student behavior in a way that will fit within classroom
norms and encourage positive, constructive discourse.
PBIS is a complex combination of strategies that address student learning, safety, and
behavior. Teachers need to know the purpose of PBIS strategies and how they can help guide
student behavior. Understanding the ideas behind PBIS strategies will make implementation
easier for teachers.
Procedural Knowledge Influences
Procedural knowledge as defined by Anderson and Krathwohl (2002) is knowing how to
do something. Procedural knowledge is methods of inquiry, and criteria for using skills and
techniques to achieve a goal in the context of the field of study. Teachers’ lack of knowledge of
skill and technique in implementing elements of PBS would show a gap in procedural
knowledge. Procedural influences are as follows:
● Teachers know how to develop lessons that will engage students, adapt to
different student needs, and promote student achievement.
● Teachers are able to create effective learning space in the classroom.
16

● Teachers are able to carry out effective praise and rewards for appropriate student
behavior.
● Teachers are able to create a set of class rules and procedures and communicate
clear expectations and consistently enforce them.
Ongoing professional development and opportunities for reflection result in greater
commitment to PBIS (Miramontes et al., n.d.). Schools that plan to implement a three-tiered
PBIS plan schoolwide must be willing to invest time and resources into training all teachers and
staff, as well as into developing a comprehensive plan that allows for even the students with the
most challenging behaviors (Sailor et al., 2009). One barrier to effective implementation of PBIS
in schools is the lack of training and ongoing support, which also leads to teachers’ lack of
efficacy and lack of perceived importance and feasibility of PBIS techniques; if teachers are not
taught how to effectively implement PBIS strategies, they will not feel that they can implement
them, and they will therefore not believe the implementation of schoolwide PBIS is even
possible (Sailor et al., 2009). Staff members who are untrained may feel that PBIS will not work
for the problems they face in their classrooms because they have no context or prior knowledge
of the effectiveness of PBIS strategies (Hansen & Lee, n.d.).
Implementation of PBIS should be a contextual fit and should be personalized to the
school, the students, and the teachers’ needs (Robinson, 2012). It is important for teachers to
have ongoing professional development in strategies of PBIS for effective implementation;
teachers are not likely to implement strategies if they do not know how to. Thorough, effective
training on PBIS will increase teacher implementation of PBIS in their classrooms. Teacher
training cannot be a one-and-done deal; training should be ongoing and should include
opportunities for observation, feedback, and reflection (Robinson, 2012; Sailor et al., 2009).
17

Metacognitive Knowledge
Metacognitive knowledge is the learner’s understanding of how they learn and take
ownership of their own learning (Mayer, 2011). According to Anderson and Krathwohl (2002),
metacognitive knowledge is the learner’s awareness of his/her own ways of thinking, learning,
and processing. With these definitions in mind, it can be assumed that teachers who are not
aware of their own knowledge and their processes for learning may impact the achievement of
the effective implementation of PBS at SA. Metacognitive knowledge influences are as follows:
● Teachers reflect on the effectiveness of their lessons, student engagement during
their lesson, and student learning through review of student behavior and analysis
of student assessment results.
● Teachers monitor the effectiveness, safety, and level of comfort of their classroom
setup in terms of achievement.
● Teachers monitor the effectiveness of their approach to praising and rewarding
appropriate student behavior.
● Teachers monitor the effectiveness of their classroom rules, procedures, and
expectations.
For continual improvement of implementation, it is important for teachers to reflect on
their practice when practicing PBIS. Many professional development programs assume that PBIS
is being implemented correctly instead of building in processes for monitoring and reflection that
will ensure that PBIS strategies are being implemented with fidelity (Sugai & Horner, n.d.). One
way to easily monitor the effectiveness of PBIS implementation schoolwide is to look at the
number of office discipline referrals (Sailor et al., 2009). If office referrals decrease after the
18

implementation of PBIS, it can be reasonably assumed that PBIS strategies are being
implemented correctly (Sailor et al., 2009).
For individual teachers, not only do PBIS strategies need to be learned and understood,
but they also need to be adjusted to suit the needs of the school, and the individual needs of each
student, and constant monitoring and reflection is the only way to accurately modify practice
(Hansen & Lee, n.d.). PBIS professional development programs should include mentoring,
observation, timely feedback, data analysis, and reflection (Hansen & Lee, n.d.).
For teachers to be successful in their implementation of PBIS, it is crucial for them to
consistently monitor and reflect on their own practices. When teachers’ reflections show positive
outcomes, they are more likely to continue implementing PBIS strategies. Success with PBIS in
the classroom will increase teachers’ motivation to continue using PBIS.
The summary of assumed knowledge influences from expected teacher critical behaviors
when implementing PBIS in the classroom is demonstrated in Table 2. Table 2 shows assumed
declarative factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive
knowledge.

19

Table 2
Summary of Assumed Knowledge Influences
Assumed knowledge influences Research literature
Factual knowledge
Teachers know what student engagement means
(CB1).

Teachers know what the standards are for their
content and student grade level (CB1).

Teachers know what it means to differentiate
instruction (CB1).

Teachers know the components of a safe physical
environment (CB2).

Teachers know the components of an efficient
physical environment in the classroom (CB2).

Teachers know what it means to create a
welcoming physical environment (CB2).

Teachers know what appropriate classroom
behavior is (CB3).

Teachers know best practices for rewarding student
behavior (CB3).

Teachers know what it means to praise appropriate
student behavior (CB3).

Teachers know the components of effective
classroom rules (CB4).

Teachers know what effective classroom
procedures are (CB4).

Teachers know what it means to set clear
Sailor, W., Sailor, W., Dunlap, G., Sugai,
G., & Horner, R. (2009).

Reinke, W. M., Herman, K. C., &
Stormont, M. (2013). Classroom-level
positive behavior supports in schools
implementing SW-PBIS: Identifying
areas for enhancement. Journal of
Positive Behavior Interventions, 15(1),
39-50.

Positive Behavioral Interventions &
Supports - OSEP. (n.d.). Retrieved
from https://www.pbis.org/school/pbis-
in-the-classroom/classroom-pbis-
practices

20

expectations (CB4).

Conceptual knowledge
Teachers understand the relationship between
instruction, student engagement, and
achievement (CB1).

Teachers understand the relationship between the
physical environment and student behavior
(CB2).

Teachers understand the relationship between
praise/reward and appropriate student behavior
(CB3).

Teachers understand the relationship between
consistent classroom rules and student behavior
(CB4).

Teachers understand the relationship between
consistent classroom procedures and student
behavior (CB4).

Miramontes, N., Marchant, M., Heath,
M., & Fischer, L. (n.d.). Social
Validity of a Positive Behavior
Interventions and Support Model.
Education and Treatment of Children,
34(4), 445–468.
doi:10.1353/etc.2011.0032

Ruef, M. B., Higgins, C., Glaeser, B. J.,
& Patnode, M. (1998). Positive
behavioral support: Strategies for
teachers. Intervention in School and
Clinic, 34(1), 21-32.

Robinson, F. (2012). The effects of
positive behavior interventions and
support on changing the behavior of
red zone students (Order No.
3505018). . (1012123759). Retrieved
from
https://search.proquest.com/docview/1
012123759?accountid=617
Procedural knowledge
Teachers know how to develop lessons that will
engage students, adapt to different student needs,
and promote student achievement (CB1).

Teachers are able to create effective learning
Miramontes, N., Marchant, M., Heath,
M., & Fischer, L. (n.d.). Social
Validity of a Positive Behavior
Interventions and Support Model.
Education and Treatment of Children,
21

spaces in the classroom (CB2).

Teachers are able to carry out effective praise and
rewards for appropriate student behavior (CB3).

Teachers are able to create a set of class rules and
consistently enforce them (CB4).

Teachers are able to create a set of class procedures
and consistently implement them (CB4).

Teachers are able to set clear classroom
expectations and consistently enforce them
(CB4).

34(4), 445–468.
doi:10.1353/etc.2011.0032
Sailor, W., Sailor, W., Dunlap, G., Sugai,
G., & Horner, R. (2009). Handbook of
Positive Behavior Support. Boston,
MA: Springer US. doi:10.1007/978-0-
387-09632-2

Robinson, F. (2012). The effects of
positive behavior interventions and
support on changing the behavior of
red zone students (Order No.
3505018). . (1012123759). Retrieved
from
https://search.proquest.com/docview/1
012123759?accountid=617

Hansen, J., & Lee, D. (n.d.). Relationship
between teacher perception of positive
behavior interventions support and the
implementation process. ProQuest
Dissertations Publishing. Retrieved
from
http://search.proquest.com/docview/15
35283846/

Metacognitive knowledge
Teachers reflect on the effectiveness of their
lessons, student engagement during their lesson,
and student learning through review of student
behavior and analysis of student assessment
results (CB1).

Teachers monitor the effectiveness of their
classroom setup in terms of achievement (CB2).

Teachers monitor the safety of their classrooms’
physical environment (CB2).

Teachers reflect on the comfort/welcome in their
classroom environment (CB2).

Teachers monitor the effectiveness of their
Sailor, W., Sailor, W., Dunlap, G., Sugai,
G., & Horner, R. (2009). Handbook of
Positive Behavior Support. Boston,
MA: Springer US. doi:10.1007/978-0-
387-09632-2

Hansen, J., & Lee, D. (n.d.). Relationship
between teacher perception of positive
behavior interventions support and the
implementation process. ProQuest
Dissertations Publishing. Retrieved
from
http://search.proquest.com/docview/15
35283846/

Sugai, G., & Horner, R. (n.d.).
22

approach to praising and rewarding appropriate
student behavior (CB3).

Teachers monitor the effectiveness of their
classroom rules (CB4).

Teachers monitor the effectiveness of their
classroom procedures (CB4).

Teachers reflect on how they keep students
accountable for classroom expectations (CB4).
Responsiveness-to-Intervention and
School-Wide Positive Behavior
Supports: Integration of Multi-Tiered
System Approaches. Exceptionality,
17(4), 223–237.
doi:10.1080/09362830903235375

Motivation
This section of the literature review will focus on motivation as a factor in teacher
performance. Motivation is influenced by factors such as including value, self-efficacy, and
mood (Clark & Estes, 2008). In order to implement PBIS strategies effectively, teachers need to
value the concepts, have confidence in their ability to implement them, and feel positive about
their implementation (Clark & Estes, 2008). This study will use existing research to examine the
motivation of SA’s teachers in their implementation of PBIS. SA teachers’ motivation will be
analyzed using value, self-efficacy, and mood to contextualize the research around PBIS and to
categorize teacher behaviors as they relate to value, self-efficacy, and mood..
General Theory
Clark and Estes (2008) define motivation as what comes from the interaction between
people and their environment. Motivation is also described as the mental process one goes
through to begin and keep working on the achievement of a goal (Schunk et al., 2008). Clark and
Estes (2008) state that there are three indicators of motivation: active choice, persistence, and
mental effort. Active choice is the decision a person makes to pursue a goal (Clark & Estes,
2008). Persistence, with the investment of mental effort, refers to a person continuing an action
that leads toward a goal, even when it becomes difficult (Clark & Estes, 2008).
23

Positive Behavior Intervention and Support plans are required by the school district every
year and every school has one in place. Active choice and persistence are necessary on the part
of the teachers in order to effectively implement any schoolwide plan. Teachers’ inability or
unwillingness to persist in implementing components of PBIS under their umbrella of
responsibility is an indicator of an assumed gap in motivation. Teachers need to actively choose
to implement PBIS in their classrooms. If teachers do not consistently and actively choose to
follow the guidelines set forth by the PBIS plan at SA, then they are undermining the plan and
the goal of the PBIS plan to receive fewer discipline reports in the office will not be met.
According to Clark and Estes (2008), value, self-efficacy, mood, and attribution may also affect
motivation. SA teachers’ expected critical behaviors will be examined using these four types of
motivation to understand and categorize teacher behaviors into motivational types as shown in
Table 2.
Value
Clark and Estes (2008) describe value as the way an individual's preferences drives
choice and action, even in the face of distractions. Value is based on whether or not a person
wants to do a task, and the reasons why they want to do it (Schunk, et al., 2012, p. 47). People
will engage in what they believe is valuable to them, despite any difficulties they might
encounter in performing the task (Clark & Estes, 2008). There may be many reasons why
teachers may or may not value implementing PBIS in their classrooms--they may feel it takes
away from instruction, that discipline is not their responsibility, that they do not agree with the
procedures involved. Value influences are as follows:
● Teachers value providing effective, engaging instruction that adapts to student
needs.
24

● Teachers value creating a safe, welcoming physical environment for students that
is conducive to learning.
● Teachers value using rewards and praising students who exhibit appropriate
behavior.
● Teachers value creating and consistently enforcing rules and procedures and
providing clear expectations.
Teachers who value the concepts and procedures of PBS are more likely to implement it
in their classrooms. Proper teacher training is one of the most important factors in whether or not
teachers value the tenets of PBIS (Hansen & Lee, n.d.). When teachers know the foundations of
PBIS and understand its goals, they are more likely to value and implement PBIS programs in
their classrooms and at their schools (Hansen & Lee, n.d.). The more teachers value PBIS and
implement it in the classrooms, the more confidence they will build in their ability to implement
PBIS.
Self-efficacy
Bandura (2006) describes self-efficacy as confidence, or feelings of self-efficacy; these
feelings drive persistence. If an individual has a lack of self-efficacy regarding his ability to carry
out a task, he will likely avoid the task. At the same time, if an individual feels a high sense of
self-efficacy, he is more likely to persist through the task until his goal is accomplished (Schunk,
et al., 2012). People who are confident often also have high self-efficacy and are willing to
expend mental effort to learn what they need to know to accomplish a task. When people lack
confidence, they have low self-efficacy and are less likely to engage in the learning necessary to
accomplish a task (Bandura, 2006; Schunk et al., 2012). Self-efficacy influences are as follows:
● Teachers are confident in their ability to provide effective, engaging instruction
25

that adapts to student needs.
● Teachers are confident in their ability to create a safe, welcoming physical
environment for students that is conducive to learning.
● Teachers are confident in their ability to praise and reward appropriate student
behavior.
● Teachers are confident in their ability to create and consistently enforce rules and
procedures and provide clear expectations.
Teachers are more motivated to implement PBIS strategies when they have confidence in
their ability to carry them out. When teachers experience success with their students with PBIS,
their confidence in their own ability increases, as do students’ positive classroom behaviors
(Vanparys et al., n.d.). Teachers’ feelings of self-efficacy and anxiety are often mirrored by their
students, leading to more problems with negative student behavior, which, in turn, further
decreases teacher self-efficacy (Medina et al., n.d.; Vanparys et al., n.d.). Increased self-efficacy
makes teachers more effective at planning and classroom management, and also makes them
more tolerant of challenging behaviors, so that they can handle difficult issues more calmly
(Medina et al., n.d.). When teachers have success with implementing PBIS strategies in the
classroom and feel confident in their ability to implement PBIS, they will tend to have a positive
mood regarding the implementation of PBIS.

26

Mood
Mood is a person’s general feeling, whether positive or negative. Mood is not always
predictable, and people cannot always understand why their mood is what it is on any given day
(Schunk et al., 2012). A good, or positive, mood tends to make a person feel positive about the
tasks in which they engage. However, if a person is in a negative mood, those negative feelings
may be associated with whatever tasks they engage in during their negative mood (Schunk et al.,
2012). Positive experiences and success with tasks associated with PBIS can lead to positive
mood in teachers. Mood influences for the study are as follows:
● Teachers feel positive about providing effective, engaging instruction that adapts
to student needs.
● Teachers feel positive about creating a safe, efficient, welcoming physical
environment for students in the classroom that is conducive to learning.
● Teachers feel positive about rewarding and praising appropriate student behavior.
● Teachers feel positive about creating and consistently enforcing rules and
procedures and providing clear expectations.
When teachers are successful in their daily practice with students, they tend to be in a
positive mood; in turn, a teacher’s mood influences the way they perform at work. Therefore a
positive mood could lead to success, whereas a negative mood could lead to frustration and
difficulty in the classroom (Williams-Washington & Bartee, n..d.). A negative mood could also
reduce teachers’ motivation to participate in work they view as being too difficult or extra,
making them unlikely to take on learning about and attempting to implement PBIS, which may
be different from their current classroom practice and beliefs about discipline (Williams-
Washington & Bartee, n.d.). A supportive and positive school culture, sufficient training and
27

ongoing metacognitive reflection, and necessary resources help to positively influence teacher
mood, therefore it is imperative that a comprehensive PBIS implementation be in place to
encourage teacher success and positive teacher mood (Williams-Washington & Bartee, n.d.).
Teachers have a more positive mood when they experience improved student behavior,
smoother classroom transitions, and fewer interruptions to instruction due to student behavior.
Teachers’ positive mood due to success with PBS will increase their interest in persisting in PBS
and their value of PBS. Table 3 shows the influences and the related literature.

28

Table 3
Summary of Assumed Motivation Influences
Assumed motivation influences Research literature
Value
Teachers value providing effective,
engaging instruction that adapts to
student needs.

Teachers value creating a safe, welcoming
physical environment for students that is
conducive to learning.

Teachers value using rewards and praising
students who exhibit appropriate
behavior.

Teachers value creating and consistently
enforcing rules and procedures and
providing clear expectations.

Hansen, J., & Lee, D. (n.d.).
Relationship between teacher
perception of positive behavior
interventions support and the
implementation process.
ProQuest Dissertations
Publishing. Retrieved from
http://search.proquest.com/docvie
w/1535283846/

Self-efficacy
Teachers are confident in their ability to
provide effective, engaging instruction
that adapts to student needs.

Teachers are confident in their ability to
create a safe, welcoming physical
environment for students that is
conducive to learning.

Teachers are confident in their ability to
praise and reward appropriate student
behavior.

Vanparys Couet, J., Little, S.,
Lionetti, T., & Trocchio, T.
(n.d.). The Effects of Positive
Behavior Intervention and
Supports on Teacher Self-
Efficacy and Teaching Anxiety.
ProQuest Dissertations
Publishing. Retrieved from
http://search.proquest.com/docvie
w/1518144427/
Medina, L., Johnson, J., DeVore,
D., & Steinberg, S. (n.d.). The
Effects Classroom Experiences
29

Assumed motivation influences Research literature
Teachers are confident in their ability to
create and consistently enforce rules and
procedures and provide clear
expectations.
and Student Conduct Have on a
Teacher’s Self-Efficacy in
Schools With Positive Behavior
Interventions and Supports
(PBIS). ProQuest Dissertations
Publishing. Retrieved from
http://search.proquest.com/docvie
w/1895098612/
Mood
Teachers feel positive about providing
effective, engaging instruction that
adapts to student needs.

Teachers feel positive about creating a
safe, efficient, welcoming physical
environment for students in the
classroom that is conducive to learning

Teachers feel positive about rewarding and
praising appropriate student behavior

Teachers feel positive about creating and
consistently enforcing rules and
procedures and providing clear
expectations.
Williams-Washington, D., &
Bartee, R. (n.d.). An analysis of
teachers’ mood and school
culture in relation to the
absenteeism of elementary school
faculty members. ProQuest
Dissertations Publishing.
Retrieved from
http://search.proquest.com/docvie
w/304939272/

Organization
Organizational goals rely on the interaction between effective processes and material
resources specific to the context of the culture that is specific to the organization (Clark & Estes,
2008). People’s skills and motivation are not enough on their own to achieve goals; there must
also be efficient processes and material resources (Clark & Estes, 2008). Organizational factors
must work in tandem with people’s skills and knowledge and motivation to achieve the desired
outcome (Clark & Estes, 2008). This section of the literature review will discuss resources,
30

policies and procedures, cultural setting, and cultural models and their relation to teacher
implementation of PBIS.
Resources
Material resources, the actual supplies and equipment to get the work done, are necessary
to achieve goals (Clark & Estes, 2008). Often, material resources are not considered when
looking at a gap in performance; however, according to Clark and Estes (2008), processes and
material resources should not be overlooked as a possible cause of lack of performance. It can be
assumed that SA may not provide the necessary resources for teachers to achieve their goal of
effectively implementing PBIS in the classroom. In this case, teachers may not be able to fully
implement PBIS, despite having the knowledge and motivation to do so. The following are
resource influences:
● There are appropriate resources to support teachers in providing effective,
engaging instruction that adapts to student needs.
● There are appropriate resources to support teachers in creating a safe, efficient,
welcoming physical environment that is conducive to student learning.
● There are appropriate resources to support teachers in using rewards and praise to
build student confidence and reinforce appropriate behavior.
● There are appropriate resources to support teachers in creating and consistently
enforcing a set of rules and procedures so students are aware of what is expected
of them.
Appropriate resources, including time to plan, collaborate, and receive training, are
necessary for successful teacher implementation of PBIS. Lack of time for teacher collaboration
and planning use of PBIS strategies hinders the implementation of PBIS by teachers (de Jong et
31

al., 2016). Clark and Estes (2008) state that for successful implementation of any new skill or
program, training must happen, and it must be transferable to the performance of the expected
task. Therefore, the school’s PBIS plan must include a comprehensive professional development
component that is ongoing and includes opportunities for planning, reflection, observation, and
feedback. Time and opportunity to collaborate are important because teachers rely on each other
for help and support, and when they have a strong social network, they have a stronger
commitment to the school (de Jong et al., 2016). Time for teachers to collaborate regarding PBIS
should be planned when implementing PBIS. Resources, especially time for collaboration, will
help in achieving the organizational goal of 100% of teachers implementing PBIS, in conjunction
with policies and procedures established as a guideline for teachers in their implementation of
PBIS.
Policies and Procedures
Policies are the rules and guidelines established by an organization in order to achieve
organizational goals, and procedures are the regular methods used to implement the
organization’s policies (BusinessDictionary.com, 2018; Clark & Estes, 2008). Used together,
policies and procedures ensure that an organization's mission and vision are brought to life
through action, beliefs, and culture (BusinessDictionary.com, 2018). If it is assumed that SA
does not have firm policies and procedures in place for positive behavior intervention and
support, there will be a gap in performance with regard to PBIS. Policies and procedures
influences are as follows:
● Policies are aligned to support teachers in providing effective, engaging instruction that
adapts to student needs.
● Policies are aligned to support teachers in creating a safe, efficient, welcoming physical
32

environment that is conducive to student learning.
● Policies are aligned to support teachers in using rewards and praise to build student
confidence and reinforce appropriate behavior.
● Policies are aligned to support teachers in creating and consistently enforcing a set of
rules and procedures so students are aware of what is expected of them.
Organizational policies and procedures help guide teachers in their implementation of
PBIS. The school’s PBIS plan needs to be schoolwide and cannot happen in one shot; it has to
happen in phases and it has to be familiar to and supported by all stakeholders through every
stage: adoption, implementation, commitment, and self-sustaining and regenerating (Sugai &
Horner, 2009). PBIS is a long-term cultural change, and every school policy and procedure must
shift to allow for new PBIS strategies to be put into place (Sugai & Horner, 2009). Documenting
and communicating the organization’s expectations through principles and procedures is crucial
to the achievement of the organizational goal. Teachers will be more likely to follow policy and
procedure as laid out by the organization if the cultural setting supports those policies and
procedures.
Cultural Setting
Cultural setting is the context created when a group of people get together and work in
the same space to achieve the same goal (Gallimore & Goldenberg, 2001). Clark and Estes
(2008) define cultural setting in a work environment as the core values, beliefs, and procedures
people develop together over time as they work toward a common goal; and Rueda (2011)
defines cultural setting as the who, what, when, where, why, and how of daily routines within an
organization. Rueda (2011) suggests that all of these components are interconnected and when
there is a change to one, the entire organization is affected. To examine and influence
33

performance, the organizational environment should be considered along with the knowledge,
skills, and motivation of the people within the organization (Clark & Estes, 2008). Therefore, it
is important to look at the cultural setting at SA for assumed causes that may lead to performance
gaps in the implementation of PBIS. The following are cultural setting influences:
● The activities in which teachers engage with regard to providing effective, engaging
instruction are aligned with the goals of the organization.
● The activities teachers do to create a safe, efficient, welcoming physical environment for
students are aligned with the goals of the organization.
● The activities teachers do to reward and praise students to build confidence and reinforce
appropriate behavior are aligned with the goals of the organization.
● The activities teachers do to create and consistently enforce a set of rules and procedures
and to make students aware of expectations are aligned with the goals of the organization.
When teachers feel that they are a part of the cultural setting at their school, they will
work harder and be more invested in organizational goals. A positive and inclusive cultural
setting makes teachers feel more valued, therefore increasing their belief in the values of the
organization (de Jong et al., 2016). Teachers are more committed to working hard to achieve the
goals of an organization they feel valued by and believe in (de Jong et al., 2016). The cultural
setting of the school affects teacher implementation of PBIS. If the cultural setting of the
organization promotes the consistent implementation of PBIS strategies, teachers are more likely
to consistently implement PBIS, and, as a result, PBIS will become part of the cultural model at
the school.

34

Cultural Models
Gallimore and Goldenberg (2001) suggest that a cultural model is a shared way of
thinking, a shared norm that has developed over time. Cultural models define for members of an
organization or cultural group the way things should be, and often those ways of being are so
familiar and deeply ingrained that they are invisible (Gallimore & Goldenberg, 2001). Rueda
(2001) states that cultural models are dynamic and adapt to change with time and the influence of
people within the organization, and that cultural models also have the power to shape the
structure of an organization. The following are cultural model influences:
● There is a culture conducive to teachers creating a safe, efficient, welcoming physical
environment for students in the classroom that is conducive to learning. Shared values
and beliefs are aligned.
● There is a culture conducive to teachers using rewards and praise to build student
confidence and reinforce appropriate behavior. Shared values and beliefs are aligned.
● There is a culture conducive to creating and consistently enforcing a set of rules and
procedures so students are aware of what is expected of them. Shared values and beliefs
are aligned.
If the foundations of a new program align with the shared values and beliefs of an
organization, individuals are more likely to implement the program. Many teachers, and
consequently many school cultures, have long held that discipline should involve the use of
negative consequences for inappropriate behavior (Hansen, 2014). Because of this common
belief in educational environments, garnering teacher buy-in for PBIS can be difficult (Hansen,
2014). PBIS must become part of everything this school does so that it can become the cultural
model and teachers and students know that positive behavior support is the way all challenging
35

behaviors are dealt with (Hansen, 2014). With time and consistent PBIS implementation,
classroom and school culture becomes more positive overall, resulting in deeper commitment
from teachers, staff, and students (kickboardforschools.com, n.d.). Conversely, when there is a
lack of total support from school culture, there is a lack of buy-in from staff and PBIS will never
become ingrained in the school culture (Hansen, 2014).
The summary of assumed organizational influences on teachers’ expected critical
behaviors when implementing PBIS is demonstrated in Table 4. Table 4 shows the assumed
organizational influences at SA of resources, policies and procedures, cultural setting, and
cultural model.

36

Table 4
Summary of Assumed Organization Influences
Assumed organization influences Research literature
Resources
There are appropriate resources to support
teachers in providing effective, engaging
instruction that adapts to student needs.

There are appropriate resources to support
teachers in creating a safe, efficient,
welcoming physical environment that is
conducive to student learning.

There are appropriate resources to support
teachers in using rewards and praise to
build student confidence and reinforce
appropriate behavior.

There are appropriate resources to support
teachers in creating and consistently
enforcing a set of rules and procedures so
students are aware of what is expected of
them.

Rueda, R., 2011; Clark & Estes, 2008, de Jong,
K. J., Moolenaar, N. M., Osagie, E., & Phielix,
C., 2016
Policies, Processes, & Procedures
Policies are aligned to support teachers in
providing effective, engaging instruction
that adapts to student need

Policies are aligned to support teachers in
creating a safe, efficient, welcoming
physical environment that is conducive to
student learning.

Policies are aligned to support teachers in
using rewards and praise to build student
Sugai, G., & Horner, R. (n.d.). Responsiveness-
to-Intervention and School-Wide Positive
Behavior Supports: Integration of Multi-Tiered
System Approaches. Exceptionality, 17(4),
223–237. doi:10.1080/09362830903235375

37

Assumed organization influences Research literature
confidence and reinforce appropriate
behavior.

Policies are aligned to support teachers in
creating and consistently enforcing a set
of rules and procedures so students are
aware of what is expected of them.
Cultural model
There is a culture conducive to teachers
creating a safe, efficient, welcoming
physical environment for students in the
classroom that is conducive to learning.
Shared values and beliefs are aligned.

There is a culture conducive to teachers
using rewards and praise to build student
confidence and reinforce appropriate
behavior. Shared values and beliefs are
aligned.

There is a culture conducive to creating
and consistently enforcing a set of rules
and procedures so students are aware of
what is expected of them. Shared values
and beliefs are aligned.
Hansen, J., & Lee, D. (n.d.). Relationship
between teacher perception of positive behavior
interventions support and the implementation
process. ProQuest Dissertations Publishing.
Retrieved from
http://search.proquest.com/docview/153528384
6/
Cultural setting
The activities in which teachers engage
with regard to providing effective,
engaging instruction are aligned with the
goals of the organization.

The activities teachers do to create a safe,
efficient, welcoming physical
environment for students are aligned with
the goals of the organization.

The activities teachers do to reward and
praise students to build confidence and
reinforce appropriate behavior are
How to set consistent expectations to improve
student behavior. Kickboard Blog. Retrieved
from
https://www.kickboardforschools.com/blog/pos
t/the-value-of-consistent-expectations
38

Assumed organization influences Research literature
aligned with the goals of the
organization.

The activities teachers do to create and
consistently enforce a set of rules and
procedures so students are aware of
expectations are aligned with the goals of
the organization.

The knowledge, motivation, and organizational factors explained throughout Chapter
Two will serve as the basis for the instruments and methods described in Chapter Three.

39

Chapter Three: Methodology
The purpose of the study was to conduct a gap analysis to examine the knowledge,
motivation, and organization assets and needs of SA’s teachers in implementing the school’s
PBIS plan. From this needs assessment, the school will revise the existing PBIS plan and
implement the new program to support teachers handling disciplinary and social-emotional
issues in the classroom. The analysis focused on the causes of this problem due to gaps in the
areas of knowledge and skill, motivation, and organizational issues. The analysis began by
generating a list of possible or assumed causes and then by examining these systematically to
focus on actual or validated causes.
The questions the gap analysis answered are:
1. What is the current status of SA teachers’ knowledge and skills, motivation, and
organizational assets and needs to implement the PBS plan and reduce the number of
discipline referrals to 0 by June 2024?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Conceptual and Methodological Framework
The conceptual and methodological framework used in this study is the research-based
performance improvement strategy, or gap analysis, laid out by Clark and Estes (2008), as well
as the four levels of evaluation, as described by Kirkpatrick and Kirkpatrick (2016). A mixed
method of data gathering and analysis was to evaluate teachers’ current performance in relation
to their performance goals in the areas of knowledge, motivation, and organizational resources.
SA teachers’ current performance was validated by using interviews, and document analysis.
Research-based solutions have been recommended based on the outcome of the study.
40

Clark and Estes (2008) suggest that it is important to note perceptions about barriers to
closing gaps in performance. The gap analysis also considered documentation and data pertinent
to the goal and made connections between the analysis of these data and the lack of performance
that caused the gap (Clark & Estes, 2008). To evaluate and address gaps in performance, Clark
and Estes have developed the gap analysis model, which consists of seven steps. The process
illustrated in 1 is as follows:
● Step 1: Goals--Identify measurable performance goals
● Step 2: Current Performance Status--Quantify the current achievement at each
level
● Step 3: Gaps--Determine gaps between goals and current performance
● Step 4: Causes--Hypothesize and validate how each of the three known causes of
performance gaps--knowledge and skills, motivation, and organization--impact
the gap
(The following steps are not included in this chapter, but are included in Chapters Four and Five
of this study.)
● Step 5: Solutions--Recommended proposed solutions to close the gap
● Step 6: Implementation--Plan for implementing proposed solutions
● Step 7: Evaluate and modify for continued improvement

41

Figure 1
Sequence and Steps of the Gap Analysis Process

Assessment of Performance Influences
To examine the implementation of the PBIS plan at SA, Clark and Estes’ (2008) “Big
Three” causes of performance gaps was used. These assumed causes, discussed in Chapter Two,
are knowledge and skills, motivation to achieve the goal, and organizational barriers that may
impede the achievement of the goal (KMO) (Clark & Estes, 2008). The purpose of this KMO
gap analysis was to identify whether all teachers at SA have sufficient knowledge, motivation,
and organizational support to accomplish their goals (Clark & Estes, 2008). The KMO tables
depict the assumed causes of the gap and the methods of assessment, including surveys,
interviews, and document review.
Knowledge Assessment
In conducting this gap analysis, it was important to determine if teachers know the who,
what, when, where, why, and how necessary to achieve their performance goals (Clark & Estes,
2008). The assumed knowledge influences were drawn from Chapter Two’s Assumed
Knowledge Influence table (Table 2). Anderson and Krathwohl’s (2001) Taxonomy for learning,
42

teaching, and assessing, which was used to assess teacher knowledge, categorizes knowledge
into four domains: 1) factual knowledge, 2) conceptual knowledge, 3) procedural knowledge,
and 4) metacognitive knowledge (Anderson & Krathwohl, 2001). The declarative factual,
conceptual, procedural, and metacognitive knowledge types were assessed using multiple choice
survey items, created using Anderson and Krathwohl’s (2001) knowledge assessment table.
Teachers were interviewed to obtain further data on teacher implementation of PBIS at SA. In
addition, documents were reviewed to confirm current organizational expectations and processes.

43

Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed
knowledge
influences
Survey items Interview items Document review
Factual
Teachers know
what PBIS is.
Teachers know
the components
of PBIS.
Teachers know
what student
engagement
means (CB1).

Teachers know
what the
standards are for
their content
and student
grade level
(CB1).

Teachers know
what it means to
differentiate
instruction
(CB1).

Teachers know
components of
The following
are
components
of positive
behavior
interventions
and supports,
EXCEPT a)
Classroom
environment,
b) Rules and
procedures,
c) Engaging,
standards-based
instruction,
d) Clear
expectations,
e) List of
consequences
for breaking
rules
Differentiation
of instruction
is
P. Tell me about PBIS.
FU. Tell me about your
discipline policy in the
classroom.

P. Tell me about how you
engage students in
lessons.

P. How do you deal with
students who are at
different skill levels?

P. What can you tell me
about the physical
environment in your
classroom?
FU. How do you think
your classroom
environment might be
connected to student
behavior?
Do you use a reward
system in your classroom?

44

Assumed
knowledge
influences
Survey items Interview items Document review
safe physical
environment
(CB2).

Teachers know
components of
efficient
physical
environment in
the classroom
(CB2).

Teachers know
what it means to
create a
welcoming
physical
environment
(CB2).

Teachers know
what
appropriate
classroom
behavior is
(CB3).

Teachers know
best practices
for rewarding
student behavior
(CB3).

___________
_
a) recognizing
the diversity
of learners in
your
classroom and
planning
instruction
accordingly
b) giving some
students
easier work
that they can
understand
and some
more
challenging
work
c) Allowing for
group work so
that students
can support
each other’s
learning d)
All of the
above except
b e) all of the
above except
c
Which of the
following are
best practices
If so, please describe it. If
not, why not?

FU. Talk about classroom
procedures.

FU. Explain what it means
to set clear expectations.
45

Assumed
knowledge
influences
Survey items Interview items Document review
Teachers know
what it means to
praise
appropriate
student behavior
(CB3).

Teachers know
the components
of effective
classroom rules
(CB4).

Teachers know
what effective
classroom
procedures are
(CB4).

Teachers know
what it means to
set clear
expectations
(CB4).

for rewarding
student
behavior?
Choose all
that apply. a)
Tell them
they will get a
prize if they
behave
appropriately
b) When
students
behave
appropriately,
offer an
unexpected
reward. c) Be
clear about
why the
student is
being
rewarded. d)
If the whole
class is doing
well,
acknowledge
the group. e)
If the whole
group is doing
well except a
few, exclude
them from the
reward.
46

Assumed
knowledge
influences
Survey items Interview items Document review

Conceptual
Teachers
understand the
relationship
between
instruction,
student
engagement,
and
achievement
(CB1).

Teachers
understand the
relationship
between
physical
environment
and student
behavior (CB2).

Teachers
understand the
relationship
between
praise/reward
and appropriate
student behavior
(CB3).
The purpose of
engaging
instruction is
a) increasing
student
achievement
b) increasing
student
interest c)
decreasing
behavioral
issues d) all
of the above
e) none of the
above
What features
of the
classroom’s
physical
environment
are beneficial
to students?
Choose all
that apply. a)
classroom
configuration
b) classroom
temperature
c) classroom
P. Discuss the relationship
between teacher
behaviors and student
behaviors.
FU. What teacher
behaviors do you think
encourage the best
student behavior?
FU. How do you think the
physical classroom
environment might
influence student
behavior?
FU. What is your opinion
on individual classroom
rules?

47

Assumed
knowledge
influences
Survey items Interview items Document review

Teachers
understand the
relationship
between
consistent
classroom rules
and student
behavior (CB4).

Teachers
understand the
relationship
between
consistent
classroom
procedures and
student behavior
(CB4).

lighting d)
Classroom
tidiness e)
Classroom
decor
Why are clear
classroom
expectations
important? a)
Increased
student
confidence,
feelings of
safety b)
fewer
students
referred to the
office c)
Teachers are
able to see
problem
behaviors
more clearly
d) all of the
above e) none
of the above

Procedural
Teachers know
how to develop
lessons that will
engage students,
Only interviews
will be
conducted for
P. How do you plan
lessons?

48

Assumed
knowledge
influences
Survey items Interview items Document review
adapt to
different student
needs, and
promote student
achievement
(CB1).

Teachers are able
to create
effective
learning spaces
in the classroom
(CB2).

Teachers are able
to carry out
effective praise
and rewards for
appropriate
student behavior
(CB3).

Teachers are able
to create a set of
class rules and
consistently
enforce them
(CB4).

Teachers are able
to create a set of
class procedures
and consistently
procedural
knowledge

FU. What factors do you
consider?

P. What is the thinking
behind the design of your
classroom?
FU. In what configuration
does the classroom best
function?
P. How do you
communicate to your
students what is expected
of them in different areas
(i.e. behavior, classwork,
procedures, etc…)
49

Assumed
knowledge
influences
Survey items Interview items Document review
implement them
(CB4).

Teachers are able
to set clear
classroom
expectations
and consistently
enforce them
(CB4).

Metacognitive
Teachers reflect
on the
effectiveness of
their lessons,
student
engagement
during their
lesson, and
student learning
through review
of student
behavior and
analysis of
student
assessment
results (CB1).

Teachers monitor
the
Only interviews
will be
conducted for
metacognitive
knowledge

P. Talk about how you
evaluate whether or not
a lesson is working in
the classroom.
P. How do you monitor
whether or not your
classroom configuration
is influencing student
behavior and/or
achievement?
P. Discuss your process
for monitoring the
effectiveness of your
rewards system (rewards
not necessarily
tangible).
P. Discuss how you
monitor the
SA PD Plan
50

Assumed
knowledge
influences
Survey items Interview items Document review
effectiveness of
their classroom
setup in terms
of achievement
(CB2).

Teachers monitor
the safety of
their
classrooms’
physical
environment
(CB2).

Teachers reflect
on the level of
comfort/welcom
e in their
classroom
environment
(CB2).

Teachers monitor
the
effectiveness of
their approach
to praising and
rewarding
appropriate
student behavior
(CB3).

effectiveness of your
classroom rules.
FU. Do you alter your
rules as a result of
monitoring?
P. Talk about how you
monitor your own
methods for holding
students accountable for
classroom expectations.
51

Assumed
knowledge
influences
Survey items Interview items Document review
Teachers monitor
the
effectiveness of
their classroom
rules (CB4).

Teachers monitor
the
effectiveness of
their classroom
procedures
(CB4).

Teachers reflect
on how they
keep students
accountable for
classroom
expectations
(CB4).

Note. P=primary questions; FU=follow-up questions

Motivation Assessment
Motivation is the process of instigating and sustaining of goal-directed activity (Schunk
et al., 2012). Clark and Estes (2008) discuss the way motivation influences the achievement of
goal-directed behavior: 1) The stakeholder must choose to work toward a goal, 2) the stakeholder
must persist in the work of accomplishing the goal, and 3) the stakeholder must invest mental
effort to achieve the goal. In Table 3 in Chapter Two of this study, the assumed motivation
influences shown below in Table 6 were discussed. Also shown in Table 6 are survey questions
52

and interview questions that were conducted to assess teacher motivation.
People will engage in what they believe is valuable to them, despite any difficulties they
might encounter in performing the task (Clark & Estes, 2008). To measure teacher value of PBIS
strategies, survey items for value were created using Qualtrics sliding scale. The assessment of
value was developed for teachers to rate how they value components of and processes
established in the school’s PBIS plan, as itemized in Table 6.
Self-efficacy, as defined by Bandura (2006), is a person’s judgment of their capabilities,
or the confidence one has in their ability to accomplish the task. Self-efficacy was assessed using
Bandura’s rating scale for confidence in doing the work to accomplish the goal (Bandura, 2006).
Mood (how positive or negative one feels, unrelated to the task) (Schunk et al., 2012) was
assessed using a Qualtrics sliding scale on how positive or negative teachers feel about the
components and processes of PBIS, as itemized in Table 6.

53

Table 6
Summary of Motivation Influences and Method of Assessment
Assumed
motivation
influences
Survey items Interview items

Document review
Value
Please rate the extent to
which you value the
following using the
scale below:
0 Do not value at all
1
2
3
4
5 Moderately value
6
7
8
9
10 Highly value
Only survey and
document review will
be conducted for
Motivation

Teachers value
providing
effective,
engaging
instruction that
Providing effective,
engaging instruction
that adapts to student
needs.

54

Assumed
motivation
influences
Survey items Interview items

Document review
adapts to
student needs.

Teachers value
creating a safe,
welcoming
physical
environment
for students
that is
conducive to
learning.

Teachers value
using rewards
and praising
students who
exhibit
appropriate
behavior.

Teachers value
creating and
consistently
enforcing rules
and procedures
and providing
clear
expectations.

Creating a safe,
welcoming physical
environment for
students that is
conducive to learning.

Using a rewards system.

Creating and
consistently enforcing
rules and procedures
and providing clear
expectations.

Teachers’ rules
posted in
classrooms

55

Assumed
motivation
influences
Survey items Interview items

Document review
Self-efficacy
Using the scale below,
please rate how
confident you are that
you can do the
following right now:
0 Not at all confident
1
2
3
4
5 Moderately Confident
6
7
8
9
10 Highly Confident

Teachers are
confident in their
ability to provide
effective,
engaging
instruction that
adapts to student
needs.

Teachers are
Providing effective,
engaging instruction that
adapts to student needs.

56

Assumed
motivation
influences
Survey items Interview items

Document review
confident in their
ability to create a
safe, welcoming
physical
environment for
students that is
conducive to
learning.

Teachers are
confident in their
ability to praise
and reward
appropriate
student behavior.

Teachers are
confident in their
ability to create
and consistently
enforce rules and
procedures and
provide clear
expectations.
Creating a safe,
welcoming physical
environment.

Praising and rewarding
appropriate student
behavior.

Creating and
consistently enforcing
rules and procedures.
Mood
Using the scale below,
please rate how positive
you feel about doing the
following:
0 Not positive at all
1
2
3

57

Assumed
motivation
influences
Survey items Interview items

Document review
4
5 Moderately positive
6
7
8
9
10 Highly positive

Teachers feel
positive about
providing
effective,
engaging
instruction that
adapts to
student needs.

Teachers feel
positive about
creating a safe,
efficient,
welcoming
physical
environment
for students in
the classroom
that is
conducive to
learning
Providing effective
instruction
Providing engaging
instruction
Providing instruction
that adapts to student
needs
Creating a safe,
welcoming classroom
environment

Rewarding and praising
students for
appropriate behavior.

58

Assumed
motivation
influences
Survey items Interview items

Document review

Teachers feel
positive about
rewarding and
praising
appropriate
student
behavior

Teachers feel
positive about
creating and
consistently
enforcing rules
and procedures
and providing
clear
expectations.

Creating rules and
procedures for
students.
Providing clear
expectations.
Consistently enforcing
rules and procedures.

Organization/Culture/Context Assessment
According to Clark and Estes (2008), organizational barriers sometimes outweigh or
negate lack of knowledge/skills or motivation as causes of gaps in performance. Assumed
organizational barriers were identified in Chapter Two of this study (Chapter Two, Table 4). The
method of assessment by influence is shown in Table 7. Surveys and interviews were used as
instruments to measure the influence of resources, policies, processes and procedures, and
culture.
Resources are supplies and equipment that are needed to accomplish tasks that will lead
to achieving the goal (Clark & Estes, 2008). Resources were assessed using the Likert scale to
59

determine the extent to which teachers feel they have sufficient tangible resources to accomplish
the goal of implementing PBIS in the classroom and reducing referrals to the office.
Policies, processes, and procedures are guidelines set by the governing body of the
organization with the intent of supporting the organizational goals (BusinessDictionary.com,
2017). Also using a Likert scale, teachers were asked to what extent they agree or disagree that
policies, processes, and procedures at SA support the successful implementation of PBIS in the
classroom and elsewhere on campus.
Culture, as defined by Clark and Estes (2008), is core values and beliefs developed over
time within a work environment. Culture was assessed using a Likert scale to determine to what
extent teachers agree or disagree with statements regarding how organizational culture influences
and supports PBIS implementation. Interviews and document reviews were also conducted in
order to assess the extent to which culture supports the implementation of PBIS, as shown in
Table 7.

60

Table 7
Summary of Organization Influences and Method of Assessment
Assumed
organization
influences
Survey items Interview items
Resources
Using the scale below, rate the extent to which you agree or disagree with the following
statements regarding the resources you have for implementing PBIS:
1 Strongly disagree
2 Moderately disagree
3 Neither agree nor disagree
4 Moderately agree
5 Strongly agree
There are appropriate
resources to support
teachers in
providing effective,
engaging
instruction that
adapts to student
needs.

There are appropriate
resources to support
teachers in creating
a safe, efficient,
welcoming physical
The school provides resources,
such as printed and manipulative
materials, for teachers to provide
engaging instruction.
The school provides materials and
professional development for
teachers to create a safe,
welcoming environment in the
classroom--such as posters,
butcher paper, poster paper, art
supplies, time for room
preparation.
The school provides materials for
teachers to give rewards to
students for appropriate

61

Assumed
organization
influences
Survey items Interview items
environment that is
conducive to
student learning.

There are appropriate
resources to support
teachers in using
rewards and praise
to build student
confidence and
reinforce
appropriate
behavior.

There are appropriate
resources to support
teachers in creating
and consistently
enforcing a set of
rules and
procedures so
students are aware
of what is expected
of them.

behavior, such as certificates,
charts, stamps, and stickers.
The school provides resources to
teachers to create and enforce
rules, such as materials for
parent mailings, paper and
laminators to post rules, support
staff to help with phone calls,
time to collaborate with
colleagues.
Policies, Processes, & Procedures
Using the scale below, rate the extent to which you agree or disagree with the following
statements regarding the school’s policies and procedures for PBIS implementation:
1 Strongly disagree
2 Moderately disagree
62

Assumed
organization
influences
Survey items Interview items
3 Neither agree nor disagree
4 Moderately agree
5 Strongly agree
Policies are aligned to
support teachers in
providing effective,
engaging
instruction that
adapts to student
need

Policies are aligned to
support teachers in
creating a safe,
efficient,
welcoming physical
environment that is
conducive to
student learning.

Policies are aligned to
support teachers in
using rewards and
praise to build
student confidence
and reinforce
appropriate
behavior.

Policies are aligned to
support teachers in
SA’s policies align with the goal
of providing effective, engaging
instruction that adapts to student
needs in order to prevent
behavioral acting out.
SA’s policies align with the goal
of every teacher creating a safe,
welcoming environment for
students.
SA’s policies align with
supporting teachings in
consistently enforcing rules and
procedures
Policies and procedures regarding
PBIS are written and published
for all to see.

To what extent do you agree or
disagree that policies, processes,
and procedures at SA support
the successful implementation of
PBIS in the classroom and
elsewhere on campus

63

Assumed
organization
influences
Survey items Interview items
creating and
consistently
enforcing a set of
rules and
procedures so
students are aware
of what is expected
of them.

Cultural model
Using the scale below, rate the extent to which you agree or disagree with the following
statements regarding the culture of SA regarding implementing PBIS:
1 Strongly disagree
2 Moderately disagree
3 Neither agree or disagree
4 Moderately agree
5 Strongly agree
There is a culture
conducive to teachers
creating a safe, efficient,
welcoming physical
environment for students
in the classroom that is
conducive to learning.
The culture of the
school supports
teachers in creating a
safe, efficient,
welcoming physical
environment
conducive to student
learning.
P. To what extent does SA’s culture
support you focusing on creating a
safe, welcoming environment in your
classroom to support implementation
of PBIS?
FU. What kinds of support do you get
from administration in creating a
64

Shared values and beliefs
are aligned.

There is a culture
conducive to teachers
using rewards and praise
to build student
confidence and reinforce
appropriate behavior.
Shared values and beliefs
are aligned.

There is a culture
conducive to creating and
consistently enforcing a
set of rules and
procedures so students are
aware of what is expected
of them. Shared values
and beliefs are aligned.
The school supports
me using praise and
rewards in the
classroom to
reinforce appropriate
behavior.
The school supports
me setting and
enforcing my own
set of rules inside
the classroom, as
well as the
enforcement of
school rules.

safe, welcome classroom
environment?
Participating Stakeholders and Sample Selection
The stakeholder group of focus for this paper evaluating the PBIS plan at SA were
teachers. At SA, there are 21 teachers. All teachers who carry rosters and teach at least 4 classes
in their own classroom were asked to participate in the survey and to participate in a follow-up
interview.
Sampling
This study used typical purposive sampling, as described by Merriam and Tisdell (2016).
Only those teachers who worked in the setting of interest--those who taught at least four classes
in their own classrooms--were identified. As there were only 21 teachers in the entire faculty at
SA at the time of the study, and three of them were RSP teachers who did not teach classes, but
65

rather followed their students to offer support, only 18 teachers were asked to participate in the
survey, and 17 out of the 18 responded to the survey.
Recruitment
For the purpose of this study, the sampling strategy sought out all teachers who had their
own classrooms and taught at least four classes through announcements at faculty meetings. This
evaluation was not only being used for this study, but was primarily being conducted as part of
the school’s evaluation of its behavior support strategies. The survey was anonymous and was
conducted online.
Instrumentation
The types of instrumentation used for this study were a survey, an interview, and
document analysis.
Survey Design
Survey items were constructed to measure whether there is a gap in assumed causes by
using Clark and Estes’ (2008) KMO framework. For each assumed cause, using the critical
behavior of the teachers, survey items were developed. The survey contained 30 survey items: 10
items relating to teacher knowledge, 10 items relating to motivation, and 10 items for
organizational factors. The survey is shown in Tables 5, 6, and 7, and was developed using
Chapter Two’s literature review. The survey was distributed to all roster-carrying teachers who
taught at least four classes in their own classroom using the Qualtrics online software
application.
Knowledge and Skills
In order to determine if there was a gap in the teachers’ knowledge in the implementation
of the school’s PBIS plan, the survey items for assumed knowledge influences were created
66

using Anderson and Krathwohl’s (2001) knowledge assessment table as shown in Table 5. The
survey items were categorized using factual, conceptual, procedural, and metacognitive
knowledge. The knowledge and skills items consisted of general questions about basic
components of PBIS, the purpose of positive behavior support, and metacognitive strategies
used. Teachers were also asked for basic knowledge of the school’s plan. An example of a
factual knowledge survey question is “The following are components of positive behavior
interventions and supports, EXCEPT a) Classroom environment, b) Rules and procedures, c)
Engaging, standards-based instruction, d) Clear expectations, e) List of consequences for
breaking rules”
Motivation
To determine if there is a gap in motivation with teachers’ implementation of PBIS,
survey items were constructed to measure the extent to which teachers valued PBIS and the
school’s PBIS plan, the extent to which teachers had confidence in their ability to implement
components of PBIS in their classrooms, and teachers’ moods.
Qualtrics sliding scale (from 0=do not value at all to 10= highly value) was used to assess
value. Qualtrics sliding scale (from 0=not positive at all to 10= highly positive) was used to
measure mood assumed influences. Bandura’s (2006) self-efficacy scale (from 0=not confident
at all to 10=highly confident) was used for self-efficacy assumed influences. A sample question
about self-efficacy is “How confident are you in your ability to create a safe, welcoming
classroom environment?” The motivation survey questions are shown in Table 6.
Organization
To determine if there were any organizational factors that led to gaps in performance with
the implementation of PBIS, survey items were constructed. The survey items included questions
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that asked about whether or not the culture of the school supports the implementation of PBIS. A
5-point Likert scale (from 1= strongly disagree to 5= strongly agree) was utilized in the creation
of the survey items for resources, culture, policies, processes, and procedures as shown in Table
7.
Interview Design
To triangulate data collected in the survey, open-ended interviews were conducted using
a subset of teachers who were chosen to represent different content areas. The questions that
were asked are shown in Table 5 for knowledge, Table 6 for motivation, and Table 7 for
organizational factors. The interview consisted of 15 interview questions. An example of a
conceptual knowledge interview question that was asked is “Please tell me about the relationship
between classroom environment and student behavior.” An example of a motivation interview
question is “Please talk about how confident you feel about implementing PBIS strategies in
your classroom.” The interview lasted 10-15 minutes per participant.
Document Analysis Design
For further triangulation of data, the school’s PBIS plan, school and district professional
development plans, and posters noting rules and procedures in the classrooms were analyzed.
Data Collection
Following University of Southern California Institutional Review Board (IRB) approval,
participants were solicited during professional development meetings. As this study is being
initiated by school site leadership, teachers participated in the evaluation of the PBIS plan as part
of professional development.
Surveys
Data was collected through a 10-15-minute survey that was given during professional
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development (PD) in December 2018. An information sheet notifying participants that their
completing the survey denotes their willingness to participate was distributed to teachers. The
survey was completed by all participants during the PD meeting.
Interviews
The interviews were scheduled ahead of time to take place during the participants’
conference period or after school. The interviews took place in the neutral location of the library
(when not in use). The interview was recorded and transcribed. Each interview lasted 15-20
minutes. All participants were interviewed until saturation, or until no new or different responses
were being given.
Document Analysis
The documents analyzed included SA’s PBIS plan, professional development plans for
the school and district, and classroom posters noting rules and procedures as stated in Tables 6
and 7. As teachers are encouraged to handle behavior support in the classroom to the fullest
extent possible, as expected in PBIS, looking at classroom documents and teacher training are
indicators of how PBIS is being implemented.
Data Analysis
For surveys, the data gathered was analyzed using descriptive statistics which include the
mean and standard deviation scores. Frequencies among the knowledge, motivation, and
organization were analyzed. When analyzing knowledge and skills, types of knowledge were
categorized into factual, conceptual, procedural, and metacognitive. To examine motivation, the
data were identified and grouped by value, self-efficacy, and mood. To examine organizational
factors, the data were categorized by resources, culture, policies, processes, and procedure.
For interviews, the recorded interviews were transcribed, reviewed, and coded based on
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Clark and Estes’ (2008) KMO framework using frequencies and common themes. The
frequencies and common themes in motivation were categorized and grouped into value, self-
efficacy, and mood. Variables associated with the organization were categorized into resources,
culture, policies, processes, and procedures.
Documents delineating SA’s PBIS plan and professional development plans were
reviewed and identified to show whether clear policies exist and are followed or not. The
documents were analyzed using a coding scheme to identify the alignment of specific policies
with the knowledge influences in Table 5.
Trustworthiness of Data
In order to maintain the credibility and trustworthiness of this study, a triangulation
strategy was used, as described by Merriam and Tisdell (2016). Triangulation is the use of
multiple sources of data and data collection methods to confirm findings. This study triangulated
the findings from the survey, interviews, and documents to enhance the trustworthiness of the
data.
Role of Investigator
As explained by Merriam and Tisdell (2016), the role of the investigator is to explain the
purpose of the study to the individuals involved in the study. The author of this study was the
subject matter expert--a teacher and coordinator at SA. The author was also a member of the
leadership team, and the team member who spearheaded the accreditation process--a process by
which a school is able to evaluate all of its policies, processes, and procedures to determine
efficiency and effectiveness. Teachers at SA were colleagues of the author and shared the same
responsibilities in the classroom. It was assumed that teachers were willing to share information
and perspectives with the author, as the author’s goal was to improve the PBIS plan and
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implementation at the school site. The author was aware of the role and impact on relationships
with other teachers at SA. The author’s first and foremost concern was the participants’
protection, privacy, and right to confidentiality. It was also the author’s responsibility to be
transparent with participants in the submission to the Internal Review Board of the institution
and the district.
Limitations
The limitations of this study are only applicable to the PBIS implementation at SA. As a
result, the recommendations are only relevant to SA. The gaps that were identified and the
solutions that will be recommended cannot be generalized to other organizations as the study is
specific to the PBIS plan at SA. The author of the project worked at SA, and therefore may have
brought bias to the study; especially if the author interpreted the data to validate their own beliefs
as to the causes of the gap.

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Chapter Four: Results and Findings

Findings from data collection will be reported in this chapter as they relate to the
knowledge, motivation, and organizational (KMO) influences that impact School of the Arts
(SA) teachers as they implement PBIS at their school. The gap analysis approach will guide the
analysis of barriers to effective implementation of PBIS by teachers in the areas of knowledge
and skills, motivation, and organizational culture (Clark & Estes, 2008: Rueda, 2011). This
approach will lead to the identification and suggestion of solutions that SA teachers can use to
effectively implement PBIS as a systematic school-wide program.
The following data collection process was employed to determine the KMO needs of
teachers seeking to implement PBIS at their school. First, a total of thirty assumed influences
were developed from the literature review in Chapter Two and categorized into the areas of
knowledge, motivation, and organization. Qualitative data from interviews and documents were
then collected to assess the validity of the assumed knowledge, motivation, and organizational
factors. Following the interviews, documents were collected from the site to verify statements
made during the interviews and provide further evidence of current on-site practices and results.
Participating Stakeholders
The stakeholder group that participated in this study were teachers at School of the Arts
(SA). Seventeen out of 20 teachers at SA were surveyed for this study, resulting in 85%
participation for this stakeholder group. There was no individual demographic information
collected for each participant (e.g. age, race, years of experience, etc…).
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Determination of Assets and Needs
This study considered three sources of data, including surveys, interviews, and
document analysis. Surveys were the primary source of data used to assess most assumed
KMO influences. Interviews were also used; all three interviews were transcribed upon
completion and coded to determine which influences were addressed. The criteria for
determining the validity of assumed influences were as follows: Assumed influences were
determined to be assets for knowledge when at least twelve out of seventeen (70.5%) of
teachers gave responses confirming the correct influence. For motivation and organization,
the influence was determined to be an asset if twelve out of seventeen (70.5%) teachers
agreed with the assumed influence. For example, if at least twelve out of seventeen
(70.5%) teachers found value in providing effective instruction, then that assumed
motivation influence was found to be an asset. Also, if at least twelve out of seventeen
(70.5%) teachers agreed that there is a culture of creating and consistently enforcing rules
and procedures, then that assumed organizational influence was determined to be an asset.
If fewer than twelve out of seventeen (82.3%) teachers provided answers that put an
assumed influence in doubt, then that KMO influence was not determined to be an asset,
but rather a need. Documents were analyzed to either verify statements made during
interviews or to determine assets or needs from assumed influences that were not
addressed during the interview process.
Results and Findings for Knowledge Causes

Teacher knowledge causes were assessed through surveys, interviews, and document
analysis. Results are presented in the following section for each assumed influence in the areas of
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factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.
Each assumed influence was determined to be an asset or determined to be a need based on the
findings.
Factual Knowledge

Influence 1: Teachers Know the Components Of PBIS

Survey Results. Teachers were asked to identify PBIS components out of a list of five
components by choosing the answer that is not a component of PBIS. As shown in Table 8 the
accuracy in identifying the incorrect component was 58.8%. SA teachers did not meet the 70%
threshold in identifying all PBIS components accurately. Therefore, this influence is determined
in the survey as a need.
Table 8
Survey Results for Factual Knowledge of PBIS

# Factual Knowledge (n = 17) Percentage Count

Q1 - The following are components of positive behavior interventions and supports,
EXCEPT
a Classroom environment 11.7 2
b Rules and procedures 5.8 1
c Engaging, standards-based instruction 17.6 3
d Clear expectations 5.8 1
e List of consequences for breaking rules* 58.8 10

Note. An asterisk indicates the correct response.
Interview Findings. No interview was used for this influence.
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Document Analysis. In reviewing the SA professional development (PD) plan, there was
no PD planned on the topic of PBIS. As such, this influence is determined to be a need.
Summary. Survey results and the information gathered from the document analysis
correspond, as both show that teachers do not know the components of PBIS; therefore this
influence was determined to be a need. The findings show that almost half of the teachers
surveyed (41.5%) are not familiar with PBIS, and there is no training for teachers so they may
learn.
Influence 2. Teachers know what student engagement means (CB1)

Survey Results. No Survey item was used for this influence.
Interview Findings. No interview was used for this influence.
Document Analysis. A review of the 2018-2019 PD plan found that SA has three PDs
planned around instruction in the fall semester, and three in the spring semester. The PDs are
focused on different populations of learners: English learners, Special Education students, and
students who do not meet, or nearly meet standards on standardized state tests. In addition, there
are PDs around art integration for student engagement, cooperative learning, and planning and
teaching for block schedule. As teachers are given several opportunities for development in
engaging instruction, this influence is determined to be an asset.
Summary. It is evident that SA teachers have been provided with professional
development to help them understand the components of engaging instruction and how it impacts
student behavior. The document analysis confirmed that participants receive sufficient training
on and have a solid understanding of what engaging instruction entails and its importance. Thus,
this influence is determined to be an asset.
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Influence 3. Teachers Know What it Means to Differentiate Instruction (CB1)
Survey Results. Teachers were asked to identify elements of differentiation of
instruction strategies out of a list of three strategies. They also had the option of choosing two of
the three. The accuracy in identifying the two correct elements was 82.3%. SA teachers exceeded
the 70% threshold. Therefore, this influence is determined in the survey as an asset. See Table 9.
Table 9
Survey Results for Factual Knowledge of Differentiated Instruction
# Factual Knowledge Influence (n = ??) Percentage Count

Q2 - Differentiation of instruction is ___________
a recognizing the diversity of learners in your
classroom and planning instruction
accordingly
11.7 2
b giving some students easier work that they
can understand and some more challenging
work
0 0
c Allowing for group work so that students can
support each other’s learning
0 0
d All of the above except b* 82.3 14
e All of the above except c 5.8 1

Interview Findings. No interview was used for this influence.
Document Analysis. The district’s Multilingual and Multicultural Education Department
(MMED) has a mandated professional development module available on its website. In
analyzing the presentation, which is titled Secondary Integrated English Language Development
(iELD) Banked Time Module, there is evidence that teachers are trained in the differentiation of
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instruction. One of the handouts given to teachers during this PD module states, “All teachers
with ELs in their classroom use CA ELD Standard in tandem with the CA CCSS for ELA/
Literacy and other content standards.” This PD content demonstrates that teachers are supported
in using various strategies and applying various standards to the learning of their students.
Summary. The assumed influence that teachers know what it means to differentiate
instruction was validated by the survey, and it is evident from document analysis that the district
mandates training in the differentiation of instruction; therefore, the influence was determined to
be an asset.
Influence 4. Teachers Know Best Practices for Rewarding Student Behavior (CB3)

Survey Results. Teachers were asked to identify best practices for rewarding student
behavior out of a list of five features. The accuracy in identifying the features ranged from 64.7%
for one item (offering unexpected rewards) to 82.3% for one item (being clear about why a
student is being rewarded). Of surveyed teachers, 82.3% were able to accurately identify that a
best practice is being clear about why the student is being rewarded, and 70.5% were able to
accurately identify acknowledging the whole group if the class is doing well as being a best
practice, which meets the 70% threshold. However, only 64.7% recognized the best practice of
giving unexpected rewards for appropriate behavior. In addition, 58.8% of teachers surveyed
selected the ineffective practice of telling students they will get a prize if they behave
appropriately, which means only 41.2% of teachers surveyed recognized that it was not a best
practice. Also, 35.2% of teachers inaccurately chose excluding students who are not doing well
from the whole-group reward as a best practice, leaving only 64.8% who recognized that it is not
a best practice. Only two of the five components were accurately identified by over 70% of
teachers surveyed, therefore, this influence is determined to be an asset.
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SA teachers were close to the 70% threshold for one of the three best practices that were
correct, and actually met the threshold for two of the three features that were correct. However,
to be determined as an asset, all three of the best practices were required to meet the 70%
threshold. Therefore, this influence is determined in the survey as a need. See Table 10.
Table 10
Survey Results for Factual Knowledge of Rewarding

# Factual Knowledge (n = ??) Percentage Count

Q3 - Which of the following are best practices for rewarding student behavior? Choose
all that apply.
a Tell them they will get a prize if they behave
appropriately
58.8 10
b When students behave appropriately, offer an
unexpected reward*
64.7 11
c Be clear about why the student is being
rewarded*
82.3 14
d If the whole class is doing well, acknowledge
the group*
70.5 12
e If the whole group is doing well except a few,
exclude them from the reward.
35.2 6

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers are familiar with best practices for
rewarding student behavior was not validated, therefore it was determined to be a need. Findings
showed that most teachers do not have a clear understanding of how and when students should
be rewarded for their behavior.
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Conceptual Knowledge
Influence 1. Teachers understand the relationship between instruction, student
engagement, and achievement (CB1)
Survey Results. Teachers were asked to identify the purpose of engaging instruction out
of a list of three desired results, or the option of all of the above. The accuracy in identifying the
correct purpose, which was all three listed, was 76.5%. SA teachers exceeded the 70% threshold.
Therefore, this influence is determined in the survey as an asset. See Table 11.
Table 11
Survey Results for Conceptual Knowledge of Instruction

# Conceptual knowledge (n = 17) Percentage Count

Q4 - The purpose of engaging instruction is
a increasing student achievement 5.8 1
b increasing student interest 17.6 3
c decreasing behavioral issues 0 0
d all of the above* 76.5 13

Interview Findings. No interview was used for this influence.
Document Analysis. A review of the 2018-2019 PD plan found that SA has three PDs
planned around instruction in the fall semester, and three in the spring semester. The PDs are
focused on different populations of learners: English learners, Special Education students, and
students who do not meet, or nearly meet standards on standardized state tests. In addition, there
are PDs around art integration for student engagement, cooperative learning, and planning and
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teaching for block schedule. As teachers are given several opportunities for development in
engaging instruction, this influence is determined to be an asset.
Summary. It is evident that SA teachers understand the purpose of engaging instruction
and how it impacts student behavior. Though the survey question was not written to accurately
gauge teacher awareness of instruction as a component of PBIS, information obtained from the
survey and the document analysis confirmed that participants receive sufficient training on and
have a solid understanding of what engaging instruction entails and its importance. Thus, this
influence is determined to be an asset.
Influence 2. Teachers understand the relationship between physical environment and student
behavior (CB2)
Survey Results. Teachers were asked to identify beneficial features of the classroom
physical environment out of a list of five features. The accuracy in identifying the features
ranged from 52.9% for one item (temperature) to 94.1% for two items (decor and configuration).
SA teachers were significantly below the 70% threshold for two of the five classroom physical
environment features that were correct, and actually met the threshold for three of the five
features that were correct. However, to be determined as an asset, all five of the components
were required to meet the 70% threshold. Therefore, this influence is determined in the survey as
a need. See Table 12.
Table 12
Survey Results for Conceptual Knowledge of Environment
# Conceptual knowledge (n = 17) Percentage Count
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Q5 - What features of the classroom’s physical environment are beneficial to students?
Choose all that apply.
a Classroom configuration* 94.1 16
b Classroom temperature* 52.9 9
c Classroom lighting* 58.8 10
d Classroom tidiness* 70.5 12
e Classroom decor* 94.1 16

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers know the components of a welcoming,
safe classroom environment was not validated, therefore it was determined to be a need in the
survey results. Findings showed that teachers surveyed know that decor, configuration, and
tidiness in the classroom contribute to a safe and welcoming environment, but many teachers do
not acknowledge temperature and lighting as being important in terms of classroom
environment, and therefore beneficial to students and student learning. Also, as there were no
interview items for this influence, nor document analyses, there is also no evidence that teachers
make the connection between classroom environment and student behavior.
Influence 3. Teachers understand the relationship between consistent classroom rules and
procedures and student behavior (CB4)
Survey Results. Teachers were asked to identify reasons why clear expectations are
important out of a list of three reasons. They were also given the option to choose all of the
above three reasons, which was the correct response. The accuracy in identifying the reasons was
88.2%. SA teachers met the threshold for choosing the correct reasons why clear expectations are
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important in the classroom, therefore, this influence is determined in the survey as an asset. See
Table 13.
Table 13
Survey Results for Conceptual Knowledge of Classroom Expectations

# Conceptual knowledge (n = 17) Percentage Count
Q6 - Why are clear classroom expectations important?
a Increased student confidence, feelings of
safety
5.8 1
b fewer students referred to the office 5.8 1
c Teachers are able to see problem behaviors
more clearly
0 0
d all of the above* 88.2 15

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers know the importance of setting clear
expectations was validated; therefore it was determined to be an asset. The findings show that
most teachers (88.2%) understand how setting clear expectations affects student behavior.
Procedural Knowledge
Influence 1. Teachers know how to develop lessons that will engage students, adapt to
different student needs, and promote student achievement (CB1)
Survey Results. No survey item was asked for this influence.
Interview Findings. Participants were asked the following question regarding their
procedural knowledge of developing engaging lessons; “How do you plan lessons? What factors
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do you consider?” Assessment of teacher responses to this question showed 3/3 (100%) teachers
were able to accurately discuss factors that should be considered when planning lessons.
Participant 1 stated, “You always have to find out first what the students already know.”
Participant 2 echoed that sentiment, “I always need to think about where students are, so I look at
data I already have or I do some kind of a check-in, like Know and Wonder, so I can see what
students already know and what they still need to know.” Participant 3 stated, “I always make
sure to start off with something that is going to get the students interested.”
Document Analysis. No documents were reviewed for this influence.
Summary. The assumed influence that teachers know how to develop lessons that will
engage students, adapt to different student needs, and promote student achievement was
determined to be an asset by the interview responses of the teachers. Teachers were able to meet
the threshold for the interview, with 100% accuracy in identifying lesson-planning strategies that
are backed by PBIS standards. It is important to keep in mind the difference in the number of
teachers surveyed (17) and the number of teachers interviewed (3). However, as the survey
responses about factual knowledge of lesson planning showed the influence as an asset, as did
document analysis, no improvement is needed for this procedural knowledge influence.
Influence 2. Teachers are able to create effective learning space in the classroom (CB2)
Survey Results. No survey question was asked for this influence.
Interview Findings. Participants were asked the following questions about their
procedural knowledge of the classroom environment: “What is the thinking behind the design of
your classroom? In what configuration does your classroom best function?” Assessment of
teacher responses showed that 3/3 (100%) teachers articulated thoughts on classroom
configuration that are backed by research on classroom environment. Participant 1 stated, “I need
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to be able to see all of my students’ faces. I need to be able to have a clear view of what they are
doing from wherever I am in the classroom” Participant 2 stated, “The desks need to be arranged
in a way that makes it easy for all of us to move around the classroom, and for the students to
collaborate when they need to.” Participant 3 stated, “I do a lot of group work with my students,
so they need to be sitting in a way that facilitates that.”
Document Analysis. No documents were reviewed for this influence.
Summary. The assumed influence that teachers are able to create effective learning
space in the classroom was determined to be an asset by the interview responses of the teachers.
Participants were able to meet the threshold with 100% accuracy for identifying critical factors in
the classroom environment in terms of positive behavior support. No improvement is needed for
this procedural knowledge influence.
Influence 3. Teachers are able to set clear classroom expectations and consistently enforce
them (CB4)
Survey Results. No survey question was asked for this influence.
Interview Findings. Participants were asked the following questions about their
procedural knowledge of setting and enforcing clear expectations: “How do you communicate to
your students what is expected of them in different areas (i.e. behavior, classwork, procedures,
etc…).” Assessment of teacher responses showed that 3/3 (100%) teachers articulated thoughts
on setting clear expectations that are backed by research on positive behavior support in the
classroom, which determined this influence to be an asset. Participant 1 correctly stated, “I
include my rules and procedures in my syllabus, which I go over with students on the first day of
school. I also include them in a parent letter that I send home to get signed.” Participant 2 stated,
“I have them posted in my room, and I’m always referring to them when students break the rules
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so that they will be reminded.” Participant 3 stated, “Of course I go over my rules at the
beginning of the year. I communicate them to the parents, too, in my beginning-of-year letter,
and the student and the parent have to sign that. Then I have them on posters in my room, too.”
Document Analysis. No documents were analyzed for this influence.
Summary. The assumed influence that teachers are able to set clear classroom
expectations and consistently enforce them was determined to be an asset by the interview
responses of the teachers. Participants were able to meet the 87% threshold for identifying
procedures for setting clear classroom expectations that are effective according to standards set
by PBIS norms. Based on the overall results of the assumed influence, the responses result in no
need for improvement for this procedural knowledge influence.
Metacognitive Knowledge

Influence 1. Teachers reflect on the effectiveness of their lessons, student engagement during
their lesson, and student learning through review of student behavior and analysis of student
assessment results (CB1)
Survey Results. No survey questions were asked for this influence.
Interview Findings. Participants were asked the following questions about their
metacognitive knowledge of effective lessons: “Talk about how you evaluate whether or not a
lesson is working in the classroom.” Assessment of teacher responses showed that this influence
was an asset as teacher responses showed 3/3 (100%) teachers were able to positively discuss
their metacognitive reflection process for assessing effectiveness of their lessons. Participant 1
stated, “I always do an exit ticket when I teach a new concept or standard. That way I know right
away if they’re getting it or not. Also, if I see that the students are zoned out and not paying
attention, I know I need to do something different.” Participant 2 stated, “I use frequent quizzes
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to measure student understanding, and then I know if I did a good job or not, and if it’s just a few
who didn’t get it, I can pull them aside. But if no one got it, I know I need to rethink my lesson
and reteach.” Participant 3 stated, “When students are engaged in the lesson, I can tell. They ask
questions, they participate in discussion. And I can tell from what they say and what they ask if
they are understanding or not. Classroom discussion is the most immediate feedback I can get on
whether or not a lesson is working.”
Document Analysis. Review of the 2018-2019 PD plan found that SA has one PD
planned around reflection on instruction in the fall semester, and one in the spring semester. The
PDs are focused on the implementation of the Critical Friends feedback protocol: Teachers work
in groups to look at each other’s lessons and offer feedback in a positive and organized manner,
and, as part of this protocol, teachers are given time to verbally reflect on what went well, what
needs improvement, as well as the feedback received from their peers. As teachers are given
opportunities for reflection on their lessons during professional development time, this influence
is determined to be an asset.
Summary. The assumed influence that teachers reflect on the effectiveness of their
lessons, student engagement during their lesson, and student learning through review of student
behavior and analysis of student assessment results was determined to be an asset by the
interview responses and document analysis. Teachers were able to meet the threshold for the
interview, with 100% of participants responding with multiple ways that they reflect on the
effectiveness of their lessons. Analysis of the PD plan also showed that teachers are given the
opportunity to reflect on the effectiveness of their lessons, and is therefore also an asset. Based
on the overall results of the assumed influence, there is no need for improvement for this
metacognitive knowledge influence.
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Influence 2. Teachers monitor the effectiveness of their classroom setup in terms of
achievement (CB2)
Survey Results. No survey was conducted for this influence.
Interview Findings. Participants were asked the following question about their
metacognitive knowledge of the effectiveness of their classroom setup: “How do you monitor
whether or not your classroom configuration is influencing student behavior and/or
achievement?” Assessment of teacher responses showed that this influence was an asset as
teacher responses showed 3/3 (100%) teachers were able to positively discuss their
metacognitive reflection process for assessing effective classroom setup in terms of achievement
and behavior. Participant 1 stated, “If students are all off-task and distracted by each other, that’s
how I know I need to change the setup.” Participant 2 stated, “I don’t have any kind of official
process for this, but working with students all the time, and observing their behavior in different
seating arrangements, allows me to understand when something isn’t working. If the way I have
them sitting has them goofing off and not doing their work, then that tells me something has to
change.” Participant 3 stated, “I guess student behavior, which is easy to see, and their output. If
they’re all talking to each other or using their phones or something because I can’t see them or
because they’re too close to each other for no reason, then they are not achieving so I switch
things around.”
Document Analysis. No documents were analyzed for this influence.
Summary. The assumed influence that teachers reflect on the effectiveness of their
classroom setup was determined to be an asset by the interview responses. Teachers were able to
meet the threshold for the interview, with 100% of participants responding with multiple ways
that they reflect on the effectiveness of their classroom setup.
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Influence 3. Teachers monitor the effectiveness of their approach to praising and rewarding
appropriate student behavior (CB3)
Survey Results. No survey was conducted for this influence.
Interview Findings. Participants were asked the following question about their
metacognitive knowledge of their approach to praise and reward in the classroom: “Discuss your
process for monitoring the effectiveness of your rewards system (rewards not necessarily
tangible).” Assessment of teacher responses showed that this influence was a need as teacher
responses showed 1/3 (33.3%) teachers were able to positively discuss their metacognitive
reflection of the way they use praise and reward in the classroom. Participant 1 stated, “I don’t
actually have a rewards system. I don’t really use rewards. I feel like students should do what’s
expected of them without being rewarded.” Similarly, Participant 3 stated, “I feel like using
rewards is an elementary school thing, so I’ve never used them. Am I supposed to?” As
Participant 1 and Participant 3’s responses implied that these teachers do not use rewards in the
classroom and do not reflect on the use of rewards, their answers are considered negative.
Participant 2 stated positively, “I do praise students frequently for doing well in class and for
acting like they should. Can that be considered a reward? I notice that a little praise goes a long
way in getting students to behave the way I want them to, especially with students who are
challenging. When they are behaving appropriately, they listen and learn better.”
Document Analysis. No documents were analyzed for this influence.
Summary. The assumed influence that teachers reflect on the effectiveness of their
approach to praising and rewarding appropriate student behavior was determined to be a need by
the interview responses. Teachers were not able to meet the threshold for the interview, with
only 33.3% of participants responding with ways that they reflect on the effectiveness of their
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system of praise and reward. Based on the overall results of this assumed influence,
improvement is needed for this metacognitive knowledge influence.
Influence 4. Teachers monitor the effectiveness of their classroom rules (CB4)
Survey Results. No survey was conducted for this influence.
Interview Findings. Participants were asked the following questions about their
metacognitive knowledge of the effectiveness of their classroom rules: “Discuss how you
monitor the effectiveness of your classroom rules. Do you alter your rules as a result of
monitoring?” Assessment of teacher responses showed that this influence was an asset as teacher
responses showed 3/3 (100%) teachers were able to positively discuss their metacognitive
reflection process for assessing effectiveness of classroom rules. Participant 1 stated,
“Absolutely! Students are so smart and can easily find loopholes to pretty much any rule you set.
I find myself constantly being challenged on rules by the students, so I have to always think of
how I can present the rules to students so they are straightforward and leave no room for
convenient misunderstanding or exceptions. Sometimes I’ll get rid of a rule altogether, but if it’s
really important to me and the success of the class, I have to think of a better way to say it.”
Participant 2 stated, “I’m always monitoring how my rules are working. If I see that certain rules
are never followed and I’m always having to remind students, I know I have to communicate or
enforce that rule in a different way. Or maybe I will consider the idea that the rule may be
unreasonable. If they [rules] don’t work, yes, I change them.” Participant 3 stated, “I monitor
student behavior and have conversations with my students to monitor the effectiveness of my
rules.”
Document Analysis. No documents were analyzed for this influence.
Summary. The assumed influence that teachers monitor the effectiveness of their rules
89

was determined to be an asset by the interview responses. Teachers were able to meet the
threshold for the interview, with 100% of participants responding with multiple ways that they
reflect on the effectiveness of their classroom rules.
Influence 5. Teachers reflect on how they keep students accountable for classroom
expectations (CB4)
Survey Results. No survey was conducted for this influence.
Interview Findings. Participants were asked the following question about their
metacognitive knowledge of how they keep students accountable for classroom expectations:
“Talk about how you monitor your own methods for holding students accountable for classroom
expectations.” Assessment of teacher responses showed that this influence was an asset as
teacher responses showed 3/3 (100%) teachers were able to positively discuss their
metacognitive reflection process for monitoring their methods for holding students accountable
for classroom expectations. Participant 1 stated, “This is an ongoing thing. It’s really hard to
always be on top of it, and when I see students slipping, I know it’s probably because I’m
slipping. I know that I’m not always the best at being consistent at holding students accountable,
but I’m definitely thinking about it all the time and I try my best.” Participant 2 stated, “I have to
monitor myself when it comes to holding students accountable because the minute I stop, my
classroom falls apart. I guess the way I monitor my methods is by monitoring the performance of
my students.” Participant 3 stated, “I monitor myself by making sure I remind students of my
expectations every day at the beginning of class. I include my expectations in my agenda and
that way I know I’m reminding myself and my students.”
Document Analysis. No documents were analyzed for this influence.
Summary. The assumed influence that teachers monitor their methods for holding
90

students accountable was determined to be an asset by the interview responses. Teachers were
able to meet the threshold for the interview, with 100% of participants responding with the ways
that they monitor how they hold students accountable.
Results and Findings for Motivation Causes
Value
Influence 1. Teachers value providing effective, engaging instruction that adapts to student
needs
Survey Results. Teachers were asked if they value providing effective, engaging
instruction that adapts to students’ needs. Of the teachers surveyed, 64.7% reported that they
highly value, and 17.6% reported that they value solid, engaging instruction, for a total of 82.3%
of teachers. SA teachers exceeded the 70% threshold, therefore, this influence is determined in
the survey as an asset. See Table 14.
Table 14
Survey results for Value of Providing Effective Instruction
# Motivation: value (n = 17) Percentage Count
Please rate the extent to which you value the following using this scale: 1 Star: Do not
value at all; 3 Stars: Moderately value; 5 Stars: Highly value:

Providing effective, engaging instruction that adapts to student needs
1 Do not value at all 0 0
2 0 0
3 Moderately 17.6 3
91

4 17.6 3
5 Highly value 64.7 11

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.

Summary. The assumed influence that teachers value providing effective, engaging
instruction that adapts to student needs was validated as an asset. It is clear from teachers’
responses to the factual knowledge items about engaging instruction (factual knowledge
influence 2) and differentiated instruction (factual knowledge influence 3) in the survey that
teachers at SA are knowledgeable about instruction; therefore it follows that teachers also value
effective instruction. The findings show that teachers at SA perceive instruction as being
valuable, and that they also value engaging their students with effective instruction that meets
their needs.
Influence 2. Teachers value creating a safe, welcoming physical environment for students that
is conducive to learning
Survey Results. Teachers were asked if they value creating a safe, welcoming physical
environment for students that is conducive to learning and to rate on a scale of 1 (do not value) to
5 (highly value). Fifty-eight point eight percent selected 5, reporting that they highly value
creating an effective physical environment, and 35.2% selected 4, reporting that they value
creating an effective physical environment, for a total of 94%. SA teachers exceeded the 70%
threshold. Therefore, this influence is determined in the survey as an asset. See Table 15.

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Table 15
Survey Results for Value of Creating Welcoming Classroom Environment

# Motivation: value (n = 17) Percentage Count
Please rate the extent to which you value the following using this scale: 1 Star: Do not
value at all; 3 Stars: Moderately value; 5 Stars: Highly value:

Creating a safe, welcoming physical environment for students that is conducive to
learning
1 Do not value at all 0 0
2 0 0
3 Moderately value 5.8 1
4 35.2 6
5 Highly value 58.8 10

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers value creating a safe, welcoming
physical environment that is conducive to learning was validated as an asset. Although teacher
response to the factual knowledge items about physical environment (factual knowledge
influence 4) shows that teacher knowledge about classroom environment is an area of need, the
findings show that teachers at SA perceive classroom environment as being an important part of
instruction and student learning, therefore they value creating an environment that is conducive
to learning.

93

Influence 3. Teachers value using rewards and praising students who exhibit appropriate
behavior
Survey Results. Teachers were asked if they value using rewards and praising students
who exhibit appropriate behavior and to rate on a scale of 1 (do not value) to 5 (highly value).
Seventeen point six percent selected 5, reporting that they highly value using a rewards system,
and 17.6% selected 4, reporting that they value using a rewards system, for a total of 35.2%. SA
teachers fell significantly below the 70% threshold. Therefore, this influence is determined in the
survey as a need. See Table 16.
Table 16
Survey Results for Value of Using Rewards System

# Motivation: value (n = 17) Percentage Count
Please rate the extent to which you value the following using this scale: 1 Star: Do not
value at all; 3 Stars: Moderately value; 5 Stars: Highly value:

Using a rewards system
1 Do not value at all 0 0
2 17.6 3
3 Moderately value 47 8
4 17.6 3
5 Highly value 17.6 3

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. Only 35.2% of teachers surveyed reported that they value or highly value
using rewards and praising students who exhibit appropriate behavior, therefore this influence
94

was not validated as an asset. Teachers at SA may need professional development on the
importance of appropriate rewards for students.
Influence 4. Teachers value creating and consistently enforcing rules and procedures and
providing clear expectations
Survey Results. Teachers were asked if they value creating and enforcing rules and to
rate on a scale of 1 (do not value) to 5 (highly value). Forty-one point two percent selected 5,
reporting that they highly value creating and consistently enforcing rules and procedures, and
35.2% selected 4, reporting that they value creating and consistently enforcing rules and
procedures, for a total of 76.4%. SA teachers exceeded the 70% threshold. Therefore, this
influence is determined in the survey as an asset. See table 17.
Table 17
Survey Results for Value of Creating/Enforcing Rules/Procedures
# Motivation: value (n = 17) Percentage Count
Please rate the extent to which you value the following using this scale: 1 Star: Do not
value at all; 3 Stars: Moderately value; 5 Stars: Highly value:

Creating and consistently enforcing rules and procedures and providing clear
expectations
1 Do not value at all 0 0
2 5.8 1
3 Moderately value 17.6 3
4 35.2 6
5 Highly value 41.2 7

Interview Findings. No interview was used for this influence.
95

Document Analysis. Teachers at SA post rules and expectations in their classrooms and
include them in their syllabi, which they distribute to students and parents at the beginning of the
school year. In analyzing the classroom posters and the syllabi of five teachers, there is evidence
that teachers create and enforce rules and expectations.
Summary. The assumed influence that teachers value creating and consistently enforcing
rules and procedures and providing clear expectations was validated as an asset. The survey
findings show that most teachers at SA understand the importance of setting expectations and
enforcing rules as effective teaching tools. Document analysis supports this finding. Though
teachers’ rules and expectations vary in effectiveness when measured by PBIS standards for
classroom expectations (positively stated, concise, measurable), teachers’ value of setting
expectations is evident in the prominence of rules and expectations as part of classroom practice,
and in their responses to the survey.
Self-Efficacy
Influence 1. Teachers are confident in their ability to provide effective, engaging instruction
that adapts to student needs.
Survey Results. Teachers were asked if they are confident in their ability to provide
engaging effective instruction and to rate on a scale of 1 (not at all confident) to 5 (highly
confident). Twenty-three point five percent selected 5, reporting that they highly value providing
engaging, effective instruction and 52.9% selected 4, reporting that they value providing
engaging, effective instruction, for a total of 76.4%. SA teachers exceeded the 70% threshold.
Therefore, this influence is determined in the survey as an asset. See Table 18.

96

Table 18
Survey Results for Self-Efficacy in Instruction
# Motivation: self-efficacy (n = 17) Percentage Count
Please rate how confident you are that you can do the following right now using this
scale: 1 Star: Not at all confident; 3 Stars: Moderately confident; 5 Stars: Highly
confident:

Providing effective, engaging instruction that adapts to student needs
1 Not at all confident 0 0
2 0 0
3 Moderately confident 23.5 4
4 52.9 9
5 Highly confident 23.5 4

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers are confident in their abilities
to provide effective, differentiated instruction was determined to be an asset. In addition to
previously discussed validation of teacher knowledge of effective instruction, teacher responses
to this survey item further demonstrated teachers’ confidence in planning and delivering
instruction, which are critical behaviors necessary to have an effective PBIS implementation.
Influence 2. Teachers are confident in their ability to create a safe, welcoming physical
environment for students that is conducive to learning
Survey Results. Teachers were asked if they are confident in their ability to create a safe,
welcoming physical environment for students that is conducive to learning and to rate on a scale
of 1 (not at all confident) to 5 (highly confident). Forty-seven percent selected 5, reporting that
97

they are highly confident in their ability to create an effective physical environment, and 29.4%
selected 4, reporting that they are confident that they can create an effective physical
environment, for a total of 76.4%. SA teachers exceeded the 70% threshold. Therefore, this
influence is determined in the survey as an asset. See Table 19.
Table 19
Survey Results for Self-Efficacy in Creating a Welcoming Environment
# Motivation: self-efficacy (n = 17) Percentage Count
Please rate how confident you are that you can do the following right now using this
scale: 1 Star: Not at all confident; 3 Stars: Moderately confident; 5 Stars: Highly
confident:

Creating a safe, welcoming physical environment
1 Not at all confident 0 0
2 5.8 1
3 Moderately confident 17.6 3
4 29.4 5
5 Highly confident 47 8

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers are confident in their abilities
to create a safe and welcoming environment was validated. Teachers’ valuing of a welcoming
classroom environment was also validated by participant responses to the survey. However,
teachers’ factual knowledge of what a welcoming classroom environment entails was not
validated. Therefore, although teachers value classroom environments and feel that they are
98

confident in creating a safe and welcoming classroom environment, they may not have complete
factual knowledge of all components of a safe and welcoming environment. Because teacher
responses showed confidence and value in creating a positive classroom environment, which is a
critical behavior in the implementation of PBIS, this influence was determined to be an asset.
Influence 3. Teachers are confident in their ability to praise and reward appropriate student
behavior
Survey Results. Teachers were asked if they are confident in their ability to praise and
reward appropriate behavior and to rate on a scale of 1 (not at all confident) to 5 (highly
confident). 29.4% selected 5, reporting that they are highly confident about praising and
rewarding, and 29.4% selected 4, reporting that they are confident in their ability to praise and
reward, for a total of 58.8%. SA teachers fell below the 70% threshold. Therefore, this influence
is determined in the survey as a need. See Table 20.
Table 20
Survey Results for Self-Efficacy in Praise and Reward
# Motivation: self-efficacy (n = 17) Percentage Count
Please rate how confident you are that you can do the following right now using this
scale: 1 Star: Not at all confident; 3 Stars: Moderately confident; 5 Stars: Highly
confident:

Praising and rewarding appropriate student behavior
1 Not at all confident 0 0
2 17.6 3
3 Moderately confident 23.5 4
4 29.4 5
5 Highly confident 29.4 5

99

Interview Findings. No interview was used for this influence.

Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers are confident in their abilities
to use a rewards system for appropriate student behavior was not validated; therefore, it was
determined to be a need. Teacher responses showed a lack of confidence in rewarding and
praising students, which is a critical behavior in implementing PBIS.
Influence 4. Teachers are confident in their ability to create and consistently enforce rules and
procedures and provide clear expectations
Survey Results. Teachers were asked if they are confident in their ability to create and
enforce rules and to rate on a scale of 1 (not at all confident) to 5 (highly confident). Seventeen
point six percent selected 5, reporting that they are highly confident about creating and enforcing
rules, and 47% selected 4, reporting that they are confident in their ability to create and enforce
rules, for a total of 64.6%. SA teachers fell below the 70% threshold. Therefore, this influence is
determined in the survey as a need. See Table 21.
Table 21
Survey Results for Self-Efficacy in Creating/Enforcing Rules/Procedures
# Motivation: self-efficacy (n = 17) Percentage Count
Please rate how confident you are that you can do the following right now using this
scale: 1: Not at all confident; 3: Moderately confident; 5: Highly confident:

Creating and consistently enforcing rules and procedures
1 Not at all confident 0 0
2 11.7 2
3 Moderately confident 23.5 4
100

4 47 8
5 Highly confident 17.6 3

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers are confident in their abilities
to create and consistently enforce rules and procedures was not validated; therefore, it was
determined to be a need. Teacher responses showed teachers are not confident about rule and
procedure enforcement, which is a critical behavior in implementing PBIS.
Mood

Influence 1. Teachers feel positive about providing effective, engaging instruction that adapts
to student needs
Survey Results. Teachers were asked if they feel positive about providing effective
instruction and to rate on a scale of 1 (extremely negative) to 5 (highly positive). 23.5% selected
5, reporting that they are highly positive about providing effective instruction, and 47% selected
4, reporting that they are positive about providing effective instruction for a total of 70.5%. SA
teachers slightly exceeded the 70% threshold. Therefore, this influence is determined in the
survey as an asset. See Table 22.
Table 22
Survey Results for Positivity About Instruction
# Motivation: mood (n = 17) Percentage Count
Using the scale below, please rate how positive you feel about doing the following: 1-2:
Extremely negative; 5-6: Moderately positive; 9-10: Highly positive:

Providing effective instruction
101

1-2 Extremely negative 0 0
3-4 5.8 1
5-6 Moderately positive 23.5 4
7-8 47 8
9-10 Highly positive 23.5 4

In a separate item, teachers were asked if they feel positive about providing engaging
instruction and to rate on a scale of 1 (extremely negative) to 5 (highly positive). 23.5% selected
5, reporting that they are highly positive about providing engaging instruction, and 41.2%
selected 4, reporting that they are positive about providing engaging instruction for a total of
64.7%. SA teachers almost met the 70% threshold. Therefore, this influence is determined in the
survey as a need. See Table 23.
Table 23
Survey Results for Positivity About Providing Instruction
# Motivation: mood(n = 17) Percentage Count
Using the scale below, please rate how positive you feel about doing the following: 1-2:
Extremely negative; 5-6: Moderately positive; 9-10: Highly positive:

Providing engaging instruction
1-2 Extremely negative 0 0
3-4 0 0
5-6 Moderately positive 35.2 6
7-8 41.2 7
9-10 Highly positive 23.5 4

102

In addition, teachers were asked if they feel positive about providing instruction that
adapts to student needs and to rate on a scale of 1 (extremely negative) to 5 (highly positive).
18.7% selected 5, reporting that they are highly positive about providing instruction that adapts
to student needs, and 31.2% selected 4, reporting that they are positive about providing
instruction that adapts to student needs for a total of 49.9%. SA teachers fell short of the 70%
threshold. Therefore, this influence is determined in the survey as a need. See Table 24.
Table 24
Survey Results for Positivity About Differentiation
# Motivation: mood (n = 16) Percentage Count
Using the scale below, please rate how positive you feel about doing the following:
Extremely negative; 3: Moderately positive; 5: Highly positive:

Providing instruction that adapts to student needs
1-2 Extremely negative 0 0
3-4 0 0
5-6 Moderately positive 50 8
7-8 31.2 5
9-10 Highly positive 18.7 3

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers feel positive about providing effective,
engaging instruction that adapts to student needs was not validated; therefore, it was determined
to be a need. Although the influence regarding instruction included effectiveness, engagement,
and differentiation, in the survey, teachers were asked separately about their feelings about
providing effective instruction (which was determined to be an asset), providing engaging
103

instruction (which was determined to be a need), and providing instruction that adapts to student
needs (which was determined to be a need). Teacher responses showed that although teachers
feel positive about providing effective instruction, they do not associate student engagement and
differentiation of instruction with effectiveness. However, instruction that addresses all three
aspects is a critical behavior in the implementation of PBIS.
Influence 2. Teachers feel positive about creating a safe, efficient, welcoming physical
environment for students in the classroom that is conducive to learning
Survey Results. Teachers were asked if they feel positive about creating a safe and
welcoming classroom environment and to rate on a scale of 1 (extremely negative) to 5 (highly
positive). 41.2% selected 5, reporting that they are highly positive about creating a safe and
welcoming classroom environment, and 31.2% selected 4, reporting that they are positive about
Creating a safe and welcoming classroom environment for a total of 72.4%. SA teachers slightly
exceeded the 70% threshold. Therefore, this influence is determined in the survey as an asset.
See Table 25.
Table 25
Survey Results for Positivity About Creating Welcoming Environment
# Motivation: mood (n = 17) Percentage Count
Please rate how positive you feel about doing the following right now using this scale:
1: Not at all positive; 3: Moderately positive; 5: Highly positive:

Creating a safe and welcoming classroom environment
1-2 Extremely negative 0 0
3-4 5.8 1
5-6 Moderately positive 23.5 4
104

7-8 31.2 5
9-10 Highly positive 41.2 7

Interview Results. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. In accordance with participant responses to survey items regarding self-
efficacy and value of a safe and welcoming classroom environment, the assumed influence that
teachers feel positive about creating a safe and welcoming environment was validated; therefore,
it was determined to be an asset. Teacher responses showed confidence in creating a positive
classroom environment, which is a critical behavior in implementing PBIS.
Influence 3. Teachers feel positive about rewarding and praising appropriate student behavior
Survey Results. Teachers were asked if they feel positive about rewarding and praising
student behavior and to rate on a scale of 1 (extremely negative) to 5 (highly positive). 31.2%
selected 5, reporting that they are highly positive about creating a safe and welcoming classroom
environment, and 31.2% selected 4, reporting that they are positive about Creating a safe and
welcoming classroom environment for a total of 72.4%. SA teachers slightly exceeded the 70%
threshold. Therefore, this influence is determined in the survey as an asset. See Table 26.
Table 26
Survey Results for Positivity About Reward & Praise
# Motivation: mood (n = 17) Percentage Count
Please rate how positive you are about doing the following right now using this scale: 1:
Extremely negative; 3: Moderately positive; 5: Highly positive:

Rewarding and praising students for appropriate behavior
1 Extremely negative 0 0
105

2 11.7 2
3 Moderately positive 31.2 5
4 31.2 5
5 Highly positive 31.2 5

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that teachers feel positive about rewarding and
praising students for appropriate behavior was validated; therefore, it was determined to be an
asset. Teacher responses showed confidence in giving students rewards and praise to reinforce
appropriate behavior, which is a critical behavior in the implementation of PBIS.
Influence 4. Teachers feel positive about creating and consistently enforcing rules and
procedures and providing clear expectations
Survey Results. Teachers were asked if they feel positive about creating and consistently
enforcing rules and procedures and to rate on a scale of 1 (extremely negative) to 5 (highly
positive). 17.6% selected 5, reporting that they are highly positive about creating and
consistently enforcing rules and procedures, and 47% selected 4, reporting that they are positive
about creating and consistently enforcing rules and procedures, for a total of 64.6%. SA teachers
nearly met the 70% threshold. Therefore, this influence is determined in the survey as a need.
See Table 27.

106

Table 27
Survey Results for Positivity About Creating and Enforcing Rules and Procedures
# Please rate how positive you feel about doing
the following right now using this scale: 1-2:
Extremely negative; 5-6: Moderately positive;
9-10: Highly positive (n = 17)
Percentage Count
Creating and consistently enforcing rules and
procedures

1-2 Extremely negative 0 0
3-4 11.7 2
5-6 Moderately positive 23.5 4
7-8 47 8
9-10 Highly positive 17.6 3

Teachers were asked if they feel positive about providing clear expectations and to rate
on a scale of 1 (extremely negative) to 5 (highly positive). 17.6% selected 5, reporting that they
are highly positive about providing clear expectations, and 47% selected 4, reporting that they
are positive about providing clear expectations for a total of 64.6%. SA teachers nearly met the
70% threshold. Therefore, this influence is determined in the survey as a need. See Table 28.

107

Table 28
Survey Results for Positivity About Clear Expectations
# Please rate how you feel about doing the
following right now using this scale: 1-2:
Extremely negative; 5-6: Moderately positive;
9-10: Highly positive (n = 17)
Percentage Count
Providing clear expectations
1-2 Extremely negative 0 0
3-4 11.7 2
5-6 Moderately positive 23.5 4
7-8 47 8
9-10 Highly positive 17.6 3

Interview Findings. No interview was used for this influence.
Document Analysis. Teachers’ classroom rules and expectations were analyzed, and it
was found that teachers do use them, even if they are not necessarily effective
Summary. The assumed influence that teachers feel positive about providing clear
expectations was not validated; therefore, it was determined to be a need. Teacher responses
showed an overall negative attitude about providing clear expectations, which is a critical
behavior in the implementation of PBIS. Without all teachers being on the same page with this
critical piece, PBIS cannot be effectively implemented.

108

Results and Findings for Organization Causes
Resources
Influence 1. There are appropriate resources to support teachers in providing effective,
engaging instruction that adapts to student needs
Survey Results. Teachers were asked if they agree that the school provides resources,
such as printed and manipulative materials, for teachers to provide engaging instruction and to
rate on a scale of 1 (strongly disagree) to 5 (strongly agree). Of the teachers who were surveyed,
11.8% selected 5, reporting that they strongly agree that the school provides resources, such as
printed and manipulative materials, for teachers to provide engaging instruction, and 23.5%
selected 4, reporting that they agree that the school provides resources, such as printed and
manipulative materials, for teachers to provide engaging instruction for a total of 35.3%. SA
teachers did not meet the 70% threshold. Therefore, this influence is determined in the survey as
a need. See Table 29.
Table 29
Survey Results for Resources for PBIS
# Q10 - Using the scale below, rate the extent to
which you agree or disagree with the
following statements regarding the resources
you have for implementing PBIS: 1:Strongly
Disagree; 3: Neither agree nor disagree; 5:
Strongly agree (n = 17)
Percentage Count
The school provides resources, such as printed
and manipulative materials, for teachers to
provide engaging instruction.

1 Strongly disagree 0 0
2 23.5 4
3 Neither agree nor disagree 35.2 6
109

4 23.5 4
5 Strongly agree 11.8 2

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence the school provides resources, such as printed and
manipulative materials, for teachers to provide engaging instruction, was not validated; therefore,
it was determined to be a need. SA has not developed a formal protocol in which teachers can
request teaching materials, and some teachers do not know what they are and are not allowed to
purchase for their classrooms.
Influence 2. There are appropriate resources to support teachers in creating a safe, efficient,
welcoming physical environment that is conducive to student learning
Survey Results. Teachers were asked if they agree that the school provides materials and
professional development for teachers to create a safe, welcoming environment in the classroom
and to rate on a scale of 1 (strongly disagree) to 5 (strongly agree). 17.6% selected 5, reporting
that they strongly agree that the school provides materials and professional development for
teachers to create a safe, welcoming environment in the classroom and 29.4% selected 4,
reporting that they agree that the school provides materials and professional development for
teachers to create a safe, welcoming environment in the classroom for a total of 47%. SA
teachers fell below the 70% threshold. Therefore, this influence is determined in the survey as a
need. See Table 30.

110

Table 30
Survey Results for Resources for Engaging Instruction
# Q10 - Using the scale below, rate the extent to
which you agree or disagree with the
following statements regarding the resources
you have for implementing PBIS: 1:Strongly
Disagree; 3: Neither agree nor disagree; 5:
Strongly agree (n = 17)
Percentage Count
The school provides materials and professional development for teachers to create a
safe, welcoming environment in the classroom--such as posters, butcher paper, poster
paper, art supplies, time for room preparation.
1 Strongly disagree 0 0
2 17.6 3
3 Neither agree nor disagree 35.2 6
4 29.4 5
5 Strongly agree 17.6 3

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that the school provides materials and professional
development for teachers to create a safe, welcoming environment in the classroom--such as
posters, butcher paper, poster paper, art supplies, and time for room preparation, was not
validated; therefore, it was determined to be a need. It is not clear whether teacher attitude about
school-provided resources is a result of the lack of availability or the lack of awareness of how to
obtain such materials.

111

Influence 3. There are appropriate resources to support teachers in using rewards and praise
to build student confidence and reinforce appropriate behavior
Survey Results. Teachers were asked if they agree that school provides materials for
teachers to give rewards to students for appropriate behavior, such as certificates, charts, stamps
and stickers and to rate on a scale of 1 (strongly disagree) to 5 (strongly agree). No teachers
selected 5, reporting that they strongly agree that the school provides materials for teachers to
give rewards to students for appropriate behavior, such as certificates, charts, stamps and
stickers, however 35.2% selected 4, reporting that they agree that the school provides materials
for teachers to give rewards to students for appropriate behavior, such as certificates, charts,
stamps and stickers for a total of 35.2%. SA teachers fell below the 70% threshold. Therefore,
this influence is determined in the survey as a need. See Table 31.
Table 31
Survey Results for Resources to Give Rewards
# Q10 - Using the scale below, rate the extent to
which you agree or disagree with the
following statements regarding the resources
you have for implementing PBIS: 1:Strongly
Disagree; 3: Neither agree nor disagree; 5:
Strongly agree (n = 17)
Percentage Count
The school provides materials for teachers to give rewards to students for appropriate
behavior, such as certificates, charts, stamps and stickers.
1 Strongly disagree 11.7 2
2 29.4 5
3 Neither agree nor disagree 23.5 4
4 35.2 6
5 Strongly agree 0 0

112

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that the school provides materials and professional
development for teachers to provide rewards for students was not validated; therefore, it was
determined to be a need. It is not clear whether teacher attitude about school-provided resources
is a result of the lack of availability or the lack of awareness of how to obtain such materials.
Influence 4. There are appropriate resources to support teachers in creating and consistently
enforcing a set of rules and procedures so students are aware of what is expected of them
Survey Results. Teachers were asked if they agree that school provides materials for
teachers to create and enforce rules and to rate on a scale of 1 (strongly disagree) to 5 (strongly
agree). One teacher (5.8%) selected 5, reporting that they strongly agree that the school provides
materials for teachers to create and enforce rules, and nine teachers (76.4%) selected 4, reporting
that they agree that the school provides materials for teachers to create and enforce rules for a
total of 82.2%. SA teachers exceeded the 70% threshold. Therefore, this influence is determined
in the survey as an asset. See Table 32.

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Table 32
Survey Results for Resources to Create/Enforce Rules
# Q10 - Using the scale below, rate the extent to
which you agree or disagree with the
following statements regarding the resources
you have for implementing PBIS: 1:Strongly
Disagree; 3: Neither agree nor disagree; 5:
Strongly agree (n = 17)
Percentage Count

The school provides resources to teachers to create and enforce rules
1 Strongly disagree 0 0
2 17.6 3
3 Neither agree nor disagree 23.5 4
4 76.4 9
5 Strongly agree 5.8 1

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that the school provides resources to teachers to create
and enforce rules, was validated; therefore, it was determined to be an asset. It is interesting that
teachers agree that materials for this purpose are provided, but not for instruction or classroom
environment.
Polices, Processes, & Procedures
Influence 1. Policies are aligned to support teachers in providing effective, engaging
instruction that adapts to student need
Survey Results. Teachers were asked if they agree that school policies align with the
goal of providing effective, engaging instruction that adapts to student needs in order to prevent
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behavioral acting out and to rate on a scale of 1 (strongly disagree) to 5 (strongly agree). Three
teachers (17.6%) selected 5, reporting that they strongly agree that school policies align with the
goal of providing effective, engaging instruction that adapts to student needs in order to prevent
behavioral acting out, and four teachers (23.5%) selected 4, reporting that they agree that school
policies align with the goal of providing effective, engaging instruction that adapts to student
needs in order to prevent behavioral acting out for a total of 41.1%. SA teachers did not meet the
70% threshold. Therefore, this influence is determined in the survey as a need. See Table 33.
Table 33
Survey Results for Policies & Procedures Regarding Instruction
# Q11 - Using the scale below, rate the extent to
which you agree or disagree with the
following statements regarding the school’s
policies and procedures for PBIS
implementation: 1:Strongly Disagree; 3:
Neither agree nor disagree; 5: Strongly agree
(n = 17)
Percentage Count
SA’s policies align with the goal of providing effective, engaging instruction that adapts
to student needs in order to prevent behavioral acting out.
1 Strongly disagree 0 0
2 28.5 2
3 Neither agree nor disagree 41.1 7
4 23.5 4
5 Strongly agree 17.6 3

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
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Summary. The assumed influence that SA’s policies align with the goal of providing
effective, engaging instruction that adapts to student needs in order to prevent behavioral acting
out was not validated; therefore, it was determined to be a need. The findings showed that
teachers do not feel that policies and procedures are in place to support them with the
implementation of PBIS.
Influence 2. Policies are aligned to support teachers in creating a safe, efficient, welcoming
physical environment that is conducive to student learning
Survey Results. Teachers were asked if they agree that policies align with the goal of
every teacher creating a safe, welcoming environment for students and to rate on a scale of 1
(strongly disagree) to 5 (strongly agree). 17.6% selected 5, reporting that they strongly agree that
policies align with the goal of every teacher creating a safe, welcoming environment for students,
and 23.5% selected 4, reporting that they agree that policies align with the goal of every teacher
creating a safe, welcoming environment for students, for a total of 41.1%. SA teachers did not
meet the 70% threshold. Therefore, this influence is determined in the survey as a need. See
Table 34.
Table 34
Survey Results for Alignment of Policies &Procedures with Creation of Welcoming Environment
# Q12 - Using the scale below, rate the extent to
which you agree or disagree with the
following statements regarding the school’s
policies and procedures for PBIS
implementation: 1:Strongly Disagree; 3:
Neither agree nor disagree; 5: Strongly agree
(n = 17)
Percentage Count
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SA’s policies align with the goal of every teacher creating a safe, welcoming
environment for students.
1 Strongly disagree 5.8 1
2 11.7 2
3 Neither agree nor disagree 35.2 6
4 23.5 4
5 Strongly agree 17.6 3

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that SA’s policies align with the goal of every teacher
creating a safe, welcoming environment for students was not validated; therefore, it was
determined to be a need. The findings showed that teachers do not feel that policies and
procedures are in place to support them in creating their own safe, welcoming spaces. However,
a majority of the responses were neutral, which invalidates results in either direction.
Influence 3. Policies are aligned to support teachers in creating and consistently enforcing a
set of rules and procedures so students are aware of what is expected of them
Survey Results. Teachers were asked if they agree that policies align with supporting
teachers in consistently enforcing rules and procedures and to rate on a scale of 1 (strongly
disagree) to 5 (strongly agree). 5.8% selected 5, reporting that they strongly agree that policies
align with supporting teachers in consistently enforcing rules and procedures, and 5.8% selected
4, reporting that they agree that policies align with supporting teachers in consistently enforcing
rules and procedures, for a total of 11.6%. SA teachers did not meet the 70% threshold.
Therefore, this influence is determined in the survey as a need. See Table 35.
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Table 35
Survey Results for Alignment of Policies & Procedures with Teachers’ Rules
# Q11 - Using the scale below, rate the extent to
which you agree or disagree with the
following statements regarding the school’s
policies and procedures for PBIS
implementation: 1:Strongly Disagree; 3:
Neither agree nor disagree; 5: Strongly agree
(n = 17)
Percentage Count
SA’s policies align with supporting teachers in consistently enforcing rules and
procedures
1 Strongly disagree 11.7 2
2 23.5 4
3 Neither agree nor disagree 47 8
4 5.8 1
5 Strongly agree 5.8 1

Interview Findings. No interview was used for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that SA’s policies align with supporting teachers in
consistently enforcing rules and procedures was not validated; therefore, it was determined to be
a need. The findings showed that teachers do not feel that policies and procedures are in place to
support them in consistently enforcing rules and procedures.

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Cultural Models
Influence 1. There is a culture conducive to teachers creating a safe, efficient, welcoming
physical environment for students in the classroom that is conducive to learning. Shared
values and beliefs are aligned
Survey Results. Teachers were asked if they agree that there is a culture conducive to
teachers creating a safe, efficient, welcoming physical environment for students in the classroom
and to rate on a scale of 1 (strongly disagree) to 5 (strongly agree). 17.6% selected 5, reporting
that they strongly agree, and 29.4% selected 4, reporting that they agree, for a total of 47%. SA
teachers did not meet the 70% threshold. Therefore, this influence is determined in the survey as
a need. See Table 36.
Table 36
Survey Results for Cultural Setting Regarding Creation of Welcoming Environment
# Please rate the extent to which you agree or
disagree using this scale: 1: strongly disagree;
3: Neither agree nor disagree; 5: Strongly
agree (n = 17)
Percentage Count
The culture of the school supports teachers in creating a safe, efficient, welcoming
physical environment conducive to learning.
1 Strongly disagree 0 0
2 17.6 3
3 Neither agree nor disagree 29.4 5
4 29.4 5
5 Strongly agree 17.6 3

Interview Findings. Participants were asked the following questions regarding school
culture support for creating a safe and welcoming classroom environment: “To what extent does
119

SA’s culture support you focusing on creating a safe, welcoming environment in your classroom
to support the implementation of PBIS? What kinds of support do you get from administration in
creating a safe, welcome classroom environment?” Assessment of teacher interview responses
showed this influence is an asset, as responses showed 3 out of 3 participants were able to state
positively that they felt school culture supports the creation of a safe and welcoming physical
environment. All three respondents answered that the administration and teachers do their best to
make sure the school is student-centered and welcoming. Participant 1 stated, “Administration
gives us a budget to order materials to make our classrooms interesting and welcoming to
students.” Participant 2, likewise, stated, “Most teachers take advantage of admin’s offer to order
materials to make out classrooms look nice for the students.” Participant 3 also stated, “I feel like
this whole school is modeled to be a welcome place for students. We have student-designed and
created murals in the halls and outside. Administration approves those, and they supply the
materials and funding needed to complete them. There are also pictures of our students
everywhere--banners and framed photos. When you walk onto this campus, you can tell that our
students are important to us, and I feel that students feel welcome here because of that.”
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that the culture of the school supports teachers in
creating a safe, efficient, welcoming physical environment conducive to learning was not
validated by the survey, but interview findings did validate the influence. Based on the overall
results of this assumed influence, this influence was determined to be a need and result in some
improvement needed for the cultural model in terms of classroom environment.
Influence 2. There is a culture conducive to teachers using rewards and praise to build student
confidence and reinforce appropriate behavior. Shared values and beliefs are aligned.
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Survey Results. Teachers were asked if they agree that school supports them using praise
and rewards in the classroom to reinforce appropriate behavior and to rate on a scale of 1
(strongly disagree) to 5 (strongly agree). 5.8% selected 5, reporting that they strongly agree, and
5.8% selected 4, reporting that they agree, for a total of 11.6%. SA teachers did not meet the
70% threshold. Therefore, this influence is determined in the survey as a need. See Table 37.
Table 37
Survey Results for Cultural Setting for Use of Praise/Rewards
# Please rate the extent to which you agree or
disagree using this scale: 1: strongly disagree;
3: Neither agree nor disagree; 5: Strongly
agree (n = 17)
Percentage Count
The school supports me using praise and rewards in the classroom to reinforce
appropriate behavior.
1 Strongly disagree 0 0
2 29.4 5
3 Neither agree nor disagree 52.9 9
4 5.8 1
5 Strongly agree 5.8 1

Interview Findings. No interview question was asked for this influence.
Document Analysis. No document analyses were used for this influence.
Summary. The assumed influence that the school supports me using praise and rewards
in the classroom to reinforce appropriate behavior was not validated; therefore, it was determined
to be a need.
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Influence 3. There is a culture conducive to creating and consistently enforcing a set of rules
and procedures so students are aware of what is expected of them. Shared values and beliefs
are aligned
Survey Results. Teachers were asked if there is a culture conducive to creating and
consistently enforcing a set of rules and procedures so students are aware of what is expected of
them and to rate on a scale of 1 (strongly disagree) to 5 (strongly agree). The percentage of
teachers who reported that they strongly agree was 12.5%, and 31.3% selected 4, reporting that
they agree, for a total of 43.8%. SA teachers did not meet the 70% threshold. Therefore, this
influence is determined in the survey as a need. See Table 38.
Table 38
Survey Results for Cultural Model of Creating & Enforcing Rules/Procedures
# Please rate to what extent you agree with the
following statement using this scale: 1:
Strongly disagree; 3: Neither agree nor
disagree 5: Strongly agree (n = 16)
Percentage Count
The school supports me setting and enforcing my own set of rules inside the classroom,
as well as the enforcement of school rules.
1 Strongly disagree 0 0
2 12.5 2
3 Neither agree nor disagree 43.8 7
4 31.3 5
5 Strongly agree 12.5 2

Interview Findings. No interview questions were asked for this influence.
Document Analysis. No document analyses were used for this influence.

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Summary. The assumed influence that the school supports teachers in setting and
enforcing their own set of rules inside the classroom, as well as the enforcement of school rules
was not validated; therefore, it was determined to be a need.
Summary of Validated Influences

Tables 39, 40, and 41 show the knowledge, motivation, and organization influences for
this study and their determination as an asset or a need.

123

Knowledge

As shown in Table 39, 11 out of 15 assumed knowledge influences were validated as
assets through a survey. Recommendations to improve the knowledge influences that were
determined to be needs will be discussed in Chapter Five.
Table 39
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Factual knowledge
Influence 1. Teachers Know the Components
Of PBIS
Need

Influence 2. Teachers know what student
engagement means (CB1).
Asset
Influence 3. Teachers know what it means to
differentiate instruction (CB1).
Asset
Influence 4. Teachers know best practices for
rewarding student behavior (CB3).
Need
Conceptual knowledge
Influence 1. Teachers understand the
relationship between instruction, student
engagement, and achievement (CB1).
Asset
Influence 2. Teachers understand the
relationship between physical environment and
student behavior (CB2).
Need
Influence 3. Teachers understand the
relationship between consistent classroom rules
and procedures and student behavior (CB4).
Asset
Procedural knowledge
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Assumed Knowledge Influence Asset or Need
Influence 1. Teachers know how to develop
lessons that will engage students, adapt to
different student needs, and promote student
achievement (CB1).
Asset
Influence 2. Teachers are able to create
effective learning space in the classroom
(CB2).
Asset
Influence 3. Teachers are able to set clear
classroom expectations and consistently enforce
them (CB4).
Asset
Metacognitive knowledge
Influence 1. Teachers reflect on the
effectiveness of their lessons, student
engagement during their lesson, and student
learning through review of student behavior and
analysis of student assessment results (CB1)
Asset
Influence 2. Teachers monitor the effectiveness
of their classroom setup in terms of
achievement (CB2)
Asset
Influence 3. Teachers monitor the effectiveness
of their approach to praising and rewarding
appropriate student behavior (CB3)
Need
Influence 4. Teachers monitor the effectiveness
of their classroom rules (CB4)
Asset
Influence 5. Teachers reflect on how they keep
students accountable for classroom expectations
(CB4)
Asset

Motivation
As shown in Table 40, eight out of 15 assumed motivation influences were validated as assets
through a survey of SA staff. Recommendations to improve the motivation influences that were
determined to be needs will be discussed in Chapter Five.
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Table 40
Motivation Assets or Needs as Determined by the Data
Value
Influence 1. Teachers value providing effective,
engaging instruction that adapts to student
needs.
Asset
Influence 2. Teachers value creating a safe,
welcoming physical environment for students
that is conducive to learning.
Asset
Influence 3. Teachers value using rewards and
praising students who exhibit appropriate
behavior.
Need
Influence 4. Teachers value creating and
consistently enforcing rules and procedures and
providing clear expectations.
Asset
Self-Efficacy
Influence 1. Teachers are confident in their
ability to provide effective, engaging
instruction that adapts to student needs.
Asset
Influence 2. Teachers are confident in their
ability to create a safe, welcoming physical
environment for students that is conducive to
learning.
Asset
Influence 3. Teachers are confident in their
ability to praise and reward appropriate student
behavior.
Need
Influence 4. Teachers are confident in their
ability to create and consistently enforce rules
and procedures and provide clear expectations.
Need
Mood
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Influence 1a. Teachers feel positive about
providing effective instruction.
Asset
Influence 1b. Teachers feel positive about
providing engaging instruction that adapts to
student needs.
Need
Influence 1c. Teachers feel positive about
providing instruction that adapts to student
needs.
Need
Influence 2. Teachers feel positive about
creating a safe, efficient, welcoming physical
environment for students in the classroom that
is conducive to learning
Asset
Influence 3. Teachers feel positive about
rewarding and praising appropriate student
behavior
Asset
Influence 4a. Teachers feel positive about
creating and consistently enforcing rules and
procedures.
Need
Influence 4b. Teachers feel positive about
providing clear expectations.
Need

Organization
As shown in Table 41, one out of ten assumed organization influences were validated as assets
through interviews and document analysis. Recommendations to improve the organization
influences that were determined to be needs will be discussed in Chapter Five.
Table 41
Organization Assets or Needs as Determined by the Data
Assumed Organization Influence Asset or Need
Resources
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Assumed Organization Influence Asset or Need
Influence 1. There are appropriate resources to
support teachers in providing effective, engaging
instruction that adapts to student needs.
Need
Influence 2. There are appropriate resources to support
teachers in creating a safe, efficient, welcoming physical
environment that is conducive to student learning.
Need
Influence 3. There are appropriate resources to support
teachers in using rewards and praise to build student
confidence and reinforce appropriate behavior.
Need
Influence 4. There are appropriate resources to support
teachers in creating and consistently enforcing a set of
rules and procedures so students are aware of what is
expected of them.
Asset
Policies, Processes, & Procedures
Influence 1. Policies are aligned to support teachers in
providing effective, engaging instruction that adapts to
student need.
Need
Influence 2. Policies are aligned to support teachers in
creating a safe, efficient, welcoming physical
environment that is conducive to student learning.
Need
Influence 3. Policies are aligned to support teachers in
creating and consistently enforcing a set of rules and
procedures so students are aware of what is expected of
them.
Need
Cultural Models
Influence 1. There is a culture conducive to teachers
creating a safe, efficient, welcoming physical
environment for students in the classroom that is
conducive to learning. Shared values and beliefs are
aligned.
Need
Influence 2. There is a culture conducive to teachers
using rewards and praise to build student confidence and
reinforce appropriate behavior.
Need
Influence 3. There is a culture conducive to creating and
consistently enforcing a set of rules and procedures so
Need
128

Assumed Organization Influence Asset or Need
students are aware of what is expected of them. Shared
values and beliefs are aligned.

Chapter Five will include recommendations for how to improve the assumed influences
that were not validated in the findings of this study. Proposed solutions and recommendations
will be shared with site administrators at SA.

129

Chapter Five: Recommendations and Evaluation
The purpose of the study is to conduct a gap analysis to examine the knowledge,
motivation, and organization assets and needs of SA’s teachers in implementing the school’s
PBIS plan. From this needs assessment, suggestions will be made for the school to revise the
existing PBIS plan to more successfully support teachers in handling disciplinary and social-
emotional issues in the classroom. The analysis focused on causes for this problem due to gaps in
teacher knowledge, skill, and motivation, and organizational issues. The analysis began by
generating a list of possible or assumed causes and then by examining these systematically to
focus on actual or validated causes. The following two questions guided this study:
1. What is the current status of SA teachers’ knowledge and skills, motivation, and
organizational needs to implement the PBS plan and reduce the number of discipline
referrals to 0 by June 2024?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Chapter 5 addresses the second question for both assets and needs described in Chapter 4.
The recommendations outlined in this chapter address both assets and challenges and focus on
the consistency, continuity, and commitment required for the successful implementation of PBS
at SA. In a small school with a large number of behavioral referrals, it is crucial for
administrators and teachers to maintain schoolwide consistency in their implementation of the
school’s PBIS plan and the positive behavior strategies that will make the plan successful. Also,
as new teachers join the staff and a new class of freshmen joins the student body every year,
continuity is required in the professional development on and implementation of positive
behavior support strategies, as well as in giving frequent opportunities for teachers to reflect on
130

their practice in order to have successful and consistent implementation of the PBIS plan at SA.
Consistency and continuity of implementation will then rely on the commitment of
administrators and teachers to the organizational goal of reducing student referrals for behavior
to zero, and the idea that implementing their PBIS plan with fidelity will help them achieve that
goal.
Stakeholder of Focus
The stakeholder of focus for this study is teachers. Teachers have the most direct
influence on students’ academic progress and social-emotional growth. If the culture of zero
student accountability is to change to a culture of student ownership, teachers are the
stakeholders who have the most potential impact.
For positive behavior support strategies to be effective, teachers must have the
knowledge, motivation, and organizational support to implement them with fidelity. SA has a
PBIS plan in place, and teachers must follow the plan, or the plan will not gain the desired result
in student behavior. Changing school culture starts with the teachers in their classrooms, and it is
their behaviors that will ultimately lead to the organizational goal being met.
Currently, as there are many students being referred to the office for behavioral issues,
there is a 100% gap with respect to the teachers’ performance of the goal of zero referrals
recorded in the student information system and zero suspensions. Teachers will be measured on
their achievement of the goal by the number of referrals by June 2024, as reported through
discipline and social-emotional referrals in the student information system.
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Stakeholder of Focus Critical Behaviors
According to Kirkpatrick and Kirkpatrick (2016), critical behaviors are behaviors that, if
performed consistently by stakeholders, will have the biggest impact on the organization’s
outcomes. The three critical behaviors required for SA’s teachers, the stakeholders of focus, to
achieve their goal are:
● Teachers provide effective instruction that adapts to student need
● Teachers create safe, welcoming learning environment
● Teachers reward and praise appropriate behavior
Recommendations to Address Knowledge, Motivation, and Organization Influences
The assumed knowledge, motivation, and organization (KMO) influences in the tables
that follow were determined to be needs as a result of the data collected from the stakeholders of
focus--in this case, teachers--via survey and interview questions. Each of these KMO influences
has been deemed as high priority for achieving the organization's goal. All recommendations for
improvement are rooted in context and are evidence-based.
Following each table, a detailed discussion that includes solutions based in the literature
is provided for each influence.
Knowledge Recommendations
As shown in Table 41, three out of six assumed knowledge influences were determined to
be actual needs during data collection. Three of the six assumed knowledge influences were
determined to be assets: Teachers know what student engagement means, teachers know what it
means to differentiate instruction, and teachers know what it means to set clear expectations.
For the knowledge influences that remain classified as needs, evidence-based principles
have been identified to guide context-based recommendations for improving performance in
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these areas. Table 42 lists the causes, priority, principle and recommendations. Following the
table, a detailed discussion for each high priority cause and recommendation and the literature
supporting the recommendation is provided.
Table 42
Summary of Knowledge Influences and Recommendations
Assumed knowledge
influence
Asset
or
need
Principle and citation Context-specific recommendation
Factual
Teachers Know the
Components Of PBIS
Need Information learned
meaningfully and
connected
with prior knowledge
is stored
more quickly and
remembered
more accurately
because it is
elaborated with prior learning
(Schraw &
McCrudden, 2006).

Provide teachers a
table that
shows the components of PBIS in
the areas of instruction, classroom
environment, rewards, and
discipline and allow them to
engage in collaborative discussion
strategies, such as Think-Pair-
Share or Give One, Get One, with
peers.
Teachers know what
student engagement means
Asset Information learned
meaningfully and
connected
with prior knowledge
is stored
more quickly and
remembered
more accurately
because it is
elaborated with prior learning
(Schraw &
McCrudden, 2006).
Using collaborative discussion
strategies, provide teachers with an
opportunity to discuss a video that
shows what student engagement
looks like in a secondary
classroom, and have them make
connections to their current best
practices.

Teachers know what it
means to differentiate
instruction
Asset Information learned
meaningfully and
connected
with prior knowledge
Provide teachers with an
infographic that exemplifies
differentiated instruction for
different student groups. Leave
133

Assumed knowledge
influence
Asset
or
need
Principle and citation Context-specific recommendation
is stored
more quickly and
remembered
more accurately
because it is
elaborated with prior learning
(Schraw &
McCrudden, 2006).
blank spaces on the graphic to
allow teachers to add their own
suggestions and share with peers.
Teachers know best
practices for rewarding
student behavior (CB3)
Need Information learned
meaningfully and
connected
with prior knowledge
is stored
more quickly and
remembered
more accurately
because it is
elaborated with prior learning
(Schraw &
McCrudden, 2006).
Provide teachers with a table of
Dos and Don’ts for rewarding
students to make it clear how
rewards should work in the
classroom and give them an
opportunity to use collaborative
discussion strategies to share what
has and has not worked for them in
the past.
Conceptual
Teachers understand the
relationship between
instruction, student
engagement, and
achievement
Asset How individuals
organize
knowledge
influences how they
learn and apply what
they know
(Schraw &
McCrudden, 2006).
Provide teachers with a table that
shows the relationship between
instruction, engagement, and
achievement
Teachers understand the
relationship between
physical environment and
student behavior
Need How individuals
organize
knowledge
influences how they
learn and apply what
they know
(Schraw &
McCrudden, 2006).

Provide teachers with different
contexts in which their
environment influences their
behavior. Provide a table that
shows the relationship between
classroom environment and
student behavior, and facilitate
conversation around their personal
examples and students in the
classroom.
Teachers understand the
relationship between
consistent classroom rules
Asset How individuals organize
knowledge influences how
they
Provide teachers with a blank
infographic that allows teachers to
show the way consistent
134

Assumed knowledge
influence
Asset
or
need
Principle and citation Context-specific recommendation
and procedures and student
behavior
learn and apply what they
know
(Schraw & McCrudden,
2006).
expectations in the classroom can
impact student behavior.
Procedural
Teachers know how to
develop lessons that will
engage students, adapt to
different student needs, and
promote student
achievement
Asset Feedback that is
private, specific, and
timely enhances
performance (Shute,
2008).
Provide teachers with frequent
non-evaluative, low-stakes
feedback on their lesson plans,
using a common rubric that aligns
with PBIS strategies.
Teachers are able to create
effective learning space in
the classroom.

Asset Modeling to-be-learned
strategies or
behaviors improves
self-efficacy, learning,
and performance
(Denler et al., 2009).
Provide teachers with the
opportunity to visit classrooms that
have an effective physical
environment. Teachers will then
create a checklist based on
observation of the model
classroom to assess their own
classroom environment.
Teachers are able to set
clear classroom
expectations and
consistently enforce them
Asset Social interaction,
cooperative learning, and
cognitive apprenticeships
(such as reciprocal
teaching) facilitate
construction of new
knowledge (Scott &
Palincsar, 2006).
Partner teachers who need support
with setting clear expectations and
consistently enforcing them with
teachers who have strong
classroom management skills that
ascribe to elements of PBIS. The
master teacher can observe and
offer feedback to the teacher they
are supporting and help them to set
goals for clear expectations and
consistent enforcement based on
what they observed in the model
classroom.
Metacognitive
Teachers reflect on the
effectiveness of their
lessons, student
engagement during their
lesson, and student learning
through review of student
behavior and analysis of
student assessment results
Asset The use of
metacognitive
strategies facilitates
learning (Baker,
2006).
Provide instruction in
metacognitive skills (APA, 2015).

Provide opportunities for teachers
to self-monitor and self-assess the
effectiveness of their lessons and
student engagement (Baker, 2006).
135

Assumed knowledge
influence
Asset
or
need
Principle and citation Context-specific recommendation
Teachers monitor the
effectiveness of their
classroom setup in terms of
achievement
Asset The use of
metacognitive
strategies facilitates
learning (Baker,
2006).
Provide instruction in
metacognitive skills (APA, 2015).

Provide opportunities for teachers
to self-monitor and self-assess the
effectiveness of their classroom
setup (Baker, 2006).
Teachers monitor the
effectiveness of their
approach to praising and
rewarding appropriate
student behavior
Need The use of
metacognitive
strategies facilitates
learning (Baker,
2006).

Provide instruction in
metacognitive skills (APA, 2015).

Provide opportunities for teachers
to self-monitor and self-assess the
effectiveness of their approach to
using praise and rewards (Baker,
2006).
Teachers monitor the
effectiveness of their
classroom rules
Asset The use of
metacognitive
strategies facilitates
learning (Baker,
2006).

Provide instruction in
metacognitive skills (APA, 2015).

Provide opportunities for teachers
to self-monitor and self-assess the
effectiveness of their classroom
rules (Baker, 2006).
Teachers reflect on how
they keep students
accountable for classroom
expectations
Asset The use of
metacognitive
strategies facilitates
learning (Baker,
2006).

Provide instruction in
metacognitive skills (APA, 2015).

Provide opportunities for teachers
to self-monitor and self-assess the
effectiveness of the way the keep
students accountable for classroom
expectations (Baker, 2006).

Factual Knowledge Solutions
As stated above, factual knowledge influences are as follows:
● Teachers Know the Components of PBIS
● Teachers know what student engagement means
● Teachers know what it means to differentiate instruction
● Teachers know best practices for rewarding student behavior (CB3)
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These influences include both assets and needs, as shown in Table 42. Recommendations will be
made for all influences to provide commitment, consistency, and continuity in the
implementation of PBIS at SA. Information processing theory can be applied to
recommendations. Information learned meaningfully and connected with prior knowledge is
stored more quickly and remembered more accurately because it is elaborated with prior learning
(Schraw & McCrudden, 2006). This would suggest that teachers would benefit from
opportunities to link research-based PBIS strategies to their own practice. Therefore, it is
recommended that the school provide teachers with tables or infographics to facilitate
discussions that activate prior knowledge about the components of PBIS in the areas of
instruction, classroom environment, rewards, and discipline rooted in current best practices.
For adults, learning is made meaningful when they are active participants in their learning
(Karge et al., 2011). Providing teachers with visuals (tables, infographics, videos) that show
components of PBIS, and then allowing for discussion with peers will help them connect new
knowledge to prior knowledge and to construct meaning in a meaningful way (Schraw &
McCrudden, 2006). When individuals learn new information meaningfully and connect it with
prior knowledge, it helps with transfer, which promotes learning (Mayer, 2011; Schraw &
McCrudden, 2006). Therefore using collaborative discussion and teach-back strategies
(e.g.Think-Pair-Share and Tell-Help-Check) in conjunction with visuals will engage teachers in
learning new information about PBIS and allow them to make connections between new
information and prior knowledge (Karge et al., 2011).
Conceptual Knowledge Solutions
Conceptual knowledge influences are:
● Teachers understand the relationship between instruction, student engagement,
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and achievement
● Teachers understand the relationship between physical environment and student
behavior
● Teachers understand the relationship between consistent classroom rules and
procedures and student behavior
Again, information processing theory can be applied to make recommendations for conceptual
knowledge solutions. Schraw and McCrudden (2006) state that the way individuals organize
knowledge influences how they learn and apply what they know. This would suggest that when
teachers are able to make connections between the components of PBIS and how they are related
to student behavior and achievement, they will apply their knowledge of PBIS strategies to their
teaching practice. Thus, it is recommended that the organization provide teachers with tables,
infographics, and videos that show how instruction, classroom environment, and consistent rules
and procedures can affect student engagement and achievement.
Sailor et al. (2009) assert that PBIS can help students behave appropriately in the
classroom, and Ruef et al. (1998) discuss the ways in which teacher behaviors in the classroom
directly influence student behavior and achievement. It is crucial that teachers are able to
understand the relationship between their choices in the classroom and how their students behave
and learn. According to Schraw & McCrudden (2006), the way individuals organize knowledge
influences how they learn and apply their knowledge to their practice. Therefore, it is
recommended that the organization provide teachers with visuals (tables, flow charts,
infographics) that clearly organize relevant PBIS components and related data to show the
relationship between teacher choices in instruction, classroom environment, and rules and
procedures and student behavior. Including school performance data in these visuals would make
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connections more meaningful and relevant to teachers. In addition, a facilitated conversation
around teachers’ personal examples and students in the classroom would further promote
conceptual understanding of the relationship between environment and behavior and how it
applies to learning.
Procedural Knowledge Solutions
Procedural knowledge influences are:
● Teachers know how to develop lessons that will engage students, adapt to
different student needs, and promote student achievement
● Teachers are able to create effective learning space in the classroom.
● Teachers are able to set clear classroom expectations and consistently enforce
them
Social cognitive theory suggests that there is a relationship between an individual’s sense of self-
efficacy, his environment, and his behavior, and sociocultural theory asserts that individuals
learn from collaboration with more knowledgeable individuals (Bandura, 2005; McCleod, 2008).
According to Schute (2008), feedback that is private, specific, and timely enhances performance.
This would suggest that teachers would benefit from feedback on their teaching practice. A
recommendation for ensuring that teachers are delivering engaging lessons that are differentiated
to students’ needs is to provide teachers with frequent non-evaluative, low-stakes feedback on
their lesson plans, using a common rubric that aligns with PBIS strategies.
Another principle based in social cognitive theory is Denler et al. 's (2009) assertion that
modeling to-be-learned strategies or behaviors improves self-efficacy, learning, and
performance. This suggests that teachers would benefit from modeling of effective classroom
environments. Thus it is recommended that the organization provide teachers with the
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opportunity to visit classrooms that have an effective physical environment. Teachers will then
create a checklist based on observation of the model classroom to assess their own classroom
environment.
Scott & Palincsar’s (2006) assertion, rooted in sociocultural theory, that social
interaction, cooperative learning, and cognitive apprenticeships (such as reciprocal teaching)
facilitate the construction of new knowledge suggests that less experienced teachers, or teachers
who need improvement, would benefit from being paired with a mentor teacher. Partner teachers
who need support with setting clear expectations and consistently enforcing them with teachers
who have strong classroom management skills that ascribe to elements of PBIS. The master
teacher can observe and offer feedback to the teacher they are supporting and help them to set
goals for clear expectations and consistent enforcement based on what they observed in the
model classroom.
Sailor et al. (2009) state that one of the barriers preventing the effective implementation
of PBIS strategies is teacher efficacy, which can be helped with professional development and
ongoing support. Robinson (2012) further suggests that a school’s PBIS plan has to be a
“contextual fit” that takes into account the skills and needs of the people implementing it. For
these reasons, the recommendation is to provide teachers with the support and training they need
in the form of mentor partnerships, modeling, and consistent feedback. Showing teachers how
PBIS strategies should be implemented and supporting them in their efforts to do so through
non-evaluative feedback will increase their self-efficacy and they will be more likely to adhere to
the school’s PBIS plan.
Metacognitive Knowledge Solutions
Metacognitive knowledge influences are:
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● Teachers reflect on the effectiveness of their lessons, student engagement during
their lesson, and student learning through review of student behavior and analysis
of student assessment results
● Teachers monitor the effectiveness of their classroom setup in terms of
achievement
● Teachers monitor the effectiveness of their approach to praising and rewarding
appropriate student behavior)
● Teachers monitor the effectiveness of their classroom rules
● Teachers reflect on how they keep students accountable for classroom
expectations
Metacognition is the monitoring of one’s own cognition, for example, their own memory and
comprehension (Flavell, 1979). Learning and motivation are enhanced when learners set goals,
monitor their performance, and evaluate their progress towards achieving their goals (Ambrose
et al., 2012; Meyer, 2011) This suggests that teachers would benefit from reflection on their own
knowledge and implementation of PBIS strategies. Thus, it is recommended that the organization
provide teachers with instruction in metacognitive skills (APA, 2015), and that teachers are
provided with opportunities to self-monitor and self-assess the effectiveness of their
implementation of PBIS strategies for planning lessons, creating a safe and welcoming
classroom environment, using praise and reward, developing and enforcing rules and procedures,
and holding students accountable (Baker, 2006).
Sugai and Horner (n.d.) discuss the idea that PBIS trainings often assume that strategies
are being implemented the right way rather than allowing teachers to monitor and reflect on their
own practices. In the same vein, Hansen and Lee (n.d.) state that the implementation of PBIS
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needs to be adjusted and modified to meet the needs of the students and the school community,
making it necessary for those implementing the PBIS plan to engage in metacognitive practices
such as debriefing their processes, journaling, and goal setting and assessment. Therefore, it is
recommended that the organization spend time and resources on training teachers to engage in
metacognitive activities and to allow the time for teachers to talk about their reflections with
each other. As discussed earlier, learners learn from each other; discussion of monitoring and
reflection would lead to the shared knowledge of the status of the organization's plan
implementation and all stakeholders would have a voice in necessary changes. If the organization
wants a successful implementation of its PBIS plan, it is imperative that all stakeholders
involved, especially teachers, are given the opportunity to engage in metacognition and that the
plan is revised based on the results of stakeholder reflection and monitoring.
Motivation Recommendations
Motivation recommendations are organized by value, self-efficacy, and mood. There are
a total of 14 motivation influences, as shown in Table 43. Based on data analysis in Chapter 4,
six of the 14 influences were found to be needs and the remaining are assets. Table 43 lists the
motivation causes, priority, principles, and recommendations. Following the table, a detailed
discussion of each influence and its recommendation, as well as the literature supporting the
recommendation, is provided.

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Table 43
Summary of Motivation Influences and Recommendations
Assumed motivational influence Asset
or
need
Principle and citation Context-specific
recommendation
Value
Teachers value providing
effective, engaging instruction
that adapts to student needs.
Asset Learning and
motivation are
enhanced if the learner
values the task (Eccles, 2006).
Provide rationales (via
case studies, student
performance data, and
evidence-based strategies)
about the importance and
value of providing
engaging differentiated
instruction.
Teachers value creating a safe,
welcoming physical
environment for students that is
conducive to learning.
Asset Provide teachers with
supports that model school
values.
Teachers value using rewards
and praising students who
exhibit appropriate behavior.
Need Provide teachers with
supports that model school
values.
Teachers value creating and
consistently enforcing rules and
procedures and providing clear
expectations.
Asset Provide rationales (via
case studies, student
performance data, and
evidence-based strategies)
about the importance and
value of creating and
consistently enforcing
rules and
procedures/providing clear
expectations.
Self-Efficacy
Teachers are confident in their
ability to provide effective,
engaging instruction that adapts
to student needs.
Asset High self-efficacy can positively
influence
motivation (Pajares,
2006).
Provide frequent, accurate,
targeted, private feedback
on progress and
performance of
instructional practices
(Pajares, 2006)
Teachers are confident in their
ability to create a safe,
welcoming physical
environment for students that is
conducive to learning.
Asset Learning and
motivation
are enhanced when
learners have positive
expectancies for
Set close, concrete, and
challenging goals that
allow teachers to
experience success in
creating an effective
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success (Pajares,
2006).
classroom environment
(Pajares, 2006)
Teachers are confident in their
ability to praise and reward
appropriate student behavior.
Need High self-efficacy can positively
influence
motivation (Pajares,
2006).
Provide teachers positive
reinforcement for their
successful use of rewards
in the classroom by
highlighting students who
have received recognition
by each teacher.
Teachers are confident in their
ability to create and consistently
enforce rules and procedures
and provide clear expectations.
Need Learning and
motivation
are enhanced when
learners have positive
expectancies for
success (Pajares,
2006).
Provide teachers with
balanced feedback
regarding areas of strength
and areas for improvement
when evaluating rules and
procedures.
Mood
Teachers feel positive about
providing effective instruction.
Asset Positive emotional
environments
support motivation
(Clark & Estes,
2008).
Provide evidence-based
strategies for lesson design
and delivery to enable
teacher success and
alleviate anxiety (Lord &
Kanfer, 2002)
Teachers feel positive about
providing effective, engaging
instruction that adapts to student
needs.

Need Provide teachers with
specific and balanced
feedback about their
instruction and methods of
engaging students.
Teachers feel positive about
creating a safe, efficient,
welcoming physical
environment for students in the
classroom that is conducive to
learning
Asset Provide teachers autonomy
to use PBIS guidelines to
create their own
personalized classroom
environment.
Teachers feel positive about
rewarding and praising
appropriate student behavior
Asset Provide teachers autonomy
to use PBIS guidelines to
praise and reward students
in a way that reflects their
own style.
Teachers feel positive about
creating and consistently
enforcing rules and procedures
and providing clear
expectations.
Need Provide teachers autonomy
to create their own rules
and procedures within the
guidelines of PBIS.
Teachers feel positive about
providing clear expectations.
Need Provide teachers autonomy
to set their own classroom
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expectations within the
guidelines of PBIS and the
expectations of the school.

Value Solutions
Four value influences were evaluated in this gap analysis:
○ Teachers value providing effective, engaging instruction that adapts to student
needs.
○ Teachers value creating a safe, welcoming physical environment for students that
is conducive to learning.
○ Teachers value using rewards and praising students who exhibit appropriate
behavior.
○ Teachers value creating and consistently enforcing rules and procedures and
providing clear expectations.
Of the four influences, only teachers valuing using rewards and praising students was found to be
a need. Expectancy value theory can be applied to recommendations in this area. Learning and
motivation are enhanced if the learner values the task (Eccles, 2006). This suggests that if
teachers value using PBIS strategies in the classroom, their implementation of those strategies
would increase and potentially be more successful. Therefore, it is recommended that teachers
are provided with rationale for using PBIS, including evidence-based practices, case studies, and
data. Sharing rationale with teachers would help to create positive values around the use of such
strategies, and they will be more willing to invest time in learning the components of PBIS and
implementing the strategies. Also, if the organization provides teachers with enthusiastic support
that models school values and interest in PBIS, teachers’ valuing of PBIS would be positively
impacted.
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Clark and Estes (2008) describe value as the way an individual's preferences drive choice
and action. Value is based on whether a person wants to do a task, and the reasons why they
want to do it (Schunk et al., 2012, p. 47). Therefore, if the organization provides teachers with
logical and motivating rationale, as recommended, it will help teachers find value in PBIS and
drive them to implement PBIS strategies and to persist with fidelity and consistency, even if it is
not always easy. Hansen and Lee (n.d.) state that when teachers are trained in the foundations of
PBIS and they understand the goals, they value it more. People will engage in what they believe
is valuable to them, despite any difficulties they might encounter in performing the task (Clark &
Estes, 2008). Thus, providing positive, enthusiastic support and rationale to teachers for
implementing PBIS will positively impact teacher motivation.
Self-Efficacy Solutions
Self-Efficacy influences are:
● Teachers are confident in their ability to provide effective, engaging instruction
that adapts to student needs.
● Teachers are confident in their ability to create a safe, welcoming physical
environment for students that is conducive to learning.
● Teachers are confident in their ability to praise and reward appropriate student
behavior.
● Teachers are confident in their ability to create and consistently enforce rules and
procedures and provide clear expectations.
Findings and results showed that while teachers are confident in their ability to plan and deliver
effective lessons and to create a safe and welcoming classroom environment, they are not as
confident about using praise and reward in the classroom, or creating and enforcing rules. Self-
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efficacy theory can be applied to recommendations in this area. Pajares (2006) states that high
self-efficacy can positively influence motivation. This suggests that teachers would benefit from
positive reinforcement and feedback to promote confidence in their ability to implement PBIS
strategies. Therefore, it is recommended that the organization provide targeted, non-evaluative
feedback to teachers to validate their efforts and help to improve their performance in lesson
planning. It is also recommended that teachers are given positive reinforcement for their
successful use of rewards in the classroom by highlighting students who have received
recognition from each teacher, thereby recognizing teachers’ efforts to use praise and reward in
the classroom.
Pajares (2006) also asserts that learning and motivation are enhanced when learners have
positive expectancies for success. This suggests that teachers would benefit from setting and
achieving goals and getting feedback as they attempt to learn and implement PBIS strategies that
may be new to them. It is recommended that teachers are guided in setting close, concrete, and
challenging goals that allow them to experience success when designing their classroom
environment (Pajares, 2006). Another recommendation is to provide teachers with balanced
feedback regarding areas of strength and areas for improvement when evaluating rules and
procedures. If teachers know where their work is strong and receive feedback on how to improve
in areas for growth, it will help build confidence in their classroom management.
If an individual has a lack of self-efficacy regarding his ability to carry out a task, he will
likely avoid the task. At the same time, if an individual feels a high sense of self-efficacy, he is
more likely to persist through the task until his goal is accomplished (Schunk et al., 2012).
Vanparys et al. (n.d.) assert that teacher self-efficacy and anxiety are mirrored by their students.
Therefore, it is important to make it clear to teachers that they are capable of learning and
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successfully implementing PBIS strategies in their teaching practice so that they have high self-
efficacy and low anxiety (Pajares, 2006). Recommendations for positively reinforcing teachers’
classroom management efforts when they are using PBIS strategies would increase their self-
efficacy. Teacher confidence will then be mirrored by their students, improving student behavior
and academic performance.
Medina et al. (n.d.) discuss the idea that teachers with high self-efficacy are more
efficient at planning and more tolerant of challenging student behaviors. Efficient, tolerant
teachers will be more successful in implementing PBIS strategies, and therefore be more
successful teachers who will be able to get more positive student outcomes. As Pajares (2006)
postulates, providing goal-directed practice coupled with frequent, accurate, credible, targeted,
and private feedback on progress in learning and performance can increase self-efficacy. For this
reason, it is recommended to provide balanced feedback to teachers on their use of PBIS
strategies.
Mood Solutions
Mood influences are as follows:
● Teachers feel positive about providing effective instruction.
● Teachers feel positive about providing effective, engaging instruction that adapts
to student needs.
● Teachers feel positive about creating a safe, efficient, welcoming physical
environment for students in the classroom that is conducive to learning
● Teachers feel positive about rewarding and praising appropriate student behavior
● Teachers feel positive about creating and consistently enforcing rules and
procedures and providing clear expectations.
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● Teachers feel positive about providing clear expectations.
Emotions theory can be used to make recommendations for these influences. According to Clark
and Estes (2008), positive emotional environments support motivation. This suggests that
teachers would benefit from positive support and freedom of choice. Therefore it is
recommended that the organization provide encouraging training and feedback, while trusting
teachers with the autonomy to make choices about their own classroom space and instruction
within the guidelines of PBIS.
A positive mood encourages a person to associate positive feelings with what they are
doing; likewise, a negative mood makes a person associate negative feelings with what they are
doing (Schunk, Meece, & Pintrich, 2012). It is important for teachers to be in a positive mood
while teaching because their moods influence the way they perform at work (Williams-
Washington & Bartee, n.d.). As it is in the organization’s best interest to have buy-in from all
teachers, the administration should take measures to make sure teachers feel good about being at
school, and about implementing PBIS. Because, as Williams-Washington and Bartee (n.d.) state,
teacher mood is influenced by school culture and support, teacher mood can be elevated by
feeling supported by their administrators, and by feeling that their opinions and practices are
respected. If teachers are given the autonomy to implement PBIS strategies in their own style in
their classrooms without being overly controlled or micromanaged, they will feel more positive
about implementing PBIS with fidelity.
Organization Recommendations
As shown in Table 44, nine out of the 10 assumed organizational influences were determined
to be actual needs during data collection. Specifically, only one resource influence was
determined to be an asset. In order to maintain consistency, continuity, and commitment,
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recommendations are being made for all influences, and evidence-based principles have been
identified to guide recommendations for improvement in these areas.
Table 44 lists the organization's causes, principle and recommendations. Following the table,
a detailed discussion for each high priority cause and recommendation and the literature
supporting the recommendation is provided.
Table 44
Summary of Organization Influences and Recommendations
Assumed organization
influence
Asset
or
need
Principle and citation Context-specific
recommendation
Cultural models
There is a culture conducive
to teachers creating a safe,
efficient, welcoming
physical environment for
students in the classroom
that is conducive to
learning. Shared values and
beliefs are aligned.
Need Effective change efforts
ensure that all key
stakeholders’
perspectives
inform the design and
decision-making process
leading to the change
(Clark & Estes, 2008).
Include teachers in
the writing of the
school’s PBIS plan
and recognize their
contributions in
front of their peers.
There is a culture conducive
to teachers using rewards
and praise to build student
confidence and reinforce
appropriate behavior.
Need Provide teachers
with common
planning time
dedicated to
sharing best
practices for
student rewards.
There is a culture conducive
to creating and consistently
enforcing a set of rules and
procedures so students are
aware of what is expected
of them. Shared values and
beliefs are aligned.
Need Provide teachers
with common
planning time
dedicated to
sharing best
practices for
creating and
enforcing rules and
procedures.
Policies and Procedures
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Assumed organization
influence
Asset
or
need
Principle and citation Context-specific
recommendation
Policies are aligned to
support teachers in
providing effective,
engaging instruction that
adapts to student need.
Need Effective organizations
ensure that
organizational
messages, rewards,
policies and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals and
values (Clark & Estes,
2008)
Provide teachers
with schoolwide
policies and
procedures that
support their efforts
in implementing
the PBIS
framework in their
instruction.

Policies are aligned to
support teachers in creating
a safe, efficient, welcoming
physical environment that is
conducive to student
learning.
Need Provide teachers
with schoolwide
policies and
procedures that
support their efforts
in implementing
the PBIS
framework in
creating their
classroom
environment.

Policies are aligned to
support teachers in creating
and consistently enforcing a
set of rules and procedures
so students are aware of
what is expected of them.
Need Provide teachers
with schoolwide
policies and
procedures that
support their efforts
in implementing
the PBIS
framework in their
rules and
procedures.

Resources
There are appropriate
resources to support
teachers in providing
effective, engaging
instruction that adapts to
student needs.
Need Effective change efforts
ensure that everyone has
the resources
(equipment,
personnel, time, etc.)
Provide teachers
opportunities to
prioritize what they
need to plan and
deliver effective
instruction and
implement PBIS.
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Assumed organization
influence
Asset
or
need
Principle and citation Context-specific
recommendation
needed to do their job,
and that if there are
resource shortages, then
resources are aligned
with organizational
priorities (Clark & Estes,
2008).

There are appropriate
resources to support
teachers in creating a safe,
efficient, welcoming
physical environment that is
conducive to student
learning.
Need Provide teachers
opportunities to
prioritize what they
need to create a
safe and welcoming
environment and
implement PBIS.
There are appropriate
resources to support
teachers in using rewards
and praise to build student
confidence and reinforce
appropriate behavior.
Need Provide teachers
opportunities to
prioritize what they
need to use rewards
and praise with
their students in the
classroom.
There are appropriate
resources to support
teachers in creating and
consistently enforcing a set
of rules and procedures so
students are aware of what
is expected of them.
Asset Provide teachers
opportunities to
prioritize what they
need to set and
consistently enforce
rules and
procedures.

Cultural Model Solutions
Cultural model influences are:
● There is a culture conducive to teachers creating a safe, efficient, welcoming
physical environment for students in the classroom that is conducive to learning.
Shared values and beliefs are aligned.
● There is a culture conducive to teachers using rewards and praise to build student
confidence and reinforce appropriate behavior.
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● There is a culture conducive to creating and consistently enforcing a set of rules
and procedures so students are aware of what is expected of them. Shared values
and beliefs are aligned.
Organizational change theory can be applied to make recommendations. Effective change efforts
ensure that all key stakeholders’ perspectives inform the design and decision-making process
leading to the change (Clark & Estes, 2008). This suggests that teachers should have a voice in
the development of the PBIS plan and how it is implemented in their classrooms. Thus, it is
recommended that SA include teachers in the process of developing the school’s PBIS plan. It is
also recommended that SA provide common planning time for teachers to share best practices
and brainstorm ideas that fit into the PBIS framework.
When teachers are “centrally located in the network,” meaning they are brought into the
decision-making process, they are more committed (de Jong et al., 2016). Therefore it follows
that when teachers have a voice in what is expected of them, they are more likely to commit to it.
Teachers’ approaches to discipline can vary extremely, and PBIS may not come naturally, or
may be completely contrary to a teacher’s beliefs. In fact, many schools engage in and believe in
negative consequences for inappropriate student behavior and, therefore, do not believe PBIS can
work (Hansen, 2014). This is why it is important to embed the tenets of PBIS into school culture,
and for the administration to support it in every aspect of the organization. When school culture
is not supportive, teachers feel it is difficult to implement PBIS with fidelity (Hansen, 2014).
Clark and Estes (2008) state that cultural patterns can shift by changing the work
environment. Including teachers in the development of the PBIS plan has the potential for
shifting cultural patterns around the use of PBIS strategies. Also, as teachers rely on each other
for help and support, providing common planning time for teachers to discuss their challenges
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and success with PBIS would help in creating a culture of positive behavior support at the school
(de Jong et al., 2016). As de Jong et al. discuss, teachers benefit from a strong social network
within the school because it allows for collaboration, thereby nurturing their commitment to the
school. Teacher collaboration around the use of PBIS strategies will help grow a culture that
embraces positive behavior support.
Policies and Procedures Solutions
Policies and procedures influences are:
● Policies are aligned to support teachers in providing effective, engaging
instruction that adapts to student need.
● Policies are aligned to support teachers in creating a safe, efficient, welcoming
physical environment that is conducive to student learning.
● Policies are aligned to support teachers in creating and consistently enforcing a set
of rules and procedures so students are aware of what is expected of them.
The findings and results showed all three of these influences to be needs, so it is clear that school
policies and procedures should be revisited to welcome a culture of positive behavior support.
Effective organizations ensure that organizational messages, rewards, policies, and procedures
that govern the work of the organization are aligned with or are supportive of organizational
goals and values (Clark & Estes, 2008). This suggests that teachers must feel the organization’s
policies and procedures align with the concept of PBIS. Therefore it is recommended that the
school’s policies and procedures are written to support teachers in their efforts to provide
engaging instruction that adapts to student needs, to create safe and welcoming classroom
environments, and to set and consistently enforce rules guided by the PBIS framework.
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An organization’s policies and procedures ensure that its mission and vision are brought
to life through action, beliefs, and culture (BusinessDictionary.com, 2018). Crucial to the
organization’s mission is the creation of a school culture in which student behavior does not get
in the way of their academic achievement. SA’s goal of decreasing student behavioral incidents
requires them to support their teachers in learning and successfully implementing positive
behavior support strategies to be more effective in achieving their desired outcomes. PBIS
happens in phases (Sugai & Horner, 2009) The school must commit to the process beyond mere
adoption, and they must be willing to make changes in policies and procedures schoolwide to
support implementation, because if teachers do not feel that school policy does not support their
efforts, they will not be motivated to learn and implement PBIS (Sugai & Horner, 2009).
Resources Solutions
Resources influences are:
● There are appropriate resources to support teachers in providing effective,
engaging instruction that adapts to student needs.
● There are appropriate resources to support teachers in creating a safe, efficient,
welcoming physical environment that is conducive to student learning.
● There are appropriate resources to support teachers in using rewards and praise to
build student confidence and reinforce appropriate behavior.
● There are appropriate resources to support teachers in creating and consistently
enforcing a set of rules and procedures so students are aware of what is expected
of them.
The findings and results found that three of the four influences are needs, however, teachers did
feel there are appropriate resources to support teachers in creating and consistently enforcing
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rules and procedures. Recommendations will be suggested for all four influences in order to
maintain consistency, continuity, and commitment. Clark and Estes (2008) discuss the idea that
effective change efforts ensure that everyone has the resources (equipment, personnel, time, etc.)
needed to do their job, and that if there are resource shortages, then resources are aligned with
organizational priorities (Clark & Estes, 2008). This suggests that teachers are reliant on the
appropriate resources for the effective implementation of PBIS. Thus it is recommended that
teachers are provided with the time and space to prioritize their needs in the areas of instruction,
classroom environment, and classroom management.
Material resources, actual supplies and equipment to get the work done, are necessary to
achieve goals (Clark & Estes, 2008). Often, material resources are not considered when looking
at a gap in performance; however, according to Clark and Estes (2008), processes and material
resources should not be overlooked as a possible cause of lack of performance. When teachers
are given the opportunity to prioritize their needs, it will become clear to the organization what
they need to provide to teachers so they can be successful--whether that be tangible materials,
time for planning, or training. Training has to happen; it has to show the people being trained
exactly what to do to accomplish their goals, and it must be transferable to the tasks they are
being asked to do (Clark & Estes, 2008). The school must invest in organizing resources in ways
that beget high-quality and sustained change in order for the implementation of PBIS to be
successful (Sugai & Horner, 2002).
These recommendations for knowledge, motivation, and organization will be
incorporated into a program for School of the Arts as described below and evaluated for
effectiveness as a integrated implementation and evaluation plan.
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Integrated Implementation and Evaluation Plan
The mission of the School of the Arts is to establish and operate an outstanding arts and
college preparatory institute that successfully prepares all students to excel in college and in the
global workplace of the 21st century by creating a community of learners among all students,
teachers, parents, and community partners who will engage in individual enterprise and academic
ownership. The organization’s goal is to have zero suspensions and zero student referrals for
behavior recorded in the student information system by the end of the 2024 school year. The
problem in attaining the goal is that, despite the existence of a PBIS plan, many teachers are not
aware of it, and they have not been trained to implement PBIS. This section describes how
recommendations will be implemented and measured to improve teacher knowledge and
motivation, as well as organizational support for the implementation of the school’s PBIS plan.
Implementation and Evaluation Framework
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) is used as a
framework to plan and evaluate training for the stakeholder of focus, teachers, to know and be
able to effectively implement PBIS in their classrooms. Kirkpatrick and Kirkpatrick (2016) use a
four-level framework. The New World Kirkpatrick model suggests that the levels, outlined
below, should be planned in reverse order when planning a program (Kirkpatrick & Kirkpatrick,
2016). When the organization begins planning with the end in mind, they are able to align
training with the learning goals and desired outcomes (Kirkpatrick & Kirkpatrick, 2016).
● Level 4: Results: The degree to which targeted outcomes occur as a result of the learning
event(s) and the following support and monitoring.
● Level 3: Behavior: The degree to which participants apply what they learned during the
training when they are back on the job.
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● Level 2: Learning: The degree to which participants acquire the intended knowledge,
skills, and attitudes based on their participation in the training
● Level 1: Reaction: The degree to which participants react favorably to the training
program and find it engaging and relevant.
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) state that Level 4 is the reason that organizations
provide training; to strive toward outcomes that move toward achieving the organization’s
ultimate goal. The targeted outcomes in Level 4 should align with the ultimate goal of the
organization--a combination of the organization’s purpose and mission; Level 4 should not be
defined in terms of goals made in isolation from the overall goal of the organization (Kirkpatrick
& Kirkpatrick, 2016). Organizational result statements outlined in Level 4 should be used as the
starting point to plan training, and all training should lead to realization of the organization’s
mission (Kirkpatrick & Kirkpatrick, 2016). Leading indicators are benchmark measurements that
help to bridge the distance between the achievement of smaller goals and the outcomes that will
ultimately result in the achievement of the organization’s mission and vision (Kirkpatrick &
Kirkpatrick, 2016). The short-term observations and measures that would indicate that teachers
are moving toward the desired outcomes are the number of office referrals for behavior and the
number of suspensions within the school year.
Table 45 shows both internal and external leading indicators, and also addresses the
metrics and methods for how each indicator will be measured and observed. The leading
indicators will show the effectiveness of the plan to decrease behavioral referrals and improve
school culture and climate.

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Table 45
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External Outcomes
Decrease the community’s
perception of the school
having a high number of
behavior issues.
Number of Parent
complaints/community
complaints

Enrollment numbers for new
students/incoming freshmen

Parent responses to School
Experience Survey
Principal will monitor School of
Choice school selection data at
the end of the school choice
window.

Assistant principal will monitor
school enrollment records

Principal will review data from
School Experience Survey
Increase in school
performance in Conditions
and Climate
Suspension rate Principal will track school
performance via California
Dashboard.
Increase publicly
determined school rating
as seen in public school
ranking publications
Increase in school rating Principal will track rating trends
according to various
publications once per semester.
Internal Outcomes
Decrease in referrals to
the office for behavior
Number of referrals Assistant principal will collect
data from district student
information system
Increased positive student
perception of school
climate
Student responses to School
Experience Survey
Principal will review data from
School Experience Survey
Increased staff satisfaction Teacher responses to School
Experience Survey
Principal will review data from
School Experience Survey
Increased number of
students who earn grades
of C or better in all
classes.
Semester grades Assistant principal will gather
data at the end of every
semester.

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Level 3: Behavior
Critical Behaviors
Kirkpatrick Level 3 measures the extent to which participants apply their new learning to
their jobs after training, or the extent to which participants change their behavior (Kirkpatrick &
Kirkpatrick, 2016). Behavior, as defined by Kirkpatrick and Kirkpatrick (2016), includes critical
behaviors and required drivers. Critical behaviors are consistently performed actions that will
make the most progress toward the organization’s desired results (Kirkpatrick & Kirkpatrick,
2016). Critical behaviors teachers must demonstrate to achieve desired outcomes are providing
effective instruction, creating a safe and welcoming classroom environment, and effectively
using praise and reward as classroom management tools. Table 46 shows the critical behaviors,
and specific metrics, methods, and timing for evaluation.
Table 46
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metrics
Methods
Timing
1. Teachers provide
effective
instruction that
adapts to student
need
Student grades

Teacher observation
checklist
Assistant principal runs
report of final grades

Principal and assistant
principal observe using a
checklist for
components of effective
instruction according to
PBIS framework
Every semester

Every quarter
2. Teachers create
safe, welcoming
learning
environment
Student perception

Teacher observation
checklist
Internal survey

Principal and assistant
principal observe using a
checklist for
components of safe,
welcoming environment
according to PBIS
framework
Every semester

Every quarter
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Critical behavior Metrics
Methods
Timing
3. Teachers reward
and praise
appropriate
behavior
Teacher list of
positive recognition
Awards for positive
behavior
Every semester

Required drivers
According to Kirkpatrick and Kirkpatrick (2016), required drivers are processes and
systems that reinforce, monitor, encourage, and reward the performance of critical behaviors by
the stakeholder of focus. The motivational influences needed to drive the achievement of
stakeholder outcomes are the value teachers place on learning and implementing PBIS strategies,
and their attitude and self-efficacy in doing so. The organizational influences needed to drive the
achievement of stakeholder outcomes are school culture and organizational policies and
procedures that align with the implementation of PBIS. The required drivers displayed in Table
47 will support the critical behaviors discussed in Table 46.
Table 47
Required Drivers to Support Critical Behaviors
Methods Timing Critical behaviors supported
Reinforcing
Follow-up initial PBIS
trainings with continuing
professional development
Quarterly 1, 2, 3
Provide teachers opportunities
to collaborate regarding
implementation of PBIS
strategies
Monthly 1, 2, 3
Monthly 1, 2, 3

Encouraging
Provide teachers with mentors
and allow opportunities for
Quarterly 1
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Methods Timing Critical behaviors supported
peer observation and feedback
regarding instruction
Provide teachers opportunities
to share successes and best
practices regarding PBIS
strategies
Monthly 1, 2, 3
Rewarding
Recognize teachers for
effective implementation of
PBIS classroom management
strategies
Once per semester 3
Recognize teachers for
classroom design
Annually, at the beginning of
the year
2
Offer teachers extra pay for
collaborating outside of
school hours on PBIS
classroom implementation
Weekly 1, 2, 3
Monitoring
Provide teachers time and
space for reflection and self-
monitoring
Monthly 1, 2, 3
Provide teachers with
feedback from non-evaluative
observations by mentor
teachers or administration
Quarterly 1, 2, 3
Provide a designated time for
teachers to meet with their
mentors to touch base
regarding student behavior
(including referral data, if
applicable)
Monthly 1, 2, 3

Organizational support. A solid PBIS plan implemented with fidelity is crucial as SA
strives to decrease the number of behavioral issues in the classroom, thereby improving school
culture and climate and students’ academic performance. Therefore, the administration and
leadership team at SA are responsible for reinforcing, encouraging, rewarding, and monitoring
the fidelity with which teachers implement PBIS strategies in the classroom. In addition, the
administration is responsible for providing the resources teachers need to effectively implement
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the school’s PBIS plan. For example, teachers would greatly benefit from training, time to
collaborate, plan, and reflect, and having their efforts recognized and appreciated by the
administration.
Level 2: Learning
Level 2 of the Kirkpatrick model focuses on evaluating learning--the degree to which
knowledge, skills, attitude, confidence, and commitment being taught in training are acquired
(Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick and Kirkpatrick stress that it is important to
evaluate learning because without learning, behavior will not change (Kirkpatrick & Kirkpatrick,
2006). Without the foundation of factual, conceptual, and procedural knowledge, it is not
possible for teachers to implement PBIS strategies. Therefore, it is important that the
organization provide meaningful, relevant training that will influence teachers’ motivation to
effectively implement the PBIS framework to improve student outcomes.
Learning goals. The following learning objectives are based on the knowledge,
motivation, and organization recommendations identified in Tables 42, 43, and 44. When the
proposed recommendations or solutions are achieved, teachers will
1. Describe the components of PBIS (D-F)
2. Explain the relationship of engaging, differentiated instruction to student behavior and
learning (D-C)
3. Explain the relationship if the classroom environment to student behavior and learning
(D-C)
4. Apply PBIS strategies to classroom management (P)
5. Apply PBIS strategies to lesson planning (P)
6. Apply PBIS strategies to classroom design (P)
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7. Generate a plan for monitoring the use of PBIS in teaching practice (M)
8. Value the use of the PBIS framework in all aspects of teaching practice (Value)
9. Feel positive about using the PBIS framework to guide teaching practice (Mood)
10. Be confident that you can successfully implement PBIS strategies in your instruction,
classroom design, and classroom management (Self-Efficacy)
Program
The following program is recommended to achieve the ten learning goals listed above,
addressing knowledge, motivation, and organizational needs identified in Chapter 4. It is
recommended that the school site start a PBIS committee consisting of the principal and assistant
principal, the targeted student populations coordinator, and three mentor teachers, chosen by the
administration based on their observed success in the previous implementation of components of
PBIS. Administration, the coordinator, and mentor teachers will engage in intensive train-the-
trainer training on PBIS in the summer before the 2022-2023 school year. This committee will
then collaborate to write the PBIS plan, and implement a professional development (PD)
program with the goal of effective practice of all critical behaviors by 100% of the teachers.
The PBIS PD and implementation program will go by the title of the Practical Productive
Positivity (PPP) Campaign. The campaign will kick off with a PPP Party, a two-day intensive
training that will take place the week before school starts. Teachers will be paid for their
participation in this two-day training. Teachers who do not attend summer training will be
required to attend make-up sessions during their conference period over the course of two weeks
at the beginning of the school year.
The PPP Party will begin with a general session in which a pre-test is given to evaluate
the current PBIS knowledge of the teachers. Correct answers will be given immediately
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following the pre-test, and teachers will have the opportunity to reflect on what they know, what
they don’t know, and what surprises them about PBIS. The principal will lead the faculty in
creating a baseline Know and Wonder chart. Then he will introduce the new PBIS committee,
and the newly revised PBIS plan and goals.
Teachers will then be split into four groups, and they will rotate into four two-part
sessions (one part each day) focused on a general overview of PBIS and its benefits, and each of
the critical behaviors around instruction, environment, and classroom management. The sessions
will be facilitated by the coordinator and three mentor teachers, who will have received previous
training. During the sessions, participants will be provided with planners that include charts and
infographics outlining PBIS and its appropriate implementation, as well as space for planning
and reflection of lesson plans, classroom layout, and classroom rules, expectations, and rewards.
This planner will be used throughout the PPP Party, as well as throughout the year.
As new information is taught, teachers will have the opportunity for collaborative
discussions and activities. The PPP Party will culminate with the co-creation (the teachers and
the PPP Committee will work together) of checklists for PBIS-aligned instruction, classroom
environment, and classroom management that will be used for peer and mentor observations and
self-reflection. Teachers will also be responsible for the individual plan for how they will
implement the PBIS strategies learned.
Throughout the year, there will continue to be monthly PD around PBIS. The PD will
include readings of peer-reviewed studies and evidence-based practice suggestions, as well as
opportunities to examine relevant school data. Collaboration and metacognitive reflection will
also be priorities.
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Another vital component of the PPP program will be observation, feedback, and
reflection. Teachers will observe and be observed by their assigned mentors. Following each
observation, teachers will meet with their mentors to discuss successes and continuing
challenges, as well as to brainstorm solutions. Teachers will be asked to keep a journal reflecting
on their implementation of the PBIS strategies they have learned.
By the end of the first year of PPP, teachers should feel confident in their ability to
successfully implement all components of Tier 1 PBIS in their classrooms, and the school culture
should reflect the hard work and investments of the teachers and administration.
Evaluation of the Components of Learning
Level 2 of the Kirkpatrick Model is Learning, or the degree to which participants acquire
the intended knowledge, skills, attitude, confidence, and commitment from their participation in
the training (Kirkpatrick & Kirkpatrick, 2016). To evaluate learning, those who provided training
must develop tools that can be used during and after the training has been delivered. Table 48
lists the methods and activities that will be used to evaluate the declarative knowledge,
procedural skills, attitude, confidence, and commitment of teachers participating in the PPP
Campaign.

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Table 48
Evaluation of the Components of Learning for the Program
Methods Timing
Declarative knowledge
Pre-/Post-test of PBIS components with
immediate feedback
Beginning/end of Practical Productive
Positivity (PPP) Year 1
Knowledge checks using Know/Wonder During PPP Party
Gallery Walk for collaborative learning of
PBIS framework
During PPP Party
Procedural skills
Co-creation (teachers and leadership team) of
checklists for PBIS-aligned instruction,
environment, classroom management
During PPP Party
Scheduled observations and feedback by
assigned peer mentor
Throughout the year
Attitude
Discussions around PBIS rationale, success,
case studies, student data
Throughout the year
Collaboration around best practices,
brainstorming solutions
Throughout the year
Confidence
Regular meetings with peer mentors to discuss
challenges and possible solutions
Throughout the year
Sharing of positive outcomes Throughout the year
Commitment
Initial planning of how to implement PBIS
strategies learned
End of PPP Party
Periodic reflection on implementation Throughout the year
Revisitation of Know/Wonder chart to resolve
wonderings and add new items to know and
wonder
Throughout the year
Self-evaluation of learning and implementation End of the year

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) describe Level 1 as the degree to which participants
find the training favorable, engaging, and relevant. Participant reaction can be measured through
observation of engagement, formal and informal surveys, or other ways in which participants can
share feedback on the training. This feedback allows the organization to monitor participant
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satisfaction with the training, and adjust it accordingly, if necessary. Table 49 shows the methods
used to determine whether teachers find the PPP PD favorable, engaging, and relevant.
Table 49
Components to Measure Reactions to the Program
Methods Timing
Engagement
Asking meaningful questions During all PPP PD
Participating in discussions During all PPP PD
Completing group and individual tasks During all PPP PD
Relevance
Exit tickets During PPP Party
Anonymous polling During PPP Party
Customer Satisfaction
Anonymous feedback forms at the end of each
day
During PPP Party
Request overall evaluation of PD End of PPP Party

Evaluation Tools
Immediately Following the Program Implementation
Kirkpatrick and Kirkpatrick (2016) suggest using a dual evaluation method, including
immediate and delayed evaluation tools, to evaluate the effectiveness of training. The purpose of
the immediate evaluation is to evaluate Levels 1 and 2 at the end of initial training, while delayed
evaluation tools assess the impact of training after a significant amount of time has passed
(Kirkpatrick & Kirkpatrick, 2016).
For teachers who participate in the PPP Campaign, an immediate evaluation tool will be
created to evaluate Level 1 (engagement, relevance, and satisfaction) and Level 2 (declarative
knowledge, procedural skills, attitude, confidence, commitment) based on their experience with
the training. The immediate evaluation tool would be administered via Google Forms and ask
survey questions to evaluate Level 1, and knowledge questions to evaluate Level 2.
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Delayed for a Period After the Program Implementation
The delayed evaluation tool would measure the extent to which a participant still finds
the training program to be useful and relevant months after being trained (Kirkpatrick &
Kirkpatrick, 2016). Kirkpatrick and Kirkpatrick (2016) state that in delayed evaluation, the focus
is on the ways and extent to which participants have applied their learning to their jobs, the kinds
of support they continue to receive, and the results they have achieved.
Kirkpatrick and Kirkpatrick (2016) acknowledge that many organizations administer
their delayed evaluation survey three months after training, however, it is recommended that
each organization determine the most appropriate time for delayed evaluation according to their
own context. The proposed delayed evaluation tool for the PPP Campaign will be used at the end
of the first semester, and again at the end of the year. The tool will comprise eight Likert-scale
items that will ask participants to evaluate the long-term impact of the PBIS training they
received.
Data Analysis and Reporting
An analysis of findings will be shared by the PPP committee with the teachers, as well as
with the community of schools and operations directors. Findings will include results from the
immediate and delayed evaluations, as well as the internal and external outcomes from Level 4,
and a review of the metrics measuring teacher performance of critical behaviors in Level 3. The
findings will allow the PPP committee to share the effectiveness of the program with teachers, as
well as evaluate the effectiveness of the program to make changes for implementation in the
following year.
During implementation, the PPP committee will monitor implementation using the
methods and metrics described above. Formative data will be shared with teachers via a
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dashboard, updated in real-time, that shows the numbers of behavior rewards and praises, as well
as referrals and suspensions, disaggregated by grade, ethnicity, special populations, and gender.
This data dashboard will allow teachers to see the impact positive behavior support has on the
incidences of inappropriate student behavior.
In addition, the PPP committee will compile footage in a mini-documentary featuring
video of teachers practicing PBIS strategies in the classroom, footage of teachers’ meetings with
their mentors, and interviews with teachers and students at the beginning of the year, during the
year, and at the end of the year. The video will show qualitative results that may not be seen
through surveys alone. An additional benefit of creating this presentation will be the continued
focus of the committee, and by extension, the teachers and students on the implementation of
PBIS.
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model was used to guide the planning, implementation, and
evaluation of the effectiveness of the training and support components of the Practical
Productive Positivity Campaign at School of the Arts (Kirkpatrick & Kirkpatrick, 2016).
Aligning desired PBIS training outcomes with the organization’s mission and vision ensures that
the implementation of the PPP Campaign will facilitate the school’s achievement of its ultimate
goal to create a successful community of learners.
During the initial training before the beginning of the school year, and throughout all
support efforts during the school year, Levels 1 (customer satisfaction) and 2 (learning) will be
immediately evaluated so that adjustments can be made to the program as needed. In addition,
delayed Levels 1-4 evaluation tools will be employed at the end of the first semester and the end
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of the school year to monitor consistency, commitment, and continuity of teacher learning and
implementation, and of PPP committee training and support efforts.
The goal of the implementation of the PPP Campaign and evaluation using the
Kirkpatrick Model is to create a viable training and implementation program for PBIS strategies
that can be continued from year to year, growing in effectiveness, and embedding itself in the
culture and climate of the school.
Limitations and Delimitations
The focus of this gap analysis was to identify the KMO needs and assets that contribute
to the high number of student behavior referrals despite the existence of a PBIS plan at SA.
There were some limitations to the study. For example, in reality, all stakeholders have
responsibility for the successful implementation of PBIS at the school site, however, this study
focuses only on teachers. Although data was obtained from three sources--survey, interview, and
document analysis--the bulk of the data gathered came from the survey, to which only 17 out of
25, or 68%, of teachers, responded. Also, only three out of 25 teachers (12%) participated in the
interview. Another limitation was that the survey was administered in 2019, while the interviews
were conducted in 2021. For these reasons, the findings of this study are not generalizable due to
the small sample size at a single institution.
Another limitation is that the data for this study was collected pre-pandemic. Schools’
approach to student behavior is different now, and students have come back from distance
learning facing many issues they have never faced before. The effects of the pandemic on student
behavior and teacher behavior have not been considered in this study.
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Recommendations for Future Research
Recommendations for future research on this topic should focus on data collection from
three other stakeholders, including administrators, students, and support staff. Including the
school’s major stakeholders will make the study more generalizable. Bringing in as many voices
as possible in survey and interviews would make for a more complete analysis of KMO
influences and would be a more accurate reflection of needs and assets in terms of PBIS at SA.
School of the Arts is co-located in a complex with two other small high schools.
Including the other schools in the study and comparing results from each of the schools would
give researchers a look at how differences and commonalities in individual school culture
impacts positive behavior support, even on a shared campus. A joint study may give the schools
common ground for collaboration on approaches to PBIS. Collaboration between the three
schools, and sharing of best practices, would allow for a more inclusive experience for staff and
students, and create a campuswide culture and climate that brings stakeholders together, rather
than viewing each other as competitors.
Conclusion
This study aimed to decrease incidences of behavioral referrals at School of the Arts
through the effective implementation of PBIS, thereby improving the overall school culture.
Clark and Estes’ (2008) gap analysis framework was used to evaluate the implementation of
PBIS at SA. Teachers were chosen as the stakeholder of focus to make the most impactful
change in the way PBIS is implemented at SA, as they spend the most time with students where
appropriate behavior is most important: In the classroom. Improving teacher practice of PBIS
strategies, and aligning classroom expectations with the school’s mission and vision has the
potential to help achieve a more positive and welcoming school culture.
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Nineteen out of 31 influences were determined to be teacher needs; these needs spanned
the areas of knowledge, motivation, and organization. The New World Kirkpatrick Model was
used to guide the implementation and evaluation plan presented in this study (Kirkpatrick &
Kirkpatrick, 2016). Driven by the research and findings, the Practical Productive Positivity
program was developed to target the needs of the teachers and of the organization, and to train
and support teachers for the implementation of PBIS.
The recommendations of this gap analysis will help the school move toward the
realization of their mission to create a true community of learning in which all stakeholders come
together to encourage students’ sense of individual enterprise and academic ownership. The
result of a program that supports the commitment of consistent and continuous implementation
of PBIS with fidelity will be a positive school culture. Improved relationships with teachers will
allow students to feel a sense of safety and belonging, leading to fewer behavioral issues and
improved academic outcomes.
It is our job as educators to give all students a place where they feel safe to become their
best selves, where they can learn and grow and know that their teachers and administrators want
nothing more than for them to grow into happy, successful adults. Through a consistent
schoolwide approach to discipline and academic support, like PBIS, School of the Arts can help
its students reach their full potential.

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Appendix A
Informed Consent

University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

A GAP ANALYSIS OF A HIGH SCHOOL POSITIVE BEHAVIOR INTERVENTION
AND SUPPORT PLAN

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. No time will be required from participants during work hours,
except lunch time. This document explains information about this study. You should ask questions
about anything that is unclear to you. The results of this study will be shared with the principal and
the district.

PURPOSE OF THE STUDY
The purpose of the study is to conduct an analysis to examine the knowledge, motivation, and
organization assets and needs of VAPA’s teachers in implementing the school’s PBIS plan. The
results from this needs assessment will inform the school on the revision of its existing PBIS
plan and implement the new program to support teachers handling disciplinary and social-
emotional issues in the classroom.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to complete an online survey which is
anticipated to take about 10 minutes. The survey contains Likert scale and multiple choice
statements to assess current knowledge of PBIS concepts, strategies, and best practices, as well as
motivation and organizational factors that support those ideas.

In addition, you will be asked to participate in a 20-minute audio-taped interview. You do not have
to answer any questions you don’t want to; if you don’t want to be taped, handwritten notes will
be taken.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation.

178

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential. Your
responses will be coded with a false name (pseudonym) and maintained separately. The audio-
tapes will be destroyed once they have been transcribed.

The data will be stored on a password protected computer in the researcher’s office for three years
after the study has been completed and then destroyed.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

INVESTIGATOR CONTACT INFORMATION
Contact Principal Investigator Paryjein Dadrass via email at dadrass@usc.edu or phone at 562-
852-8587

IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.

Consent
I have read this form and the research study has been explained to me. I have been given the
opportunity to ask questions and my questions have been answered. If I have additional questions,
I have been told whom to contact. I agree to participate in the research study described above and
will receive a copy of this consent form.

__I agree to my interview being recorded for transcription purposes.
__I do not agree to my interview being recorded for transcription purposes. I prefer the researcher
take notes.

_________________________________________ ____________________________________

Participant’s Name (printed) Participant’s email

______________________________________________________ ________________
Participant’s Signature Date

179

Appendix B
Interview Questions
P=Primary Questions
FU=Follow-up Questions

Knowledge
P. Tell me about PBIS.
FU. Tell me about your discipline policy in the classroom.
P. Tell me about how you engage students in lessons.
P. How do you deal with students who are at different skill levels?
P. What can you tell me about the physical environment in your classroom?
FU. How do you think your classroom environment might be connected to student behavior?
FU. Do you use a reward system in your classroom? If so, please describe it. If not, why not?
FU. Talk about classroom procedures.
FU. Explain what it means to set clear expectations.
P. Discuss the relationship between teacher behaviors and student behaviors.
FU. What teacher behaviors do you think encourage the best student behavior?
FU. How do you think the physical classroom environment might influence student behavior?
FU. What is your opinion on individual classroom rules?
P. How do you plan lessons?
FU. What factors do you consider?
P. What is the thinking behind the design of your classroom?
FU. In what configuration does your classroom best function?
P. How do you use rules in your classroom?
FU. How many rules do you typically have?
FU. How do you communicate them to your students?
P. How do you communicate to your students what is expected of them in different areas (i.e.
behavior, classwork, procedures, etc…)
P. Talk about how you evaluate whether or not a lesson is working in the classroom.
180

P. How do you monitor whether or not your classroom configuration is influencing student
behavior and/or achievement?
P. Talk about how you make sure your classroom environment is safe for all students.
Discuss your process for monitoring the effectiveness of your rewards system (rewards not
necessarily tangible).
P. Discuss how you monitor the effectiveness of your classroom rules.
FU. Do you alter your rules as a result of monitoring?
Talk about how you monitor your own methods for holding students accountable for classroom
expectations.

Organization
P. To what extent does VAPA’s culture support you focusing on creating a safe, welcoming
environment in your classroom to support implementation of PBIS?
FU. What kinds of support do you get from administration in creating a safe, welcome classroom
environment?

181

Appendix C
Survey
Knowledge
Survey Items
The following are components of positive behavior interventions and supports, EXCEPT
a) Classroom environment,
b) Rules and procedures,
c) Engaging, standards-based instruction,
d) Clear expectations,
e) List of consequences for breaking rules

Differentiation of instruction is ____________
a) recognizing the diversity of learners in your classroom and planning instruction accordingly
b) giving some students easier work that they can understand and some more challenging work
c) Allowing for group work so that students can support each other’s learning
d) All of the above except b
e) all of the above except c

Which of the following are best practices for rewarding student behavior? Choose all that apply.
a) Tell them they will get a prize if they behave appropriately
b) When students behave appropriately, offer an unexpected reward
c) Be clear about why the student is being rewarded
d) If the whole class is doing well, acknowledge the group
e) If the whole group is doing well except a few, exclude them from the reward.

The purpose of engaging instruction is
a) increasing student achievement
b) increasing student interest
182

c) decreasing behavioral issues
d) all of the above
e) none of the above

What features of the classroom’s physical environment are beneficial to students? Choose all that
apply.
a) classroom configuration
b) classroom temperature
c) classroom lighting
d) Classroom tidiness
e) Classroom decor

Why are clear classroom expectations important?
a) Increased student confidence, feelings of safety
b) fewer students referred to the office
c) Teachers are able to see problem behaviors more clearly
d) all of the above
e) none of the above

Motivation
Please rate the extent to which you value the following using the scale below:
0 Do not value at all
1
2
3
4
5 Moderately value
6
7
8
183

9
10 Highly value
Providing effective, engaging instruction that adapts to student needs.

Creating a safe, welcoming physical environment for students that is conducive to learning.

Using a rewards system.

Creating and consistently enforcing rules and procedures and providing clear expectations.
Using the scale below, please rate how confident you are that you can do the following right
now:
0 Not at all confident
1
2
3
4
5 Moderately Confident
6
7
8
9
10 Highly Confident
Providing effective, engaging instruction that adapts to student needs.
Creating a safe, welcoming physical environment.
Praising and rewarding appropriate student behavior.
Creating and consistently enforcing rules and procedures.
Using the scale below, please rate how positive you feel about doing the following:
0 Not positive at all
1
2
184

3
4
5 Moderately positive
6
7
8
9
10 Highly positive

Providing effective instruction
Providing engaging instruction
Providing instruction that adapts to student needs
Creating a safe, welcoming classroom environment
Rewarding and praising students for appropriate behavior.
Creating rules and procedures for students.
Providing clear expectations.
Consistently enforcing rules and procedures.

Organization
Using the scale below, rate the extent to which you agree or disagree with the following
statements regarding the resources you have for implementing PBIS:
1 Strongly disagree
2 Moderately disagree
3 Neither agree or disagree
4 Moderately agree
5 Strongly agree

The school provides resources, such as printed and manipulative materials, for teachers to
provide engaging instruction.
185

The school provides materials and professional development for teachers to create safe,
welcoming environment in the classroom--such as posters, butcher paper, poster paper, art
supplies, time for room preparation.
The school provides materials for teachers to give rewards to students for appropriate behavior,
such as certificates, charts, stamps and stickers.
The school provides resources to teachers to create and enforce rules, such as materials for parent
mailings, paper and laminators to post rules, support staff to help with phone calls, time to
collaborate with colleagues.

Using the scale below, rate the extent to which you agree or disagree with the following
statements regarding the school’s policies and procedures for PBIS implementation:
1 Strongly disagree
2 Moderately disagree
3 Neither agree or disagree
4 Moderately agree
5 Strongly agree
VAPA’s policies align with the goal of providing effective, engaging instruction that adapts to
student needs in order to prevent behavioral acting out.
VAPA’s policies align with the goal of every teacher creating a safe, welcoming environment for
students.
VAPA’s policies align with supporting teachings in consistently enforcing rules and procedures
Policies and procedures regarding PBIS are written and published for all to see.

To what extent do you agree or disagree that policies, processes, and procedures at VAPA High
School support the successful implementation of PBIS in the classroom and elsewhere on
campus

Using the scale below, rate the extent to which you agree or disagree with the following
statements regarding the culture of VAPA HS regarding implementing PBIS:
1 Strongly disagree
2 Moderately disagree
3 Neither agree or disagree
4 Moderately agree
5 Strongly agree
186

The culture of the school supports teachers in creating a safe, efficient, welcoming physical
environment conducive to student learning.
The school supports me using praise and rewards in the classroom to reinforce appropriate
behavior.
The school supports me setting and enforcing my own set of rules inside the classroom, as well
as the enforcement of school rules.

Abstract (if available)

Abstract This study applies the gap analysis problem-solving framework (Clark & Estes, 2008), which uses knowledge, motivation, and organizational (KMO) influences to determine areas for improvement toward the achievement of organizational goals. The purpose of this study was to identify the KMO influences that led to the school’s current rate of behavioral office referrals. Specifically, this study sought to determine the knowledge and skills, motivation, and organizational influences that interfere with teacher implementation of the school’s PBIS plan. Mixed methods were used to collect survey data from 17 participants, interview data from three participants, and data from document analysis to identify and assess the knowledge and skills, motivation, and organizational root causes that may contribute to the extent to which the PBIS plan is being implemented. Findings from this study showed that teachers do not have sufficient knowledge and skills in all areas of PBIS. The organizational plan for training and supporting teachers in their implementation of PBIS also needs to be rethought and redeveloped. This study uses the New World Kirkpatrick Model by making recommendations for improving the organization’s professional development plan and increasing the effectiveness of knowledge and skills, motivation, and organizational tools necessary to successfully implement PBIS.

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Asset Metadata

Creator Dadrass, Paryjein (author)

Core Title Positive behavior intervention support plan: a gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2022-12

Publication Date 09/01/2022

Defense Date 08/22/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Discipline,OAI-PMH Harvest,PBIS,Positive Behavioral Interventions and Supports,professional development,school culture,teacher motivation

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth Anthony (committee chair), Hinga, Briana (committee member), Trimis, Edward (committee member)

Creator Email jdadrass@gmail.com,jeina.dadrass@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC111384546

Unique identifier UC111384546

Legacy Identifier etd-DadrassPar-11169

Document Type Dissertation

Format application/pdf (imt)

Rights Dadrass, Paryjein

Type texts

Source 20220901-usctheses-batch-976 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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