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The implementation of a positive behavior intervention and support plan to reduce suspension rates in a school district

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The implementation of a positive behavior intervention and support plan to reduce suspension rates in a school district

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Content Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 1

THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION AND SUPPORT
PLAN TO REDUCE SUSPENSION RATES IN A SCHOOL DISTRICT: AN EVALUATION
STUDY

By

Sherryl Carter

A Dissertation Proposal 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

May, 2018

Copyright 2018 Sherryl Carter
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 2

DEDICATION
This project is dedicated to my son Justin, who is my inspiration. Many late nights and
long hours, I typed away on the computer and buried my head in a journal or research article, my
son took on the role as caregiver to me. He has been a true champion and understood that the
purpose of embarking upon this project was for our greater good as a family.
I also dedicate this project to my parents, Robert and Gloria. Their support has been
consistent and unwavering. Without them, this project would have been only a concept. I would
like to provide a special acknowledgement to my father who was diagnosed with cancer at the
beginning of my journey of becoming a doctor. He has fought from surgery, to chemotherapy, to
remission, and a second and still a third diagnosis; yet he has maintained his composure and
positive attitude like a true warrior. His strength along with that of my mother has been my will
and the impetus that propelled me forward many times when I felt myself faltering and
questioning whether or not I would see this process through to fruition. Additionally, I dedicate
this project to my brother Robert, who knows what it is like to persevere and press on no matter
what. He has motivated me in ways that he will never know.
Finally, I dedicate this project to all the young men in schools everywhere who are
striving to become the best they can be and need the compassion of a teacher who understands
their behavior is not indicative of their capability. And to the teachers everywhere who exert all
of their care and compassion to teaching each of their students and look beyond the behavior to
find a solution and a way to reach them, I dedicate this project to you.
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ACKNOWLEDGEMENTS
I would like to thank my Dissertation Chair, Dr. Kathy Stowe, you have been patient,
kind and have offered your support and advice throughout my journey in this process. I would
also like to thank my Dissertation Committee members: Dr. David Cash and Dr. Lawrence
Picus, both of you have imparted practical and reliable knowledge while serving as my Professor
and you have been extraordinarily supportive.
I would like to thank my professional advisors: Dr. Dyoni Cole, Dr. Carmella Franco,
and Ms. Lucia Monzon have mentored me, guided me through every step of the way, and helped
me navigate through the pitfalls and nuances of the process. They also modeled for me what a
true professional should aspire to be.
Dr. Cole, your guidance and ability to get me to dig deeper to understand has been the
turning point not only during this process, but in my life. You understood my frustration, but
always knew how to keep me focused. Dr. Franco, your stellar advice and mentorship along with
your wealth of experience in K-12 education has guided me through some very complex
situations. I strive to emulate your graciousness and consider your viewpoint and perspective to
be the exemplar. I often reflect on how you would handle or address a matter. Ms. Monzon,
from our very first encounter, I could see that you would be the student advisor that would see
me through. You have been consistent, reliable, and always there for me, and it has meant more
than you know.
I would also like to acknowledge a handful of close friends and personal advisors who
cheered me on to demonstrate their support. They insisted that I maintain a forward momentum
during this process. Some remained for the entire journey and others popped in and out along
the way; but their support and encouragement has meant everything to me. Thank you, Vincent,
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Renee, Shiquita and LaShawn. Your late night phone calls, the mock defense proposals, the
meals, the “girl you better get it together”, and the laughter and the tears enabled me to persist.
Thank you for wanting this for me as much as I wanted it for myself.
I would like to acknowledge the teachers who felt my research topic was meaningful
enough to allow me to enter their world through observation, interview, and survey. I thank you,
for without you I could not have accomplished this task. To the counselors who allowed me to
pour through their data and artifacts, and to the administrators who started calling me “Dr.
Carter” as soon as I shared with them my plans for this undertaking, I thank you for your belief
in my capabilities.
Last but not least, Alberto, Auleria, Crystal, Guillermo, Karla, Scott, Kristin, Jennifer,
Ray, and my Cohort Two family - thank you for “fighting-on” with me. Your check-ins, text
messages, peer reviews, and laughter have been the elixir needed to get me through this program
whatever was happening in my personal life. No one gets through this alone. Your support has
been invaluable.

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TABLE OF CONTENTS

DEDICATION 2

ACKNOWLEDGEMENTS 3

LIST OF TABLES 7

LIST OF FIGURES 8

ABSTRACT 9

CHAPTER ONE: INTRODUCTION 10
Organizational Context and Mission 12
Organizational Goal 14
Related Literature 15
Importance of the Evaluation 16
Description of Stakeholder Groups 17
Stakeholder Group for the Study 19
Purpose of the Study and Questions 20
Conceptual and Methodological Framework 21
Definitions 22
Organization of the Study 22

CHAPTER TWO: REVIEW OF LITERATURE 24
Changing Culture and Behavior via Positive Consequences 28
Stakeholder Knowledge and Motivation Influences 29
Organization 35
Summary 39
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and the
Organizational Context 39

CHAPTER THREE: METHODOLOGY 43
Participating Stakeholders 43
Data Collection and Instrumentation 45
Data Analysis 47
Credibility and Trustworthiness 48
Validity and Reliability 48
Ethics 49
Limitations and Delimitations 49

CHAPTER FOUR: RESULTS AND FINDINGS 51
Participating Stakeholders 51
Findings 52

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CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS 83
Integrated Implementation and Evaluation Plan 84
Discussion 97
Limitations 108
Future Research 108
Conclusion 109

REFERENCES 111

APPENDICES 111
Appendix A: Faculty Permission Letter ......................................................................... 119
Appendix B: Recruitment Flyer ...................................................................................... 120
Appendix C: Informed Consent ...................................................................................... 121
Appendix D: Survey ....................................................................................................... 123
Appendix E: Interview Protocol ..................................................................................... 125
Appendix F: Observation Protocol ................................................................................. 127
Appendix G: CITI Training ............................................................................................ 137
Appendix H: PBIS Professional Development ............................................................... 139
Appendix I: PBIS Professional Development Post-Implementation .............................. 142

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LIST OF TABLES
Table 1. Implementation Table 14
Table 2. Organizational Mission, Global Goal, and Stakeholder Performance Goals 18
Table 3. Knowledge Worksheet 32
Table 4. Motivational Worksheet 34
Table 5. Summary of Assumed Influences on Behavioral Interventions for Students 38
Table 6. Participant Demographic Information 52
Table 7. Outcomes, Metrics, and Methods for External and Internal Outcomes 86
Table 8. Critical Behaviors, Metrics, Methods, and Timing for Teachers 88
Table 9. Required Drivers to Support Teacher’s Critical Behaviors 89
Table 10. Components of Learning for the Program 93
Table 11. Components to Measure Reactions to the Program 94
Table 12. Summary of Knowledge Influences and Recommendations 101
Table 13. Motivational Worksheet 104
Table 14. Summary of Organization Influences and Recommendations 105

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LIST OF FIGURES
Figure 1: Total Suspensions vs. Total Enrollment 12

Figure 2. Conceptual Framework 41

Figure 3. Declarative knowledge results 54

Figure 4. Teacher Self-Efficacy Results 57

Figure 5. Teacher Expectancy Value Results 59

Figure 6. Organizational Results 61

Figure 7. Survey Results for Cultural Setting – Reward System 63

Figure 8. Survey results for Cultural Setting – Classroom Management 64

Figure 9. Survey Results for Cultural Setting – Intervention Strategies 65

Figure 10. Survey results for Cultural Setting – Discipline referrals 67

Figure 11. Survey Responses for Cultural Setting – Successful strategies used 68

Figure 12. Survey Results for Cultural Model – Disruption 69

Figure 13. Monitoring and Accountability Tool 95

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ABSTRACT
Suspension rates among African-American male students in California are at an unparalleled
level. In order to address this problem, suspension has to be viewed as a symptom of a larger
problem rather than a solution. Providing teachers with tools that can redirect behavior and
empowering students with self-control and self-regulating can enact a partnership between
teacher and student that is solution oriented rather than punitive in nature. The potential of
reducing suspension rates among African-American male students through the use of a behavior
intervention was analyzed through a mixed methods study process utilizing the Clark and Estes
Gap Analysis model. Through the use of this model, the systemic knowledge, motivation, and
organizational procedures were reviewed. Also, teacher readiness to identify and prescribe
appropriate behavior interventions to resolve and manage student behaviors that emerge within
the classroom setting and employ supportive processes that allow students to make appropriate
choices in managing their behavior were examined. The level of current training along with the
level of efficacy to enact the training received was examined. Additionally, the beneficial aspects
to students, instructional time and the school environment that occur when a reduction in the
number of discipline referrals and suspensions occurs was reflected upon.

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CHAPTER ONE: INTRODUCTION
Suspension rates among students have increased nationwide (US Department of
Education 2016). Out of 49 million students enrolled in public schools during the 2012-2015
academic years, 3.5 million students faced in-school suspension while 3.45 million faced out of
school suspension (Balfanz, 2015). According to the California Department of Education (CDE,
2016), African-American male students make up 65% of suspensions annually. Currently, the
California Department of Education is engaged in an initiative aimed at encouraging schools to
find alternative methods to address school discipline and behavior problems (Jones, 2017). .
The PUSD annual suspension report was predominantly comprised of suspensions at the
secondary level. District wide within the PUSD, there were 3,000 suspensions during the 2013-
2014 school year, 79.9% of these suspensions (or 2,399) took place at the middle school level.
During the 2014-2015 school year, there was a total of 3,800 suspensions with 64% (or 2446) of
these suspensions occurring at the middle school level. There was an even larger increase in the
number of middle school suspensions during the 2015-2016 school year, with a total of 4,350
students suspended districtwide. Eighty-nine percent (or 3,870) of the district’s 4,350
suspensions are attributed to students at the middle school level. During the 2015-2016 school
year, the middle school suspensions comprised 89% or 3,870 of the district’s 4,350 total
suspensions. This prompted PUSD to devise a goal to begin lowering the annual number of
suspended students with a dedicated focus on decreasing the number of suspensions occurring in
the middle school. The District School Leadership Team (DSLT instituted a suspension
reduction plan as a means to address the high rates of suspension occurring at the secondary level
within the district. The team looked at research-based practices as a possible means of support
for the long-term organizational goal to decrease suspension rates at the secondary level
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 11

(inclusive of all 4 middle schools and 4 high schools) by 30% (or 1,161) which would reduce the
number of suspensions from 3,870 to 2,709. Additionally, the organization has the short-term
goal of a teacher-directed reduction in the number of suspensions by 6% of the 3,870 total
suspensions that occurred during the 2015-2015 school year (or 232 fewer suspensions
(3,638)),through the use of a behavior intervention, with a specific focus at the two pilot middle
school sites). The organizational objective is to lower suspension rates across the Secondary
level by 30% (or 1,161 fewer than the 3,870 issued during the 2015-2016 school year). However,
the baseline of a 6% reduction or 232 fewer suspensions (3,638) than the total (3,870), that
occurred during the 2015-2016 school year). The reduced suspensions will be implemented at the
two pilot middle school sites. The reductions will be measured and evaluated through regular site
leadership team meetings. The site leadership team consists of Administration, Counselors and
Teacher Department Chairs who will take the lead in the behavior intervention implementation
process. The site leadership team meetings will occur on a monthly basis for the purposes of
examining changes or trends that occur with referrals and suspensions in order to monitor and
adjust the implementation process.

On a daily basis, teachers face a tug of war between keeping pace with lesson planning
and facing constant classroom disruptions which result in in-school and out of school
suspensions. It is critical that teachers, counselors, and administrators find alternative discipline
methods to the current practice of referral, suspension, and ultimately expulsion. Utilizing these
methods have not served to improve student behavior. This research study aimed to determine
the impact of discipline for African-American male students when a behavior intervention
system is employed as an alternative discipline measure. The Figure 1 below indicates the
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 12

number of suspensions in the Pleasant Unified School District during the 2013–2016 school year
and indicates the progression of increased suspensions at the middle school level.
Figure 1: Pleasant Unified School District Total Suspensions vs. Total Enrollment

Organizational Context and Mission
During the 2013-2014 school year, PUSD served approximately 12,000 students
(transitional kindergarten through 12th grade) in southern California. PUSD has 10 elementary
schools, two middle schools, two K-8 schools, three high schools, and one K–8 secondary
charter school. The demographics of PUSD are 70% Hispanic Latino, 20% African American,
5% Pacific Islander, 3% Filipino, and 2% White. The poverty levels within PUSD are high with
96% of the student population receiving free or reduced lunches. Seventy percent of the overall
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 13

student population classified as English Language Learners (ELL), and as many as 40% of the
student population qualify to receive some form of special education services (PUSD, 2015c).
The mission of PUSD is to ensure all students are taught standards-based curriculum by a
highly qualified faculty (PUSD, 2015). Teacher turnover averages 60% annually as many of the
district’s teachers receive final layoff notices as a result of a decline in projected enrollment
numbers that failed to meet the anticipated target (PUSD, 2014b). PUSD faced numerous
challenges, including fiscal insolvency, high rates of attrition, and the negative stigma of state
receivership. PUSD was taken over by the state due to the inability to manage district finances
and meet local expenses (PUSD, 2014b). As a result, the district has an advisory board without
voting rights on decisions. Instead, the state trustee and his executive cabinet collaboratively
make district decisions with the final authority being vested in the state trustee. Additionally,
both the state trustee and the executive cabinet members were completely replaced on three
different occasions during the past three years (PUSD, 2014b). The district also faced declining
student enrollment (PUSD, 2014b), with a projected 11% decline for the 2017–18 school year
(PUSD, 2017d). An 11% decline in enrollment can translate to an 11-million-dollar loss in
revenue and could potentially lead to future layoffs.
PUSD mission is also to ensure that all students are taught a rigorous standards-based
curriculum within a safe school environment. To accomplish PUSD’s mission, the exploration
of alternatives to student suspension such as a behavioral intervention strategy are warranted.
Behavioral intervention strategies are defined as processes designed to reduce classroom
disruption, manage student behavior, reduce discipline referrals, and increase appropriate
behaviors. Although behavior intervention strategies are mainly used with special education
students, such intervention systems are viable options to manage the behavior of all students.
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Organizational Goal
PUSD’s performance goal is to reduce school suspensions at the secondary level by 30%
(or 1161) by 2019. For the purpose of this study, nine teachers from two secondary school sites
will strive to achieve a 6% reduction (or 232) fewer suspensions by September 2018 bringing the
number of total suspensions down to 3,638. To address the suspension reduction goal, the
District Strategic Leadership Team (DSLT) consisting of site principals, community liaisons, and
parent leaders convened. The DSLT developed a strategy to provide professional development
training (PD) for a school site and district staff, school counselors, and the School Attendance
Review Board (SARB) in Positive Behavioral Intervention and Supports (PBIS; PUSD, 2014c;
PUSD, 2015b). The DSLT plan was collaboratively derived from DSLT Committee meetings
and the Local Control Accountability Plan (LCAP) requirements established by the California
Department of Education. The LCAP requirements called for an increase in student support
services from counselors and psychologists.
Table 1 below outlines the PBIS planning and implementation process established by
DSLT. If the DSLT’s plan demonstrates favorable rates of decline in suspension, PUSD will
move forward in implementing PBIS in all schools within the district (PUSD, 2017b).

Table 1
Implementation Table
PBIS Pilot Year one PBIS Year two
Pilot/Implementation in five
schools
PBIS Year three Implementation
in seven schools

Middle School A
(feeds into High School A

Evaluation of Suspension Data Evaluation of Suspension Data
High School A K–8 School A, K–8 School B Augment Counseling Staff

High School B Elementary School A, B, C Augment School Psychologist Staff
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 15

Related Literature
Within the state of California, excessive suspension rates have become so much of a
concern that new laws have been passed at the state level to address the issue (CDE, 2016).
Limits are now placed on the grade levels of suspended students. Students in grades 1–4 can no
longer be suspended for infractions unless they have committed an offense that has endangered
the lives of others; and even then, counseling is encouraged to determine if they are capable of
understanding the level of offense they have committed. Additionally, the law seeks to limit
suspension at all grade levels by reserving suspensions for serious offenses that cause physical
harm or a threat to students or staff. This revision to previous suspension practices was enacted
in response to the disparaging impact that suspensions impose upon students such as: time
missed in school, lack of socialization, and loss of academic achievement (CDE, 2016). As a
response to the suspension issue in the state of California, Assembly Bill 420 was imposed.
Assembly Bill 420 urges superintendents and administrators to seek alternatives to suspension –
such as the incorporation of counseling, anger management, or other options instead of discipline
(CDE, 2016). In the year before Assembly Bill 420’s introduction, the school suspension rate
was 1 in 20 (Torlakson, 2013).
Suspension rates in California schools are annually published on the California
Department of Education’s website. Each incident of student suspension is recorded in a
school’s discipline data, which is regularly reported. Infractions for dress code violations and
school materials are weighted just as heavily as that of fighting, defiance, or other serious
violations. Unfortunately, schools can be labeled as unsafe as a result of high rates of suspension
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 16

– although many of these suspensions are actually for minor infractions such as dress code
violations or lack of school materials (Capatosto, 2015).
Importance of the Evaluation
The problem of high suspension rates within PUSD is important to study because of its
contribution to the district’s declining enrollment that has persisted over the past five years. Exit
surveys administered by the Director of Student Support Services conclude that parents within
the PUSD community desire a safe school environment for their children. When secondary
schools have high suspension rates, it raises a high level of concern for parents that the school
environment is not safe. For example, in December 2012, a study conducted on safety in the
Chicago Public Schools discussed how the frequent use of suspensions are associated with less
safe school environments (Steinberg, Allensworth, Johnson, 2012).
When parents review the California Department of Education (CDE) discipline data for
secondary schools, and it reveals increased suspensions, they tend to correlate these results with
a lack of safety at the secondary level. Surveys completed by parents indicated three primary
reasons for removing their children from PUSD: an unsafe school environment, high suspension
rates, and disruptive classrooms (PUSD, 2016). Research conducted by Senge (2006) stated that
“learning must generate deliberate action within an organization in the form of new practices” (p.
3). PUSD must take a hard look at its organizational structure to determine how they can address
the growing suspension rates that continue to increase.
As a result of higher suspension rates, PUSD families have historically sought enrollment
at the local charter schools surrounding PUSD where parents reported they feel safer (PUSD
CWA Survey, 2015). The decline in revenue and the loss of Average Daily Attendance due to
existing families who reported fear of an unsafe school environment has contributed to numerous
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layoffs and resulted in a state takeover of PUSD. Failure to address this problem of increasing
suspensions could devastate students, employees, and the community of PUSD. The PUSD
School system operates on revenue generated by student average daily attendance (ADA), and
continued decline could result in a reduction in services and a potential closure of the school
district, which is already under state control due to fiscal insolvency.
Description of Stakeholder Groups
PUSD stakeholders that directly contribute to and benefit from the achievement of the
organization’s goal consists of PUSD’s District Strategic Leadership Team (DSLT), Director of
Child Welfare and Attendance, and students. PUSD’s District Strategic Leadership Team
(DSLT; principals, teachers, community liaisons, and parent leaders) identified the PBIS
program as a tool for the district to utilize to reduce suspension rates. The DSLT is directly
responsible for providing professional development to school site staff, school counselors, and
the School Attendance Review Board (SARB). Each team member of the DSLT has specific
roles: (a) principals are responsible for gathering site data, discipline referrals, and suspension
records; (b) teachers are responsible for citing discipline challenges they faced and reasons for
discipline referrals; (c) community liaisons are responsible for collecting parents survey data;
and (d) parent leaders are responsible for citing ways they could partner with the school to
support discipline plan.
The second and third stakeholder group that directly contribute to and benefit from the
achievement of the organization’s goals is the Director of Child Welfare and Attendance and
students. The CWA Director compiles district-wide data on suspensions at the secondary level
to identify trends in suspensions reasons. Lastly, students actively participate in learning the
student based strategies of the PBIS program and commit to self-monitoring their behavior.
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For this study, the stakeholder group consisted of teachers who hold the responsibility of
implementing behavior intervention strategies issuing discipline referrals and recommending
student suspension along with managing student behavior in the classroom. The stakeholder
goals listed below were collaboratively devised and identified by the DSLT as a means to
address the high rates of suspension occurring at the Secondary level within the district. The
team looked at research-based practices as a possible means of support for the long-term
organizational goal to decreased suspension rates district wide at the secondary level by 30% (or
1161), district wide inclusive of all secondary sites, along with the short-term goal of a teacher-
directed reduction in the number of suspensions by 6% (or 232) at two identified high schools
(which are also the sites to be utilized in this study). Identified in Table 2 are the organizational
mission, global goal and stakeholder’s performance goals.

Table 2
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
The mission of PUSD is to ensure that all students are taught rigorous standards-based curriculum supported by
highly qualified staff in an exemplary educational system characterized by high student achievement, social
development, safe schools, and effective partnerships with all segments of the community
Organizational Performance Goal
PUSD’s goal is to reduce suspensions at the Secondary level by 30% through the use of a targeted behavior
intervention strategy, Positive Behavior Intervention and Support (PBIS)

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 19

Stakeholder 1 Goal Stakeholder 2 Goal Stakeholder 3 Goal Stakeholder 4 Goal
DSLT will provide staff
Development and training
of Teachers, Counselors,
and site staff in PBIS
model by January 2018
Director of Child Welfare
and Attendance will
identify discipline patterns
and suspension rates and
provide training to
counselors to manage
student behavior by
February
DSLT, Teachers,
Counselors, students and
site staff will implement
the PBIS model at the
identified school sites by
June 2019
By February 2018 CWA
Director will develop an
implantation plan for PBIS at
all identified pilot sites

Stakeholder Group for the Study
The collaborative efforts of the DSLT along with teachers, counselors, and students will
be employed in the form of a task force aimed at achieving the organizational goal of a district-
wide reduction of suspensions at the secondary level by 30% (or 1161) in 2019. This 30%
reduction in suspensions is based upon the 2015-2016 school year total numbers of suspended
secondary students (3,870). As a sub-goal, teachers from eight secondary schools will strive to
achieve a 6% reduction (or 232) of the total number of (3,870), secondary suspensions by
September 2018. For this study, I will evaluate the behavioral pilot intervention program
implementation at two middle schools that will have the sub-goal of reducing suspension ra at
the middle school by 6% (or 232) of the total number of secondary suspensions (or 3,870),
during the 2017-2018 school year. In order for the organization to accomplish its intended goal,
of 30% (or 232) fewer suspensions than the baseline of 3,870, (the number of 2015-2016)
suspensions each middle school would need to reduce suspensions by a total of 116. A
comprehensive analysis would include all stakeholder groups. However, this study will isolate
its focus to the teachers, who are primarily responsible for managing and monitoring student
behavior in the classroom. The DSLT conducted extensive research of intervention programs
designed to reduce student suspension rates and determined that they would implement the PBIS
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 20

program. The Director of Child Welfare and Attendance will conduct an analysis of the
discipline data at the secondary level and provide the DSLT with data that will regularly be
monitored to determine whether PUSD is meeting its goal and allow for reflective modification
of strategies to ensure that the goal is met.
Purpose of the Study and Questions
The purpose of this study was to evaluate the degree to which PUSD was able to achieve
its goal of reducing suspension and expulsion rates by 30%, using a behavior intervention and
support program called PBIS. The analysis focused on knowledge, motivation, and
organizational influences related to achieving this organizational goal. While a complete
evaluation study would concentrate on all PUSD stakeholders (teachers, students, staff, and
counselor), only PUSD’s teachers who are directly involved in the implementation of the PBIS
served as stakeholders for this project. It was projected that the teachers would contribute to the
organizational goal by achieving a 6%decrease in suspension numbers during the initial
implementation process. The teachers play a pivotal role in reducing suspension rates as they
receive comprehensive training in behavior intervention strategies and are charged with the
implementation process.

Teacher fidelity in the implementation process was expected to have a direct correlation
to student engagement and buy-in during the implementation phase of behavior intervention. The
questions that guided this study were the following:
1. How effective is the implementation of PBIS within the Pleasant Unified School
District?
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 21

2. What are the knowledge, motivation, and organizational influences related to
achieving the goal of reducing suspension rates by 30% within the Pleasant Unified
School District?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?

Conceptual and Methodological Framework
To address the issue of high suspension rates within PUSD, Clark and Estes’ (2008) gap
analysis conceptual framework was utilized. Clark and Estes’ gap analysis consists of a
systematic analytical approach that will identify the bridge between the goals of PUSD and the
actual outcomes. This conceptual approach highlighted organizational goals and identified the
gap between the current performance situation and the desired state of performance within
PUSD. The methodological framework was a mixed methods design utilizing document
analysis, qualitative interviews, classroom observations, and a quantitative survey. Assumptions
for causes of high suspension rates were generated based on personal knowledge and related
literature.

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Definitions
Suspension. The removal or exclusion of students from an educational setting as a
consequence for their behavior or actions (CDE, 2016).
Positive Behavior Intervention and Support (PBIS). A proactive evidence-based
framework that offers strategies to achieve academic and behavioral outcome (PBIS, 2014).
District School Leadership Team: (DSLT). District School Leadership Team, a team of
educators consisting of district and site level administrators who have established the common
goal of improving educational outcomes for students (PUSD, 2016).
California Department of Education (CDE). An oversight agency whose mission is to
serve the state of California by innovating and collaborating with educators, schools, parents and
community partners as a team (CDE, 2017).
School to Prison Pipeline (STPP). The metaphor used to describe the link between
school and prison for students who exhibit behavior problems that go unaddressed by the school
system (Wald & Losen, 2003).
Suspension Rate (SR). The annual percentage of the total number of enrolled students
suspended in either a single (unduplicated) out of school suspension or the percentage of the total
number of enrolled students who have been suspended multiple times (duplicated), divided by
the total number of students enrolled in the district (PUSD, 2016).

Organization of the Study
Five chapters are used to organize this study. This chapter provided the key concepts and
terminology commonly found in a discussion about student discipline and behavioral
intervention. PUSD’s mission, goals, stakeholders, and the framework for the project were
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introduced. Chapter Two provides a review of current literature surrounding the scope of the
study. Topics of PBIS, discipline practices, and parent surveys will be addressed. Chapter Three
details the knowledge, motivation, and organizational influences to be examined as well as
methodology when it comes to choice of participants, data collection, and analysis. In Chapter
Four, data and results are assessed and analyzed. Chapter Five provides solutions, based on data
and literature, for closing the perceived gaps as well as recommendations for an implementation
and evaluation plan for the solutions.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 24

CHAPTER TWO: REVIEW OF LITERATURE
Chapter Two outlines the literature related to both traditional and alternative behavior
intervention strategies. Literature with a primary focus on changing organizational culture and
behavior; along with the knowledge, skills, and motivation required by PUSD teachers are
examined. The chapter is broken into three areas: First, a discussion on traditional behavior
modification strategies used to influence student behavior modification. Second, a discussion on
the construct of behavior change and intervention as it relates to African-American male students
are considered. Finally, the Clark and Estes’ gap analysis model framework is presented as it
pertains to identifying potential causes and solutions to the gap in PUSD’s organizational
performance objectives as they relate to Behavior Modification Strategies.
According to the U.S. Department of Commerce, students nationwide are suspended,
disciplined, or assigned to special education due to behavior problems. Despite criticisms that
zero tolerance practices are ineffective, teachers have utilized punitive measures to address
disruptive behaviors by taking away privileges, asking students to leave the classroom, referring
students to the office, issuing in-house suspension, and transferring students to another class.
Nevertheless, behavior management challenges remain (Sprick, Borgmeir, & Nolet, 2002).
Ineffective Behavioral Interventions
Ineffective behavioral interventions can fail to address classroom behavior and contribute
to increased suspensions rates. Among the adverse outcomes of suspension are a jaded student
outlook on school and a sense of academic failure. Additionally, there is limited research to
support that suspension is successful as a deterrent to misbehaving (Nichols et al., 1999).
Prevalent investigations and studies have indicated that suspension and removal from the
classroom of African-American male students do not assist with improving behavior and only
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 25

serves to put students further behind academically. It can also position students to face
encounters with the criminal justice system because of the unoccupied time they have while
being away from school during school hours. Furthermore, the actual number of times a student
is suspended can significantly increase their chances of contact with the criminal justice system
(Raffaele-Mendez, 2003). School administrators, as well as researchers in the educational realm,
have labeled this process as the school-to-prison-pipeline (Wald & Losen, 2003).
Wald and Losen (2003) identified the school to prison pipeline as a descriptor given to
students who are not academically successful and face the harsh reality of dropping out of school
– which can potentially place them in contact with the criminal justice system. Furthermore,
research showed that even if students are not suspended, they are assigned to Preventative
Detention, off-site school placement programs, which do not meet the students’ academic needs,
and could encourage early exposure to the juvenile detention system – as well as increasing the
students’ overall likelihood of dropping out of school, which impacts achievement rates (Casella,
2003). Additionally, removing students from school is a direct contributor to declining
performance rates (Hoyt, Schiraldi, Smith, & Zeindenberg, 2002). Using punitive measures for
students who are disruptive such as referral and suspension are ineffective (Hoyt et al., 2002).
Failure to implement intervention programs creates an environment that dooms students to fail as
increased suspensions contribute to reduced academic outcomes (Poe-Yamagata & Jones, 2000).
According to Wald and Losen (2003), there needs to be a system in place that provides students
with the tools and resources necessary to succeed in school (McNeely et al., 2002).
Zero-tolerance policies in the context of school settings are defined as immediate
suspension for any school disruption or infraction (Skiba & Peterson, 1999). The use of zero
tolerance policies to create a “safe-school environment” has contributed to more students
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 26

suspended for minor infractions (Rafffaele-Mendez, 2003). Although well intentioned, there has
been an increasing number of minority students suspended and or placed in alternative off-site
programs since the implementation of zero tolerance policies (Skiba et al., 2002). Research
demonstrated that among the majority of students suspended on an annual basis, African-
American male students top the list.
African-American male students. The California Department of Education 2014-2015
school year data indicated that African Americans comprised 6.2% of the total school enrollment
population in California (CDE, 2017). Unfortunately, this group of students boasts a suspension
rate of 16.4% (CDE, 2015 2016). According to Wald and Losen (2003) suspensions, expulsions,
and in-house suspensions are disproportionately applied towards minority students with the
greatest impact on African-American male students. The data for African-American students’
suspension showed an increase from the previous 2015-2016, school year of 2%. African-
American male students are often given detention and suspension for misbehaving in school
(Wald & Losen, 2003). American-American male students are reported to have a higher rate of
referrals for punishments associated with disruptive-behavior along with other punishable
offenses (Skiba et al., 2002).
According to the U.S. Department of Commerce (2011), 40% of African-American male
students nationwide are suspended or disciplined due to behavior. Research surrounding student
discipline reveals marked increases in general and special education classrooms among African
American male students (U.S. Department of Education, 2011; Watkins & Kurtz, 2001). Many
African-American male students are plagued with challenges such as the lack of a male role
model within the home, socio-economic constraints such as poverty and homelessness along
with anger issues resulting in their acting-out in the school setting (Raefele Mendez, 2013).
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 27

These challenges can also be reflected in the academic progress (Raefele Mendez, 2013). Often
repeated behavior problems and academic failure can land these students in a Special Education
setting, although quite often this is not the appropriate setting for assisting students to move
beyond their challenges (Hooker, 2002). Rounds-Bryant (2008) indicated that African-American
male students lack exposure to early positive experiences within a school setting that can prepare
them for future ongoing engagement in the academic process. A lack of familiarity and
connection to the school environment can contribute to disruptive African-American male
students (Ogbu, 2013).
Alternative Behavioral Strategies
According to a 2002 study, utilizing state correction policies (punitive measures) in the
educational realm has created a system that does not provide resources for students’ academic
success. A review of research by the organization of focus prompted a further look at
alternatives to suspension that could positively contribute to the desired academic goals of the
educational environment, which are to create a safe and engaging school environment (Wald &
Losen, 2003). The implementation of a student-centered intervention program can provide a
school environment that set students up for academic and social success (Brennan, 2002).
Schools without a clear plan of discipline along with behavior interventions and strategies to
manage student discipline issues tend to serve only to increase them (Balfantz, 2003).
PBIS. PBIS is a proactive system built on active and preventative strategies and
supports. These supports work by empowering students to play a decisive role in modifying and
managing their behavior. Students share in the development of behavior norms along with their
teachers; these standards are then established school wide and provide students with a sense of
ownership and accountability (Bradshaw et al., 2008). The primary components of PBIS (listed
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 28

below) have proven successful in aiding special education students with managing behaviors.
Extending PBIS to the general population of students can prove fruitful as a different alternative
to suspension. Research indicated that tenants of the PBIS are beneficial for all students. Tier
Intervention systems can be supportive of all students (Sugai & Horner, 2009). The Intervention
(RTI) model is utilized for students struggling academically (Sugai & Horner, 2009). PBIS is a
proactive system, set in three-tiers:
1. Primary supports (School-wide PBIS)
2. Secondary supports (Targeted interventions for students with increased needs)
3. Tertiary Supports (Intensive-Supports for Individual students)
The main goal of PBIS is to keep students in the educational setting and to ensure their
academic success (Bradshaw et al., 2008). For PBIS to be effective, teachers must implement
PBIS strategies with fidelity and consistency (Sugai & Horner, 2009). Implementing PBIS
strategies with fidelity and consistency means that the school staff must consistently work
towards PBIS implementation goals and ensure to model the intended practices for students.
Teachers need to implement the acknowledgment of positive behaviors and not over-react to
cultural nuances that are viewed as negative behaviors: talking, eye-rolling, not responding to
questions, tardiness, etc. (Morrissey, Bohanon, & Fenning, 2010).
Changing Culture and Behavior via Positive Consequences
Schools frequently receive students with challenging life circumstances such as
homelessness, foster care, and emancipated youth and group home placement. These
traumatized students bring with them a myriad of problems including attachment/detachment and
mental health issues, all of which can exhibit themselves as behavior problems (Rossen, 2012).
Morrissey et al. (2010) emphasized the changing demographics of students requires a move from
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 29

the old-reactive methods of discipline. Research showed that the use of positive behavior
approaches is increasing in empirical evidence of effectiveness and success (Warren et al., 2003).
However, it is challenging for teachers to adapt to the new program (Morrissey et al., 2010).
Students with behavior problems interrupt the learning environment and prevent teachers
from delivering harsh lessons (Morrissey et al., 2010). The culture and climate of the schools
implementing a positive behavior program adapt to the proactive and positive use of behavior
modification when dealing with students (Skiba & Rausch, 2006). The development of a whole
school action plan can create a safe environment that encourages students to remain at school
and become connected to the school culture (Luiselli et al., 2005). The use of a discipline plan
that provides an alternative to suspension can address root problems of behavior rather than
penalize the student. Schools within the Los Angeles Unified School District such as
Washington High School have been able to experience significant reductions in both suspensions
and expulsions through the use of PBIS as an intervention strategy (Losen & Martinez, 2013).
The Los Angeles Unified School District was notably among the districts with the lowest number
of secondary suspensions (Losen & Martinez, 2013).
Stakeholder Knowledge and Motivation Influences
Before employing a plan or process for the implementation of a behavior intervention
program, it is important for organizations to examine research-based practices, along with the
motivational factors that will affect those who are charged with the implementation process.
Finding ways to increase the knowledge and motivation of the stakeholder group will assist the
organization in ensuring efficacy as it strives to meet its established goal.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 30

Knowledge and Skills
In this section, I focused on the examination of the knowledge and skills required to aid
PUSD in achieving its organizational goal. The mission of the PUSD is to ensure that all
students are taught rigorous standards-based curriculum supported by highly qualified staff in an
exemplary educational system characterized by high student achievement, social development,
safe schools, and effective partnerships with all segments of the community (PUSD, 2016). The
organizational goal of PUSD is to reduce suspensions by 30%. Meeting this goal will assist
PUSD in achieving its organizational mission. A primary focus designed to meet this initiative
involves the stakeholder goal that requires all teachers, faculty, and staff to receive training to
implement and use PBIS properly. To successfully carry out this action, the tenets of social
cognitive theory will be required. PUSD must adopt a knowledge-based intervention plan to
accomplish its goal.
Knowledge types. Social cognitive theory is centered on four knowledge types:
metacognitive, factual, conceptual, and procedural. Metacognition is identified as the knowledge
of cognition (Baker, 2009). Teachers can assist students to develop skills that allow them to
develop self-regulation by modeling the tools to help students succeed (Baker, 2009). Self-
regulation is a contributing factor to the success of PBIS. When students can self-regulate their
behavior, the school climate is positively impacted (Horner, 2015). Factual knowledge is
defined as a theory based on concrete examples designed to aid student learning (Dart, 2000).
Teachers provide foundational knowledge that students can build upon to anchor new learning
strategies as they are taught new concepts (Schuwirth, 2001). Conceptual knowledge creates
connections between understanding, concepts and concrete ideas while procedural knowledge
defines the processes of a particular course of study skills related concepts (Krathwohl 2002).
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 31

Stakeholder knowledge influences. This section contains information applicable to
teachers as stakeholders of PUSD and directly correlates to PUSD’s stakeholder goal.
Declarative knowledge, procedural knowledge, and metacognitive knowledge theories along
with their influence upon accomplishing the stakeholder’s goal of implementing PBIS to reduce
student discipline challenges and suspension will be presented.
Declarative knowledge influences. Declarative knowledge is based on the cognitive
function of memories stored during prior learning. Declarative knowledge exemplifies what it is
that a person knows about a particular topic or subject (Redding, 2014). A teacher can enhance
cognitive memory by reviewing prior learning and helping students to associate it with new
concepts (Redding, 2014). Instructional strategies used by teachers to facilitate declarative
knowledge skills should include demonstrating active listening skills, having students take notes,
and strategic reading and questioning. Teachers can help students access the curriculum along
with extracurricular instructional programs such as PBIS by using effective and appropriate
instructional strategies (Slavin, 2014).
Procedural knowledge influences. Procedural knowledge details the steps required to
complete a process or attaining a goal, along with the technique that must be employed to reach
the desired goal (Krathwohl, 2002). Teacher’s expectation for student goal setting plays a
significant role in the implementation of the PBIS program (Bradshaw, 2008). Teachers can
maximize learning, engagement and goal setting by having students respond to questions that
will increase their knowledge (Reinke, 2013). Teachers can provide engaging real-life problems
to aid students in developing procedural knowledge that can help them to arrive at solutions
(Schraw, 2009).
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 32

Metacognitive knowledge influences. Metacognition combines the cognitive processes
of memory and attention in order to increase knowledge (Baker, 2009). Teachers can help
students access their metacognitive stores by asking open ended questions, which promote higher
order thinking skills (Baker, 2009). Metacognition combines the cognitive processes of memory
and attention to increase knowledge (Baker, 2009). Teachers can help students access their
metacognitive stores by asking open-ended questions, which promote higher order thinking skills
(Baker, 2009). Teachers can help students develop their metacognitive skills by modeling, goal
setting, monitoring student progress and activities, and gradually allowing these processes to be
handed over to the student who then will become capable of using their metacognitive skills to
think through and resolve situations (Baker, 2009). Teacher-directed interventions that are
successfully implemented help students learn to evaluate their thinking (Baker, 2009). Table 3
below illustrates the assumed motivation influences that are derived by Teachers when
metacognition is employed to promote self-awareness and empowerment are provided to
students during the implementation of a behavior intervention process.
Table 3
Knowledge Worksheet
Knowledge Knowledge Knowledge
Teachers need to know PBIS
interventions and strategies.

Teachers need to know the essence
PBIS interventions and strategies in the
classroom.
Declarative:
(Factual):

Declarative
(Conceptual)

Survey Questions #2, #10
Interview Questions #4, #10

Survey Questions #5, #9, #10,
Teachers need to have the skills
necessary to implement PBIS
Procedural Survey Questions #3, #5, #9, #10
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 33

interventions and strategies in the
classroom daily.

Interview Questions #2, #3, #4,
#10
Teachers need to be aware of their
thinking regarding how to plan their
instruction to implement PBIS
interventions and strategies in the
classroom.
Metacognitive:

Survey Questions #4, #6, #9
Interview Questions #1, #5,

Motivation
This section emphasizes the role self-efficacy and expectancy-value theory of motivation
play in the attainment of PUSD’s organizational goal, which centers on reducing suspension
rates by 30% at the secondary school level. To achieve this primary goal, teachers within the
organization will need to begin the implementation process of a behavior intervention. The
starting point of this process will begin with a concerted effort toward achieving a smaller more
tangible goal of achieving a 6% reduction in suspension rates (PUSD, 2016).
Self-efficacy. The tenets of the PBIS system warrant that teachers are the primary
stakeholder group who hold the responsibility for working directly with students to implement
behavior interventions. As a result, teachers should feel confident about their knowledge and
ability to do so. This concept is referred to as self-efficacy (Bray-Clark & Bates, 2003).
Research involving teacher self-efficacy suggested that high levels of teacher self-efficacy
contribute to improved teaching along with the exploration of alternative instruction methods and
contributes to an improved school climate and professional culture which in turn models and
reinforces self-efficacy values for students (Bray-Clark & Banks, 2003).
Expectancy-value theory of motivation. Expectancy-value theory of motivation
involves two fundamentally intrinsic values that center on two questions: “Can I do the task” and
“Do I want to do the task?” (Eccles, 2009). The source of motivation involved in the
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 34

expectancy-value theory of motivation is intrinsic and determines whether individual places
value on a task. The Expectancy-value theory suggests belief-related outcomes, if individual
expectancy-value theory includes belief-related outcomes if people believe that they will do well
in a situation they usually do.
When teachers employ the use of expectancy-value theory through the use of verbally
motivating statements and phrases directed to students during instruction, there was a direct
correlation to positive student outcomes (Green, 2002). The experiences of children in school
particularly their interaction with teachers shapes their expectancy-value. The perceived belief
that a teacher has on a student’s ability directs their behavior. The positive reinforcement that a
teacher provides to a student is directly linked to the student’s belief in their ability. A teacher
who assists students in achieving their potential by providing them with the tools to manage and
self-regulate their behavior tend to experience favorable outcomes in the classroom such as
reduced disruptions (Eccles, 2009). Table 4 below demonstrates and identifies the role that
teacher motivation plays in the developmental phases of the behavior intervention process and
how teacher self-efficacy in the areas of persistence and confidence can contribute to successful
implementation.

Table 4
Motivational Worksheet
Assumed Motivation Influences

Motivational Influence Assessment
Self-Efficacy:
Teachers need to believe they are capable of
implementing PBIS interventions and strategies in
the classroom to manage student behavior.
Survey question #7, #9
Interview question #3, #4, #5

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 35

Expectancy-Value Theory of Motivation: Teachers
need to realize the value and importance of PBIS
interventions and strategies in the classroom to
manage student behavior.

Survey question #3, #4, #5
Interview question #6, #8, #10

Organization
Clark and Estes’ gap analysis model framework, a systematic theoretical model that
specifies organizational mission and deficiencies in performance is the focus of this section. By
using the Clark and Estes’ gap analysis model framework, I will be able to identify potential
causes and solutions to the differences in PUSD’s organizational performance. The assumed
causes will be validated or discounted through the use of document analysis, qualitative
interviews, and classroom observations.
According to Clark and Estes (2008), the diagnosing of performance gaps starts with an
understanding of the three leading causes: stakeholder knowledge and skills, motivation to
achieve performance goals, and the organizational barriers that may prevent stakeholders from
achieving the stated goal. Clarke and Estes further indicated that identifying these three causes
can adequately allow organizational leaders to assess gaps and facilitate the most appropriate
performance improvement plan. Knowledge and skills consider specific knowledge types while
motivation and organizational barriers apply particular theories relevant to types of motivational
and organizational factors.
Organizational Global Goal
PUSD’s performance goal is to reduce school suspensions at the secondary level 30% by
the year 2019. Within this goal, teachers from two secondary schools will strive to achieve a 6%
reduction in suspension rates by September 2017. The DSLT (a team consisting of site
principals, community liaisons, and parent leaders) developed a strategy to provide professional
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 36

development training (PD) for school site and district staff, school counselors, and School
Attendance Review Board (SARB) in PBIS (PUSD, 2015b; PUSD, 2014c). The three-year plan
developed by the DSLT intends to implement PBIS in 15 of the district schools, and will also
evaluate student suspension rates for all students within the district. Based upon their findings
school counselor and school psychologist staffing will be maintained and augmented if necessary
(PUSD, 2014b). PUSD’s goal is to successfully implement PBIS in all schools within the
district (PUSD, 2014b).
Assumed organizational influences. Schein (2010) defined organizational micro-
culture as the facets within an organization that contribute to a way of thinking, behaving or
working that exist within a business or agency. This micro-culture defines the context of an
organization achieving its mission and goals. To facilitate meaningful change within an
organization, Clarke and Estes (2008) referred to the process of support as an organizational
change agent. The components of support that a change agent should incorporate include:
1. Explicit goals that can be measured
2. Alignment between the goals and the resources
3. Frequent communication
4. Involvement of leadership
5. The knowledge skills and motivational strategies needed
6. Understanding that models such as the Total Quality Management Model (TQM) are
implemented differently in various organizations.
As a result, Clarke and Estes (2008) recommended knowledge, motivation, and organizational
change as a means to arrive at organizational change.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 37

Cultural model influence. There is an organizational culture within the PUSD of
declining student enrollment, along with high suspension rates. The organizational goal is to
decrease the rate of suspensions by 30%, and within this goal, teachers from eight secondary
schools will strive to achieve a 6% reduction in suspension rates by September 2017. The DSLT
(a team consisting of site principals, community liaisons, and parent leaders) developed a
strategy to provide professional development training (PD) for school site and district staff,
school counselors, and School Attendance Review Board (SARB) in PBIS (PUSD, 2015b;
PUSD, 2014c).
Organizational influence assessment. Surveys completed by parents indicated three
primary reasons for removing their children from PUSD: an unsafe school environment, high
suspension rates, and disruptive classrooms (PUSD, 2014). Research conducted by Senge
(2006) stated that “learning must generate organizational action in the form of new practices” (p.
3). PUSD must analyze its organizational structure to examine how high suspension rates have
led to declining enrollment. The review of the literature reveals that the current behavior policy
negatively impacts minority students, specifically African-American male students (Bradshaw et
al., 2010; Wald & Losen, 2003). The literature provides empirical data that the current punitive
practices create a negative learning environment for minority students (McNeely, 2002). The
implementation of PBIS changes the teachers’ positions in regards to student behavior, as well as
how teachers react and implement the program once they are in the classroom, out of view of
other teachers and school leadership. The way that misbehavior is managed can either connect
or detach the student from the school and lead to increased dropout rates.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 38

Table 5
Summary of Assumed Influences on Behavioral Interventions for Students
Assumed Assets of Teamwork Practices General Literature

Knowledge
Teachers are aware of their role in the development
and implementation of PBIS; Teachers within
departments share PBIS implementation strategies
(Mutual Performance Monitoring/Accountability)
(Sprick et al., 2002)
Teachers support their colleagues in developing
alternative practice that prevents discipline referrals
and suspensions (Backup Behavior)
(Senge, 2006)

Counselors find alternatives to suspension
(Adaptability/Flexibility)
(Senge, 2006)
Staff and Faculty members collaborate to create
discipline models (Shared Mental Models)
(Sprick et al., 2002)
Students are taught to discuss problem-solving
strategies with their peers (Communication)
(Positive Behavior Intervention and Support, 2014)
Motivation

Staff and Faculty members demonstrate a positive
attitude and work to achieve the common goal (Team
Orientation)
(Rounds-Bryant, 2008)

Administrators rely on the support of staff to assist in
PBIS Implementation (Mutual Trust)

(Rounds-Bryant, 2008)
District Administration demonstrates confidence in
the site staff’s ability to successfully implement the
PBIS Program (Efficacy-Self and Collective)
(Sprick et al., 2002)
Organizational Culture
The organizational mission and goals spearhead the
PBIS Implementation process (Leadership)
(PUSD Annual Discipline Report, 2014)
Staff and Faculty create a system of monitoring that
holds students accountable(Mutual Performance
Monitoring/Accountability)
(Positive Behavior Intervention and Support, 2014)

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 39

Summary
The identified stakeholder group comprised of the Teachers within the PUSD secondary
schools aim to carry out the organizational mission of the district through the implementation
process of the PBIS program. PBIS is a program utilized for special needs students (Bradshaw et
al., 2008). This model is similar to the three-tiered response. Self-efficacy is an internal belief
system that motivates individuals to seek and produce desired outcomes. Individual motivation
is at the core of self-efficacy and provides a drive for personal accomplishment (Pajares, 2009).
Self-efficacy is both an individual, and social construct as a person’s personal and social
interactions lead to the development of self-efficacy (Pajares, 2009). Also, teacher effectiveness
is directly linked to self-efficacy and teacher willingness to be both self-regulating and guiding.
Teacher self-efficacy is a vital part of the process of modeling efficacy to students and will play
a pivotal role in the implementation of behavior modifications that address desired student
behavior outcomes.
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context

According to Maxwell (2013), an analysis of assumptions and beliefs should occur so
that research can be reflectively informed. To carefully examine the factors that have impacted
the suspension rates within the PUSD, a review of discipline related data was analyzed. A
preliminary examination of PUSD’s control data indicated an upward trend of disciplinary
infractions occurring at higher levels among African American male students at the secondary
level (PUSD, 2016). The mission of the PUSD centers on creating a safe school atmosphere,
(PUSD, 2016). All aspects of student safety and the factors that prevent a safe school climate
from existing must be critically and objectively reviewed to accomplish the mission.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 40

Included among the influencers of increased suspension rates among secondary African
American male students within PUSD are family environment/dynamic, socioeconomic factors,
influence of peers, and lack of male role models, (PUSD, 2016). While the factors above work
in concert with each other to collectively contribute to higher suspension rates within PUSD, an
objective in-depth examination of the organization is warranted to determine if the presupposed
causes are in fact the actual reasons. An overview of the implications that each of the factors
was reviewed along with a framework of the steps that research revealed to assist PUSD with
achieving its organizational mission (PUSD, 2016). Figure 1 below depicts the framework of a
behavior intervention system below as the network of school employee’s work together to
address student behavior problems.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 41

Figure 2. Conceptual Framework
Peer
Pressure
Societal
Factors
Home
Environment
Referral
Suspension
Expulsion
Incarceration
Dropout

Positive Behavior
Intervention and Support
PBIS
Secondary
Male Students
Student Behavior
Challenges

Teachers
Discipline
Policy
Family
Role
Modes
Social capital
Social networks
Counselors
Administrators
School Police
Social Workers
School Psychologists

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 42

Figure 2 represents the stakeholder, who along with other school staff are primarily
responsible for the implementation of discipline interventions within a school setting. The
Knowledge (K) is representative of the student discipline data that is currently available (PUSD,
2016), the Motivation (M) is the organizational goal to reduce suspension rates by 30% (PUSD,
2016), and the Organization (O) is the overall organizational mission to create safe schools. The
KMO factors represented in the illustration work interchangeably to effect change within the
Pleasant Unified School District, the stakeholder group interacts with the students and school
community to implement discipline practices. The greater group of community members and
family role models serve to model the appropriate behavior in school and in life for students.
The review of the impact of a school-wide discipline intervention known as Positive Behavior
Intervention and Support will be reviewed.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 43

CHAPTER THREE: METHODOLOGY
The purpose of this study was to evaluate the degree to which PUSD was able to achieve
its goal of reducing suspension rates by 30%, using a behavior intervention and support program
called PBIS. By looking at a single school site within PUSD, mixed methods research design
was used to examine the impact of PBIS intervention. Mixed methods research incorporates
both qualitative and quantitative research (Creswell, 2014b). Qualitative research centers on the
attainment of a specific goal, and as a result, qualitative approaches will assist PUSD in
analyzing how their established organizational goal can be accomplished (Merriam, 2009).
Qualitative methods such as document analysis, interviews, and classroom observations were
used to gather an in-depth look at the organization, PUSD teacher’s experience with PBIS, and
the impact of PBIS intervention. Quantitative research examines the relationship and differences
of variables through deductive reasoning expressed through numerical values (Creswell, 2014b).
A traditional quantitative survey was used to gather descriptive statistical data on teachers within
PUSD.
Participating Stakeholders
The stakeholders identified in this study were secondary teachers who implemented the
PBIS intervention program. The problem of practice examined within the PUSD involves
discipline response that aids the district in reducing suspensions among male students at the
secondary level. The PUSD has required that all secondary teachers receive training on the
implementation of the PBIS intervention program (PUSD, 2016). The stakeholders of focus
were core subject teachers that were identified through extrapolated discipline data, which
identifies a particular subset of teachers who have had African-American male students enrolled
in their classes with frequent incidents of discipline including referrals and suspensions. The
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 44

demographics of the stakeholders varied with a commonality factor of veteran teaching
experience within the district at a minimum of 10 years.
Survey Sampling Criterion and Rationale
Criterion 1. Core subject teachers who have issued multiple discipline referrals to
African American male students.
Criterion 2. Core subject teachers who faced behavior management challenges that
impede the learning process.
Criterion 3. Core subject teachers who issued referrals that ultimately led to suspensions
as evidenced by discipline data.
Survey Sampling (Recruitment) Strategy and Rationale
A non-random purposeful sampling strategy was used to extract the sample of 10 core
subject teachers. Purposeful sampling was utilized to deliberately address a particular
stakeholder group’s view of the implementation process of the PBIS.
Criterion 1. Core subject teachers who met all the required criteria were eligible to
participate in the research study. Recruitment flyers invited stakeholders to participate in the
research project listed criteria for all participants.
Interview and/or Focus Group Sampling (Recruitment) Strategy and Rationale
The same criteria used for survey recruitment was implemented for the interview process.
The same core subject teachers were used to complete the interview section of the study. The
specific type of purposeful sampling strategy used was a convenience sampling technique
(Creswell, 2002). A convenience sampling technique was utilized to access conveniently
available stakeholders to participate in the research study (Maxwell, 2013). The core subject
teachers at the study location who were conveniently available were selected.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 45

Observation Sampling Criterion and Rationale
Criterion 1. Limited observation sampling was conducted. Reactions that were
noteworthy was documented (Merriam, 2009).
Observation Sampling (Access) Strategy and Rationale
Based on the survey results and outcomes, approval from identified stakeholders to
participate in a classroom observation process was requested (Merriam, 2009). Classroom
observation highlighted the stakeholders’ experience and ability to implement PBIS within the
classroom setting.
Data Collection and Instrumentation
Permission was requested from the superintendent and principal to gain access to two
secondary school study sites for data collection (see Appendix A). Information for prospective
stakeholders was presented in the form of a recruitment flyer, (see Appendix B), which was
distributed to teachers inviting volunteers to participate. Recruitment flyers were also posted
throughout the study sites in the teachers’ lounge and school bulletin board. Selected study
participants received an informed consent document (see Appendix C). Surveys were
administered online through the use of SurveyMonkey, and the actual survey took respondents
10 – 15 minutes to complete (see Appendix D). Surveys were followed up by 30-minute
classroom observations (see Appendix E) and interviews (see Appendix F).
Surveys
Surveys can provide access to a respondent’s viewpoint on changes that are occurring
within a context (Merriam, 2009). Before developing survey questions, several PBIS planning
and training meetings were attended to gain an understanding of the teachers’ role in the
implementation process of PBIS. Personal interaction with the District Level PBIS Coordinator
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 46

helped provide insight into the anticipated outcomes for PBIS implementation. Survey questions
closely aligned with the research questions and conceptual framework was then developed,
which was administered to the teacher stakeholder group.
The created survey is a 10-item scale that addresses classroom management and
instructional strategies training. Items 2, 3, 4, 5, 6, 7, and 8 are scaled on a Likert type scale
ranging from 1-4. Item 1 is scaled on an ascending type scale. Items 9 and 10 are scaled on a
tableau type scale. All collected data was gathered from primary sources and analyzed using
SPSS to conduct descriptive analyses (mean, frequencies, and percentages). In addition, the
survey results and the Aeries student discipline data pertinent to the stakeholder group was
analyzed to determine if there was an impact on student behavior, teacher perception of PBIS
implementation, and whether PBIS is viewed as positive or negative by the teacher stakeholder
group.
Interviews
One time-point informal interviews were conducted with nine members of the
stakeholder group. Interviews were conducted in the English language, which is the primary
language of the stakeholder group. Ten open-ended interview questions were used to highlight
the stakeholder’s viewpoint of classroom management in conjunction with the conceptual
framework of this study (Merriam, 2009). All interviews were audio recorded.
Observation
A 30-minute classroom observation was conducted in nine classrooms at the beginning of
a class period that immediately followed lunchtime, which is traditionally the most difficult time
for students to transition back into classroom activity (Kartub et al., 2000). Observational notes
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 47

focused on how students entered the classroom, the length of time it took students to settle down,
engage in classroom activity, and follow assignment directions.
Documents and Artifacts
To analyze the discipline process at the study sites, the following artifacts were accessed:
District Discipline policy, Site Discipline Policy, School site suspension records, Discipline
referrals, District discipline reports, and teacher notes. District Discipline Policy and Discipline
reports were provided to the researcher by the Child Welfare and Attendance (CWA) Office
Staff. Site Discipline Policy was outlined in the student handbook for each study site. School
site suspension records were registered in the Student Information System (SIS), and the records
were accessed by support staff for review by the researcher.
Data Analysis
Descriptive statistics, observational memos, and interview transcriptions were used to
analyze data. Triangulation of data collected from a survey, interviews, document analysis, and
classroom observations ensured efficacy in the research finding (Creswell, 2014). Microsoft
Excel was utilized to analyze descriptive statistics and create a data analysis table that
incorporated the study’s research questions and study variables along with survey results, and
classroom observation data. The classroom observation data was transcribed into a Word
document. Transcription service was utilized to transfer recorded interview data and develop
and establish a codebook. The codebook contained identified commonalities in responses and
themes, which was reviewed in light of the conceptual framework of the study. Once
commonalities and trends in the data were identified, they were correlated to findings in the data.
The classroom observation data were transferred into a word document. Narrative summary
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 48

responses were drafted to determine the observation, interview, and survey results tied to the
actual and expected goals of the organization being studied (Creswell, 2014).
Credibility and Trustworthiness
To maintain the plausibility and trust, I worked closely with stakeholder groups. Because
of my role in the organization as a leader, a proxy was used to administer surveys while I
oversaw the administration of surveys. This approach allowed respondents a measure of comfort
that the information they provided was in no way related to their position in the organization and
ensured that biases were not exhibited toward those who participated. Collected data
immediately were transcribed to observation notes so details were accurately captured.
Validity and Reliability
Reliability in the study was necessary due to the nature of the problem being studied
(Creswell, 2014). It is vital to gain an accurate understanding of the dynamics of the study site
and how student discipline problems can be significantly reduced (Creswell, 2014). If
successful, results of this research can be replicated throughout the organization and can
contribute to solving its problem of practice (Creswell, 2014). Validity while undergoing this
study was important as the outcome can validate the importance of the problem of practice not
only at the study site but within the organization as a whole. As a result, a proxy was used to
present and discuss the survey. The proxy also engaged in the selection process for the survey
and classroom observation participants. I conducted the observations with prior consent and
approval from site administration. I and the proxy worked in tandem to ensure optimal
participation in the survey and classroom observation process and to encourage all participants to
share their views openly.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 49

Ethics
It was vital to use an ethical process when conducting the research interviews and
interacting with survey respondents. All participants in the study were required to read and sign
informed consent forms, which provided awareness that their participation was desired, but not
mandatory. The informed consent also described how their responses and personal information
would be stored and utilized. According to Merriam (2009), informed consent and explicit
permission to document information are required before data is collected. Additionally,
participants were informed that should they decide to participate in the study and later determine
they would no longer want to continue, they may exit the process without consequence. For the
protection and safety of all participants and to ensure that all ethical considerations were
carefully evaluated, this study was presented to the University of Southern California
Institutional Review Board (IRB) and strictly adhered to their outlined processes and procedures
as prescribed for researchers. A written consent form was provided to all participants affirming
the voluntary nature of participation and ensuring that personal information, identity, and any
responses will be held in confidence. Because this research surrounds student discipline, data
confidentiality in this research was of paramount importance. I asked all participants for
permission to record audio interviews and provided them with a written record of their interview
to assure that their responses were accurately depicted. Participants were given a token of
appreciation for participating in the study.
Limitations and Delimitations
The outcome of this study was limited to attributes and characteristics of the school
including social dynamics, student demographics, and teacher background and experiences. The
site was chosen due to stability in staffing with veteran teachers, as many of our sites are
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 50

continuously impacted by layoffs due to declining enrollment the researcher felt that continuity
of data could be achieved by inviting the selected site to participate in the study. The openness
of the stakeholder group and their willingness to openly and honestly participate in the
implementation of PBIS along with their personal views on behavior intervention and classroom
management can impact the outcome of this study to varying degrees. The study outcomes can
also be influenced by elemental factors such as the researcher’s conceptual framework, the
survey questions, and the number of observations which all play a role in the emerging data
results along with their overall credibility (Patton, 2002).
The delimitation of the study consisted of a core group of staff chosen to participate in
the study, yet they are reflective of two school sites, and the looming problem of discipline
affected all secondary sites within the district. It is entirely possible that the results of this study
uniquely varied from those of other schools in the district and could be perceived as an anomaly.
The perspective of other teachers and the composition of student demographics and discipline
data could prove altogether different at the other secondary sites than the results obtained from
this study.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 51

CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to evaluate the degree to which PUSD was able to achieve
its goal of reducing suspension rates by 30%, using a behavior intervention and support program
called PBIS. The undertaking of this research aimed at determining if a behavior intervention
could reduce suspension rates at the secondary level in a school district. The questions that
guided the study were:
1. How effective is the implementation of PBIS within the Pleasant Unified School
District?
2. What are the knowledge, motivation, and organizational influences related to
achieving the goal of reducing suspension rates by 30% within the Pleasant Unified
School District?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
The following data collection methods were utilized to further investigate the research questions:
classroom observation, semi-structured interview questions, artifact analysis and survey
administration. Discussed in this chapter are the analysis of the findings and results obtained
during the data collection process.
Participating Stakeholders
The stakeholders involved in this research were nine secondary teacher’s representative
of core subject classes at two high school locations. The nine participants were comprised of
seven (78%) male teachers and two (22%) female teachers. Core subject teachers were selected
based on their regular interaction with students and the number of discipline referral issued to
students for behavioral problems exhibited during instructional time.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 52

Table 6
Participant Demographic Information
Name Gender Content Area Ethnicity School Site Years Teaching
Lawrence M RSP Afr Amer A 15
Tracy F Chemistry Asian A 9
Samee M Social Studies Pac Islander A 9
Bleu M English Caucasian A 6
Gramble F Math Indian B 10
Powell M Spec Ed Afr Amer A 7
Goldwell M Spec Ed Caucasian B 17
Newman M English Caucasian B 8
Abbiy M Mat Armenian B 9
Lincoln M Biology Afr Amer B 13

Findings
This section details the study’s related findings and emergent themes resulting from the
data collection process to determine the effectiveness of the Implementation of PBIS in the
Pleasant Unified School District. The study consisted of a total of 9 respondents who
participated in all phases of the data collection process. The data collection process consisted of
a survey, an interview, and observation. Due to the size of the study population, the researcher
was able to extract authentic and valuable information by engaging with the respondents during
several different aspects of the study process. The data collection instruments revealed the
following themes surrounding PBIS, which emerged during the study:
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 53

1. Teachers with the highest number of discipline problems were not using specific PBIS
strategies, even though they received training to apply them
2. Teachers who issued the highest number of discipline referrals were utilizing the referral
process as a behavior intervention
Further elaboration on these themes is discussed in this chapter. The study findings examined by
the study research questions were analyzed through the lens of the Clark and Estes (2003)
Knowledge, Motivation, and Organization (KMO) framework. Findings are discussed by
research questions.
Research Question One
The first research question in this study aimed at determining the effectiveness of the
Implementation of PBIS within the Pleasant Unified School District. The organizational
initiative of reducing suspensions at the secondary level is reliant upon teacher implementation
of the adopted behavior intervention strategy. According to Netzel (2003), a useful
implementation process or behavior intervention involves active and meaningful participation by
all school stakeholders:
 Teachers indicated that they had minimal knowledge of PBIS concepts and
although they possessed the knowledge, they were not actively and efficiently
implemented the strategies.
 The organizational limitation towards full implementation involved lack of
consistent stakeholder training and implementation procedures which limited
stakeholder effectiveness
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 54

Behavior intervention to manage classroom discipline. During the interview process,
the teachers identified numerous strategies they use to maintain student discipline. These
strategies were indicative of their declarative knowledge in behavior intervention strategies.
The data and research questions were analyzed through the utilization of the Clark and
Estes (2008) framework which explores the organizational goal and related knowledge,
motivation, and organizational influences that are in place to accomplish the goal. The survey
instrument provided to teachers measured the level of declarative knowledge regarding behavior
intervention in a classroom environment. Interview results indicated that 90% (8/9) of teachers
had received varying levels of training in behavioral intervention techniques. Several methods of
intervention were named and identified by the teachers and demonstrated their knowledge of
interventions.
Declarative knowledge results. Participants were asked about concepts and processes
related to behavior intervention. They were additionally asked to identify problematic student
behavior in the classroom. The survey sought to determine the usefulness of behavior
intervention as demonstrated by responses displayed by students as a manifestation of the need
for behavior intervention (Netzel, 2002). Figure 3 below indicates the survey results that
demonstrate classroom behavior exhibited by students that requires intervention during
instructional time.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 55

Figure 3. Declarative knowledge results
In order of ascending priority which off task behavior is most problematic in your classroom? 1
being the least priority and 4 being most priority? N=8

In reviewing the survey responses in Figure 3 related to distracting behavior that occurs
in the classroom, the data demonstrate that specific actions are happening more than others. For
example, 44% (4/9) of the respondents found that use of electronic devices contributed to
distracting behaviors in the classroom. One participant, Lawrence, indicated that he “can’t get
students to stay off of their phones, they try to listen to music with their earbuds or they are
texting during class.” Lawrence expressed his frustrations with the electronics devices often lead
to issuing a referral. Talking in the class presented the second most distracting behavior behind
the use of electronic devices. Sixty-two percent of the respondents found talking to be a
tremendous distraction, with each of these respondent’s rating talking at a level 3 on a 4-point
scale. Participant Samee stated the following:
4
0
1 1
1
5
0
1
1
2
1
5
2
1
6
1
U S E O F E L E C T R O N I C
D E V I C E S
T A L K I N G N O T E P A S S I N G I N A T T E N T I O N
DISTRACTING BEHAVIOR
4 3 2 1
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They talk a lot, especially before the start of class, I deal with it though, I use leadership
roles to combat that tendency, they have a job to do for me and it’s not talking. They can
collect papers for me, I will call on them, I will ask them direct questions, and I get them
involved. While I’m teaching, I’m on their side of the room (the talkers) so that they can
focus on me, I may even quietly tap their desk to get them to focus on me instead of
talking.
The responses provided by the teachers indicate that they have declarative knowledge in the
identification of student behavior that requires teacher intervention. However, not all teachers
had a handle on the techniques utilized to combat distracting behavior, which poses a challenge
for teachers as they seek to implement the organizational goal of PBIS implementation.
Teacher self-efficacy. According to Richardson (2010), teachers should feel a high level
of confidence in their ability to successfully perform a task or meet an objective. Fifty-five
percent of stakeholders indicated that they felt equipped with training sufficient to remediate
student behavior problems that occur in the classroom. A study conducted by Redding (2014),
which stated that the ability to recall and access information learned during training is a predictor
of future success. Figure 4 shows the stakeholder perspective on training related to student
engagement.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 57

Figure 4. Teacher Self-Efficacy Results
How much training have you had in Instructional Strategies and the correlation to student
engagement? N=9

The survey asked how much training respondents received in instructional strategies and
the correlation to student engagement. Forty-five percent of respondents indicated that they had
only received minimal training at one to two sessions. The remaining 55% (5/9) of respondents
attended three or more courses providing them with additional tools to engage their students in
instruction. Participant Samee noted the following: “When there is a PD that can help me with
my students and hold their attention- I want to attend, I’m there every opportunity I can get, and I
want to be an effective teacher.”
Teacher expectancy value. For teachers to leverage their training in behavior
intervention, they must recognize not only the value or purpose of doing so but also the benefit to
students and the overall classroom environment (Netzel, 2003). Fifty-five percent (5/9) of
respondents agreed that they knew when to utilize rapport building and connection strategies to
2
3
4
0
Training on Instructional Strategies and Student
Engagement
A Lot of Sessions 6 or More Sessions Moderate Training 3-5 Sessions
Minimal Training 1-2 Sessions No Training 0 Sessions
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 58

intervene in student behavior challenges. They also knew how to redirect student behavior in the
classroom before an escalation that required harsher measures (Lewis, 2010). Of the nine
respondents interviewed, all except one demonstrated they could see the value of early
intervention in managing behavior along with the benefit of developing and establishing a plan.
Abbiy indicated that he involves other teachers when creating a behavior plan for his students
because “it is likely that if I’m having a problem, we are all having a problem.” Abbiy indicated
that he makes an effort to ask his colleagues if they also experience a similar problem with a
student and shares with them the approach he plans to take in resolving the problem. Samee
indicated he felt that “intervention made his job easier because it provided him with a tool to get
through to students.”
Building connections. One Teacher “Bleu” shared his method of building connections
with students:
I don’t just say hello to my students, I’m here for them, I participate in campus activities,
I go to sporting events, they know who I am outside of these walls and when they come
inside of the classroom we have respect for each other, if they step out of line we have
the respect for each other that I can call them on it and they shape up.
“Gramble” suggested she builds connections with her students by inviting parents to partner with
her so they can take a team approach to educate her students who need additional support.
Gramble stated the following:
I invite my parents to come in this is a special needs classroom, but we are a connected
family, even if parents can’t come in, I communicate with them regularly and they know
exactly what’s happening here. I don’t have to tell students that I will call their parents
because they know I will whether it’s about something bad or good.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 59

Regarding building connections with students, the majority of the teachers 55% (5/9)
demonstrated their willingness. Respondents (5/9) also demonstrated their ability to build
connections with students. This finding is of importance to the organization because building
connections with students is a foundational PBIS strategy.

Figure 5. Teacher Expectancy Value Results
How often do you use rapport building and connection strategies with students? N=9

Additionally, respondents cited using rapport building strategies such as: Teach Like a
Champ strategy (firm, fair, consistent interaction), group instruction, scaffolding, Pro-Act, NCPI,
logical consequences, modeling re-teaching expected behavior, cooperative learning and
integrating technology. Based on the responses provided during the interview process, there was
a substantial emphasis in reactions that reinforced relationship building, positive relationships,
and building rapport with students as an intervention method. One respondent provided the
following response when asked about intervention strategies, “I use positive teacher-student and
peer relationships through rewards and encouragement.” The responses provided indicated
5
3
1
0
A L W A Y S O C C A S I O N A L L Y R A R E L Y N E V E R
RAPPORT BUILDING AND CONNECTION
STRATEGIES
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 60

teachers can see the benefit of using connection strategies with students toward the overarching
organizational goal.
Organizational results. The study additionally examined organizational structures to
support stakeholders in meeting organizational objectives. The development of relevant
organizational structures that can lead stakeholders in accomplishing goals or initiatives is vital
to success. An organization must immerse itself in fostering an atmosphere that is influential in
setting a standard or culture that embraces the changes to be made. According to Bryan and
Atwater (2002), this is known as a cultural model. Figure 6 highlights the responses of
respondentswhen asked to rate the importance of establishing collaborative relationships with
parents using a Likert scale.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 61

Figure 6. Organizational Results
How valuable is establishing collaborative relationships with parents in order to reduce discipline
problems and support student progress? N=9

Garenering parental support. Seventy-seven percent of respondents aligned with the
assumption that establishing relationships with parents is extremely valuable to managing
classroom behaviors. “Powell” captured the necessity of establishing parent relationships by
stating the following:
Teachers are only a part of the educational process, I have to have the parent involved.
When they know that I care enough to reach out to them, they will also reaach out to me
and we can help each other, we both want the best for their child.
“Goldwell” also noted that one of his first tasks during the school year is reaching out to parents
and asking them to be partners with him. Goldwell stated the following:
I don’t just send a donation list out of what I need, I call parents and invite them to come
in during zero advisory period, I want them to meet me, and I want to find out how they
7
1
1
0 1 2 3 4 5 6 7 8
Extremely Valuable
Very Valuable
Limited Value
No Value
Establishing Collaborative Relationships with Parents
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 62

can support their student and my classroom. Maybe they work, maybe they have more
time, but we find a way that we can all work together during the year. We get to know
each other and that helps the students.
Several respondents reported using phone calls, progress reports, and conferences as methods by
which they contact parents to establish a rapport. Teachers understood one of the fundamental
concepts of effective intervention is establishing cooperative relationships with all stakeholders
within the school community.
Cultural setting – professional development results. Providing stakeholders with
meaningful and relevant training is a critical strategy for promoting and developing change that
needs to occur within an organization. The actions taken by an organization in response to a
trend in opposition to its goals contribute to the cultural models and cultural setting of the
organization (Bryan, 2002). Teachers were asked to indicate the amount of training they had
received to meet the organizations stated goal of reducing suspensions by 30%.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 63

Figure 7. Survey Results for Cultural Setting – Reward System
How often do you implement a reward system to encourage appropriate behavior in the
classroom? N=9

The organizational goal of implementing PBIS in schools requires a paradigm shift away
from punitive discipline to a restorative system. Rather than focusing on punishment, the
emphasis is on rewards and the acknowledgement of good behavior. The respondents in Table
12 rated their use of a reward system to reward appropriate behavior in the classroom. Using a
Likert scale with always being the most and never being the least, 55% of respondents reported
occasionally using a reward system in their classroom as a behavior management tool. While the
majority of teachers interviewed used a system of rewards for teachers, comments like those of
respondent Abbiy who stated:
You want students to get used to working, they need to learn math but that doesn’t mean
that they deserve a reward every time they do something that they are supposed to be
doing, the world doesn’t reward you, work is its own reward.
Abbiy’s response further illustrates that a system of rewards is not utilized consistently and why
a system of rewards is vital in a PBIS system.
2
5
2
0
Implementation of a Reward System
Always
Occasionally
Rarely
Never
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 64

Figure 8. Survey results for Cultural Setting – Classroom Management
What are the most important factors to you in classroom management? N=9

Student engagement. Student engagement is a primary goal of PBIS, the more that a
student is engaged in the educational process, the less likely it is that they will participate in
behavior that leads to suspension (Canter, 2010).
Creating a culture of student engagement through behavior intervention is a component
of the organizational goal. Based on the responses, it was clear student engagement is an
essential factor, yielding 45% (4/9) of the responses, followed by citing no interruptions and a
quiet classroom. Respondent Lawrence stated:
Nothing is more important to me than having a student engaged and participating in the
process of learning and I will issue a referral to send out a student who is misbehaving if
it will allow other students to continue learning.
While respondent Samee indicated that he “creates an atmosphere that makes students want to
connect and if they are not engaged in the learning, I find ways to bring them in, that makes the
classroom and the school a better place.” According to Klem (2004), a teacher’s ability to
engage a student is a predictor of both behavior and academic performance. During the
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4
2
Q U I E T C L A S S R O O M S T U D E N T
P A R T I C I P A T I O N
S T U D E N T
E N G A G E M E N T
N O I N T E R R U P T I O N S
CLASSROOM MANAGEMENT
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 65

interview process the theme of student engagement was discussed as an important factor in
managing the classroom environment and in the school as a whole. According to Lincoln, “My
main focus is to keep students interested and engaged during the time that they are with me, if I
can manage that we don’t have any problems in the classroom.”
Cultural setting – process results. The cultural setting of an environment can ensure that
stakeholders have a systematic process for responding to circumstances and can contribute to
enhancing their ability to aid the organization in reaching its intended goal (Rossi, 2003).
Respondents were asked a series of questions (13) – (16) to determine their use of intervention
strategies, the number of referrals issued for disciplinary infractions, and the most successful
strategy they employed in the past and the methods used to handle disruption. Figures (9)-(12)
detailed the stakeholder responses indicating their level of process knowledge:

Figure 9. Survey Results for Cultural Setting – Intervention Strategies
Please rate your experience with using intervention strategies. N=8

The organizational goal of PBIS implementation requires a specific process for the
delivery of behavior intervention to be utilized universally throughout the school environment.
Table 14 addresses respondents’ report of their experience with using intervention strategies in
the classroom to manage behavior using a Likert scale. The respondents were able to select
0 1 2 3 4
Familiar
Somewhat Familiar
Minimal Familiarity
No Familiarity
INTERVENTION STRATEGIES
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 66

whether they were familiar, somewhat familiar, had minimal familiarity, or no familiarity at all.
There was an even split between the most usual options of “familiar” or “somewhat familiar”
both rating 38%. Several participants responded they used various intervention methods in the
classroom such as instructional scaffolding, individual and group instruction, and even seating
charts to combat distractions. Twenty-five percent of teachers (2/9) indicated they had minimal
familiarity with intervention strategies. Respondent Lawrence stated that he was only minimally
familiar with intervention strategies, citing “The referral and suspension process is what he relies
on to manage behavior problems and he also indicated that he “did not attend intervention
training.” Respondent Abbiy stated he had not been offered training in behavior intervention.
“The training that I have received has been related to math and focused on improving- math
scores.” Luiselli, (2005), recommended the establishment of effective discipline practices to
manage behavior, which creates a school environment that is safe and allows students to thrive
academically. Implementation of PBIS strategies can have a positive impact on academic
achievement in addition to meeting the organizational goal.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 67

Figure 10. Survey results for Cultural Setting – Discipline referrals
During the current semester, how often have you needed to issue a discipline referral for
disruptive student behavior? Please circle one. N=9

Referral process. Teachers had mixed perceptions about the referral process. The
organizational goal centers on reducing suspension rates. The referral process is often a
precursor to suspension as students are often suspended after they are issued multiple referrals
for the repeat of the same offense. In reviewing the data for Figure 10, it was clear that the
majority of the respondents do not use referrals as a standard method for behavior management
as 55% (5/9) of respondents did not issue a single referral during the current semester.
According to interview data, respondent Lawrence indicated that he utilized both the referral and
suspension process as a behavior management tool. Lawrence also stated that his role is to
instruct the students and he has zero tolerance for managing discipline, which he outsources to
the counseling office or administrators. According to Hannigan (2016), there are more effective
methods of discipline than referral and suspension that can create positive and meaningful long
term changes in the behavior of students.
0
1
3
5
REFFERALS ISSUED
A lot of referrals issued - 10 Referrals Moderate referrals issued - 5 Referrals
Minimal referrals issued - 3 Referrals No referrals issued - 0 Referrals
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 68

Figure 11. Survey Responses for Cultural Setting – Successful strategies used
In past successes with student behavior modification, what strategies were most successful?
Please check all that apply. N=9

Behavior management strategies. Teachers developed an affinity for certain behavior
management strategies they found effective within their classroom. For Figure 11, the
respondents were asked to select each of the student behavior modification methods that they
successfully used in the past. Seventy-five (6/9) percent of respondents also found that tone of
voice plays a significant role in successfully modifying student behavior. Respondent Gramble
cited, “I speak with a tone of care and consideration for my students. They are becoming adults
and deserve my respect. When I show them this respect, they also in turn respect me.” It was
noted during the observation process, respondent Bleu, employed what he referred to during the
interview as a “calm and peaceful voice”. Bleu stated, “When students entered my classroom, a
calm and peaceful voice lets the students know that they are welcomed and in a safe space.” The
tone of voice according to Bleu’s perspective shifts the dynamic within the classroom
atmosphere. This finding is meaningful to the organization as the tone of voice during
teacher/student interaction is a foundational characteristic of behavior intervention. According to
Canter (2010), the teacher’s tone of voice communicates the behavioral expectations of students.
5
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8
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7
5
0 1 2 3 4 5 6 7 8 9
ACKNOWLEDGING NEGATIVE ATTITUDES
SEATING CHART
TONE OF VOICE
Most Successful Strategies Used in the
Past
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 69

Figure 12 provides the results to the last question of the survey, where the respondents were
asked which methods they used to handle disruptions in the classroom while keeping the most
attentive group of students engaged.

Figure 12. Survey Results for Cultural Model – Disruption
What methods have you utilized to handle disruption in the classroom, while keeping the largely
attentive group of students engaged? N=9

Teachers relied heavily on activities designed to keep all students focused on the day’s
objectives. Seventy-five percent (6/9) of respondents responded they either had materials ready
or used filler activities to manage disruptions in attention. Respondents cited involving students
in the development and establishment of classroom rules promoted ownership among students
and caused students to hold each other accountable. Samee elaborated on this notion by stating
that:
3
3
5
7
7
1
0 1 2 3 4 5 6 7 8
ACKNOWLEDGING NEGATIVE ATTITUDES
TONE OF VOICE
CONSISTENT CONSEQUENCES
FILLER ACTIVITIES
HAVE MATERIALS READY
OTHER
Methods Used to Handle Disruption
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 70

From the very beginning, we as a class create the rules that we will live by, they are on
the wall and sometimes we call each other on it . . . I’m also prepared for my classes, my
lesson plan, my objectives and additional exercises are already prepared in case someone
finishes their work early or I have to assign it to someone who is having difficulty staying
focused on what or primary lesson is and needs to work at the computer off to the side,
either way, they will walk away learning and they will still be on track.
This finding underscores the importance of the role of intervention in student engagement.
Research Question Two
The second research question in this study explored the knowledge, motivation, and
organization influences related to achieving the goal of reducing suspension rates by 30% within
the Pleasant Unified School District. In conjunction with the survey results, interview responses
were also examined to probe deeper into the processes utilized by the respondents for the
implementation of PBIS. Knowledge influences analyzed were self-efficacy concerning the
level of comfort and ease in identifying appropriate tools and techniques to manage student
behavior, the degree of teacher confidence in helping students navigate through behavior
challenges, and supportive organizational components. In many instances, the data did not
support teachers having adequate levels of knowledge and motivation necessary to implement a
uniform behavior intervention system. A transparent barrier between a functioning knowledge
of intervention and the ability to utilize a behavior intervention emerged. Findings validated the
data collected surrounding organizational influences. The teacher’s ability to manage behavior
within the classroom was strictly associated with training in behavior management provided by
the organization.
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Knowledge influences on intervention techniques. Teacher preparedness and training
in intervention techniques and supportive services were reviewed to determine their knowledge
of instructional engagement, and use of behavioral intervention strategies. Five of the nine
interviewed teachers demonstrated a general knowledge of PBIS behavior management
techniques such as behavior acknowledgment, calling on the student, and relocating the student
to another area of the classroom. According to Gramble, “I use strategies that I know will help
students remain focused. We have a lot to cover, so I use seating changes if it looks like a
student is having a problem with talking.” Lincoln cited that he often identifies a student who is
disruptive and assigns them the role of lab partner. Lincoln stated, “This keeps them occupied
and moving, but they are still actively learning science, sometimes they become more interested
in the class, it’s all about channeling their energy.” Powell stated, “I use structure and routine to
help my students remain calm and well behaved. They know that we will follow the same
process, which is important when dealing with behaviors of special needs students.” Although
when asked if they had specific training in PBIS, the district’ initiative, two of the respondents
reported that they had not received the training or they cited being absent during the training.
One “Bleu” out of nine teachers indicated:
Although I did not receive all components of the PBIS training, I do not experience
discipline problems with students. I have a small class setting and I know the various
triggers that could trigger my students. I utilize techniques such as controlling the
physical classroom environment through seating arrangement, error acknowledgment,
and correction when students need to be re-directed.
While Bleu is a general education core subject teacher, he also has several mainstreamed special
education students in his classroom. The examples cited by the teacher’s indicated that they
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 72

possessed the general knowledge necessary to begin working towards the goal of reducing
suspensions.
Instructional engagement. Several of the respondents mentioned that they could control
and maintain the classroom environment to ensure engagement by using strategies learned in
professional development. They pointed to relevant contemporary strategies used to manage
behavior. Some identified strategies included: use of technology, group instruction, philosophy
of “Teach like a Champion,” seating chart, relationship building, rewards for positive behavior,
clear rules and expectations, and engaging activities. During the interview process, many of the
respondents cited having student read out loud and turning classwork into a group activity such
as Jeopardy or Response Bingo helped with instructional engagement.
Effective behavior management plan. The majority of respondents attributed training as
the main source of functional knowledge of establishing a behavior management plan. Teachers
implemented the use of student rewards, pairing students with high performers, and providing
students with small leadership roles such as taking attendance rosters to the office, or acting as a
teacher’s assistant. Powell detailed the following;
I have a process of developing a behavior management plan. When I see what I like to
call “warning signs” I like to get in front of behavior by communicating with the student
privately to maintain their dignity, but right then and there we set some goals in place and
I hold them to it.
PBIS tenets dictate defining and teaching classroom expectations to students. Involving students
in the process of designing classroom expectations is indicative of progress toward the
organizational goal.
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Issuing discipline referrals. Eighty percent (7/9) of the teachers mentioned they had not
issued a discipline referral during the first semester of school. One male teacher, Lawrence,
indicated “I choose not to manage behavior and I issue 30-40 referrals per day. I send students to
the counselor or assistant principal’s office because my role is to teach not discipline students.”
When probed further, “Lawrence” provided a laundry list of male student offenses that he
refuses to deal with including: threatening other students, angry outbursts, gambling, unruly
behavior, profanity, assault, violence, defiance, disrespect, rebellion, and bullying. Lawrence
also noted that he engages the assistance of the campus Probation Officer who he utilizes to
penalize students who consistently give him problems while Newman revealed the following:
I’m the captain of the ship in my classroom. I don’t need to send them to the office, if I
do, the problem comes back to me because I’m with the student for the majority of the
time, so finding a way to handle the behavior in my room helps me in the long run.
Artifacts reviewed included a memorandum of updated referral procedures that the school
developed a protocol for issuing referrals. The updated referral process created to reduce the
high numbers of referrals being issued was instituted by the site Principal and was regularly
communicated to staff at weekly meetings attended by teachers and counselors. According to
the referral procedures, referrals to the office should only be issued after a teacher has made
three documented unsuccessful attempts to redirect a student’s behavior. Additionally, before
sending the student to the office, the last and final resort would be to send the student to a partner
colleague for a “cooling-off” period, which would allow the student to reflect on what has
occurred and return to the classroom with a new perspective. During the 2016-2017 school year,
there was no protocol for issuing referrals. For the most part, respondents took ownership of
managing the discipline referral process. According to Lawrence, “If a student misbehaved and I
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 74

addressed it more than once, they were out on referral, and they were not allowed to remain in
my room. If several act up several are leaving.” Teachers knew strategies to move in the
direction of the organizational goal, but require further guidance to apply the knowledge in an
equitable manner that metes out intervention and discipline to all students in a consistent way.
According to Cartledge (2001), schools must ensure that discipline practices for students are
administered in a fair manner. Equitable discipline practices are a vital component in
accomplishing the organizational goal of reducing suspension rates.
Motivation influences. Teacher motivation provides a platform and a springboard that
propels action toward a positive result directed towards an organizational goal. To see an
initiative through, teachers must find intrinsic motivation to be a willing participant in the
process (Baker, 2009). Teacher willingness is a significant component in accomplishing the
organizational goal. Other qualities such as self-efficacy and expectancy-value contribute to
motivation. These qualities mentioned above provide an impetus to continued motivation and
are supported by the results of interview question number two.
Teacher engagement. Teachers indicated that they wanted to engage in activities that
would reduce discipline problems in the classroom. Eighty percent (7/9) of teachers named
rewarding students as an effective behavior management strategy that they implemented within
their classroom. Respondent Tracy indicated,
If a student makes an effort to participate, I reward them by acknowledgment even if they
have misbehaved in some manner. I acknowledge something that they have done that I
can praise. It usually sets them on the right track and they start to participate or at least
pay attention again.
Respondent Lincoln stated:
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I frequently use one-on-one conferencing and seating arrangements to drive student
behavior in a positive direction and I make a special effort to acknowledge and reward
the behavior. It sets a bar for all students to seek the same type of acknowledgment and
reward.
According to Warren (2006), praise and acknowledgment of student behavior increases positive
behavior among students.
Self-efficacy. Teachers need to have confidence that they can make a difference in
establishing a structured behavior management system that will allow them to perform their role
more effectively. All nine respondents said that based on their experience and training, they felt
equipped and empowered to carry out their duties and they could identify strategies that should
be applied toward student behaviors. According to respondent Powell, “Knowing the approach
to take has significantly changed my room environment, and helped me focus more on my
instruction.” Only one “Lawrence” out of the nine teachers indicated an unwillingness to act as
he stated, “I feel like addressing student behavior is outside the scope of my role as an educator.
In my opinion, discipline is not the role of a teacher, so I opted to skip training provided in
behavior management”. Lawrence’s position, however, was not attributed to his lack of self-
efficacy as he makes a conscious decision to take an opposing stance. The other respondents did
not share Lawrence's viewpoint. The majority of the respondents named the training(s) they
attended and the strategies they learned. For example, Gramble indicated, “I received training in
scaffolding, group instruction, direct instruction, and defusing and de-escalating behaviors. I feel
comfortable enough to apply what I have learned.” This demonstrates a high level of self-
efficacy. Pas (2010) cited low teacher self-efficacy as a contributor that directly influences
student behavior and discipline problems.
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Teacher expectancy value. The same high expectations teachers hold students to apply to
the beliefs that teachers have within themselves that they are capable of employing positive
behavior intervention strategies to affect student behavior. A teacher needs to hold value in
accomplishing a task or goal (Eccles, 2003). Accordingly, all but one of the interviewed teachers
demonstrated they could see the value of early intervention in managing behavior along with the
benefit of developing and establishing a plan. “Abbiy” indicated that he involves other teachers
when creating a behavior plan for his students, because “it is likely that if I’m having a problem,
we are all having a problem.” “Abbiy” noted that he makes an effort to ask his colleagues if they
also experience a similar problem with a student and shares with them the approach he plans to
take in resolving the problem. “Samee” felt that “intervention made his job easier because it
provided him with a tool to get through to students.” Based on the cited examples there is a
demonstrated high level of teacher expectancy value concerning achieving the organizational
goal.
Organization influences. Systems and structures set in place by organizations can serve
as predictors of success and effectiveness of the implementation of organizational initiatives and
can establish an organizational culture (Schein, 2010). A cultural model refers to the actual
nature of operations outside of policies and procedures - the way in which business is transacted
in spite of the established procedures. The cultural setting for the stakeholder’s organization
presumes that there is an organized plan of professional development occurring that prepare
teachers with the strategies and knowledge required to implement a Positive Behavior
Intervention and Support (PBIS) system. The cultural model to be determined is the level of
effectiveness of the implementation of PBIS.
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Ownership of implementation. Teachers felt a level of obligation to conform to the
modified student referral process, which added to their responsibility in the classroom. “Tracy”
stated that although she feels she can handle problems within her classroom, she feels that “if I
send a student out on a referral, I would not be giving students a fair opportunity.” While by
contrast, even though there is a referral process, “Lawrence” is comfortable referring students for
“any and all infractions.” These responses indicate the necessity of ownership within the entire
organization to accomplish the stated goal.
When asked what the effective components of a behavior management system were, he was
adamant in his response:
I have no role and responsibility in managing student behavior! That is the job of
counseling and administration, they are here for those matters, and I am here to teach. I
am not here to counsel, and I am not here to discipline.
In contrast to this, Tracy’s response to the same questions indicated that she felt:
It’s my job to serve the whole child, and sometimes that involves dealing with managing
behavior, young people will go through things, and it’s my job to guide them and help
them through that so that I can teach them. The teachers expressed differing opinions of
what behavior management consists of within the classroom.
Professional development. According to Borko (2004), professional development
provides an opportunity for teachers to be strengthened by their colleagues while being
introduced to new instructional practices designed to improve their teaching. The stakeholder's
organization needs to inform its teachers of standard practices through the use of professional
development to embark upon the implementation of PBIS. Among the nine interviewed teachers,
all expressed receiving some form of professional development. However, there was no
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evidence of uniformity in the use of strategies. When asked what instructional strategies he
received training in, “Powell” responded, “General instruction, direct instruction, group
instruction and scaffolding, that was a few years back though.” Other teachers communicated
they had received more recent training. However, to achieve organizational alignment in
practices and strategies, there should be uniformity in both the delivery and content of
professional development. Among the teachers interviewed, there was a resounding theme that
professional development is a nuisance as there are many other competing obligations to contend
with such as lesson pacing, assessments, and attending professional development interferes with
these tasks. Teachers also felt that finding ways to manage behavior was important because
often they are unable to get through a lesson without having to stop and control a student’s
behavior.

Research Question Three
The third research question in this study explored recommendations for organizational
practice in the areas of knowledge, motivation, and organizational resources. Mixed methods
approach consisting of artifact analysis, survey, interview, and observation of both quantitative
and qualitative data were employed toward the validation of the assumed influence that a teacher
implemented behavior intervention could reduce suspension rates within a school district.
Teachers were asked probing questions about how they handled classroom discipline and
managed student behavior. The study’s small sample size allowed the respondents to be directly
observed in their work environment in order to ascertain their knowledge and motivation towards
accomplishing the organizational goal. Additionally, based upon outcomes, recommendations
were made for further training and professional development opportunities. In many instances,
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behavior was managed by teachers based on training methods that they received. While in some
instances behavior was managed via referral, suspension and use of the school Probation Officer.
Classroom observations revealed that teachers expended their efforts toward maintaining a calm
classroom atmosphere in order to keep pace with their lesson plans.
Document review. According to Quinlan (2008), the analysis of artifacts can provide
insight into the system of the thought process of your stakeholder. The artifact analysis was
aimed at determining the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources. It was noted at one of the high schools (school A), a
concerted effort to change the process of issuing referrals was instituted in anticipation of
reducing referral rates to have an impact on suspension rates. Among the documents reviewed
were: discipline referrals, suspension forms, and discipline reports, and District discipline data
reports. Teachers carry an average of 35 students on their class rosters and issued referrals at a
rate of 40%. The referrals contributed to suspensions at a rate of 30% at both school sites. The
site discipline reports contained data across all student demographics, and the district discipline
reports indicated the increasing numbers of student suspension across the organization (PUSD,
2016).
Discipline referrals. During the interview process, it was revealed that several teachers
pulled back on the number of discipline referral issued, while some were releasing as many as 30
– 40 referrals per day to manage discipline problems. Collected artifacts suggested that school-
wide, there were numerous discipline referral forms issued primarily to African American male
students at a rate of four out of every five students. During the 2017-2018 school year, a referral
process was created that allowed a teacher to send a student to the office only after three attempts
to remediate student behavior had occurred with the teacher. According to the discipline data for
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the 2017-2018 school year, the teachers followed the referral process. However, in the three
preceding years before the implementation of this practice, discipline referrals were issued to
69% of the male student population.
Student suspension. During the interview process, it was evident that suspensions were
not favored among teachers because of the instructional time lost for students. Artifacts reviewed
from 2014-2017 revealed high numbers of suspensions and even expulsions for African
American male students. During the 2017-2018 school year, the data available at the time of the
study showed that although suspensions were on the decline, African American male students
consistently made up the majority of suspended students (PUSD, 2017).
Knowledge. Information obtained from survey, interview, and observation confirmed
that some teachers were able to diagnose and prescribe behavior intervention strategies in
situations where student behavior needed to be managed. However, there is no uniformity in
practice and teachers are utilizing a random approach to intervention, which could impede
progress towards attaining the organizational goal. Eight of the nine respondents discussed using
various forms of classroom management strategies, and no two methods were alike.
Motivation. Majority of teachers were highly motivated to improve student behavior
and viewed doing so as an investment that would pay off exponentially regarding student
academic progress. As a by-product of their efforts toward behavior management, teachers
could also make strides toward the organizational goal. However, the enthusiasm expressed
during the interview process did not translate into a high level of motivation as only 10% of
teachers were using PBIS strategies with their students. Additionally, teacher perception of what
the elements of an effective behavior management plan demonstrated a lack of cohesion and
alignment.
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Organization. The areas that impede organizational progress toward the identified goal
are a lack of consistency in teacher training and professional development as indicated by the
respondents varied responses about the types of intervention training that they had received. Out
of nine respondents, only three reported they had participated in the training specific to behavior
intervention, although the district had identified and outlined a robust series of professional
development training designed to reinforce the expected intervention protocol. When asked
about attendance in district provided training on instructional strategies, less than 45% indicated
that they had received training in PBIS strategies. Respondent Samee said “I attended two of the
PBIS workshops offered by the county office of education.” Respondent Bleu cited:
I attended the Matrices of Bias training, which explored behavior such as de-escalating
student behavior, character development, unconscious bias, positive reinforcement,
technology integration, and scaffolding but we did not specifically cover PBIS strategies.
I picked up the strategies I did know from other instructors such as Mr. Samee.
A review of the data revealed while the organization has made strides in reducing the number of
student referrals issued, due to inconsistencies in intervention practices, the district is not
currently meeting its identified organizational goal of lowering suspensions by 30%. Achieving
this goal will require the district to carefully align training toward the organizational goal and
develop a plan to identify that all identified stakeholders participate in the training.

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Summary
The interview, survey and observation results were detailed in this chapter along with the
artifact analysis as they related to the assumed influences identified in Chapters 1, 2, and 3. In
reviewing the current organizational practice in making progress toward the stated organizational
goal, strengths in teacher practice were identified in the areas of teacher motivation, while areas
of growth were in the area of classroom intervention practices. Chapter five will detail the
strategies and in-depth training required to accomplish the organizational goal of reducing
suspension rates through the use PBIS. Additionally, an analysis of any additional factors or
recommendations toward accomplishing the organizational goal is also examined.

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CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS
The purpose of this study was to evaluate the degree to which PUSD was able to achieve its
goal of reducing suspension and expulsion rates by 30%, using a behavior intervention and
support program called PBIS. The analysis focused on knowledge, motivation, and
organizational influences related to achieving this organizational goal. While a complete
evaluation project would focus on all PUSD stakeholders (teachers, students, staff, and
counselor), only PUSD’s teachers who are directly involved in the implementation of the PBIS
served as stakeholders for this project. It was projected that the teachers could contribute to the
organizational goal by achieving a 6% decrease in suspension rates during the initial
implementation process. According to Netzel and Eber (2003), teachers play a pivotal role in
reducing suspension rates as they receive comprehensive training in behavior intervention
strategies and execute the implementation. Teacher fidelity in the implementation process was
expected to have a direct correlation to student engagement and buy-in during the
implementation phase of behavior intervention. The following questions guided this study:
1. How effective is the implementation of PBIS within the Pleasant Unified School District?
2. What are the knowledge, motivation, and organizational influences related to achieving
the goal of reducing suspension rates by 30% within the Pleasant Unified School
District?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?

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Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model (2016), derived from the original Kirkpatrick Four-
Level Model of Evaluation (Kirkpatrick & Kirkpatrick, 2006) provided a framework for the
implementation and evaluation plan for PUSD. This model flips the original Four-Level Model
of Evaluation by working in reverse order to complete the following action steps:
1. Assessing organizational results and outcomes,
2. Monitoring stakeholder behavior to adjust towards the goal,
3. Measuring indicators that are learning toward growth has been accomplished, and
4. Determining stakeholder engagement levels
The evaluation plan begins with the organization's goal of reducing suspension rates and
works backward to examine the causes of the problem while identifying the “on-the-job
behaviors” that contribute to bridging the gap between the goal and the solution. The evaluation
plan will aid PUSD in the identification of the “lead indicators” or measurements that point
towards ways in which individuals in the organization can arrive at measurable results that lead
to the stated goal. In the case of PUSD, “lead indicators” would directly translate into a tangible
reduction in suspension rates for the organization. The analysis of “lead indicators” provide a
litmus test for the organization to track progress as well as monitor and adjust practices and
behaviors that can directly contribute to the desired outcome and result (Kirkpatrick &
Kirkpatrick, 2016).

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Organizational Purpose Need and Expectation
The goal of the PUSD is to reduce suspension rates by 30% as a primary goal, with a sub-
goal of reducing suspension at two pilot schools by 6%. Accomplishing this goal will aid the
organization in creating an educational environment including classrooms and campuses that can
place their primary focus on student achievement rather than punitive discipline measures.
The intention of this research was to engage stakeholders in dialogue, training, and guided
research-based practices surrounding student discipline and behavior intervention strategies. As
a result, the study focused on the knowledge, skills, and organizational barriers that impede
stakeholders from employing best practices involving restorative justice and positive behavior
interventions focused on the needs of students. The research concentrated on the empowerment
of both teachers and students towards positive disciplinary practices Research outcomes will
determine the results and leading indicators section below.
Level 4: Results and Leading Indicators
Table 7 outlines the recommended results intended to guide the organization. The Table
also correlates to the leading indicators designed to align practices with research. If stakeholders
implement the guided steps, the outcomes will result in alignment with the organizational
purpose and mission.

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Table 7
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Method(s)
External Outcomes

1. Reduce the number of
discipline referrals and
suspensions
Examine student discipline data
from the Aeries student information
system
Measure information collected

Compare and contrast data before
and after behavior intervention
implementation
2. Provide targeted behavior
implementation support
and training for
stakeholders

Mentor teacher will provide
oversight to assigned stakeholder
group and support implementation
Analyze training results, and isolate
identified areas of needed support
and guidance
3. Create schoolwide
behavior intervention
plans designed to manage
student behavior and
reduce punitive discipline

3a. Review classroom discipline
data and schoolwide discipline data
from Aeries system
3a. Record and monitor collected
data
3b. Regular classroom observations

3b. Record and analyze observation
results
3c. Regular needs assessments for
stakeholder groups

3c. Analyze and monitor survey
results
Internal Outcomes

4. Supply stakeholders with
accessible resources and
materials designed to
assist with the behavior
intervention
implementation process
Monitor and record the stakeholder
use of behavior intervention tools
and materials
Review frequency of use to identify
and monitor implementation
deficiencies and provide support
teachers, counselors, and
administrators and to gauge
performance and correlate level of
stakeholder interaction with
accessible resources

5. Provide regular
professional development,
coaching and mentoring of
stakeholder group to
ensure that stakeholders
are provided with the
training, resources, and
feedback needed for
effective interaction and
implementation

Log training dates, and stakeholder
feedback on training processes

Analyze feedback to regulate and
adjust training where necessary
6. Employee engagement and
satisfaction with
intervention process
6a. Regular surveys and reviews 6a. Record survey results and adjust
training as needed

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6b. Regular classroom observations 6b. Record and review
implementation progress

Level 3: Behavior
Critical behaviors. The teachers who serve as the stakeholders of focus will complete a
series of professional development sessions in which they receive best practices in the area of
behavior modification and intervention to effectively manage, monitor, and maintain student
behavior. The first critical behavior to be achieved is teachers engaging students in activities
designed to aid them in self-regulating their behavior. Teachers will inventory the number of
student discipline referrals issued, along with the logging of errant and disruptive classroom
behavior. The second critical behavior is that teachers need to implement teaching strategies that
encompass classroom management techniques effectively. The third critical behavior is that
teachers develop a behavior intervention plan that addresses the unique requirements of the
students they serve. Finally, the last critical behavior is for teacher monitoring of the behavior
management system to confirm that its implementation is effectively improving student
behavior. The timeline, methodology, and metrics, for these outcomes, are presented in Table
8.

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Table 8
Critical Behaviors, Metrics, Methods, and Timing for Teachers
Critical Behavior Metric(s) Method(s) Timing

1. Teachers review
analysis of
student
discipline data
1a. Extrapolate data based
upon type of disciplinary
infraction and student
demographics
1b. Teacher disciplinary
practices and referrals
issued

Counselors and
Administrators will
review Aeries student
information system data
To be performed within
the first 30 days after
initial teacher professional
development and planning
for behavior intervention
2. Teachers must be
willing to utilize
the
recommended
behavior
strategies
Staff must effectively
utilize and implement the
agreed upon strategies
and are in alignment with
the District
implementation timetable
CWA Director will lead
and monitor the
implementation process
and perform needs
assessment
Regular bi-weekly check-
ins with Counselors and
Administration will
ensure that the
implementation process is
completed in line with the
district timetable

3. Teachers
establish a
behavior
implementation
plan tailored to
student
discipline needs
3a. Diagnostics
Correlated to referral and
suspension causes
3b. Student needs
assessment
Teacher, Counselor, and
Administration will
modify discipline
strategies and review
progress
Regular intervals monthly
and as needed throughout
the school year
4. Teachers
perform periodic
data review to
determine that
intervention is
reducing
incidents of
student referral
and suspension
4a. Review of suspension
related data
4b. Counselor discipline
logs and school wide
discipline data
Counselors shall review
data monthly
Ongoing, in coordination
with monthly district
discipline reports

Required drivers. Teachers who are implementing PBIS will require the support of the
organization and the schoolwide community to reinforce the strategies learned during the
training process to ensure successful implementation and application toward PBIS principles and
the organizational timeline for full implementation. Table 9 shows the recommended drivers to
support critical behaviors of teachers during the behavior intervention implementation process.

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Table 9
Required Drivers to Support Teacher’s Critical Behaviors
Method(s) Timing Critical Behaviors Supported 1, 2,
3, etc.

Reinforcing

Job Aid inclusive of glossary of PBIS terminology
and implementation strategies

Ongoing 1, 2, 3
Job Aid including Implementation steps and
timelines

Ongoing 1, 2, 3
Stakeholder goal meetings with new and
experienced Teachers to establish goals and time
frames

Weekly 1, 2, 3
Employ use of school-wide posters to reinforce
strategies for students and staff

Ongoing 1, 2, 3
Staff meeting to calibrate progress and additional
training needs

Weekly 1, 2, 3
Encouraging

Collaboration, mentoring and role-playing during
staff and department meetings

Weekly 1, 2, 3
Feedback from mentors and department chairs Ongoing 1, 2, 3

Rewarding

Implementation incentives when referral and
suspension rates decrease

Quarterly, or
project-based
1, 2, 3
Student and staff assemblies to acknowledge
accomplishments and progress toward benchmark
goals

Quarterly 1, 2, 3
Monitoring

Administrators can encourage dialogue around
implementation success stories for inclusion in all
staff meetings

Quarterly 1, 2, 3
Administration can have stakeholders self-report
their confidence and self-efficacy in PBIS
implementation related tasks

Two months after
training
1, 2, 3
Department Chair can assess student performance
and teacher implementation. Regular reviews can
determine organizational progress and adjustments
Monthly 1, 2, 3
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Organizational support. The PUSD outlined a comprehensive system of support for all
stakeholders during the PBIS Implementation process. The supports for stakeholder will be
provided from the district level CWA Director and will include regular monthly meetings with
the Counseling and Administrative staff and teachers. Additionally, the school site team leaders
will check-in with teachers to review stakeholder critical behaviors and areas of growth and
deficiency in training and professional development toward the organizational goal.
Level 2: Learning
Learning goals. Upon completion of the recommended solutions, most notably the
Implementation of PBIS, the stakeholders will be able to:
1. Recognize the fundamental concepts that apply to PBIS implementation for behavior
intervention with 80% accuracy, (D)
2. Implement and apply the information learned during the PBIS training process, (P)
3. Provide training and support for other staff to aid the PBIS implementation process, (P)
4. Leverage PBIS concepts toward a reduction in the number of student referrals issued (P)
5. Apply PBIS strategies to arrive at alternative solutions to student suspension. (P)
6. Create a restorative justice disciplinary system for use by school staff, (P)
7. Plan and monitor implementation to conform to organizational timeframes and goals. (P,
M)
8. Demonstrate stakeholder confidence in the implementation of PBIS strategies with a
focus on meeting the defined organizational time frame. (Confidence)
9. Value the PBIS implementation timeframe and the organizational significance of
reducing the overall suspension rate. (Value)
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10. Value the planning, implementation and monitoring of the intervention process. (Value)
Program. The learning goals listed in the previous section will be achieved through
district and school administration’s delivery of a robust professional development training series
aimed at providing an in-depth analysis of the positive implications of a behavior intervention
program, including the associated strategies, guidelines and practices. The professional
development series will need to be based on student discipline data to allow practitioners to
identify and pinpoint the specific areas to be covered based on student infractions. The analysis
of student infractions will allow the training to be relevant and applicable to the needs of
students.
The learners, teachers, counselors, and administrators will extensively review and discuss
the impact of a behavior intervention program as a campus wide practice to create a sustainable
and ongoing implementation. Administration and staff will collectively develop and establish an
implementation plan tailored to the needs of the school site. This plan will be crafted during the
PBIS Professional Development series taking place over a series of 6 months beginning at the
start of the school year. It is anticipated that the professional development series will be
completed in 240 minutes (8) hours. The professional development series will consist of face-to-
face application and online video review modules on the PBIS national website.
During the face-to-face professional development series, learners will be empowered
with critical job aids that allow them to personalize the implementation process toward the
unique needs of the students that are served in their classrooms. During the face-to-face training,
learners will participate in small group training and will also be exposed to job-alike training.
The theme of the training will resume after learners return to the school site, where they will
participate in brief check-in exercises that include a brief review of curriculum materials and
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 92

videos aimed at retaining training received during face-to-face workshops. They will also be
provided with a job aid that references the fundamental components and terminology of the PBIS
strategies. Another job aid will contain a checklist aimed at the organization’s implementation
timeline. The online job aid on the PBIS website will feature short videos demonstrating the
practical application of PBIS strategies in the classroom and on the school campus. The PBIS
website will additionally highlight and review key PBIS terminology. The videos will be
interactive and allow learners to demonstrate their knowledge by participating in brief online
assessments.
During the face-to-face professional development series, trainees will be able to retrieve
knowledge from long term memory to compare it with the presented information. The focus of
the content will emphasize the application of what learners have learned through both the online
and face to face format and will include discussions surrounding the application process with
department leaders (Lewis et al., 2010). Administrators and counselors will discuss the school
site data and review the PBIS implementation process and its level of impact on the discipline
statistics in alignment with the organizational timeline.
Components of learning. Providing evidence of declarative knowledge is a valuable
indicator of learning and demonstrates that declarative and procedural knowledge is imparted to
the learner. It is also vital that learners value the training as a platform to the application of
newly acquired knowledge of PBIS skills for use on the job. Learners must also hold confidence
that they can successfully apply the knowledge and skills gained during training. As such, Table
10 lists the evaluation methods and timeline for the components of PBIS.

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Table 10
Components of Learning for the Program
Method(s) or Activity(ies)

Timing
Declarative Knowledge “I know it.”

Knowledge check-ins using multiple choice questions During the online delivery format on the PBIS website

Knowledge check-ins through discussions,
individual/group activities

Regular intervals during the in person workshop and
documented via observation notes
Procedural Skills “I can do it right now.”
Learners will demonstrate their ability to apply training
using interactive scenarios with multiple-choice items

Delivered during asynchronous portions of the course
at the end of each module/lesson/unit
Group and individual demonstration of successful job
aid use

During training sessions
Feedback from peers during group sharing

During training sessions
Individual use and application of PBIS skills

End of training survey
Introspective pre- and post-test assessment survey
asking participants about their level of proficiency
before and after the training

At the end of training
Attitude “I believe this is worthwhile.”
Instructor’s observation of participants’ statements and
actions demonstrating that they see the benefit of what
they are being asked to do on the job

During training
Participant conversations surrounding the benefit of
PBIS intervention strategies on the job

During the training
End of course survey Upon conclusion of training

Confidence “I think I can do it on the job.”
Survey items using Likert scaled questions

Upon conclusion of each online course module
Discussions following peer-to-peer role play and
practice

Participant feedback during the workshop
Commitment “I will do it on the job.”
Commitments following practice and feedback

During training session
Create a PBIS action plan

During training session
Follow-up survey to gauge PBIS implementation
progress
After the training course

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Level 1: Reaction
To measure the level of focus and engagement among the participants involved in the
training, it will be necessary to gauge their response to the subject matter as well as the material
that they will be asked to utilize and implement. This will allow District administration to
measure the level of interest and engagement related to the training. This will result in Resulting
in administration’s ability to adjust and revise training where necessary as a result of the
information provided to them by the participants. The following Table 11 will be used to
measure the reaction and engagement of the participants involved in the training program.

Table 11
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Data analytics during the PBIS online learning component Ongoing during online PBIS
course.
Completion of PBIS review modules Ongoing during PBIS course
Instructor observation During training

Stakeholder attendance
During training
Stakeholder feedback review of course 1 week following training session
Relevance
Checking for participant understanding (online) and during workshop
(ongoing)
After every online lesson and
during the workshop

Stakeholder/participant feedback 1 week following the
workshop/online training
Customer Satisfaction
Brief participant discussion to determine the value and usefulness of
workshop content via survey (online) and discussion (ongoing)
After every module/lesson/unit
and the workshop

Course evaluation 1 week following the
workshop/online training

Evaluation Tools
Immediately following the program implementation. During the online portion of the
course, the PBIS module system will employ learning analytics to collect participant data about
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the start, duration, and completion of modules by the participants. These data will indicate the
level of interaction with the course material. The PBIS module system will also administer brief
surveys after each module requesting the participant to indicate the relevance of the material to
their job performance and their overall satisfaction with the content and delivery of the online
course (Lewis et al., 2010).
For Level 1, during the in person workshop, the facilitator will conduct periodic brief
check-ins by asking the participants about the relevance of the content to their work along with
the organization, delivery, and learning environment. Level 2 will include checks for
understanding using games or competition among groups in responding to questions and
scenarios drawn from the content (see Appendix H and I).
Delayed for a period after the program implementation. Approximately three weeks
after the implementation of the training, and then again at 12 weeks, leadership will administer a
survey (see Appendix H and I) containing open and scaled items using the Blended Evaluation
approach to measure, from the participant’s perspective, satisfaction and relevance of the training
(Level 1), confidence and value of applying their training (Level 2), application of the training to
the PBIS implementation process and the support received from Department Chairs and
mentors (Level 3), and the extent to which their role in the PBIS implementation is aligned with
the organizational implementation timeline.
Data Analysis and Reporting
According to Kirkpatrick (2016), follow-up at periodic intervals after training has
occurred a practical method of evaluating training benefits. The Level 4 goal of stakeholder
implementation of PBIS is evaluated through the frequency and accuracy of use both in the
classroom and on the school campus and is measured against the use of PBIS disciplinary
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strategies instead of the former process of discipline referrals. Each week, counselors will track
the number of discipline referrals issued by stakeholders and mentor teachers in comparison with
the PBIS “infraction log” process, the numbers will be reported and tracked toward the goal of
implementation, evaluation reports indicating progress towards the organizational goal will be
presented at regular intervals during bi-weekly department meetings. The figure below will
report the data on these measures as a monitoring and accountability tool. Similar dashboards
will be created to monitor Levels 1, 2 and 3.

Figure 13. Monitoring and Accountability Tool

Summary
The New World Kirkpatrick Model (2016) emphasizes that for training to achieve its
optimal effectiveness and to yield tangible results toward accomplishing an identified goal, the
process of training must be evaluated at regular intervals both during and after the training. For
these reasons the PBIS professional development and online training employed the tenets of the
New World Kirkpatrick model (2016). The purpose of incorporating this model is to provide the
stakeholder group with tools and strategies during the training process that can be directly
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transferred into the workplace to meet an organizational goal. The identified goal for PUSD is
that of a 30% reduction in student suspensions. This District is confident that the information
provided to its stakeholders using the four steps of evaluation from the New World Kirkpatrick
model provides a high level of support. The utilization of this model will also aid in determining
the effectiveness of the training that teachers receive in behavior intervention. Evaluating
training and its effectiveness according to the Kirkpatrick model can ensure that training is
translated into the delivery of an action plan within the workplace. Progress monitoring of the
training and the behavior intervention system implementation (level 4 monitoring) can gauge
where PUSD is in achieving its organizational goal and ensure that the goal is achieved
according to the identified implementation timeline.
Discussion
Before employing a plan or process for the implementation of a behavior intervention
program, it is important for organizations to examine research-based practices. It is also
important for an organization to consider motivational factors that affect those who are charged
with the implementation process. Finding ways to increase knowledge and motivation of the
stakeholder’s group will assist the organization in ensuring efficacy as the organization strives to
meet its established goal.
Knowledge Recommendations
In this section, I focused on the examination of the knowledge and skills required to aid
PUSD in achieving its organizational goal. The mission of the PUSD is to ensure all students are
taught rigorous standards-based curriculum supported by highly qualified staff in an exemplary
educational system characterized by high student achievement, social development, safe schools,
and effective partnerships with all segments of the community (PUSD, 2016). The
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organizational goal of PUSD is to reduce suspensions by 30%. Meeting this goal will assist
PUSD in achieving its organizational mission. A primary focus aimed at achieving this initiative
involves the stakeholder’s goal, which requires all teachers, faculty, and staff to receive training
to implement and use PBIS. To successfully carry out this initiative, the tenets of the social
cognitive theory is required. PUSD must adopt a knowledge-based intervention plan to
accomplish its goal.
Knowledge type. Social cognitive theory is centered on four knowledge
types: metacognitive, factual, conceptual, and procedural. Metacognition is identified as the
knowledge of cognition (Baker, 2009). Teachers can assist students to develop skills that allow
them to develop self-regulation by modeling the tools to help students succeed (Baker,
2009). Self-regulation is a contributing factor to the success of PBIS. When students can self-
regulate their behavior, the school climate is positively impacted (Horner, 2015). Factual
knowledge is defined as a theory based on concrete examples designed to aid student learning
(Dart, 2000). Teachers provide foundational knowledge that students can build upon to anchor
new learning strategies as they are taught new concepts (Schuwirth, 2001). Conceptual
knowledge creates connections between understanding and concepts, and concrete ideas while
procedural knowledge defines the processes of a particular course of study and involves skill
related concepts (Krathwohl, 2002).
Stakeholder knowledge influences. This section contains information applicable to
teachers as stakeholders of PUSD directly correlates to the PUSD’s stakeholder
goal. Declarative knowledge, procedural knowledge, and metacognitive knowledge theories
along with their influence upon accomplishing the stakeholder’s goal of implementing PBIS to
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reduce student discipline challenges and suspension will be presented. An objective analysis of
stakeholder knowledge will help to frame organizational planning.
Declarative knowledge influences. Declarative knowledge is based on the cognitive
function of memories stored during prior learning. Declarative knowledge exemplifies what it is
that a person knows about a particular topic or subject (Redding, 2014). A teacher can enhance
cognitive memory by reviewing prior learning and helping students to associate it with new
concepts (Redding, 2014). Instructional strategies used by teachers to facilitate declarative
knowledge skills should include demonstrating active listening skills, having students take notes,
and strategic reading and questioning. Teachers can help students access the curriculum along
with extracurricular instructional programs such as PBIS by using effective and appropriate
instructional strategies (Ryan, 2014).
Procedural knowledge influences. Procedural knowledge details the steps required to
complete a process or attaining a goal, along with the technique that must be employed to reach
thedesired goal (Krathwohl, 2002). Teacher’s expectation for student goal setting plays a
significant role in the implementation of the PBIS program (Bradshaw, 2008). Teachers can
maximize learning, engagement and goal setting by having students respond to questions that
will increase their knowledge (Reinke, 2013). Teachers can provide engaging real-life problems
to aid students in developing procedural knowledge that can help them to arrive at solutions
(Schraw, 2009).
Metacognitive knowledge influences. Metacognition combines the cognitive processes
of memory and attention to increase knowledge (Baker, 2009). Teachers can help students
access their metacognitive stores by asking open-ended questions, which promote higher order
thinking skills (Baker, 2009). Metacognition combines the cognitive processes of memory and
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attention to increase knowledge (Baker, 2009). Teachers can help students access their
metacognitive stores by asking open-ended questions, which promote higher order thinking skills
(Baker, 2009). Teachers can help students develop their metacognitive skills by modeling, goal
setting, monitoring student progress and activities, and gradually allowing these processes to be
handed over to the student who then will become capable of using their metacognitive skills to
think through and resolve situations (Baker, 2009). Teacher-directed interventions that are
successfully implemented help students learn to evaluate their thinking (Baker, 2009).
K introduction. The summary of knowledge influences and recommendations detail the
assumed knowledge influences as applied to the problem of practice contained in the study. The
validation of these forces and the probability of their validation as indicated in the table are
closely aligned with the emerging themes echoed by stakeholders during the interview and
observation process and are supported by the literature review. Prevalent themes within the
literature review demonstrated knowledge of behavior interventions along with efficacy during
the implementation process can lead to the development of a school wide system of intervention
at the secondary level that includes all stakeholders (Horner, 2015). A component of the
literature review encompasses the strategies and implementation process for behavior
intervention plans. Declarative knowledge is attributed by Clark and Estes (2008) as a primary
factor in identifying and classifying information. The process of classification and identification
is particularly useful in determining where to start when establishing a behavior intervention plan
within an educational organization. The information identified in Table K indicates there is a
substantial probability that the identified influences are validated and thereby contributes to the
achievement of the stakeholders’ primary goal of reducing suspensions by 30% along with the
preliminary goal of reducing suspensions by 6% at two pilot locations.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 101

Table 12
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause, Need, or
Assert*
Validated
Yes, High
Probability,
or No
(V, HP, N)

Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Teachers do not have
available techniques and
strategies to assist them with
student behaviors. (D)
HP Y Training provides a
reservoir of
information to solve
problems and
establish procedure
(Clark et al., 2008).
Provide specific information
to staff relative to behavior
intervention strategies in the
form of information
manuals and information
guides.

Classroom Teachers are
primarily focused on
instructional content and are
uncomfortable with
managing students who
require discipline. (P)
HP Y Providing a domain
of knowledge and
information informs
decision-making
(Schraw, Veldt, &
Olafson, 2009).
Provide a behavior
management chart that can
assist new teachers with
guidance in the process of
identifying and addressing
antecedents of behavior
problems.

Classroom Teachers would
like to pair together with a
mentor who can help them in
developing teaching
strategies to better relate to
students (D)

N N Not a Priority
Classroom Teachers struggle
with the application of
training and integrating
theory into operational
practices once they have
concluded professional
development training. (P)
HP Y Procedural
knowledge is
expanded during the
application of
declarative
knowledge and
provides a skill set to
draw from (Clark et
al., 2008).

Administrators need to
monitor the implementation
process and practical
application of professional
development training.
Assessment of knowledge is
a vital part of
implementation and training
that is needed by teachers to
assist in ensuring efficacy
(M)

HP Y Targeted feedback
can provide a basis to
assess progress and
monitor for changes
(Ambrose, 2010).
Frequent surveys during and
after professional
development provide
opportunities to monitor and
adjust practice.

Teachers who issue
discipline referrals or make
recommendations for
suspensions do not know the
related California Education
HP
N Not a priority
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Codes relevant to the
disciplinary infraction (D)

The teacher provided
academic instruction along
with student progress is
hindered when students are
absent from school due to
suspension. (P)
HP Y Procedural
knowledge aligned
with strategies aid in
developing and
improving practice,
(Anderson &
Krathwohl, 2001).
Provide a template for staff
that allows for quick
reference of the steps that
teachers should follow to
align instruction with
behavior intervention
strategies in order to guide
practice

Intervention goals for
students and teachers are not
being implemented or
utilized (P)
HP Y Specific goal oriented
practice is
supplemented by
knowledge can assist
with progress
monitoring
(Ambrose, 2010).
Explicit training in the
development of intervention
goals which includes best
practices and recognized
solutions can aid in the goal
setting process

Declarative knowledge solutions or description of needs or assets. To bridge the gap
between knowledge and application for PUSD, recurring themes from artifact analysis, survey
and interview data as identified within the Knowledge table above reveal the need for the
organization to provide a multifaceted approach to the implementation of a behavior intervention
system with steps to include: recognition and awareness of antecedents, behavior management
charts, progress monitoring of implementation, teacher reference templates, training information
manuals and professional development.
According to Netzel and Eber (2003), a layered approach to the rollout of an intervention
strategy requires thoughtful and strategic analysis, to effect changes in the overall staff approach
to improving school climate. Throughout the implementation phase of a behavior intervention, it
is both appropriate and beneficial to monitor the organization's progress to make modifications in
the approach and also to shift focus to the areas that require more or less attention during the
process. Progress monitoring refers to the use of targeted feedback with a focus on identified
goals and objectives with a primary purpose of strategic planning (Netzel & Eber, 2003).
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Additionally, guided practice in the form of professional development is referred to by Lewis et
al. (2010) is an essential component in ensuring that a behavior intervention strategy is sound
and delivered with efficacy as all practitioners are knowledgeable, informed and prepared to
meet the needs of their stakeholders. Providing practitioners with the opportunity to role model
anticipated behaviors along with peer to peer training, and the opportunity to practice prior to
implementation is a priority for the stakeholder group as indicated in the knowledge table.
Motivation Recommendations
The organizational goal centers on reducing suspension rates by 30% at the secondary
school level. Teachers within the organization will need to be trained on the implementation
process of a behavior intervention to achieve this primary goal. According to Netzel and Eber
(2003) providing initial training and support raises the level of efficacy in the delivery of a
healthy behavior intervention plan for students. Professional development in intervention
strategies can provide foundational knowledge for stakeholders to develop and scaffold. The
starting point of this process will begin with a concerted effort toward achieving a smaller more
tangible goal of achieving a 6% reduction in suspension rates (PUSD, 2016).
Through proper training and professional development, teachers acquire a sense of
confidence and a high level of comfort in the development of classroom management systems
that are inclusive of all students. Teachers serve as the primary stakeholder group and will be
responsible for working directly with students to implement behavior interventions. Explicit
training, coaching, and guidance will increase teacher confidence and knowledge while
reinforcing their ability to successfully implement their training. This concept is referred to as
self-efficacy (Bray-Clark & Bates, 2003; PBIS, 2015). The Motivation Table above
demonstrates the research-based outcomes that result from teacher development, training, and
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progress monitoring. Research indicates the process of coaching, training, and development the
benefit of teacher self-efficacy is achieved.
Research involving teacher self-efficacy suggested that high levels of teacher self-
efficacy contribute to improved teaching along with the exploration of alternative instruction
methods and contributes to an improved school climate and professional culture which in turn
models and reinforces self-efficacy values for students (Bray-Clark & Banks, 2003).

Table 13
Motivational Worksheet
Assumed
Motivation
Influences
Validated
Yes, High
Probability or No
V, HP, N

Priority
Yes, No
(Y, N)
Principle and
Citation
Context Specific
Recommendation
Self-Efficacy:
Teachers need to
believe they are
capable of
implementing PBIS
interventions and
strategies in the
classroom to
manage student
behavior.
HP Y Developing
inclusive
management
systems for all
students addresses
the unique needs of
learners Jones &
Jones, (2015)

Providing training
leads to greater self-
efficacy and
confidence during
implementation
Netzel and Eber
(2003)

Collaborative
Teacher workgroups
can share the design
model of an
inclusive behavior
management system
for all students

Regular progress
monitoring
maintains the
enthusiasm and
momentum during
implementation
Expectancy-Value
Theory of
Motivation:
Teachers need to
realize if they want
to implement PBIS
interventions and
strategies in the
classroom to
manage student
behavior and why.
Y Y Coaching Teachers
in behavior
management can
predict successful
outcomes, Hersheldt
(2012)
Providing both
coaching and
modeling while
undergoing the
implementation
process can build in
value-added
expectancies in the
change process
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Organization Recommendations
The table O below outlines the identified areas of organizational need surrounding the
delivery of a behavior intervention system. The areas identified include the high priority
indicators that will allow the organization to systematically rollout a stakeholder plan designed to
address behavior intervention system for students.

Table 14
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence: Cause,
Need, or Asset
Validated Yes,
High Probability,
No (V, HP, N)
Priority Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Emerging
awareness of why a
behavior
intervention
program is
necessary is a key
component in the
implementation
process delineate
cultural setting.

HP Y When stakeholders
understand the
value of why an
initiative must be
met to satisfy an
organizational goal,
its value and
necessity are
reinforced (Rueda,
2011).
Regular discussion
of the stakeholder
goal to reduce
suspension rates can
aid in developing a
momentum towards
implementation.
Regular staff
development can
lead to higher levels
of comfort during
the transition to a
behavior
intervention system
delineate cultural
model.

HP N Not a priority.
The Pleasant
Unified School
District should
create a school
climate that is
immersed in the
acquisition of
techniques and
HP Y The creation of
norms and the
development of
cultural models can
foster values that
unite or synchronize
an organization
(Rueda, 2011).
Team building
activities for staff as
well as student
assemblies to set
school culture and
expected norms
within the school
climate.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 106

strategies that will
promote a behavior
intervention culture
delineate cultural
model.

Administration’s
restructuring the
current disciplinary
system and
replacing punitive
measures with a
behavior
intervention system
can increase
organizational
performance.
HP Y Organizational
goals can be
accomplished when
school
administration
works toward the
refinement of
existing processes
(Clark & Estes,
2008).
A revamping of
current disciplinary
practices by staff
and administration
can lead to
enhanced progress
toward the
organizational goal.

The Pleasant Unified School District has developed an emerging awareness of the
necessity of a behavior intervention plan that can address its organizational challenges in the area
of student discipline and suspension. A review of discipline statistics by the organization
dictates the need for intervention and a plan of action. PUSD’s current climate warrants a
remedy to reduce the rate of suspension and other student discipline related challenges and its
impact on the educational climate and student achievement (PUSD, 2016). The recommendation
is to begin providing robust professional development in the area of behavior intervention to start
designing and implementing a school wide system designed to improve student behavior and the
school climate.
According to Rueda (2011) for meaningful change to occur a stakeholder group must
understand the relevance of the change initiative as it relates to the organizational goal. To
implement a behavior intervention plan, the PUSD must drive home the benefit of the behavior
intervention plan, along with its intended outcomes to their stakeholder group. The data
surrounding suspensions and the need for a reduction should be regularly presented and
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 107

discussed with staff at every opportunity to reinforce the organizational goal of reducing
suspension rates. There are multiple methods of accomplishing such regular discussion that
PUSD can undertake: Small stakeholder group coaching in behavior intervention strategies,
Team building activities such as student assemblies to promote awareness of the school plan,
school branding, department and staff meetings, strategically placed posters on the school
campus that support the desired initiative. These practices of exposure and regular discussion
are in line with the philosophy of Rueda (2011) who advocates for ongoing discussion, repeated
review of program initiatives, and the placement of organizational goals as the paramount focus
to promote change.
The establishment of an organizational culture that is conducive to achieving an
organizational goal is crucial in aligning practices to newly adopted policies or procedures
(Clarke & Estes, 2008). As a result, PUSD administration must work very closely with staff to
establish a systematic process for change in their existing disciplinary practices. They must
utilize common research-based theories to indicate the need for change in existing practices
along with evidenced-based procedures designed to assist in the implementation of a behavior
intervention strategies (Rueda, 2011). According to Sugai and Horner (2008), the
implementation of a behavior intervention strategy must be designed with thoughtful
consideration of the school population to be served to be effective. PUSD must reflect on the
needs of its students and staff to successfully implement a behavior intervention that will aid in
reaching its intended outcomes and organizational goals.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 108

Limitations
After a thorough review, some key factors should be addressed to explain the survey
findings further. The sample used for the survey was a convenience sample. The participants
were invited to participate in the survey and were provided an opportunity to opt-in or out. Since
participants self-selected into the survey, it was assumed there was some interest in the subject
by the participant – which can be correlated with a selection bias. In a survey where a simple
random sample provides the results, there could be more variation in results and answers could
range across the spectrum – particularly where referrals are concerned. As noted, there could be
several explanations for why this sample’s results on referrals do not reflect the average and
norm – and sample selection is certainly a factor in the results that are reflected above.
Furthermore, the sample size was quite narrow with only nine participants. In a larger survey,
there could be more variation and a much more accurate capture of data and statistics already out
there where PBIS is concerned. In other survey findings, the outlier in my results could closely
align with the normal expectations where each of the methods is concerned. However, the
survey findings did bring to light all things considered. The survey results were affected by this
selection process but did provide pertinent information to this study.
Future Research
Recommendations for future research emerged based on the limitations of the study. The
first recommendation is to conduct an organizational study that encompasses teachers,
counselors, students, and administrators on the topic of student discipline and behavior
intervention. The study would probe deeper into the issue of behavior intervention, allowing for
further interview and observation of teachers and students as well as the perspective of
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 109

counselors and administrators. This would create a broad perspective that encompasses all
school site stakeholders as well as the student's view. It is vital to gain knowledge of the
discipline process through the lens of a student. The recommendations in the study indicate that
refinement in the delivery process of professional development in the area of behavior
intervention could serve to improve classroom management procedures. To ascertain the
influence of professional development in behavior intervention more data on the effects of
intervention in reducing suspension is warranted.
In districts such as PUSD where African American males make up greater than 70% of
those suspended, school officials and families are very concerned about finding ways for
students to minimize their contact with the criminal justice system. According to a 2017 study
conducted by the Civil Rights Project at the University of California Los Angeles, (UCLA),
students who are suspended are more likely to become involved with the criminal justice system
(Jones, C., 2017). This study uncovered teachers’ perceptions about classroom management
practices and the use of intervention strategies placing them at a high value. As such, future
research should be aimed at examining unintended consequences of being suspended or expelled
as part of a longitudinal study.
Conclusion
The disproportionate number of African American male high school students who face
exposure to the criminal justice system, places an obligation on the educational systems to find
methods of behavior management and intervention that provide compassion and support.
Teachers play an integral role in de-escalating student classroom behavior. Teachers can provide
students with mechanisms to cope with their behavior and emotions. An examination of the
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 110

knowledge, motivation, and organizational variables that aid or hinder teachers from supporting
student behavior management is warranted.

This study focused on identifying practices designed to strengthen and support teachers in the
area of behavior intervention management. Additionally, the need to develop meaningful
professional development for teachers with a coordinated system of delivery was identified. The
creation and implementation of an effective professional development delivery system can serve
to increase teacher motivation to provide a supportive and challenging environment optimal for
student learning. When students are provided with the tools necessary to manage and maintain
their behavior and punitive disciplinary practices are no longer necessary, school systems can
focus on educating and empowering students to be productive members of society.

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 111

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APPENDIX A
Faculty Permission Letter

Dear Faculty,

I am a candidate for a doctoral degree at the University of Southern California. I am seeking
to complete research for my dissertation by examining the implementation of a Behavior
Intervention and Support Plan to Reduce Suspension Rates in a School District. Your school site
has been selected as my research location. As a faculty member at the site you have been
selected to participate in this study.
As a participant in the study, you will be asked to complete a survey and also participate in
research observations as a part of a data collection process. All information provided through
survey and observation will remain confidential. If you agree to participate in the process and
later decide to withdraw you may do so. While undertaking this study no faculty names or
information that identifies faculty will be used during the data collection process or in the
research report.
Please indicate below whether or not you will agree to participate.

______ I will serve as a participant in this research process

______ I will not serve as a participant in this research study

Signature: _________________________________________
Your time and consideration are appreciated. If I can clarify any information or answer any
questions, please email me at: sdcarter@usc.edu or contact me by phone (323)439-2680
Sincerely,
Sherryl Carter

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 120

APPENDIX B
Recruitment Flyer
TEACHER VOLUNTEERS NEEDED FOR
RESEARCH SURVEY ON BEHAVIOR INTERVENTION

I am seeking volunteers to complete a survey on behavior intervention in
the classroom. As a participant in this survey, you would be asked to:
share classroom management strategies that have worked successfully
for you. The study will take approximately 60 minutes to complete.

You must be:
1. A core subject teacher who has issued multiple discipline referrals
to African American male students.
2. A core subject teachers who are faced with behavior management
challenges that impede the learning process.
3. A core subject teacher who have issued referrals that have
ultimately led to suspensions as evidenced by discipline data.

In appreciation of your time, you will receive an individually wrapped
candy or a pen.

If you are interested, please inquire here:

sdcarter@usc.edu

Thank you!
This study has been reviewed and approved by the
Institutional Review Board, University of Southern California
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 121

APPENDIX C
Informed Consent
Dear Prospective Participant:

My name is Sherryl Denise Carter and I am a doctoral candidate in the Rossier School of
Education at the University of Southern California completing research on my dissertation. This
study is a requirement to fulfill my degree and will not be used for decision-making by any
organization or institution. This study is for research purposes only.

You are cordially invited to volunteer your participation in my dissertation research. The purpose
of this research is to examine the Implementation of a Positive Behavior Intervention and
Support Plan to Reduce Suspension Rates in a School District.

What Will Be Involved If You Participate?
Your participation in this study is completely voluntary. If you participate in this research, you
will be asked to complete a survey and consent to a classroom observation.

How Long Will This Study Take?
The research will be conducted between December and March. The survey will take
approximately 10-15 minutes. You will also be asked to participate in a classroom environment
observation that will take approximately 30 minutes. You will be asked to participate during this
45-minute total timeframe.

What If You Change Your Mind About Participating?
You can withdraw at any time during the study without consequence. Your participation is
completely voluntary. If you choose to withdraw, any data associated with your contributions
can be withdrawn as long as it is identifiable. Your decision about whether to participate or to
discontinue participating will not jeopardize your future relations with the University of Southern
California or the Los Angeles and Pleasant Unified School Districts. You can do so without fear
of penalty or reprisal.

How Will Your Information Be Treated?
The information you provide for this research will be treated confidentially, and all data (written
and recorded) will be securely maintained. Written documents will be stored in a locked file
cabinet, accessible only by the researcher. Results of the research will be reported as summary
data only, and no individually identifiable information will be presented. In the event your
information is quoted in the written results, pseudonyms or codes will be used to maintain your
confidentiality.

All information obtained will be held with the strictest confidentiality. You will be asked to
refrain from placing your name or any other identifying information on any research form or
protocols to further ensure anonymity is maintained at all times. All recorded information will be
stored securely for three years, as per University of Southern California requirements. At the end
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 122

of the three years, all recorded data and other information will be deleted and all written data will
be shredded.

What are the risks?
A possible risk for the participants is that their responses may be used to evaluate the
implementation process of a Positive Behavior Intervention Plan. Participants will be assured
that no individual teacher responses will be held as confidential and will not be shared with any
other teacher, staff member, school site administrators or district personnel. The information
teacher participants provide will only serve to benefit research purposes and the results will be
reported as aggregate data.

What Are The Benefits in This Study?
There will be no direct or immediate personal benefits from your participation in this research,
except for the contribution to the study. For the professional audience, the potential benefit of
this research will provide additional knowledge to the literature on Positive Behavior
Intervention.

You also have the right to review the results of the research if you wish to do so. A copy of the
results may be obtained by contacting Sherryl Denise Carter at:
Email: sdcarter@usc.edu

Additionally, should you have specific concerns or questions, you may contact my dissertation
chair, Dr. Kathy Stowe- University of Southern California, by phone at (213) 821-2122, by mail
Waite Phillips Hall 3470 Trousdale Parkway, WPH-501D Los Angeles, CA 90089, or email at,
kstowe@rossier.usc.edu

I have read and understand the information explaining the purpose of this research and my rights
and responsibilities as a participant. My signature below designates my consent to voluntarily
participate in this research, according to the terms and conditions outlined above.

Participant’s Signature: ____________________________ Date: ________________________

Print Name: _____________________________________________

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 123

APPENDIX D
Survey
This survey is designed to obtain information about the PBIS Implementation process and will
remain anonymous. The survey is conducted to inform a research paper on PBIS Implementation
and the reduction of school suspensions. Please complete and return the survey to Sherryl Carter
. Your cooperation and participation is appreciated.

Thank you.

1. In order of ascending priority which off task behavior is most problematic in your
classroom? 1 being the least priority and 4 being most priority

Use of electronic devices _______ Talking _____
Note passing _____ Inattention _____

2. How much training have you had in Instructional Strategies and the correlation to student
engagement?
A lot of training
1-6 sessions
Moderate training
5-3 sessions
Minimal training
2-1 sessions
No training
0 sessions
1 2 3 4

3. How often do you use rapport building and connection strategies with students?
Always Occasionally Rarely Never
1 2 3 4

4. How valuable is establishing collaborative relationships with parents in order to reduce
discipline problems and support student progress?
Extremely
Valuable
Very valuable Limited value No value
1 2 3 4

5. How often do you implement a reward system to encourage appropriate behavior in the
classroom?
Always Occasionally Rarely Never
1 2 3 4

6. In order of ascending priority which are most important to you in classroom
management?
Quiet classroom
Student
participation
Student engagement
No interruptions

1 2 3 4
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7. Please rate your experience with using intervention strategies.
Familiar Somewhat familiar Minimal familiarity No familiarity
1 2 3 4

8. During the current semester how often have you needed to issue a discipline referral for
disruptive student behavior? Please circle one
A lot of referrals
issued
10 times
Moderate referrals
issued
5 times
Minimal referrals issued
3 times
No referrals issued
0 times
1 2 3 4

9. In past successes with student behavior modification, what strategies were most
successful? Please check all that apply.

Acknowledging negative attitudes _______ Checking for understanding _______
Seating Chart _______ Relationship building_______
Tone of voice______ Empathy_______

10. What methods have you utilized to handle disruption in the classroom, while keeping the
largely attentive group of students engaged?

Acknowledging negative attitudes_______ Tone of voice_______
Consistent consequences_______ Filler activities_______
Have materials ready_______ Other_______
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APPENDIX E
Interview Protocol
1. Please describe any behaviors that your students exhibit during instructional time that
require intervention.

2. Which instructional and behavior management strategies have been effective for you in
increasing achievement and reducing disruption?

3. Which behavior intervention strategies have you received training in?

4. Which instructional strategies have you received training in?

5. In your opinion what elements should an effective behavior management plan contain?

6. How frequently have you had to issue discipline referrals to students?

7. If you had to estimate the amount, how many discipline referrals have been issued to male
students?

8. Have you experienced discipline problems with male students? If so which specific
problems have you faced?

9. What methods do you use to communicate with parents regarding discipline problems and
student progress?

10. Have you in the past used or are you currently using Positive Behavior Intervention
Strategies (PBIS) in your classroom?

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Observation – Guiding Questions
1. What interventions are Teachers using to reduce suspensions?
RQ 1: To what extent is Pleasant Unified meeting its goal of being compliant with a 30% reduction in
student suspension by June 2019?

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 127

APPENDIX F
Observation Protocol
OBSERVATION PROTOCOL – Citizens High School
PLEASANT UNIFIED SCHOOL DISTRICT

PRE-OBSERVATION NOTES
Teacher Name (Pseudonym) _______________________________________
School Name (Pseudonym) _______________________________________
Grade Level _______________________________________
Subject _______________________________________
Observer _______________________________________
Date __________________________________________

 Create/draw/sketch classroom diagram including seating arrangements before students
return from lunch

Classroom Dynamics

Seating Arrangement (check as many as apply)

__Rows of tables/desks facing front of room
__Circle/semi-circle of tables/desks
__Individual tables/desks

__Other (describe)______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Evidence of Classroom Policies (check as many as apply)
__Information on wall?
Describe______________________________________________________________________
_____________________________________________________________________________________
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__Written on chalkboard or whiteboard? What?
__________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__Other Evidence
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Evidence of Teacher using Intervention Methods or Discipline Strategies (check as many as
apply)

__Tone of Voice Used for Discipline Methods________________________________________

___Redirecting_______________________________________________________________________

____Number of disruptions____________________________________________________________
_____________________________________________________________________________________

__Clarifying expectations_________________________________________________________
____________________________________________________________________________

__Number of referrals written_____________________________________________________

__Number of students sent out of class______________________________________________

__Other______________________________________________________________________________

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 129

OBSERVATION NOTES

Front

Back

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 130

Description of Classroom Activities_______________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

Activity Timeframe
1. Start End Total Minutes:____________________________

2. Resources used for activities:
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 131

Describe the classroom climate along with student engagement and participation. Include
the interactions that occur in the classroom. List any strategies instructional or discipline
that the teacher employs, identify any prompts or behavior cues used. Identify and focus on
the behavior of the male students and note any off task behavior and what is done to
correct it.

______________________________________________________________________________
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Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 132

TIME

TIME

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Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 133

POST OBSERVATION NOTES

*Gather any data related to Teacher implemented intervention methods
__Intervention Training
__School Discipline plan
__Counseling/Guidance plan
__School Rules/Classroom rules
__Other_______________________________________________________________________
_______________________

Brief Summary of Observation

Environment
Identify characteristics of the location.

Describe the details of the room/location

Utility: What is the purpose of event/setting?
Participant reactions to physical setting
Other
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 134

People/Participants
Describe the
occupants of the
environment:
How many persons are
being observed?

 Define the
demographic:

What is the dynamic
taking place within the
environment?

Detail the individual
and collective
activities of the group:

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 135

Chronology of Observation
Beginning
Middle
End

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 136

TIME

TIME

Final Observation Thoughts
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Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 137

APPENDIX G
CITI Training

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 138

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 139

Appendix H
PBIS Professional Development
Level 2 Learning
Survey
Rate:
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

Declarative Knowledge
1. The online and in person PBIS training is applicable for use in the classroom with my
students.

Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

2. I have gained knowledge and information that will allow me to implement PBIS
intervention strategies in my classroom.

Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

Procedural Skills
1. I can train students to regulate their behavior using PBIS strategies.

Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

2. I can incorporate PBIS strategies into a comprehensive classroom behavior management
plan.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

Attitude
1. Implementing PBIS will improve my classroom environment.
Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 140

Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5
2. PBIS implementation will make a profound difference in the school’s campus and
environment.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

Confidence
1. I am ready to begin implementing PBIS right away.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

2. I have learned enough to support my colleagues in the PBIS implementation process.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

Commitment
1. I will gradually introduce PBIS to my class until all of the components have been
introduced.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

2. Implementing PBIS strategies has the potential to improve student learning in my
classroom.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5
Interview (Confidence)
1. How has PBIS influenced your view of student discipline?
2. After receiving the in person and online training how prepared to begin implementation
do you feel?
3. After training how confident do you feel about serving as a PBIS Lead Teacher?
Focus Group (Confidence)
1. Now that the training is complete are you confident that your department will be able to
successfully work together to implement PBIS?
2. Has your department identified a PBIS Team Lead, who will manage the process?
3. Are you prepared to participate in implementation observations and evaluations?

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 141

Level 1 Reaction
Survey
Rate:
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5
Engagement
1. The PBIS Professional development (PD) focused on student behavior modification
techniques and provided me with tools to utilize to support my instruction.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

2. The PD was so useful and applicable that I looked forward to each session.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

Relevance
1. The professional development trainings were relevant and applicable to my classroom.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

2. The PD sessions encompassed strategies that would be useful for my student population.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5
Customer Satisfaction
1. Both the online and face to face professional development (PD) provided me with
relevant and useful information.
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

2.The PD sessions were meaningful to me and have impacted my classroom procedures
Strongly disagree Somewhat disagree Somewhat agree agree
Strongly agree
1 2 3 4 5

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 142

Appendix I
PBIS Professional Development Post-Implementation
Assessing Program Success Post-Implementation
Delayed Level 1 (Reaction)
Rating Scale Items
1. I have begun to utilize information learned during training in my classroom.

Not at All Low Medium High

2. The PBIS strategies have informed my instructional procedures and practices.

Not at All Low Medium High

Open-ended Questions
1. The online and face to face PD has been useful in my practice?
2. What have you learned during PD that has been helpful in managing student behavior?
3. After receiving the training and applying the information to your classroom are there
items that should have been included in the training that were not covered?
Delayed Level 2 (Learning)
Open-ended Questions
1. Were there techniques introduced during training that have proved successful during
training?
2. Have you received support from administration in order to reinforce strategies learned?
Delayed Level 3 (Behavior)
Rating Scale Items
1. Information learned during PD is discussed during department meetings.

Not at All Low Medium High

2. Both counseling and administration have been supportive during the implementation of
techniques and strategies learned during both the online and face to face training.

Not at All Low Medium High

Running head: THE IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTION 143

Open-ended Questions
1. Has a regular review of student discipline data occurred among your department as result
of the PD?
2. Has your department lead “checked-in” on your classroom to ensure that strategies are
properly implemented?
3. Have counseling and administration been supportive of you when you faced discipline
challenges with students that you felt unable to address using PBIS strategies?
Delayed Level 4 (Results)
Rating Scale Items
1. I felt supported both during the training and afterwards during the implementation
process.

Not at All Low Medium High

2. The school culture has been positively impacted by receiving this PD.

Not at All Low Medium High

3. I feel well equipped to assist students after receiving this training.

Not at All Low Medium High

4. I am able to seek support and guidance from counseling and administration.

Not at All Low Medium High

Open-ended Questions
1. Is your department lead open to your feedback about the PBIS implementation process?
2. Has your classroom reached full PBIS implementation?
3. Have PBIS strategies changed your perspective of student behavior challenges and
discipline?

Abstract (if available)

Abstract Suspension rates among African-American male students in California are at an unparalleled level. In order to address this problem, suspension has to be viewed as a symptom of a larger problem rather than a solution. Providing teachers with tools that can redirect behavior and empower students with self-control and self-regulating can enact a partnership between teacher and student that is solution oriented rather than punitive in nature. The potential for reducing suspension rates among African-American male students through the use of a behavior intervention was analyzed through a mixed methods study process utilizing the Clark and Estes Gap Analysis model. Through the use of this model, the systemic knowledge, motivation, and organizational procedures were reviewed. Also, teacher readiness to identify and prescribe appropriate behavior interventions to resolve and manage student behaviors that emerge within the classroom setting and employ supportive processes that allow students to make appropriate choices in managing their behavior were examined. The level of current training along with the level of efficacy to enact the training received was examined. Additionally, the beneficial aspects to students, instructional time and the school environment that occur when a reduction in the number of discipline referrals and suspensions occurs was reflected upon.

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Asset Metadata

Creator Carter, Sherryl Denise (author)

Core Title The implementation of a positive behavior intervention and support plan to reduce suspension rates in a school district

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 01/31/2018

Defense Date 10/23/2017

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

Tag intervention,OAI-PMH Harvest,PBIS,referrals,school-to-prison pipeline,suspension

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Stowe, Kathy (committee chair), Cash, David (committee member), Picus, Lawrence (committee member)

Creator Email sdcarter@usc.edu,sherrylcarter@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-465880

Unique identifier UC11266745

Identifier etd-CarterSher-5983.pdf (filename),usctheses-c40-465880 (legacy record id)

Legacy Identifier etd-CarterSher-5983.pdf

Dmrecord 465880

Document Type Dissertation

Rights Carter, Sherryl Denise

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA