Positive Behavior Support in Schools (PBSIS) - An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School

Oct 15, 2026

Uploaded by ahduag

The research examines administrative implementation of Positive Behavior Support in Schools (PBSIS), a school-wide intervention intended to improve school climate and reduce disruptive behavior through system-wide positive behavioral strategies. The urban charter school faced high staff turnover, negative climate, and suspension rates above the state average. Mixed-methods data from students, parents, and staff used SET, Climate Survey, and ODR. Findings show significant improvements in behaviors and climate and reductions in office discipline referrals and in-school suspensions, with no significant change in out-of-school suspension rates over two years.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Focus of the Investigation

PBSIS Training and Implementation

Positive Behavior Support in Schools (PBSIS): An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education. Remi Dabney Christofferson Middlesex Borough Public Schools Kathe Callahan Kean University This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage disruptive behaviors. The charter school that was the focus of this research experienced high staff turnover, negative school climate and student suspension rates that exceeded the state average. A mixed methods research design included de-identified data that were retrieved from 200 students in grades kindergarten through two, 205 parents and 54 staff members. The data sources included data from the School-wide Evaluation Tool (SET), Climate Survey and Office Discipline Referrals (ODR). Results indicated the implementation of Positive Behavior Support in Schools had a positive and significant impact on improving student behaviors and school climate. Results indicated that the implementation of the program significantly reduced the number of office discipline referrals and in-school suspension rates, and improved perceptions of students, staff and parents regarding the school climate. However, the results also indicated that there was no significant difference in the out-of-school suspension rates during the two-year implementation of PBSIS. This study provided administrators and staff with a comprehensive understanding of the implementation challenges associated with a school-wide intervention, as well as evidence to support practices that were effective. NCPEA Education Leadership Review of Doctoral Research, Vol. 2, No. 2 – October 2015 ISSN: 1532-0723 © 2015 National Council of Professors of Educational Administration. This manuscript may not be used commercially or edited. When quoting portions of this text, full attribution to the author/s is required. Introduction Managing student behaviors has always been an area of concern for school teachers and administrators. Classroom disruptions have been proven to lower student achievement, not only for the offending student, but also for his or her classmates (Lannie & McCurdy, 2007) . Students with behavior problems are at risk academically and socially. They are more often suspended, expelled, placed in an alternative setting, and are more likely to drop out of school before completing high school than students not at risk (Wallace, Goodkind, Wallace, & Bachman, 2008) . Higher rates of student exclusion from school often lead to disengagement, loss of instructional time, and academic failure. Because challenging behaviors plague inner-city classrooms across the nation, teachers and administrators should develop innovative strategies to minimize negative behaviors. Positive behavior interventions provide an affirmative alternative to punitive interventions that contribute to the school to prison pipeline (Losen, 2015) . Research suggests the implementation of a school-wide discipline plan similar to Positive Behavior Support in Schools (PBSIS) would help administrators, teachers, and ultimately students, employ consistent discipline strategies in both the classroom and in non-instructional areas, such as the cafeteria, playground and gymnasium. Key elements of PBSIS include (a) active teaching and reinforcement of a small number of clearly defined social-behavioral expectations, (b) implementation of consistent

FAQs

What problem does the study address in the urban charter school?

The charter school had high staff turnover, a negative school climate, and office discipline referrals and suspension rates exceeding the state average.

What data sources were used to evaluate PBSIS implementation?

The study used data from the School-wide Evaluation Tool (SET), Climate Survey, and Office Discipline Referrals (ODR), alongside de-identified input from students, parents, and staff.

What were the main results after implementing PBSIS?

PBSIS had a positive, significant impact on improving student behaviors and school climate, significantly reducing office discipline referrals and in-school suspension rates. Out-of-school suspension rates showed no significant difference during the two-year implementation.

Oct 15, 2026

Uploaded by ahduag