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Schools need sound disciplinary systems in order to maintain school safety andpromote student learning. Due to school disruption and violence, punitive methods andexclusionary discipline has increased, as has the number of student suspensions andexpulsions from school. In order to meet the obligations and responsibilities ofpromoting school safety, students are continuing to be removed from the learningenvironment when misbehaviors occur. The negative results of students being suspendedor expelled has forced educational leaders to explore programs that can assist in thedecrease of inappropriate behaviors and office referrals, therefore increasing studentattendance and academic achievement. School-Wide Positive Behavior Supports,although initially developed to address persistent challenging behavior of students withdisabilities, has begun being used as an alternative to those traditional, reactive disciplinepractices for all students. The purpose of this study was to determine whether there was adifference in behavior referrals (out-of-school suspension and in-school suspension),attendance, and academic achievement (Reading Curriculum Based Measure and MathComputation for students in 1st and 2nd grades and Missouri Assessment ProgramCommunication Arts and Mathematics assessments for students in 3rd, 4th, and 5th grades)after the implementation of School-Wide Positive Behavior Supports. Additionally, thepurpose was to determine whether any of these differences were affected by any of thefollowing student variables: gender, grade level, race, special education status, or socioeconomic status.Data from students in 10 elementary schools exposed to School-Wide PositiveBehavior Supports the year prior to implementation and two years after implementation was analyzed. Results of the study denoted there were differences among the racegroups’ behavior referrals. In addition, there was a difference among the specialeducation groups’ behavior referrals after the implementation of SWPBS. There was adecrease in behavior referrals with students having no special education status althoughstudents with special education status had an increase in referrals. The evidence alsoindicated when analyzing changes with attendance, there was not a discernible differenceafter implementation of School-Wide Positive Behavior Supports. There was a changeindicated with socio-economic status based on overall attendance. Academicachievement for students in 1st and 2nd grades was affected by all student variables exceptgender. Academic scores in 3rd, 4th, and 5th grades were affected by all student variablesexcept gender and socio-economic status. Results of this study could be utilized toimprove practices, promote effective student management, and gauge academicachievement. District R needs to continue to research the effect of SWPBS in order toimprove the educational environment and determine whether to continue implementationof SWPBS. It is also critical for the district to develop plans of support for all schoolsthat have begun implementation to ensure the most success possible. |
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