# data[].attributes.body
Results should be gathered, analyzed, and discussed.

Primary stakeholders should be invited to presentation of data, and be included in on the discussion of next steps.

follow - up meetings with the SWPBIS team and primary stakeholders should take place to discuss the necessary change to take place

Goals should be set up to inform stakeholders of the changes taking place and how to implement the change

Discuss a way to implement the next steps in the evaluation phase.

Set up time for professional development for teachers so everyone is on the same page for the SWPBIS.

# data[].attributes.body
The audience of the evaluation plan for SWPBIS is the primary stakeholders, followed by secondary, and then the tertiary.
The purpose of the report plan is to inform the stakeholders with results from the surveys, observations, and future recommendations of the current SWBPIS set in place. There will be multiple times the teachers put in charge of this evaluation plan who will meet with the primary stakeholders in order to discuss the findings and the state of the SWPBIS. These meetings will be done in stages throughout the school year in a presentation form (beginning, middle, and end), followed up with discussion amongst the SWBPIS team and the primary stakeholders,  then a chance for recommendations and modifications of the system. After, secondary and tertiary stakeholders will be informed and depending on the recommendations a new action plan will be put in place.

# data[].attributes.body
The key evaluation questions will help compile the data collection information. By administering survey/ questionnaires (beginning, middle, and end of school year) we will be able to gather information as to if parents and teachers feel goal setting is effective to Radcliffe’s SWPBIS. At the end of the school year the survey/ questionnaire will have questions based on the benefits of goals for students/ disadvantages of goals for students. Another survey/ questionnaire based on the ALS (Academic Learning Styles) for executive functioning will also be administered. This survey/ questionnaire will be administered quarterly to teachers. Surveys/ questionnaires, teacher observations, and quantitative and qualitative data will be used to assess if the marble jars are a motivator for students in the lower school and the middle school.

# data[].attributes.body
School Wide-Positive Behavioral Interventions and Supports (SWPBIS) program is a system of support with the emphasis on proactive approaches to promote expected student behaviors within a school environment.  According to Kurth and Zagona (2018) this system can be defined as “an inclusive, cumulative, multi-tiered model of providing supports to all students for preventing and reducing the instances of problem behaviors in schools by teaching students positive, pro-social behavioral skills and expectations.”

The plan encompasses the whole school and focuses on classroom as well as non-classroom settings.  This program is implemented to strengthen positive behavior through the use of behaviorally- based systems and improve the lifestyles for all students within the school by making the desired behavior functional.

# data[].attributes.body
Radcliffe Creek School is a K- 8 private school with a population of eighty-six students. Some of these students have learning differences and others do not. Radcliffe follows a multi-sensory approach curriculum. Within our curriculum there is some type of SWPBIS put in place. This system works on a token reward system called buffalo bucks. Each student within the school is able to earn “bucks” throughout the school day. The bucks are set up like a common money system.  Students have the opportunity to go to the Buffalo Buck Store each Friday with the bucks her or she earned from the week. Students earn bucks if he or she follows the school rules or the triangle of excellence (visual used for students). If a student is found to be doing something above and beyond they earn more bucks. Students also have the option to save bucks and add them to a “bank account”.  At the end of the school year students participate in an auction and can use the bucks he or she saves throughout the year.  Besides earning bucks students also have individual goals(goals are set by homeroom teachers).  A goal focuses on executive functioning skills the student needs help developing (The goals for executive functioning are gathered from an Academic Learning Style assessment, completed by students’ academic teachers in the beginning of the school year). The students write his or her goal in a communication book each morning (the communication books serves as a tool for teachers in order to monitor progress or regression in behavior). The homeroom teacher sets goals weekly. The teacher and the student review the individual goal at the start of each class and if the student achieves that goal as well as follows the triangle of excellence he or she will earn their goal. At the end of the day if the student earned all of his or her goals in each class they get to put a marble in the jar during homeroom time. Once the marble jar is filled the class earns some type of classroom reward.

At the beginning of each school year there is a student assembly to set expectations for expected behavior and provide students with examples of what expected behavior looks like. Teachers and students collectively create a purpose statement that makes sure the goals are clear. After the assembly, teachers display the SWPBIS expectations throughout the school (posters & in classrooms). This is the triangle of excellence.

Students from K-8 rotate between classes. This is a natural process and there are always students in the hallway. In order to support positive behaviors, teachers increase supervision in the hallways. Teachers also provide students with a structured routine inside the classroom. Each Wednesday morning, teachers and students come together as a community to participate in a weekly session on teaching important social skills.  Teachers also participate in weekly wrap around meetings for the individual student. This allows teachers to implement an individualized plan for each student. A wraparound meeting is a time for teachers who teach particular students to sit and discuss positives and negatives they see in and out of the classroom.

All of the activities lead to the outcomes of the program. The outcomes of Radcliffe’s SWPBIS are:

A decrease in the number of reported office visits for discipline-this being a visit to the assistant head or head of school.

The number of reward tokens (buffalo bucks) for special activities-including the Buck store or the Buck auction.

The number of Public recognition events (external allies)- sometimes we will have the head of school publicly recognize the students, but we also have influential outside people from the community come to recognize the students.

Students are provided with an advocate at the beginning of each year, we focus on the number of times an advocate meets with a student for a check-in/ checkout.

# data[].attributes.body
The purpose of the evaluation will be to identify the disconnects that appear to exist and that may be causing the program to be less effective than it could be, thereby helping to identify pathways for enhancing the program. Due to lack of consistency the program in place is flawed. In order for the program to be effective there needs to be documentation and observation of improved school climate.

# data[].attributes.body
Surveys

Observations (quantitative & qualitative)

Questionnaires

# data[].attributes.body
1. Have student’s behaviors changed as a result of implementation of SWPBIS?

2. To what extent has the utilization of the marble jar system impacted student behavior in the middle school?

3. To what extent has the utilization of the marble jar system impacted student behavior in the elementary school?

4. In what ways can the Academic Learning Styles  assessment be implemented in order to contribute to the success SWPBIS?

# data[].attributes.body
Head of school, assistant head of school, teachers, other staff members, students, parents, community leaders and members, future students, and future families

# data[].attributes.body
Beginning of school year / end of school year survey

ALS Questionnaire

Archival Data

Teacher documentation-qualitative & quantitative

Student- "Buy-in" Survey