Positive Impact of Positive Behavior Interventions and Supports (PBIS)
on Regular Attendance in Grades K-4

A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education

In Partial Fulfillment of the
Requirement for the Degree of
Doctor of Education

Angelo DePrimo
PennWest University of Pennsylvania
July 2024

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© Copyright by
Angelo DePrimo
All Rights Reserved
July 2024

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PennWest University
School of Graduate Students and Research
Department of Education

We hereby approve the capstone of
Angelo DePrimo
Candidate for the Degree of Doctor of Education

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Dedication
I am dedicating this Doctoral Capstone Project to my family, friends, and
colleagues whose unwavering support and love have helped to guide me throughout this
journey. Your belief in me has been the cornerstone of my success, and I am endlessly
grateful for your patience, compassion, and inspiration.
To my wife, Mary Kate, whose patience I have tested countless times during this
journey. You have been a constant source of encouragement and understanding for me.
To my son, Jack, you are the source of my joy and my greatest motivator. Mary Kate and
Jack, this accomplishment is as much yours as it is mine, and I dedicate it to you with all
of my love and gratitude.

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Acknowledgements
I would like to thank all my family, friends, and colleagues who have supported
me throughout this journey. I would like to thank Dr. Todd Keruskin, my internal chair,
for your positive encouragement and continued support which helped to guide me
through this journey together. It has truly been a pleasure and I will always appreciate our
talks and the support you have provided me. Dr. Anthony Grieco, my external chair, I
honestly do not believe that I would be where I am today without you being there for me
over the past 20 plus years. You are one of the people I most look up to personally and
professionally.
Mr. Davis Tosh, Superintendent of Wyoming Valley West, I will always be
grateful for your leadership and advice as I navigated through being a novice school
administrator. To Ms. Debbie Troy, Mr. Anthony Dicton, Mr. David Novrocki, Mr. Tim
Needle, Mr. Russ Singer, Mr. Jeff DeRocco, Dr. Lynn Ziller, and all my colleagues from
the Wyoming Valley West School District and Luzerne Intermediate Unit, thank you for
your help and support throughout my journey.
To Dr. Sydney Snyder, thank you for taking the time to review and edit my
Capstone Project.
I would also like to acknowledge and thank my parents, John and Julie DePrimo
and Mike and Diane Baldi thank you for being a constant for us and being supportive and
always expressing the importance of education. To the Catalano family for your
continued positivity and encouragement. Thank you all for your support.

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Table of Contents
Dedication .......................................................................................................................... iv
Acknowledgements ............................................................................................................. v
Table of Contents ............................................................................................................... vi
List of Figures .................................................................................................................... ix
Abstract .............................................................................................................................. xi
CHAPTER I ........................................................................................................................ 1
Introduction ..................................................................................................................... 1
Background .................................................................................................................. 1
Capstone Focus ............................................................................................................ 2
Research Method ......................................................................................................... 3
Research Questions...................................................................................................... 3
Expected Outcomes ..................................................................................................... 3
Fiscal Implication ........................................................................................................ 4
Summary...................................................................................................................... 5
CHAPTER II....................................................................................................................... 6
Review of Literature........................................................................................................ 6
Introduction ................................................................................................................. 6
Positive Behavior Interventions and Supports ................................................................ 6
History of Positive Behavior Interventions and Supports ........................................... 6
What is SWPBIS? ........................................................................................................ 8
Evidence Base for PBIS ............................................................................................ 10
Development .............................................................................................................. 11
Implementation .......................................................................................................... 12
Tiered Interventions ................................................................................................... 13
PBIS Leadership Team .............................................................................................. 16
Evaluation .................................................................................................................. 16
Barriers and Challenges to PBIS Implementation ..................................................... 17
Attendance ..................................................................................................................... 19
Definition of Daily Attendance ................................................................................. 19
Importance of Attendance ......................................................................................... 20
Absenteeism .................................................................................................................. 21

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Reasons for Absenteeism........................................................................................... 21
Truancy ...................................................................................................................... 23
Chronic Absenteeism ................................................................................................. 24
Absenteeism after the Pandemic................................................................................ 26
Improving Attendance ................................................................................................... 28
School Climate .......................................................................................................... 28
Improving Attendance with PBIS.............................................................................. 29
Summary ....................................................................................................................... 30
CHAPTER III ................................................................................................................... 32
Methodology ................................................................................................................. 32
Purpose of the Study .................................................................................................. 32
Research Questions.................................................................................................... 33
Settings and Participants ............................................................................................ 35
Research Plan ............................................................................................................ 37
Research Methods and Data Collection..................................................................... 40
Data Collection .......................................................................................................... 42
Validity .......................................................................................................................... 45
Summary ....................................................................................................................... 46
CHAPTER IV ................................................................................................................... 48
Data Analysis and Result .............................................................................................. 48
Introduction ............................................................................................................... 48
Research Questions.................................................................................................... 48
Data Analysis ............................................................................................................. 49
Results ....................................................................................................................... 50
Attendance Data ........................................................................................................ 74
Relationship to Data to Research Question 1 ............................................................ 79
Relationship to Data to Research Question 2 ............................................................ 79
Relationship to Data to Research Question 3 ............................................................ 80
Discussion .................................................................................................................. 81
Summary.................................................................................................................... 82
CHAPTER V .................................................................................................................... 84
Conclusions and Recommendations.............................................................................. 84

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Conclusions ............................................................................................................... 84
Fiscal Implications ..................................................................................................... 88
Limitations ................................................................................................................. 89
Recommendations for Future Research ..................................................................... 90
Summary.................................................................................................................... 91
References ......................................................................................................................... 93
APPENDICES ................................................................................................................ 101
Appendix A ..................................................................................................................... 102
IRB Approval Letter.................................................................................................... 102
Appendix B ..................................................................................................................... 104
Online Consent Letters ................................................................................................ 104
Appendix C ..................................................................................................................... 111
District Letter of Approval .......................................................................................... 111
Appendix D ..................................................................................................................... 113
School Climate Survey: School Personnel .................................................................. 113
Appendix E ..................................................................................................................... 117
School-wide Evaluation Tool (SET): Administrator Interview Guide ....................... 117
Appendix F...................................................................................................................... 119
School-wide Evaluation Tool (SET): Additional Interviews ...................................... 119
Appendix G ..................................................................................................................... 121
Complete Attendance with Absence Reasons ............................................................. 121

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List of Figures
Figure 1. Foundational Elements of PBIS
Figure 2. PBIS Three-Tiered Framework
Figure 3. Contributing Factors for Chronic Absenteeism
Figure 4. Nationwide School Chronic Absence Levels
Figure 5. Percentage of Elementary Schools with Extreme Chronic Absence
Figure 6. SET Staff Interview Question #2
Figure 7. SET Staff Interview Question #3
Figure 8. SET Staff Interview Question #4
Figure 9. SET Staff Interview Question #6
Figure 10. SET Staff Interview Question #7
Figure 11. SET Staff Interview Question #8
Figure 12. SET Staff Interview Question #9
Figure 13. Primary Grade Taught
Figure 14. Years of Teaching Experience
Figure 15. School Climate Survey: School Personnel – Staff Connections
Figure 16. School Climate Survey: School Personnel – Structure for Learning
Figure 17. School Climate Survey: School Personnel – School Safety
Figure 18. School Climate Survey: School Personnel – Physical Environment
Figure 19. School Climate Survey: School Personnel – Peer and Adult Relations
Figure 20. School Climate Survey: School Personnel – Parental Involvement
Figure 21. Enrollment Data 2022-2023 & 2023-2024 School Years
Figure 22. Attendance Data 2022-2023 & 2023-2024 School Years – Dana Elementary

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Figure 23. Attendance Data 2022-2023 & 2023-2024 School Years – State Street
Elementary
Figure 24. Suspension Data 2022-2023 & 2023-2024 School Years

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Abstract
The Wyoming Valley West School District has identified regular attendance as a priority
issue. Absenteeism has been an issue for many school districts over the years, but there
seems to be a decrease in the regular attendance of students' post-pandemic. Dana
Elementary showed that 30.2% of students being identified as being chronically absent
and State Street Elementary showed 49.5% of students being chronically absent in the
2021-2022 school year, as reported through the PA Future Ready Index. Literature
defines school climate as one of the contributing factors to absenteeism. This research is
needed to know and understand if creating a positive school climate through PBIS will
positively affect regular student attendance. Through a mixed-methods approach, the
researcher aimed to understand the impact of PBIS programs on student attendance,
school, climate, and disciplinary incidents. The goal is to provide insights that can inform
school administrators and policymakers on how to utilize PBIS strategies to improve
attendance, create a positive school climate, and reduce disciplinary referrals leading to
out-of-school suspensions.

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CHAPTER I
Introduction
In the realm of school administration, the importance of addressing attendance
and implementing Positive Behaviors Intervention and Supports (PBIS) stood out as a
significant focus. Initially, the connection between these two areas was not apparent, but
upon examination the alignment of PBIS with the goal of improving regular attendance in
elementary schools became evident. The ongoing challenge of absenteeism, further
intensified by the post COVID-19 pandemic era, has raised questions about how creating
a positive school climate through PBIS can positively impact student attendance.
The Wyoming Valley West School District, recognizing regular attendance as a
priority issue, looked to explore the potential of PBIS in addressing this concern. This
research looked to investigate the relationship between PBIS and student attendance, with
a focus on chronic absenteeism. It delved into the underlying reasons for absenteeism,
particularly in the post-pandemic context, while also considering the historical
perspective of attendance in the school setting.
Background
As a school administrator two of the areas where a lot of my time and effort were
focused were on attendance and implementing Positive Behavior Interventions and
Supports in my school. While first learning and developing a PBIS program I did not see
how these two could be connected. When reflecting on the district wide comprehensive
plan and discussing potential areas of research with my Assistant Superintendent, we
thought a good area of study would be PBIS and attendance. We had PBIS programs in
one elementary school and the middle school, and I was tasked with implementing the

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program in two other elementary schools. The implementation of these programs aligned
with the district's measurable goal of improving regular attendance in elementary schools.
The project is worthy for my research as improved attendance is important to
academic achievement and incorporating the PBIS program will help create a positive
school culture that will foster students’ consistent school attendance. PBIS is a program
that has a lot of history and success. While extensive research exists on PBIS, there is
comparatively less focus on its connection to improved attendance. The research I
conduct will be used by the assistant superintendent to determine if there is enough
evidence that the district is meeting its comprehensive plan's goals.
Capstone Focus
The identified problem that I want to research and address is the regular
attendance of elementary school students. The Wyoming Valley West School District has
identified regular attendance as a priority issue. Absenteeism has been an issue for many
school districts over the years, but there has been a decrease in the regular attendance of
students following the COVID-19 pandemic. Literature defines school climate as one of
the contributing factors to absenteeism. This research is needed to know and understand
if creating a positive school climate through PBIS will positively affect regular student
attendance.
The areas of research that need to be reviewed in the concentration of attendance
would be reasons for absenteeism and chronic absenteeism. There is also a need to look
at absenteeism in the post-pandemic years and a look at the history of attendance in the
school setting.

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The other area that will be reviewed in detail is School Wide Positive Behavior
Interventions and Supports (SWPBIS). There will be detailed reviews of the history,
development, and implementations of SWPBIS. There will also be information on PBIS
effects on student behaviors, school, climate, and achievement. There will also be a look
into teachers' perceptions of the use of PBIS.
Research Method
My plan is to use mixed methods research for my action research plan. I chose
this methodology to use quantitative and qualitative data to best answer my research
questions. It is my intent to use collect quantitative data regarding attendance (excused,
unexcused, Out of School Suspensions) from the elementary buildings, using both the
2022-23 school year and the 2023-24 school year data (previous school years if
necessary) and office discipline referral (ODR) data. I used survey data from teachers
(surveys) and use data from the PBIS School Climate Survey for School Personnel and
the PBIS School-wide Evaluation Tool. Using the qualitative data will help support and
elaborate the effect of a PBIS program on attendance data.
Research Questions
Research Question #1: Does a School-wide PBIS program help to decrease chronic
absenteeism?
Research Question #2: Does creating a positive school climate help to decrease chronic
absenteeism?
Research Question #3: Does PBIS help decrease office disciple referrals resulting in
out-of-school suspensions?
Expected Outcomes

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My plan is to use mixed methods research for my action research plan. I chose
this methodology to use quantitative and qualitative data to best answer my research
questions. It is my intent to use collect quantitative data regarding attendance (excused,
unexcused, OSS) from the elementary buildings, using both the 2022-23 school year and
the 2023-24 school year data (previous school years if necessary) and office discipline
referral (ODR) data. The be more detailed in the research I also intend to use survey data
from teachers surveys and use data from the PBIS School Climate Survey and the PBIS
Self-Assessment Survey. Using the qualitative data will help support and elaborate the
effect of a PBIS program on attendance data.
Fiscal Implication
The estimated costs to implement a Tier I SWPBIS program is stated to be
between $5000 and $10000 for a two-year period. The greatest cost is the individual or
individuals who provide the training for the core team and the school-wide training for
the staff. The estimated cost for the core team workshop is $4000. The training includes
two half-day professional learning sessions for the core team and a professional learning
day faculty meeting for the whole staff training. There is also the cost of personnel time
to attend the training sessions. The Wyoming Valley West School District pays $49/hour
for compensation. The core team had six members who will each be paid for two 3-hour
training workshops. The total amount for training if done over the summer would be
$882 per workshop. If the workshop is done during the school year the cost for substitute
teachers would be $125 per day or $62.50 for a half day. Five substitute teachers would
cost $312.50 for the five classroom teachers who are on the core team. The principal and
guidance counselor do not need a substitute teacher. There is also an annual cost for the

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data system recommended by PBIS. The system is called SWIS (School Wide
Information System) and has an annual cost of approximately $400. There will also need
to be core team meetings and staff meetings throughout the year. These would have no
additional costs. There are also costs for any leadership training or conferences. The
estimated costs for registration, lodging and travel would be $1000 per person, and the
district would send the two members for an estimated $2000.
The program would also need to have a fund for supplies, posters, and rewards,
the school will create a fund with an initial amount of $5000. There will also be biweekly core team meetings. Core team will have to plan, organize, and generate an
agenda. The team will also have to review data and create rewards systems.
Summary
This chapter explored the intersection of two crucial areas in school
administration: student attendance and the implementation of PBIS. Against the backdrop
of rising absenteeism, this research looks to understand how PBIS can contribute to
creating a positive school climate that encourages regular student attendance.
Chapter II, the Review of Literature, will create a comprehensive investigation of
the history, development, and effects of School Wide Positive Behavior Interventions and
Supports (SWPBIS), providing insights into the impact on student behavior, school
climate, and academic achievement

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CHAPTER II
Review of Literature
Introduction
This study's purpose was to know and understand if creating a positive school
climate through PBIS (Positive Behavior Interventions and Supports) would positively
affect regular student attendance. Absenteeism has been an issue for many school
districts over the years, but there seems to be a decrease in the regular attendance of
students following the COVID-19 pandemic. Literature defines school climate as one of
the contributing factors to absenteeism and chronic absenteeism could put students at
serious risk of falling behind academically (U.S. Department of Education, 2016). This
research was needed to know and understand if creating a positive school climate through
PBIS would positively support regular student attendance.
Positive Behavior Interventions and Supports
History of Positive Behavior Interventions and Supports
Positive behavior interventions and support was a response to the need to provide
students with behavior disorders researched-based interventions. In the 1980’s,
researchers at the University of Oregon began using evaluation projects to provide
interventions to students identified with behavior disorders, suggestions that more
emphasis be placed on prevention, evidence-based practices, data-drive decision-making,
professional development and student outcomes (Sugai & Simonsen 2012). This research
showed that the prevention of negative behaviors at a school-wide level is important to
having positive outcomes (Sugai & Horner, 2002). The research done at the University of

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Oregon showed that a school-wide program needed to be implemented to help respond to
negative school behaviors.
In the 1990’s the Center on Positive Behavioral Interventions and Supports was
enacted to provide schools with evidence-based practices to provide improved supports
for students with behavioral disorders; this was done with the reauthorization of the
Individuals with Disabilities Act (IDEA) of 1997. Positive behavior support is not a new
concept, but the inclusion of PBS and Functional Behavior Assessment (FBA) were
added to IDEA, and this created the need to implement plans for students with disabilities
(Sugai et. al, 2000). After the initial change, the focus shifted to school-wide behavior
support for all students and a framework was defined with a focus on a “process or
approach, rather than a curriculum, intervention, or practice” (Sugai & Simonsen, 2012,
p.2).
Changes to educational laws in the 2000’s, specifically the No Child Left Behind
Act of 2001 and updates to Individuals with Disabilities Education Improvement Act of
2004, highlighted the importance of scientifically-based instruction and interventions
(Klotz & Canter, 2006). Response to Intervention (RTI) was an approach that came out of
the changes to these laws to help provide high-quality, evidence-based instructions and
interventions to students who were at-risk or struggling (Klotz & Canter, 2006). RTI
mostly focused on the use of evidence-based practices to make improvements in
academics, but its applications have also been used to improve areas of social behavior,
through frameworks such as PBIS (Utley & Obiakor, 2012).

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What is SWPBIS?
School Wide Positive Behavior Supports and Interventions is a program to
improve school climate through positive behavior interventions (Ryan & Baker, 2020).
Since 2000 SWPBIS has been increasingly used in schools to promote a positive
preventive continuum of behavior support to prevent detentions, suspensions, and
expulsions as a reactive response to student behaviors (Flannery et al., 2009). SWPBIS is
a school-wide approach that does not focus on curriculum but instead strives to change
the school's environment by introducing improved processes and systems for making
data-driven decisions concerning both student behavior and academics. It applies
principles from behavior analysis, social learning, and organizational management to the
entire student body in a consistent manner throughout the school. As part of this
approach, schools create a set of positively phrased behavior expectations for all students
and staff, ensuring that everyone is taught these expectations (Bradshaw et al., 2012).
School-Wide Positive Behavior Support is a comprehensive approach designed to
enhance the overall atmosphere in a school by implementing positive behavioral
interventions on a system-wide level. This includes having a clearly defined purpose,
explicit expectation by specific set rules or motto, and established procedures to promote
compliance with these expectations and discourage violations (Cohen et al., 2007). PBIS
is based on a range of evidence-based interventions applied across the school to
proactively address challenging behavior, promote positive social skills, and reinforce
these new skills. These well-defined practices, integrated within a three-tiered support
system creates a positive climate for students' academic learning and the learning of
social-emotional skills (Ryan & Baker, 2020).

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PBIS is comprised of four key elements that are essential for effective
implementation and the PBIS Center embraced a professional development approach that
reflected integration of four interactive elements (Sugai & Horner, 2009). These
foundational elements are: first, data where schools collect and analyze data to guide their
PBIS implementation and evaluate outcomes. Second, outcomes where schools set
measurable goals aligned with their values and students’ needs. Third, practices that are
evidence-based and well-defined, documented, and proven effective through research.
Lastly, systems where schools establish administrative, professional, and organization
systems to sustain PBIS across all tiers (Sugai & Horner, 2009).
Refer to Figure 1 for a visual representation of the Foundational Elements of
PBIS.
Figure 1
Foundational Elements of PBIS

Note. Adapted from What is PBIS?, by Center on PBIS, 2024
(https://www.pbis.org/pbis/what-is-pbis). In the public domain.

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Evidence Base for PBIS
PBIS is a systemic strategy rooted in the principles of applied behavioral analysis
designed to foster a school culture that promotes a positive learning environment
(Chitiyo, 2012). PBIS has a solid foundation in evidence-based intervention that is
consistently applied across the entire school to prevent problematic behaviors and to
reinforce new skills through a three-tiered framework (Ryan & Baker, 2020). This
framework helps students by systemically supporting evidence-based practices based on
the three tiers of intervention (Horner et al., 2010).
Mitchell, Hatton, and Lewis determined that four of five studies conducted
determine that SWPBIS, when implemented with fidelity, meet the stand of What Works
Clearinghouses (WWC), and show positive effects in the areas of students' behaviors,
school climate, and staff beliefs (Mitchell et al., 2018). Tools that were used to make
data-based decisions were using the Effective Behavior Support survey (EBS) and the
School-Wide Evaluation Tool (SET), actively using the schools’ data, a data system that
allows for frequent monitoring, and using School Wide Information System (SWIS)
(Flannery et al., 2009). These tools are pieces that are part of the foundational elements of
PBIS by bringing together systems and data.
The Office of Civil Rights’ (OCR) increasing efforts to enforce Title VI of the
Civil Rights Act looked at school discipline rates and the negative academic and social
effects resulting from the disparity between student groups. This review lead to a review
of the harmful effects of the zero tolerance policies in schools (Robert, 2020). Roberts’
data showed that a decline in the number of ODRs translated to a decline in the number
of students receiving ISS and OSS, but African American and students identified as

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receiving special education services still experienced higher ISS placements than White
and Hispanic student (Robert, 2020). The OCR examined practices and policy reform to
generate a plan to address punitive disciplinary approaches and recommend an approach
focusing on positive behavior supports (Robert, 2020). SWPBIS is an example of
successful implementation of behavioral theory to help address significant societal issues,
such as improving school climate and improved social emotional competence (Bradshaw
et al., 2012). There is a growing body of research affirming PBIS’s positive impact on
student behavior. Thus, it is valuable to reflect on what we are learning about its success
(Horner & Sugai, 2015).
Development
SWPBIS is not a curriculum, but a process and that process can take time to
develop. The two- to three-year process involves training leadership teams to implement
an effective school-based preventative behavior intervention (Horner et al., 2010). This
includes maintaining high implementation integrity, consistently using data for decisionmaking, embedding professional development, and coaching, and establishing a school
environment that consistently promotes positive, safe, and predictable social interactions
for all students (Horner et al., 2010).
Critical components like forming a leadership team to make data driven decisions
and establish school-wide expectations are all crucial elements to effectively implement
SWPBIS (Mitchell et al., 2018). Using the PBIS evaluation tools to collect baseline data
allows the PBIS Leadership Team to review behavioral practices being used in the school
and to help to drive the action plan that the Leadership Team will use to develop the
purpose and vision statements and drive the development of the behavioral expectations

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(Ryan & Baker, 2020). PBIS is founded on theories from various fields but is primarily
based on the science of applied behavioral analysis and the strategies are selected by the
local areas and individuals based upon the needs of the local school or districts
(McIntosh, 2014).
The aim of this prevention strategy is to change the school’s organization context
to implement enhanced procedures and utilize data-based decisions to increase academics
and reduce behavior problems (Bradshaw et al., 2012). PBIS team members must take
part in intensive training and use consultations from a trained PBIS Facilitator to learn the
foundational aspects of PBIS and how to use the data for decision making and best was to
implement the practices that the team is learning to implement (Malloy et al., 2018).
Implementation
Positive behaviors interventions and supports was a response to concerns
regarding school violence, problem behaviors, and a lack of discipline and there were
principal factors that came out of the research about positive behaviors and supports
(Sugai & Horner, 2002). A key factor for the successful implementation of SWPBIS is
support from building administration. Support from administration was listed as critical
for making sure the SWPBIS remained a priority and was not just a trend that would be
gone in a year (Flannery et al., 2009).
Implementation of the practices are aimed at long-term improvements and
responses to the interventions, rather than a short-term response to reducing the problem
behavior (McIntosh, 2014). SWPBIS being implemented in early childhood settings
involves several important stages, identifying three to five behavioral goals or outcomes,
teaching these behaviors, offering constructive feedback for both positive and negative

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behaviors, creating a nurturing learning environment, utilizing data-driven decision
making, and providing comprehensive support at both systemic and individual level
(Melekoglu & Diken, 2022). The study done by Melekoglu and Diken (2022) was
insightful as it showed how the universal nature of PBIS was able to be implemented
with fidelity in schools in Turkey and how positive supports and a positive school climate
are effective educational practices in all countries.
PBIS implementation is driven by the decisions by the school-based team
utilizing evidence-based practices, these teams are dedicated to using data to assess the
specific needs of the students and select the best practices that address the needs of the
students (Malloy et al., 2018). It is important for these school based PBIS teams to utilize
the training and consultation to help to ensure successful implementation of the new
framework (Malloy et al., 2018).
Tiered Interventions
The PBIS framework has a three tiers model of increasing interventions and
support based on the needs of the school and the individual. Refer to Figure 2 for a visual
representation of the three-tiered model. The first tier, Tier 1, is the universal or schoolwide approach to promote appropriate social behaviors as a preventive measure (Mitchell
et al., 2018). The universal Tier 1 level of SWPB includes specifying, educating,
tracking, and acknowledging a list of behavioral guidelines for all students across the
classroom and non-classroom settings with the primary goal of prevention and creating a
social culture where students expect and support appropriate behaviors from each other,
and academic opportunities are maximized (Horner et al., 2009).

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SWPBIS is a multi-tiered system with the goal of decreasing students’
problematic behaviors and to help promote a positive climate, this three-tiered framework
brings together the school-wide system and more intensive interventions and support that
focus on students at risk (Bradshaw et al., 2021). A PBIS framework comprises of three
tiers of behavioral supports: the first tier (universal or school-wide) consists of evidencebased practices for all students; the second tier (targeted) provides additional supports to
students with specific needs; and the third tier is personalized interventions for those
student facing the most significant challenges (Malloy et al., 2018).
When a student continues demonstrating challenging behaviors Tier 2
interventions and supports are triggered and the use of data driven decisions are
considered to address these challenging behaviors (Mitchell et al., 2018). The Tier II
provides moderate intensity supports to address the needs of students exhibiting ongoing
behavioral issues, these are tailored to act as supplementary to Tier I interventions and
are focused on the 10-15% of students who are require more structured, explicit,
increased positive reinforcement, and extensive training in behavioral expectations and
self-regulation skills (Horner & Sugai, 2015). An example of an evidenced-based
intervention that has been successful with Tier 2 students is the Check In-Check Out
model (CICO). This intervention is aimed at assisting students in acquiring and
displaying positive behaviors through increased positive adult attention and feedback
(Malloy et al., 2018). The CICO behavior intervention strategy is typically used in school
to support students who require additional behavioral support, the student will have a
staff member designated to teach who reviews their goal for the day and provides them
with personalized goals or tasks. The student will periodically check in with the staff

15
member and receive feedback, using in the form of positive reinforcement,
encouragement, or accountability (Simonsen et al., 2010). Students who were identified
in the Tier 2, CICO, and intervention showed immediate improvement after participating
in the CICO model and that improvement was consistent over time (Malloy et al., 2018).
When a student exhibits chronic and severe problem behaviors or is engaged in
repeated high-frequency incidents, intensive individualized support, or Tier 3, is
implemented (Mitchell et al., 2018).
Figure 2
PBIS Three-Tiered Framework

Note. Adapted from Positive Behavior Support by Wayne RESA, 2024
(https://www.resa.net/teaching-learning/pbis). In the public domain.

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PBIS Leadership Team
To ensure the PBIS is implemente in a school successfully is important to have a
well-organized and effectively coached PBIS Leadership Team, a staff member in the
school will be the Leadership Team coach (Ryan & Baker, 2020). It is important that the
coach is not the sole representative in the school, the work for the leadership team needs
to be shared (Ryan & Baker, 2020). To help ensure stability and to prevent being overly
reliant on the coach, and potentially leading to burnout, all team members should reflect
on the vision for the school and encourage the entire school community to embrace the
PBIS framework. (Ryan & Baker, 2020).
Evaluation
The School-Wide Evaluation Tool (SET) is designed to directly evaluate the
effectiveness of how the school is implementing its Tier 1 prevention practices. It
consists of 29 items that assess seven essential aspects of SWPBS, which encompass
defining behavior expectations, teaching the expectations to students, providing rewards
for appropriate social behavior, ensuring predictable consequences for inappropriate
behavior, employing formal data systems for decision-making, involving a supportive
administrator who is actively involved in improving student social behaviors, and having
district level support for improving students social behavior (Horner et al., 2009). The
SET generates a comprehensive score ranging from 0 to 100%, along with scores for
each of the seven core features, a school is deemed to be implementing SWPBS
effectively if the SET total score reaches a minimum of 80% (Horner et al., 2009). A
limitation of the SET is that its scope is limited to evaluating the primary prevention, Tier
1, aspects of school wide PBS (Horner et al., 2004). The SET is also a useful tool for

17
school boards and school district administrators as it is helpful in evaluating the necessity
for training for school personnel, gauging the influence of professional development
related to SWPBS, evaluating the continued implementation of the SWPBS procedures,
and creating an effective local strategy for enhancing SWPBS results (Horner et al.,
2004).
The Tiered Fidelity Inventory (TFI) is another evaluation tool used by the
school’s PBIS leadership team to assess the implementation of PBIS at Tier 1, to ensure
consistent implementation it is recommended that the TFI is used quarterly (Ryan &
Baker, 2020).
Another important evaluation tool is the Self-Assessment Survey (SAS), this is an
online survey that staff members complete to rate items based on their implementation
and importance (Ryan & Baker, 2020). Ryan and Baker (2020) recommend that the
leadership team takes the SAS before the staff so that they have a better understanding of
the survey and so they can compare it to the TFI. It is also recommended that school
staff, including office support personnel, paraprofessionals, custodians, food service
workers, and bus drivers (along with the teaching staff) complete the SAS (Ryan &
Baker, 2020).
Barriers and Challenges to PBIS Implementation
One of the most predominant challenges a PBIS program has is teacher buy-in,
SWPBS supporters say that there is a need for at least 80% of the faculty and staff to buyin for successful implementation (Flannery et al., 2009). A way to overcome these
barriers is by having staff involved from the onset and being transparent about the
process and to keep the communication going for all the stakeholders, when you build

18
this trust, it will help to gain staff buy-in (Ryan & Baker, 2020). A challenge identified
by teachers in the Malloy study was the challenges associated with having sufficient time
for training, consultations, and meeting times for the Tiered teams (Malloy et al., 2018).
An additional challenge to implementing PBIS with fidelity and maintaining program
stability is to have consistent administrative support (Chitiyo et al., 2020).
There is a consistent barrier in changing the mindset of school staff on the effort
to shift from an exclusionary or reactive approach to the implementation of positive
behavior support strategies (Malloy et al., 2018). The use of PBIS coaches to help tackle
these obstacles is an important part of the process. According to Malloy et al. (2018) the
PBIS coaches will help with providing support to those who are reluctant to adopt PBIS
strategies, which often stem from misconceptions about the method of PBIS or
conflicting philosophical beliefs. To tackle these issues, the PBIS coach might
collaborate with the school implementation team to pinpoint objectives that align with
each staff member and identity results and data that hold significance for all involved
(Malloy et al., 2018). The collaboration between PBIS coaches and school administrators
are important in the school and having access to these resources are critical to
implementation (Malloy et al., 2018).
A barrier to PBIS program sustainability could arise during the consequent years
of implementation. This can happen when staff members think that they do not have to
acknowledge students who are following the behavior matrix and when the frequency of
student acknowledgment decreases, program fidelity also decreases (Ryan & Baker,
2020). Program funding can be another challenge. Programs can use grant money for
initial implementation of the program and without planning for sustainability, insufficient

19
funding can cause the program to fail. A recommendation to address this challenge is to
create a line item in the annual budget for program stability (Ryan & Baker, 2020).
Attendance
Definition of Daily Attendance
Compulsory attendance requirements in the Commonwealth of Pennsylvania are
defined as “the period of a child’s life from the time the child’s parents elect to have the
child enter school and which shall be no later than 6 years of age until the child reaches
18 years of age” (Pennsylvania Department of Education, 2020, para. 4). Schools are
required to have written attendance policies that comply with the above-mentioned
compulsory attendance laws and the policies should specify the allowed lawful absences
(Pennsylvania Department of Education, 2020). One issue with tracking attendance is
finding common language between all states. A report from Attendance Works (2023a),
shows that 20 of 43 reporting states consider a half a day in school as the being in
attendance for the day, while five states require more than half a day for students to be
marked present. There are also four states that require data on the number of hours the
students is attending (Attendance Works, 2023a). The lack of a common definition for
what constitutes as being present can make some schools seem to have either a higher or
lower rate of chronic absenteeism based on the LEA or SEA definition of attendance
(Attendance Works, 2023a).
A study of elementary school students in Philadelphia looked at the differences
between excused and unexcused absences on student data, including academic
achievement. The study observed that students with a higher proportion of excused
absences, as a part of their total absences, tend to have a positive correlation with

20
standardized test performance. The findings suggest that students who tend to have a
higher percentage of excused absences are likely to achieve higher test scores compared
to students with higher proportion of unexcused absences (Gottfried, 2009). There
continues to be consistent or accurate systems in place to collect data of students who are
chronically absent, even though there can be long-term societal impact for these students,
specifically in areas of academics achievements, poverty, and graduation rates (Maughan
et al., 2022).
Importance of Attendance
It is becoming increasingly rare, especially in a post-COVID world, that a student
has perfect attendance for the entire length of their time in school. School attendance is
extremely important, and studies shows that school attendance can be an indicator of
future success (U.S. Department of Education, 2016). As more studies are being done on
absenteeism and its effects it is being shown that chronic absenteeism is not starting in
older grades, but it is beginning at the start of a students’ educational career (Ansari &
Gottfried, 2021). Students with chronic absenteeism face multiple challenges. Prekindergarten student are less likely to achieve proficient reading skills by the end of third
grade and may be held back. By sixth grade chronic absenteeism becomes an early
warning sign that can impact a student's likelihood of graduating from high school
(Attendance Works, 2016). Research indicates that children tend to acquire more
knowledge and skills during their early school years compared to later years and this
suggests that absenteeism in those early years is especially problematic because children
miss many learning opportunities each day of missed school (Ansari & Pianta, 2019). If

21
children are not present in school during these formative years, it can hinder their success
later and have long-lasting consequences (Ansari & Pianta, 2019).
Some states also have financial concerns regarding students' attendance, as some
states have funding based on students' attendance (Maughan et al., 2022). Pennsylvania is
not one of those states. In a study done by Roby (2004) in Ohio School Districts, he
found that proficiency test averages were higher and that students with higher annual
attendance averages also have higher test averages. Roby’s (2004) investigation of larger
urban elementary schools also found that schools that had statistically significant higher
annual building attendance were the same schools that ranked higher by proficiency using
the Ohio Proficiency Test. Roby (2004) goes on to state in his conclusion that there is a
correlation between student attendance and academic achievement and the importance of
how much lost learning occurs when students are absent. The suggestion is made that
school districts should consider incentives for improving attendance rates and that this
would lead to more instructional hours, which would then increase academic achievement
(Roby, 2004). Children that are chronically absent during the eighth grade years showed
a notable decrease in their academic performance in literacy and math tests as well as
their GPA, Ansari and Pianta (2019) showed that each additional day of absence was
linked to a 0.01 standard deviation decline in literacy scores, a 0.02 standard deviation
drop in math scores, and a 0.04 standard deviation decrease in their GPA.
Absenteeism
Reasons for Absenteeism
There is a multitude of reasons for absenteeism. Some of the issues that have been
defined as barriers to consistent student attendance are family health problems, parents’

22
work schedules, family responsibilities, and transportation (London et al., 2016). School
nurses play a vital role in proactively identifying students who are chronically absent due
to health-related reasons and can help direct families to where they can get the necessary
care, but there is little on a standardized process for school nurses (Maughan et al., 2022).
Freeman and her team have devised a chart categorizing the diverse factors that
contribute to absenteeism, with potential influencing factors being categorized as school,
family, or community (Freeman et al., 2020). Refer to Figure 3 for a visual representation
of contributing factors for chronic absenteeism. These factors can intersect across the
influencing contexts. Addressing school, family, and community contexts is vital for
tackling chronic absenteeism (Freeman et al., 2020). Additionally, according to a U.S.
Department of Education report from 2016, student with disabilities are notable more
prone to chronic absenteeism than their peers.
Figure 3
Contributing Factors for Chronic Absenteeism

Note. Adapted from Improving attendance and reducing chronic absenteeism by
Freeman et al., 2020, p.4.

23
Children from lower socioeconomic backgrounds may face various obstacles that
prevent them from attending school regularly, such as a turbulent family life, limited
access to necessary school supplies, and transportation issues. These factors often work
together to impede a student's ability to attend school consistently (Birioukov, 2016).
Attendance issues often originate in elementary schools and become more pronounced
when students transition to secondary schools, where they face increased academic
demands and the loss of established relationships (Birioukov, 2016). The factors that
Birioukov (2016) identified as contributors to absenteeism are an unwelcoming school
environment, overcrowding, disrepair, perceived hostility among peers, bullying, and an
irrelevant curriculum and these factors lead to academic struggles, grade retention, poor
teacher relationships, and punitive disciplinary actions. The peers of an absentee may
develop negative attitudes because they perceive that the absentee is receiving extra
attention from the teacher, which they see as coming at their own expense. These
negative peer attitudes may discourage the absentee, who may already have a negative
view of school, from attending and thus increasing the absences (Birioukov, 2016).
Truancy
Truancy in Pennsylvania as defined by Act 138 for public schools and Act 39 for
charter, cyber charter, and non-public schools, stating that a child is truant upon their
third unexcused absence (Education Law Center, 2019). There are differences between
truancy and chronic absenteeism that need to be defined. Truancy specifically pertains to
only unexcused absences, while chronic absenteeism is comprised of any type of absence
from school (London et al., 2016).

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Chronic Absenteeism
“Chronic absenteeism is not the same as truancy or average daily attendance”
(Balfanz & Byrnes, 2012). Chronic absenteeism is defined as “students who have missed
ten percent of enrolled school days across the academic year” (Pennsylvania Department
of Education, n.d., para. 4). The emphasis needs to be put on addressing chronic
absenteeism, as students who are chronically absent in one year are more likely to
repeatedly be chronically absent in subsequent years (London et al., 2016). A study done
by Ansari and Pinata (2019), found that students in kindergarten, sixth grade and eighth
grade had higher absenteeism than compared to first through fifth grade. The rate of
chronic absenteeism when measured over time showed that a typical eighth grade student
would miss an average of sixty-three school days, but a student who is chronically absent
would miss 189 days (more than one full school year) from kindergarten through eighth
grade (Ansari & Pianta, 2019).
Thirty-four states and the District of Columbia chose chronic absenteeism as their
additional indicator or as a measurement they will use as part of their accountability
systems under the new ESSA requirements (Blad, 2017). Chronic absenteeism serves as a
valuable indicator of school quality, according to numerous education organizations
(Blad, 2017). It relies on attendance data that states collect and is influenced by a range of
factors associated with student achievement, such as student engagement, the overall
school environment, the use of punitive discipline measures such as suspensions, and the
extent to which schools address students’ non-academic needs (Blad, 2017).
Another contributor to chronic absenteeism is suspensions. There is evidence that
suggests that removing students from school does not improve behaviors or school

25
climate, but can lead to increase in poor academic performance, more suspensions, and
risk for contact with juvenile justice (Gage et al., 2020). A study by Ansari and Gottfried
(2021) looked beyond using traditional academic achievement on standardized state
testing, and also looked at the decline in areas such as executive function, socioemotional
development, students’ motivation, stress, and academic engagement. They suggested
that these areas have not received sufficient attention, and their study suggests that
policies aimed at reducing absenteeism and promoting school attendance must be based
on a comprehensive understanding of how students' outcomes are influenced (Ansari &
Gottfried, 2021).
During the 2013-14 school year, over seven million students in the United Stated
missed fifteen or more school days (Bald, 2017). An analysis by Attendance Works
showed that around 10,000 public schools (about 11% of all schools) had over 30% of
their students chronically absent and another 10,000 schools had student absentee rates
between 20-29 percent (Blad, 2017). Chronic absenteeism has drastically increased since
the COVID-19 pandemic. According to Attendance Works (2023b), refer to Figure 4, the
number of the enrolled students with levels of high or extreme chronic absences were at
66% in the 2021-2022 school year, which is up from only 25% 2017-2018 school year
(Attendance Works, 2023b).

26
Figure 4
Nationwide School Chronic Absence Levels

Note. Adapted from Rising tide of chronic absence challenges schools by Attendance
Works, 2023b https://www.attendanceworks.org/rising-tide-of-chronic-absencechallenges-schools/). In the public domain.
Absenteeism after the Pandemic
The COVID-19 pandemic affected different communities differently in
relationship to the disparities in their access to remote learning. Research conducted in
June 2020, involving a sample of 477 school districts, found that while 85% of districts
offered instructional materials for distance learning, only about one-third had teachers
provide lived or recorded lessons and only half of the school districts tracked attendance
(Nadeem et al., 2022). Remote learning created a significant concern, considering that
both early and chronic absenteeism are indicators linked to academic challenges and a
decrease in graduation rates (Nadeem et al., 2022). Only a few teachers reported that
most of their students consistently attended online classes, had internet access, or had
suitable devices for distance learning (Nadeem et al., 2022).
A study done on the concept of “unfinished learning” due to the COVID-19
pandemic showed that students who disengaged from learning may have lost knowledge
they once had due complications from the virtual and hybrid learning environments of the

27
2019-2020 and 2020-2021 school years (Dorn et al., 2021). Dorn et al. 2021 shared that
based on historical links between chronic absenteeism and dropout rates, if there were not
efforts put in place to reengage students in learning, there could be the potential for an
additional 617,000 to 1.2 million 8th to 12th grade students drop out of school (Dorn et
al., 2021). Based on a survey of parents, it showed that chronic absenteeism among
eighth through twelfth graders had risen by twelve percentage points, and 42% of
students who were newly affective by chronic absenteeism were not attending school at
all during the pandemic years (Dorn et al., 2021).
Attendance Works (2023a) states that chronic absence has grown into a national
crisis since the COVID-19 pandemic, affecting 1 in 3 students in the 2021-2022 school
year in comparison to 1 in 6 students in the 2018-2019 school year, which can be seen in
Figure 5. This drastic surge in chronic absenteeism has begun to exceed a school’s ability
to effectively manage and respond (Attendance Works, 2023b).
Figure 5
Percentage of Elementary Schools with Extreme Chronic Absence

Note. Adapted from Rising tide of chronic absence challenges schools by Attendance
Works, 2023b https://www.attendanceworks.org/rising-tide-of-chronic-absencechallenges-schools/). In the public domain.

28
Improving Attendance
School Climate
It is important to create a positive, welcoming environment for students. When a
school district employs strategies that help to create a positive and safe school climate it
encourages school attendance (Freeman et al., 2020). A five-year longitudinal study
showed that when PBIS is implemented with high fidelity that ODRs associated with
problem behaviors and students receiving Out of School Suspensions (OSS) are both
reduced (Horner et al., 2010).
SWPBIS is an approach for intervention and prevention of behavior problems
such as academic problems, school dropout, substance abuse problems, and antisocial
behavior (Bradshaw et al., 2012). A study conducted on the on the effectiveness of Tier 1
interventions showed that teachers indicated students have fewer behavior problems
under a PBIS program than students not engaged in PBIS programs (Bradshaw et al.,
2021). In a study by Malloy et al. (2018), it was found that the daily number of ODRs
decreased in one year of PBIS implementation from a daily rate of 1.34 per one hundred
students in 2008-2009 to 0.85 in 2009-2010 and 0.74 in 2010-211 school year.
When developing school-wide expectations, it is important to be cognizant of the
culture and community, including traditions and rituals (Ryan & Baker, 2020). Having
behavioral expectations that match the school community and culture will help to create
ownership of the program from the students and will help to increase involvement from
families and the community (Ryan & Baker, 2020).

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Improving Attendance with PBIS
According to a study by Freeman et al. (2020), there was a statistically significant
and positive effect on attendance in schools that implemented SWPBIS with fidelity. The
study showed that even schools working towards fidelity had higher attendance rates than
schools not implementing SWPIBS effectively (Freeman et al., 2020). In a Gallery Walk
to promote PBIS the district administrator from Mesa County Valley School District
showed that there was a 3% increase in daily attendance and contributed the increase
directly to the implementation of their PBIS program (Kennedy et al., 2012).
Attendance incentives work best when integrated into a comprehensive strategy
that includes efforts to engage families facing significant attendance challenges. These
incentives should be a part of fostering a school-wide culture of attendance, with a
commitment to keeping students engaged in the classroom (Balfanz & Byrnes, 2012).
Balfanz and Bynes (2012) also suggest not only rewarding perfect attendance, but to also
rewarding improved attendance and incentives for families to support attendance.
A Multi-Tiered System of Support like PBIS offers an effective approach to
address chronic absenteeism by dealing with factors directly and indirectly contributing
to absenteeism (Freeman et al., 2020). PBIS focuses on creating a safe and respectful
environment, teaching essential social skills, fostering engaging relationships, and
implementation behavior support plan for individuals or small groups (Freeman et al.,
2020).
Attendance Works (2023a) identified “an erosion in positive conditions for
learning” as a barrier for attendance and that there is a need for a systemic programmatic
and policy solutions. One of the recommendations for policy change, in the article by

30
London, was to enact policies that describe the intervention process (London et al.,
2016). A school wide intervention program can assist in making the intervention process
more visible, by implementing and tracking these interventions. SWPBIS framework is
described as a promising approach that helps in reducing problems for elementary school
children (Bradshaw et al., 2012).
Summary
This study is looking to investigate whether creating a positive school climate
through PBIS positively impacts regular student attendance, a concern given the
increasing absenteeism post-pandemic. Recognizing absenteeism as a persistent issue, the
study will delve into the potential of PBIS, a program that is rooted in research-based
interventions for students with behavior disorders. The multi-tiered system utilizes
evidence-based practices across the three-tiers to address behaviors proactively. The
study evaluates the evidence base for PBIS, encouraging its positive effects on student
behavior, school climate, and academic achievement.
The study also explores the differences between truancy and chronic absenteeism,
the latter encompassing all types of absences while truancy focuses on unexcused
absences. Emphasizing the importance of attendance, especially in a post-COVID era, the
study highlights its role as an indicator of future success, with chronic absenteeism
emerging early in students’ educational journeys.
Freeman (2015) and colleagues categorize absenteeism factors into school,
family, and community influences, emphasizing the need for a holistic approach to
address chronic absenteeism. Socioeconomic disparities are explored as additional
obstacles to regular attendance, with lower-income students facing challenges such as

31
issues with the family life, limited access to school supplies, and transportation issues.
Elementary school is identified as a critical period for the emergence of attendance issues
that can grow when transitioning to secondary schools. Negative factors contributing to
absenteeism include an unwelcoming school environment, bullying, and an irrelevant
curriculum, that lead to academic struggles and disciplinary actions.
Strategies for improving attendance focus on creating a positive school climate,
with PBIS identified as an effective approach. Studies show that school implementing
PBIS with fidelity experience statistically significant positive effects on attendance rates.
A Multi-Tiered System of Support, such as PBIS, are recommended for addressing
factors contributing to chronic absenteeism, both directly and indirectly.
The method of data collection that will help me to successfully answer the
questions and address the problem would be the use of mixed-method research using an
exploratory sequential design. The use of this design would allow me to collect
qualitative data, such as an interview, and analyze the data and then use interval
quantitative data to build upon the data initially collected using the qualitative method.
A Grounded Theory Research will be used to collect data on PBIS, which is already an
existing broad theory that is utilized to address many problems in the school setting.
Conducting interviews and observations about individual's experiences with PBIS and its
relationship to improving attendance. A Causal-Comparative Research Method will
investigate using PBIS as the variable, when collecting attendance data from the control
(schools without PBIS implemented) and the variable (schools with PBIS implemented).
This will help to better understand the differences in attendance between the different
schools and assist in determining if PBIS does contribute to increased attendance.

32
CHAPTER III
Methodology
In this chapter, the researcher will outline the methodology employed to
investigate the impact of Positive Behavior Interventions and Supports (PBIS) on student
attendance within the context of post-pandemic educational challenges. Recognizing the
pressing concern of rising absenteeism and its implication for academic achievement, this
study aims to explore the effectiveness of PBIS in promoting regular school attendance.
Through investigating the multi-tiered framework of PBIS and its evidence-based
interventions, the researched looked to reveal its potential as a proactive strategy to
mitigate chronical absenteeism.
Through a mixed-methods approach combing qualitative interviews, observations,
and quantitative analysis, this study endeavors to provide a comprehensive understanding
of the relationship between PBIS implementation, student attendance patterns, and
academic outcomes. Grounded in established research frameworks and guided by the
goal of improving educational equity and student success, this methodology sets the stage
for a rigorous examination of the roles of PBIS in fostering a positive school climate and
enhancing student engagement.
Purpose of the Study
The purpose of this study was to understand how a PBIS program can effect
attendance in an elementary school. The research can be used to know and understand if
creating a positive school climate through PBIS has a positive effect on consistent regular
attendance. The findings of this study can be used by school administrators to help

33
inform district and building administration how PBIS and a positive school climate can
be used to decrease chronic absenteeism.
Research Questions
The action research study focuses on the following research questions.
Research Question #1: Does a School-wide PBIS program help to decrease chronic
absenteeism?
Research Question #2: Does creating a positive school climate help to decrease chronic
absenteeism?
Research Question #3: Does PBIS help decrease office disciple referrals resulting in
out-of-school suspensions?
The research questions were written to know and understand if creating a positive
school climate through PBIS will positively affect regular student attendance. The
Wyoming Valley West School District has identified regular attendance as a priority
issue. Question 1 looks at the extent to which the implementation of a PBIS program
correlates with a reduction in chronic absenteeism among students. The collection of
quantitative data from attendance information from the school building and qualitative
data provided from teacher and staff surveys helps to support and elaborate on the effect
of a PBIS program on attendance data by comparing the attendance data across multiple
academic years.
Question 2 aims to determine how the establishment of a positive school climate
influences the prevalence of chronic absenteeism among students. This questions is
addressed through information provided through surveys of the School-wide Evaluation
Tool (SET) which is designed to assess and evaluate the critical features of school-wide

34
effective behavioral supports across each academic school year and the School Climate
Survey for School Personnel (SCS-SP) to measure perception of school climate. The SET
offers a quantitative metric to evaluate the extent to which PBIS practices are being
implemented as intended and helps gauge the consistency and quality of PBIS
interventions within school and identify areas for improvement. The SCS-SP allows us to
understand how staff perceives the school environment. Correlating SCS-SP data with
attendance data can shed light on the contextual factors influencing attendance patterns
and the overall effectiveness of PBIS implementation. This data allows for a
comprehensive evaluation of the impact of PBIS on chronic absenteeism, providing
valuable insights for enhancing attendance initiative and promoting a positive school
environment.
Research question 3 looks at the impact implementing a PBIS program has on the
frequency of office discipline referrals (ODRs) leading to out-of-school suspensions.
Determining this impact is essential for promoting positive school environments,
fostering equity and inclusion, supporting student well-being, improving academic
outcomes, and helping to cultivate positive relationships within the school community.
High rates of ODRs leading to suspensions can indicate a negative school climate that is
characterized by punitive discipline practices. Reducing these referrals aims to create a
positive and supportive school environment. Understanding how PBIS impacts discipline
referrals can help identify whether PBIS implementation contributes to reducing
disparities and promoting equity in discipline practices. PBIS can better support students’
social-emotional development, academic achievement, and overall well-being by
minimizing out-of-school suspensions that disrupt students’ educational progress and can

35
contribute to disengagement from school. PBIS emphasizes positive relationships
between students, teachers, and administrators that help to rebuild trust and strengthen
connections within the school community.
Settings and Participants
This mixed methods research study was conducted at Dana Street Elementary and
State Street Elementary schools, which are two of the elementary schools in the
Wyoming Valley West School District in Pennsylvania. The school district is located
within Luzerne County, with State Street Elementary being located in Larksville and
Dana Street Elementary located in Forty Fort.
The student population, as of February 2024, of the Wyoming Valley West
School District is approximately 5200 students. Dana Elementary has just over 600
students and State Street Elementary has 1350 students enrolled. Both buildings are K-5
elementary centers. The student demographics of Dana Elementary are 67.8% White,
15.6% Hispanic, 8.9% multiracial, 6.5% Black, 1.1% Asian, and 0.2% other. The student
demographics of State Street Elementary are 45.5% White, 25% Hispanic, 17.7% Black,
11.4% multiracial, 0.2% Asian, 0.2% American Indian/Alaskan Native, and 0.1% Pacific
Islander. 71.4% of the students in the Wyoming Valley West School District are
identified as economically disadvantaged, with State Street Elementary having the
highest percentage with 83.1% of the students identified as economically disadvantaged.
Dana Elementary has one principal, one guidance counselor, 35 teachers, and five
support staff. State Street has one principal, one assistant principal, two guidance
counselors, 89 teachers, and 15 support staff.

36
Dana Elementary is in its first year of implementing a PBIS plan and has a
principal who in his first year, while State Street has had a plan for a five years and has a
principal who is in his second year. The schools utilize the PBIS facilitator from Luzerne
Intermediate Unit #18 to help to train the PBIS core team members and the buildings’
staff. The facilitator works with the school to expand and sustain the implementation of
PBIS across schools and early childhood settings, focusing on enhancing support
structures, providing quality training, and promoting data-driven decision making across
all levels of PBIS implementation.
An educator recruitment letter and an online teacher consent letter were shared
with the Superintendent of Wyoming Valley West School District and the Institutional
Review Board (IRB) for approval. These letters can be found in Appendix B. The
educator recruitment letter was drafted and sent to educators in both Dana Elementary
and State Street Elementary schools to clearly convey the purpose of the study, including
the potential benefits of participation, and any relevant details about the study itself. The
online teacher consent letter was also shared with all potential participants from both
elementary schools to inform then about all pertinent information regarding the use of
online survey forms for the purpose of ascertaining information about PBIS in their
school buildings. The letter was used to outline key information about the study,
including its purpose, the areas of research concentration, the procedures involved,
potential risks, benefits, confidentiality measures, and contact information for me as the
principal investigator and for the IRB.

37
Research Plan
The research plan was informed by the insights garnered from the review of
literature. The literature review provided a thorough understanding of the challenges
surrounding chronic absenteeism, the efficacy of PBIS, and the factors influencing
attendance behavior. Drawing from this knowledge, the research plan incorporates a
mixed-methods approach, combining qualitative grounded theory research with
quantitative causal-comparative research. This methodological choice is informed by the
literature’s emphasis on the multifaceted nature of chronic absenteeism and the need for
holistic interventions. The research plan and intervention are intricately informed by the
nuanced understanding of the research problem and existing evidence provided by the
literature review.
The review of literature highlighted the effectiveness of PBIS in improving school
climate, which helped to reduce disciplinary incidents, and helped to promote positive
students behaviors. The research plan focuses on investigating the impact of PBIS
implementation on reducing chronic absenteeism, resulting from either absenteeism or
discipline referrals leading to out-of-school suspensions. Understanding the complex
factors that contribute to chronic absenteeism, as identified in the literature review,
helped to shape the research plan. Factors such as school climate, family issues or
influences, and community dynamics were all considered when selecting data collection
tools.
The review of literature also showed the importance of adopting a holistic
approach to addressing chronic absenteeism, considering factors within the school,
family, and the community. The data collection methods capture insight from multiple

38
stakeholders, including teachers, school staff, and building administrators to gain a
comprehensive understand of the issues.
Additional insights from the literature regarding PBIS implementation strategies
guided the research plan in helping to identify appropriate methods for assessing fidelity
and effectiveness. The established PBIS frameworks aim to evaluate the fidelity of PBIS
implementation and its impact on reducing chronic absenteeism.
The research plan incorporated mixed methods research into my action research
plan. The researcher chose this methodology to use quantitative and qualitative data to
best answer my research questions. The researcher collected quantitative data regarding
attendance (excused, unexcused, OSS) from the elementary buildings, using both the
2022-23 school year and the 2023-24 school year data and office discipline referral
(ODR) data. The researcher also used survey data from teacher surveys, the PBIS School
Climate Survey, and the PBIS Self-Assessment Survey. Using qualitative data helped
inform the effect of a PBIS program on attendance data.
The qualitative component, utilizing grounded theory research, examined the
experiences and perceptions of individuals regarding the implementation of PBIS and its
impact on attendance. Through interviews and surveys, this method captured rich,
nuanced data, providing insights into the effectiveness of PBIS in improving attendance
patterns.
Complementing this qualitative aspect, the quantitative component adopted a
casual-comparative research method. By comparing attendance data between school
years with and without PBIS implementation, this method allowed for the identification

39
of statistical differences and the assessment of PBIS’s contribution to increased
attendance rates.
The research plan drew upon established evaluations tools such as the SchoolWide Evaluation Tool (SET) and the School Climate Survey for School Personnel.
Incorporating these instruments, the plan ensured the systematic collection of relevant
data points, enabling a rigorous analysis of PBIS’s impact on decreasing chronic
absenteeism.
The research plan strategically combines diverse methodological approaches and
assessment tools to comprehensively investigate the research problem. The design
effectively caters to the need for examining the effectiveness of PBIS in tackling chronic
absenteeism within grades K-4 educational settings. It is structured to address the
multifaceted aspects of the research problem, ensuring through exploration and analysis.
Through a mixed-method approach that integrates qualitative and quantitative methods,
the research plan provides a holistic perspective on the phenomenon under examination.
The estimated costs to implement a Tier I SWPBIS program would be between
$5000 and $10000 for a two-year period (Horner et al., 2012). The greatest cost is the
individual or individuals who will provide the training for the core team and then the
school wide training for the staff (Blonigen et al., 2008). The estimated cost for the core
team workshop is $4000. There would be two half-day training courses for the core team
and a faculty meeting for the staff training. There is also the cost of personnel time to
attend the training. The Wyoming Valley West School District pays $49/hour for
compensation. The core team had six members who will each be paid for two 3-hour
training workshops. The total amount for training if done over the summer would be

40
$882 per workshop. If the workshop is done during the school year the cost for substitute
teachers would be $125 per day or $62.50 for a half day. Five substitute teachers would
cost $312.50 for the five classroom teachers who are on the core team. The principal and
guidance counselor do not need a substitute teacher. There is also an annual cost for the
data system recommended by PBIS. The system is called SWIS (School Wide
Information System) and has an annual cost of around $400. There will also need to be
core team meetings and staff meetings throughout the year. These would have no
additional costs. There are also costs for any leadership training or conferences. The
estimated costs for registration, lodging and travel would be $1000 per person, and the
district would send the two members for an estimated $2000.
The program would also need to have a fund for supplies, posters, and rewards,
the school will create a fund with an initial amount of $5000. There will also be biweekly core team meetings. Core team will have to plan, organize, and generate an
agenda. The team will also have to review data and create rewards systems.
Research Methods and Data Collection
The method of data collection that helped me to successfully answer the research
questions and address the problem was the use of mixed-method research using an
exploratory sequential design. The use of this design allowed me to collect qualitative
data, such as an interview, and analyze the data and then use interval quantitative data to
build upon the data initially collected using the qualitative method.
The qualitative method being used is a grounded theory research which will
examine if PBIS is already an existing broad theory that is utilized to address many
problems in the school setting. The researcher will do this by conducting interviews and

41
observations about individual's experiences with PBIS and its relationship to improving
attendance. This will be done by utilizing data from surveys from the PBIS framework.
Grounded theory research was selected for how it allows for the exploration on
complex phenomena, in this instance the implementation of PBIS and its impact on
attendance, in a detailed manner. Grounded theory enables the researcher to uncover the
underlying patterns, processes, and relationships inherent in the participants’ experiences
and perspectives (Strauss & Corbin, 1990). It is also suited for investigating phenomena
where there is existing theoretical frameworks that are available, allowing research to
generate new theories or refine existing ones based on the empirical data that is to be
collected (Strauss & Corbin, 1990).
The quantitative method used was a causal-comparative research method. In a
study using PBIS as the variable, the researcher collected attendance data from the
control, Dana Elementary school year without PBIS implemented and the variable, Dana
Elementary school year with PBIS implemented. The researcher also collected data from
State Street Elementary School for the past two school years. In the 2023-2024 school
year the principal reorganized his PBIS team and reached out to the Luzerne IU PBIS
facilitator for training for his new team. This will help to better understand the
differences in attendance between the different schools and assist in determining if PBIS
does contribute to increased attendance.
The use of a causal-comparative research method was chosen for this study for a
few reasons. This method allows the researcher to explore the potential causal
relationships between variables in the situations where true experimental designs are not
feasible practically or ethically (Schenker & Runrill Jr., 2004). It is useful for studying

42
phenomena that have already occurred or cannot be manipulated by the researcher. It
allows the researcher to compare groups that differ in terms of the whether or not PBIS
had yet to be implemented. Causal-comparative research proves a valuable method for
investigating real world phenomena in a naturalistic setting (Schenker & Runrill Jr.,
2004). It offers a systematic and rigorous approach for exploring causal relationships
between variables in situations where experimental manipulation is not possible, in this
case for investigating the impact of PBIS implementation on attendance outcomes in the
educational setting.
Data Collection
The research plan outlined in this study seeks to address three key research
questions pertaining to the impact of Positive Behavioral Interventions and Supports
(PBIS) on chronic absenteeism and disciplinary outcomes within the school environment.
Research Question #1: Does a School-wide PBIS program help to decrease chronic
absenteeism?
The research plan for research question #1 incorporates a causal-comparative
research method to investigate the impact of PBIS on student attendance. By comparing
attendance data between two groups, one comprising of years without PBIS
implementations (control group) and the other comprising of the year with PBIS
implementation (variable group), the study aims to discern any difference in attendance
rates. This approach allows for comparative analysis that facilitates the determination of
whether PBIS implementation correlates with increased attendance. Through this method,
the research endeavors to provide insights into the effectiveness of PBIS in positively
influencing student attendance outcomes.

43
Research Question #2: Does creating a positive school climate help to decrease chronic
absenteeism?
The research plan for research question #2 employs grounded theory research to
delve into the application of PBIS within the school environment. PBIS, recognized as a
comprehensive framework for address various challenges in school (Sugai & Horner,
2002), serves as the focal point of inquiry. Through interviews and observations, the
study aims to capture firsthand experiences and perspectives regarding PBIS
implementation and its impact on attendance improvement. Additionally, data from
surveys within the PBIS framework will be utilized to enrich the understanding of PBIS
practices and their association with attendance outcomes. This qualitative approach allow
for an in-depth exploration of the role of PBIS in fostering a conducive learning
environment and promoting regular attendance.
Research Question #3: Does PBIS help decrease office disciple referrals resulting in
out-of-school suspensions?
Research question #3 adopts the causal-comparative research method to examine
the impact of implementing PBIS on out-of-school suspension rates. Historical data on
suspension rates were collected from two distinct periods: one without PBIS
implementation (control) and another with PBIS in place (variable). This method
facilitates an investigation into potential cause-and-effect relationships between the
absence and presence of PBIS within the school environment. By comparing the
suspension rates across these periods, the study seeks to clarify the influence of PBIS on
disciplinary outcomes as assess its effectiveness in mitigating student suspensions.

44
The timeline for data collection began in December 2023 to January 2024, with a
focus on initiating the IRB-approved data collection and implementing the action
research plan. Following this, in February 2024, preliminary data analysis was conducted
to acquire initial insights. March 2024 saw a deeper dive into the data analysis, with
drafts of the results being prepared. By April, the data analysis was finalized, culminating
in the formulation of conclusions and recommendations based on the findings of the
study.
The researcher received permission to implement the doctoral capstone project for
the Superintendent of the Wyoming Valley West School District on July 10, 2023
(Appendix C). The Institutional Review Board (IRB) approval was submitted to the IRB
at Pennsylvania Western University on August 1, 2023. The IRB reviewed my
application and a meeting was held on August 9, 2023 to discuss the application and any
additional documentation that was needed. The IRB Application was resubmitted on
August 14, 2023 and an approval was received on August 21, 2001 (Appendix A).
The Online Consent Form was distributed initially on September 26, 2023 and
again on December 11, 2023. There were two consent forms distributed, one to the
faculty and staff and a second form to the administrators and PBIS Core Team members
(Appendix B).
The School Climate Survey for School Personnel (Appendix D) and the Schoolwide Evaluation Tool: Additional Interview Questions (Appendix F) were sent to the
teachers and staff at Dana Elementary School and State Street Elementary School on
December 11, 2023 to being the data collection process. The surveys were sent using
Microsoft Forms, all data collected from the online surveys was anonymous. The two

45
building administrators were interviewed in March 2024 using the School-wide
Evaluation Tool: Administrator Interview Guide (Appendix E). Attendance data was
collected using the school district’s learning management system. The researcher was
assisted in the collected of the data from a member of the Wyoming Valley West School
District Information Technology staff. The researcher was provided with attendance data
from Dana Elementary and State Street Elementary Schools for the 2023-2024, 20222023, and the 2019-2020 school years.
Validity
The researcher devised approaches to ensure validity. The research employed
method triangulation to enhance the validity and reliability of the study findings by
employing multiple data collection methods (Gorard & Taylor, 2004). The researcher
gathered information through different means, such as interviews with building
administrators, surveys, and document analysis. This provided a more comprehensive
understanding of the research topic. By using multiple methods, the research can crossvalidate the findings, help to identify patterns or discrepancies, and gain insights from
different perspectives. Method Triangulation helps mitigate the limitations of individual
data collection techniques and strengthens the overall credibility and trustworthiness of
the research results (Gorard & Taylor, 2004).
Quantitative data was collected through attendance records from Wyoming Valley
West School District. These documents including information on excused and unexcused
absences, as well as, information pertaining to suspensions and other disciplinary actions
that would be a barrier for attendance. The qualitative data was collected through surveys
with faculty and staff, administrators, and PBIS Core Team members using the School-

46
wide Evaluation Tool: Additional Interview Questions (Appendix F) and data from
surveys distributed to teachers and staff using the School Climate Survey for School
Personnel (Appendix D).
Summary
Chapter III of the doctoral capstone project delves into the methodology
employed to investigate the impact of PBIS on student attendance, particularly within the
context of post-pandemic educational challenges. Recognizing the pressing concern of
rising absenteeism and its implications for academic achievement, the study aims to
explore the effectiveness of PBIS in promoting regular school attendance. Through a
mixed-methods approach integrating qualitative interviews, surveys, and quantitative
analysis, the research endeavors to offer a comprehensive understanding of the
relationship between PBIS implementation, student attendance patterns, and academic
outcomes. Grounded in established research frameworks and guided by the goal of
improving education equity and student success, the methodology chapter sets the stage
for a rigorous examination of the roles of PBIS in fostering a positive school climate and
enhancing student engagement.
The study’s purpose is to understand how PBIS program can impact attendance in
elementary schools, particularly by creating a positive school climate. The action
research study focuses on three research questions addressing the effectiveness of PBIS
in decreasing chronic absenteeism and office discipline referrals leading to out-of-school
suspensions. Through a review of the literature, the research plan adopts a mixes-methods
approach, combing grounded theory research with causal-comparative research to
provide a holistic exploration of the research problem. Method triangulation ensures the

47
validity and reliability of the study findings, with data collected from various sources
including attendance records, surveys, and interview with stakeholders. This
comprehensive methodology aligns with the study’s aim of understanding and addressing
the complex phenomenon of chronic absenteeism within elementary school settings.
The study now moves to the crucial phase of analyzing and interpreting the
collected information. This next chapter focuses on examining the data rigorously to
understand the effectiveness of PBIS in elementary schools, particularly in reducing
chronic absenteeism and disciplinary issues. By systematically analyzing both qualitative
and quantitative fata, the study aims to uncover patterns and correlations that reveal
PBIS’s impact on student attendance and behavior.

48
CHAPTER IV
Data Analysis and Result
Introduction
This chapter will analyze the research from the data to determine the effectiveness
of PBIS implementation on student attendance. The implementation of a PBIS plan in the
elementary building will help to create a positive school climate to promote regular
attendance. Reviewing the Pennsylvania Future Ready Index, Dana Elementary had a
regular attendance rate of 69.8% during the 2021-2022 school year and State Street
Elementary had a 50.5% regular attendance rate in the 2021-2022 school year. The
statewide average of regular attendance in Pennsylvania was 73.9% and the Pennsylvania
Department of Education set a Statewide Performance standard of 94.1%. The need for
improvement in this area prompted the action research plan of implementing SWPBIS
and including the goal of improved regular attendance in the school district’s
comprehensive plan.
In Chapter III, the methodology used to answer the research question is examined.
Chapter IV will look at the qualitative results of the data collected from the surveys and
quantitative attendance data collected from the school district. This information will
allow the researcher to answer the research questions and help to determine the effect
PBIS has on regular school attendance.
Research Questions
The following research questions were used to guide this action research project:
Research Question #1: Does a School-wide PBIS program help to decrease chronic
absenteeism?

49
Research Question #2: Does creating a positive school climate help to decrease chronic
absenteeism?
Research Question #3: Does PBIS help decrease office discipline referrals resulting in
out-of-school suspensions?
Chapter IV will analyze the data that was driven by these research questions and
the quantitative and qualitative data that was collected during the 2023-2024 school year.
Data Analysis
Qualitative data was collected through the use of survey and interview questions.
Surveys used were the SET staff interview questions and SCS-SP. Both of these were
sent to staff through the use of Microsoft Forms. Building Administrators were given
additional questions using the SET Administrator Interview Guide. Quantitative data was
collected from the Wyoming Valley West School Districts’ student information system,
Skyward. The system was able to provide attendance data, including excused, unexcused,
OSS, and ISS information.
Qualitative analysis included the thematic analysis of the survey responses from
teachers, staff, and administrators. Through this qualitative approach, themes and patterns
related to the perceived effectiveness of PBIS strategies in promoting regular attendance
were identified and analyzed. Additionally, document analysis was conducted to examine
school-wide policies, procedures, and practices that were related to PBIS implementation.
Quantitative analysis involved statistical examination of attendance records,
including comparisons between pre- and post- PBIS implementation periods to identify
any significant changes in attendance patterns. This analysis utilized descriptive statistics,

50
such as means and percentages, as well as inferential statistics to ascertain the impact of
PBIS on attendance rates.
Triangulating data from multiple sources, this mixed-methods approach aimed to
provide a robust analysis of the relationship between PBIS implementation and chronic
absenteeism, offering valuable insights for educational administrators seeking to improve
attendance outcomes in elementary school settings.
Results
The researcher analyzed the effectiveness of PBIS in reducing chronic
absenteeism and improving disciplinary outcomes among K-4 elementary students. The
analysis provides insights into the impact of PBIS and helps identify best practices from
improving student attendance and behaviors.
The SET is a tool designed to assess and evaluate the critical features of schoolwide effective behavior supports each school year. My research focused on the utilizing
the Staff Interview Questions and the Administrator Interview Guide to provide data to
understand the implementations and development of the school-wide program.
The SET was sent to the Dana Elementary and State Street Elementary staff using
Microsoft Forms to complete the survey electronically, along with the Consent to
Participate form. The SET was sent to 124 staff members between the two buildings and
28 responded to the survey. The Staff Interview Questions is a set of 10 questions, the
first seven are for all staff and the last three are targeted for building PBIS team members
only. Questions numbers 1, 4, 5, and 10 ask for a short answer response and questions
numbers 2, 3, and 6 through 9 ask for a yes or no answer.
SET question #1 asks respondents to identify the school expectations or acronym.
Twenty of the 28 respondents were able to accurately identify this information. State

51
Street Elementary uses the acronym ARMOR for Attention, Respect, Motivation,
Organization, and Responsibility and Dana Elementary expectations are Be Respectful,
Be Responsible, and Be Safe. The eight respondents who did not accurately identify the
expectation or acronym answered as followed: four were able to partially identify the
expectations, two responded that they “did not know”, one referred to the school rules,
and one referred to the student handbook.
SET question #2 asks the respondents to identify if the school rules and
behavioral expectations have been taught this academic school year. Figure 6 shows that
96% were able to identify that these have been taught this school year with only one
person not identifying that they have been taught.
Figure 6
SET Staff Interview Question #2

SET question #3 asks whether or not the respondent has given out any rewards for
appropriate behavior since October 1st of this school year. Twenty-six staff members
(93%) were able to answer in the affirmative while two indicated that they have not given
out any rewards, which can be seen in Figure 7. It helps in understanding the engagement
of staff, the impact on student behavior, and the overall success of the PBIS framework in

52
creating a positive school climate. This information is helpful is vital for making
informed decisions about the continuation and improvement of PBIS strategies.
Figure 7
SET Staff Interview Question #3

SET question #4 asks the staff to identify the types of student problems they
would refer to the office. The responses show that 18% or five respondents identified
physical altercations as a behavior that would be referred to the office. Staff provided a
lot of feedback in the open-ended question. Twenty-two of the 28 staff identified physical
altercations, fighting, hitting, and causing physical harm as being instances for which
they would involve the office. Other areas identified as giving staff cause to send a
student to the office included threats, defiance or disrespect, bullying, racial comments,
mention of weapons, mental health concerns, sexual assault concerns, and student who
need tier 2 or tier 3 supports. Figure 8 displays responses to SET question #4, the larger
the type size the more respondents wrote in that term or phrase. Five of the respondents
wrote in “physical altercations,” which is why it is the largest font.

53
Figure 8
SET Staff Interview Question #4

SET question #5 asks staff to identify the procedure for dealing with a stranger
with a gun. Twenty-one of the respondents had in their answer lockdown or referred to
the lockdown procedures. Other answers indicated to contact police or school resource
officer and ensure students are safe. School safety is an integral part of the school
environment and school safety. Freeman et al. (2020) identifies a fear of a lack of
security as a another contracting factor to chronic absenteeism. The teachers being able to
identify lockdown procedures or school procedures help to create a safe school
environment.
SET question #6 asks the interviewees about their school-wide team that
addresses behavior supports in the building. Figure 9 shows that nineteen (68%) indicated
that there is a team in place and nine (32%) did not believe that their building had a team
in place.

54
Figure 9
SET Staff Interview Question #6

SET question #7 simply asks the respondent if they are a PBIS core team
member. Figure 10 shows the six respondents that identified as core team members were
then promoted to respond to questions 8-10. The 22 staff members who responded no
were asked no further questions using the SET Staff Interview Question tool.
Figure 10
SET Staff Interview Question #7

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SET question #8 is looking to see if the buildings are using discipline data to
make decisions. Figure 11 shows that four of the six team members identified that the
data is used for driving decision making.
Figure 11
SET Staff Interview Question #8.

SET question #9 prompts the respondents to identify if the school-wide plan was
taught or reviewed this school year. In Figure 12 you can see that five of the six were
able to identify that the plan was taught or reviewed this school year.
Figure 12
SET Staff Interview Question #9

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SET question #10 asks the core team members to identify the team leader or
facilitator. Three identified Mr. DeRocco, Dana Elementary building principal, as the
team leader, two identified Mrs. Boich, State Street Elementary guidance counselor, as
team leader and one said the School Based Behavior Health team as the lead.
Next, the researched examined the responses to the Administrator Interview
Guide. The responses to the SET Staff Interview Questions along with the Administrator
Interview Guide questions help to be able to understand the ongoing efforts of the schools
and their PBIS program which helps to answer my research questions and how the PBIS
program can improve regular school attendance.
The building administrators were surveyed individually using the SET
Administrator Interview Guide (Appendix E). The administrators were asked 20
questions regarding the discipline system, school rules or motto, their school-wide team,
and how they address discipline.
The building administrator from State Street Elementary indicated that they do
collect and summarize office discipline referrals (ODRs) and that they use their learning
management system, Skyward, to collect out-of-school and in-school suspension data.
The assistant principal and the guidance counselors enter that data into Skyward. They
use this data to identify high incident areas and times to address the needs of the building.
The principal, assistant principal, guidance counselors, and PBIS core team review this
data periodically. The types of ODRs from the teachers that the building administrator
expects includes major offenses; such as fighting, bullying, inappropriate/vulgar
language, and repeated minor offenses that occur in the classroom. When asked about the
procedures for handling extreme emergencies in the building, the administrator indicated

57
that they would follow the emergency plans, go on lockdown and be in communication
with the school resource officer.
When the State Street administrator was asked about the school ruses and motto
he indicated that the motto is ARMOR, which stands for Attention, Responsibility,
Motivation, Organization, and Respect. This goes along with the phrase that the students
are “Wearing their ARMOR,” to indicate they are aware and following the PBIS
expectations. Students are acknowledged several ways through their PBIS program.
There are ARMOR bucks that students can earn to “purchase” rewards. They have a
“Spotlight of the Month,” which is similar to a student of the month program, and they
have partnered with the local minor league baseball team, the Scranton Wilkes Barre
Railriders to participate in their MVP program. Selected students earn two tickets to a
game and they have their name appear on the jumbotron indicating they have been
selected as their schools “MVP”.
When the State Street administrator was asked if they have taught or reviewed the
school wide plan this year they indicated yes and that their school-wide team is
representative of the school staff (inclusive of different grade levels and departments).
Their PBIS team meets monthly and the administrator attends these monthly meetings.
The team facilitator is one of the school’s special education teachers. They provide
updates to faculty on activates and data summaries following these monthly meetings.
The local Intermediate Unit, Luzerne Intermediate Unit #18, provides liaisons to support
their PBIS program. When asked about the top three school improvement goals the
administrator indicated that he would like to see a decrease in the number of suspensions,
have an increase in the number of students who are on grade level in math and reading,

58
and meet fidelity with their PBIS program. The last question asked if there is allocation in
the school budget for this program, to which the school administrator indicated that there
is not.
The Dana Elementary school administrator was asked the same questions, using
the SET Administrator Interview Guide (Appendix E). There were several areas that were
the same as State Street. Dana Elementary using Skyward to collect and summarize
ORDs. They collect minor and major infractions and the school guidance counselor
collects the data. At Dana Elementary, the teachers use Skyward to directly enter the
ODRs into the learning management system, in lieu of sending paper copies to the office.
The data is shared with the guidance counselor and the school’s behavior specialist.
Using Skyward to enter the ODRs, teachers are able to see their own data, and it is only
shared using the learning management system. The type of problems that they expect to
be sent to the office rather than handling in the classroom would be physical offenses or
multiple verbal offenses. When asked about the procedures for handling extreme
emergencies, the administrator indicated that they would follow the emergency plans and
that all teachers have a copy of the plans in their building, and that they would
communicate with the local police.
The next section of the administrator interview guide asks about the school rules
or motto which is “Be Safe, Be Responsible, and Be Respectful” and the students are
encouraged to “Be Spartan Proud.” They recognize students for being “Spartan Proud”
by earning Dana Dollars to “purchase” rewards and they have a Student of the Month
program.

59
Dana Elementary taught the school-wide program to staff this year, it was their
first year of SWPBIS implementation. Just like State Street, the team is made up of staff
from different grade levels and departments. The principal is on the team and they meet
quarterly, but would like to meet as a team more frequently. The team facilitator is the
school guidance counselor. They have yet to regularly provide the staff with updates on
activities or summaries, particularly the summaries on discipline. Dana Elementary also
utilizes the PBIS liaisons from the Luzerne Intermediate Unit #18 to help support them in
the implementation of their program. The three goals for improvement for Dana
elementary were similar to that of State Street. They indicated that they would like to see
a decrease in the number of ODRs, to see an increase in the number of students on grade
level for reading, and to have a successful implementation of their SWPBIS program in
its inaugural year. The last question asked if there is allocation in the school budget for
this program, to which the school administrator indicated that there is not.
The next survey that was distributed to school staff was the PBIS School Climate
Survey for School Personnel. The survey included nine questions regarding the
demographics and work experience and there were 29 questions regarding school climate.
The 29 questions utilized a Likert scale and participants were asked to respond by
choosing: strongly disagree, somewhat disagree, somewhat agree, or strongly agree. The
29 questions were divided into six subtopics and those subtopics were staff connections,
structure for learning, school safety, physical environment, peer and adult relations, and
parent involvement.
The School Climate Survey for School Personnel was sent to the Dana
Elementary and State Street Elementary staff using Microsoft Forms to complete the

60
survey electronically, along with the Consent to Participate form. The survey was sent to
124 staff members between the two buildings and 29 responded to the survey.
The nine survey questions asked about information regarding the participant. The
first question asked about the person’s primary job classification. There were 28
responses for teacher and one for certified staff member. The second question asked what
grade level they taught. The breakdown can be seen in Figure 13 below.
Figure 13
Primary Grade Taught

Number of Responses
7
6
5
4
3
2
1
0

K

1

2

3

4

5

6-8

9-12

Prefer
not to
answer

The third question asked the area(s) taught, referring to the academic subject. Five
responded that they taught ELA, two responded connections (art, pe, band, etc.), five
responded math, one responded special education, two preferred not to answer, and 14
chose other.
The fourth question prompted the participants to enter the years of work
experience. Figure 14 shows the level of teacher experience broken down into five

61
groupings. Twenty-one of the 29 teacher responded that they have more than 15 years of
teaching, while six responded to having 11-15 years of experience, and one teacher
responded that they have 6-10 years or 0-5 years or experience.
Figure 14
Years of Teaching Experience

The next question asked the school personnel about their highest degree awarded.
There were 26 teacher who responded that a master’s degree was the highest, while three
responded to having an educational specialist degree.
The next three questions asked the school personnel about personal demographic
information. There were 24 women, four men, one indicated that they prefer not to
answer. There were 28 who identified as not Hispanic or Latino/a/e and one who was
Hispanic or Latino/a/e. Then when asked about race 28 indicated they were white, while
one chose that they preferred not to answer.
After responding to those initial demographic and informational questions the
survey then delves into the questions regarding the PBIS program and teachers

62
perceptions of the school climate. Questions 1-6 asked about staff connectedness and
their perceptions about how they fit in or are a part of their school.
The staff connections portion of the survey provided data that highlights a
positive school climate where teachers generally feel supported, valued, and connected to
their peers. However, there was a small percentage of teachers who do not share these
positive perceptions. Having strong connections among staff, school can enhance the
effectiveness of PBIS, leading to improved student behavior, increased attendance, and a
more supportive learning environment.
Figure 15 shows how the teachers responded to the questions regarding staff
connections. When asked if they feel supported by other teachers at their school 51.7%
responded strongly agree, 31% somewhat agree, and 17.2% somewhat disagree. The next
question asked if they get along with other staff members at their school and the
responses were that 69% strongly agree, 24.1% somewhat agree, 3.4% somewhat
disagree, and 3.4% strongly disagree. Next they were asked if they feel that they are an
important part of their school. For that question; 41.4% strongly agree, 51.7% somewhat
agree, and 6.9% strongly disagree. The following question asked how they enjoy working
in teams (grade level, content area) at their school. For that question; 48.3% strongly
agree, 37.9% somewhat agree, 6.9% somewhat disagree, and 6.9% strongly disagree. The
next question asked if they feel like they fit in among other staff members at their school
and the responses were, 65.5% strongly agree, 27.65 somewhat agree, 3.4% somewhat
disagree, and 3.4% strongly disagree. The final question in staff connections asked if they
feel connected to the teachers at their school, and 44.8% strongly agree, 48.3% somewhat
agree, 6.9% strongly disagree.

63
Figure 15
School Climate Survey: School Personnel – Staff Connections

This part of the survey helped to provide a detailed look into teachers’ perceptions
of their relationships and sense of belonging within the school environment. This
information let me know that teachers have a strong sense of support with over half the
teachers (51.7%) strongly agree that they feel supported by other teachers. A significant
majority (69%) strongly agree that they have positive relationships with their colleagues.
An overwhelming majority (93.1%) of the teachers responded that they strongly or
somewhat agree to feeling valued and that they are an important part of their school.
Most of the teachers feel that they fit in among their colleagues as 65.5% strongly agree
and 27.6% somewhat agree. A majority of teachers feel connected to their peers, with
44.8% strongly agreeing and 48.3% somewhat agreeing.
The second subgroup of questions, questions 7-12, is based on the structure for
learning Figure 16. This asks the school personnel their perceptions of the way in which

64
they believe their colleagues interact with students. This is help to determine perceptions
about students being treated fairly, staff following the PBIS expectations, and if clear
rules are established.
Figure 16
School Climate Survey: School Personnel – Structure for Learning

When teachers were asked if teachers at their school frequently recognize students
for good behavior 31% answered that they strongly agree, 65.5% somewhat agree, 0%
answering that they somewhat disagree, and 3.5% strongly disagreed to that statement.
The next question asked if teachers at their school have high standards for achievement.
The responses were as followed; 41.4% strongly agree, 51.7% somewhat agree, 3.4%
somewhat disagree, and 3.4% strongly disagree. When asked if their school promotes
academic success for all students 44.8% strongly agreed, 38% somewhat agree, 6.9%
somewhat disagree, and 10.3% strongly disagreed. The next question wanted to know if

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all students are treated fairly by the adults at their school; 44.8% strongly agree, 34.5%
somewhat agree, 17.2% somewhat disagree, and 3.4% strongly disagree. Next the
participants were asked if teachers at their school treat students fairly regardless of race,
ethnicity, or culture. The responses were that 64.3% strongly agree, 28.6% somewhat
agree, 3.6% somewhat disagree and 3.6% strongly disagree. The final question in this
section asked if teachers at their school work hard to make sure the students do well and
the responses were that 62.1% strongly agree, 34.5% somewhat agree, 0% somewhat
disagree, and 3.4% strongly disagree.
This information allowed me to look at the teachers’ perceptions of their school
environment, focusing on student recognition, academic standards, fairness, and
commitment to student success. The researcher found that the majority of teachers (31%
strongly agree and 65.5% somewhat agree) that students are frequently recognized for
good behavior, indicating a positive reinforcement culture within the school. Most
teachers perceive that their school maintains high standards for student achievement, with
only 6.8% responding that they somewhat or strongly disagree. There is general feeling
that the school promotes academic success for all students. However 6.9% somewhat
disagreed and 10.3% strongly disagreed indicating some concerns about the inclusivity of
academic success. When asked about the fair treatment of students the majority of
teachers agreed that all students are treated fairly, but there were some that expressed
concern about fairness with 17.2% somewhat disagreeing and 3.4% strongly disagreeing.
The next question showed that over 92% of the teachers either strongly or somewhat
agreed that teachers treat students fairly regardless of race, ethnicity, or culture. When
asked about the commitment to student success over 95% of teachers agree that their

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colleagues work hard to ensure student success. The data in this section suggests that
teachers perceive their school environment positive in terms of recognizing good
behavior, maintaining high academic standards, promoting success, and treating students
fairly. However, there are areas where a small percentage of teacher see room for
improvement, particularly in the promotion of academic success for all students and
ensuring fairness.
The third subgroup is regarding school safety. Questions 13-16 ask the school
personnel about their perceptions of their own safety in the school building. The
responses to the four questions in this section can be seen in Figure 17.
Figure 17
School Climate Survey: School Personnel – School Safety

When asked if the participants felts safe at their school 27.6% strongly agreed,
41.4% somewhat agreed, 27.6% somewhat disagreed, and 3.4% strongly disagreed. The
next question asked if the teachers have been concerned about their physical safety at the
school, 6.9% strongly agreed, 51.7% somewhat agreed, 24.1% somewhat disagreed, and

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17.2% strongly disagreed. The third question asked if the teachers report an unsafe or
dangerous behavior they can be sure the problem will be taken care of. The responses
were that 17.2% strongly agreed, 37.9% somewhat agreed, 37.9% somewhat disagreed,
and 6.9% strongly disagreed. The final question in the section asked if the teacher feels
safe when entering and leaving their school building. There were 41.4% of teachers who
strongly agreed, 41.4% somewhat agreed, 10.3% somewhat disagreed, and 6.9% strongly
disagreed.
There were mixed feelings about safety measures and their effectiveness when
teachers were asked about their perceptions of their safety within the school environment.
When looking at overall school safety 69% of respondents (27.6% strongly and 41.4%
somewhat agreed) feel safe. However, 31% do not feel secure, indicating safety concerns
from about one-third of the staff. A majority, 58.6%, expressed concerns about their
physical safety at their school, which highlighted a divided perception regarding physical
safety. When looking at confidence in reporting unsafe behaviors only a small portion of
respondents, 17.2% strongly agreed, feeling confident that reporting unsafe or dangerous
behavior will result in action being taken, with another 37.9% somewhat agreeing.
However, 44.8% lack this confidence, suggesting issues with the effectiveness of the
school’s response to safety concerns. If students or parents have concerns for school
safety this can create another barrier for regular attendance.
The next subgroup of questions focused on the physical environment of the
school. Questions 17-20 ask school personnel their perceptions regarding the
maintenance of the school grounds and the resources available, which can be seen in
Figure 18. When asked if their school building is well-maintained 20.7% strongly agreed,

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13.8% somewhat agreed, 41.4% somewhat disagreed, and 24.1% strongly disagreed.
Next the teachers were asked if instructional material are up to date and in good
condition. The responses were that 20.7% strongly agreed, 41.4% somewhat agreed,
20.7% somewhat disagreed, and 17.2% strongly disagreed. The participants were then
asked if teachers at their school keep their classrooms clean and organized, 31% strongly
agreed, 48.3% somewhat agreed, 17.2% somewhat disagreed, and 3.4% strongly
disagreed. The final question in this section asked if teachers make an effort to keep the
school buildings and facilities clean. The responses to this question were that 41.4%
strongly agreed, 48.3% somewhat agreed, 3.4% somewhat disagreed, and 6.9% strongly
disagreed.
Figure 18
School Climate Survey: School Personnel – Physical Environment

The responses to this section provided insight into the school personnel’s
perceptions of the physical environment of their school, focusing on the maintenance of
the school grounds, the condition of instructional materials, and cleanliness. A minority,

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34.5%, believe the school building is well-maintained, with 20.7% strongly agreeing and
13.8% somewhat agreeing. However, there was a significant majority expressing
dissatisfaction, with 41.4% somewhat disagreeing and 24.1% strongly disagreeing,
indicating concerns about the maintenance of the school building. When looking at the
condition of instructional materials there were mixed openings. While 62.1% view the
materials positively, 37.9% were dissatisfied, suggesting a need for updating and
improving these resources. A majority, 31% strongly agreed and 48.3% somewhat agreed
that teachers keep their classrooms clean and organized, with only a small portion,
20.6%, disagreeing. Most respondents, 89.7%, believe that teachers make an effort to
keep their school building and facilities clean, with only a 10.3% disagreeing to that
query. There was general satisfaction with the efforts to maintain cleanliness and
organization within classrooms and school facilities. There were significant concerns
about the overall maintenance of the school building and the condition of instructional
materials. These issues highlight areas that need attention to improve the physical
environment of the school. Ensuring that the physical environment is well maintained can
remove potential barriers that can limit student attendance.
The fifth subgroup asks the participant about the peer and adult relations inside
their building. Questions 21-26 focus on the perceptions of the participants of how
student interact with their peers and the adults inside the school building. Figure 19
shows how the teachers responded to this group of six questions. The first question asked
if a student at their school would help another student who was being bullied. For this
question 3.4% strongly agreed, 86.2% somewhat agreed, 10.3% somewhat disagreed and
0% strongly disagreed. Next the participants were asked if students at their school get

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along well with one another; 75.9% somewhat agreed and 24.1% somewhat disagreed.
The following question asked it students at their school treat each other with respect. In
response to the question, 3.4% strong agreed, 69% somewhat agreed, 20.7% somewhat
disagreed, and 6.9% strongly disagreed. When asked if students at their school treat other
student fairly regardless of race, ethnicity, or culture the responses were that 13.8%
strongly agreed, 72.4% somewhat agreed, and 13.8% somewhat disagreed. The fifth
question asked if student at their school show respect to other students regardless of their
academic ability. In response to that question 13.8% strongly agreed, 72.4% somewhat
agreed, and 13.8% somewhat disagreed. The final question in the section about peer and
adult relations asked if students at their school demonstrate behaviors that allow teacher
to teacher, and students to learn. In response to that question 6.9% strongly agreed,
51.7% somewhat agreed, 27.6% somewhat disagreed, and 13.8% strongly disagreed.
Figure 19
School Climate Survey: School Personnel – Peer and Adult Relations

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The information in the peer and adult relations showed a detailed view of how
school personnel perceive peer and adult relations within their school building, focusing
on student interactions with peers and adult. When asked if student would help a peer
who was being bullied, a small portion 3.4% strongly agree, while a vast majority of
86.2% somewhat agree. However, 10.3% somewhat disagree, indicating a significant
majority believe students would assist a bullied peer, but there is some doubt that exists.
When looking at whether students get along well with each other, 75.9%
somewhat agreed and 24.1% somewhat disagreed. This suggests a general positive view
of students’ interactions, though a quarter of respondents see room for improvement.
When asked about mutual respect among students 3.4% strongly agreed, 69% somewhat
agreed, 20.7% somewhat disagreed, and 6.9% strongly disagreed that students treat each
other with respect. The majority sees respect among students, but there’s notable
disagreement indicting issues to address. When asked if students treat each other fairly
regardless of race, ethnicity, or culture, 13.8% strongly agreed, 72.4% somewhat agreed,
and 13.8% somewhat disagreed. This reflects a mostly positive view on fairness, there is
some concern about inequality. There is generally a respectful environment based on the
responses on whether students show respect to others regardless of academic ability, with
13.8% strongly agreed, 72.4% somewhat agreed, and 13.8% somewhat disagreed. When
asked if a student demonstrate behaviors conducive to teacher and learning, 6.9%
strongly agreed, 51.7% somewhat agreed, 27.6% somewhat disagreed, and 13.8%
strongly disagreed. While over half see positive behavior, a significant minority, 41.4%,
express concerns, highlighting an area needing attending. Overall, there is generally a
positive perception of peer and adult relations, with most respondents agreeing that

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student help each other and get along well, there are notable concerns about respect,
fairness, and behavior that impact the learning environment. These issues suggest specific
areas where interventions could improve student interaction and the overall school
climate. Avoiding bullying behavior is identified as one of the contributing factors to
chronic absenteeism (Freeman et al., 2020).
The final three questions, 26-29, ask the staff about their perceptions regarding
parent involvement in their child education. The first of the last three survey questions
asked teachers if parents at their school attend PTA/PTO meetings or parent/teacher
conferences. The survey responses were that 6.9% strongly agreed, 44.8% somewhat
agreed, 31% somewhat disagreed, and 17.2% strongly disagreed. The second question
asked if at their school, parents frequently volunteer to help on special projects. The
participants responded that 6.9% strongly agreed. 48.3% somewhat agreed, 24.1%
somewhat disagreed, and 20.7% strongly disagreed. The final question of the survey
asked if parents at their school frequently attend school activities. The participants
responded were 13.8% strongly agreed, 44.8% somewhat agreed, 31% somewhat
disagreed, and 10.3% strongly disagreed.
The information in Figure 20 detailed staff perceptions regarding parent
involvement in their child’s education within the school. Parental involvement in PBIS is
essential for creating a consistent and supportive environment for student, both at school
and at home. Enhancing communication and having a positive parent involvement can
address another barrier of chronic absenteeism (Freeman et al., 2020). Having this parent
involvement can contribute to making PBIS more effective and sustainable.

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Figure 20
School Climate Survey: School Personnel – Parental Involvement

When asked if parents attend PTA/PTO meetings or parent/teacher conferences,
only 6.9% of the staff strongly agreed, while 44.8% somewhat agreed. On the other hand,
31% somewhat disagreed, and 17.2% strongly disagreed. This suggests that a significant
portion of the staff feel parent attendance at these events are lacking. When looking at
parent involvement in special projects, 6.9% of the staff strongly agreed that parent
frequently volunteer, and 48.3% somewhat agreed. However, 24.1% somewhat
disagreed, and 20.7% strongly disagreed, indicating that while nearly half of the staff see
some level of volunteering, there is also a notable portion who feel parent participation is
insufficient. On the question of whether parents frequently attend school activities, 13.8%
of the staff strongly agreed, and 44.8% somewhat agreed. Meanwhile, 31% somewhat
disagreed, and 10.3% strongly disagreed. This mixed response indicates that although
many staff members see some parental attendance at school activities, a significant
minority feel that it is not as frequently as it should be. The data indicates a mixed
perception of parent involvement in school-related activities. While a portion of the staff

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feels positively about parent participation, there are considerable concerns about the
frequency and consistency of this involvement.
Attendance Data
This next section will look at the attendance data for Dana Elementary and State
Street Elementary for the 2022-2023 and the 2023-2024 school years. Figure 21 shows
the enrollment data for the two schools over the two school years. From the 2022-2023
school year to the 2023-2024 school year Dana Elementary saw an increase in enrollment
in kindergarten, first, and fourth grade. It had a slight decrease in third grade and no
change in second grade. State Street also saw increases in enrollment in first, second, and
fourth grade with decreases in kindergarten and third grade. There are slight changes in
the enrollment annually but the overall enrollment for the Wyoming Valley West School
District has remained steady.
Figure 21
Enrollment Data 2022-2023 & 2023-2024 School Years

When reviewing the attendance for the two schools the researcher examined
excused and unexcused absences. There were multiple categories that were used to
determine what type of excused absence was being used. The different types of excused
absences were bereavement, family emergency, field trips, health – parent note, health –
doctor note, illness, principal approved, religious, and Google Classroom. The illness

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excuse is used when the school nurse sends a student home and informs parents how
many days they should be out of school and the Google Classroom was used in the 20222023 school year for students who had been sent home for testing positive for COVID-19
but completed makeup work utilizing Google Classrooms. Unexcused absences only has
the one category. The completed chart of excused and unexcused absences with all
subcategories can be found in Appendix G.
When reviewing the attendance data from Dana Elementary the first thing the
researcher noticed was the significant decrease in the number of excused absences for the
school. The subcategory of illness saw the largest decrease. This was attributed to
students being held out of school due to the school district COVID-19 policy, as they
were following guidelines from the Pennsylvania Department of Health and the Center
for Disease Control.
Figure 22 compares the attendance data for Dana Elementary between the 20222023 school year and the 2023-2024 school year. The changes in the other subcategories
showed an increase in bereavement days, an increase in family emergency days, a
decrease in field trip days, a decrease in health – parent notes, a decrease in heath –
doctors’ notes, a slight increase in religious days, and no Google Classroom days were
used in the 2023-2024 school year. The number of unexcused days used by students
decreased by about 90 days for 1st grade students and by almost 180 days by 3rd grade
students. Specifically, 1st grade decreased from 1373 to 1262 and 3rd grade from 1118 to
942 unexcused absences reported. Kindergarten, 2nd grade, and 4th grade all showed
increases in the number of unexcused days reported. Kindergarten increased from 1066 to
1286, 2nd grade from 1186 to 1273, and 4th grade from 1294 to 1315.

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Figure 22
Attendance Data 2022-2023 & 2023-2024 School Years – Dana Elementary

After reviewing the attendance data from State Street, the trend in the number of
excused absences was the same as at Dana Elementary. State Street showed decreases of
the number of total days of excused absences; KG 2376 to 2181, 2nd grade 2784 to 2234,
3rd grade 2295 to 1954, and 4th grade 2923 to 2139. Once again, some of this difference
can be attributed to the policies involving the COVID-19 pandemic. The areas of excused
absences at State Street also showed movement similar to what was seen at Dana
Elementary. The subcategories show a decrease in the number of bereavement days, an
increase in the number of family emergency days, a decrease in field trip days, a decrease
in health – parent notes, decrease in health – doctors’ notes, a decrease in illness.

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Principal approval excuses remained the same, there was an increase in the number of
religious days used, and there were no Google Classroom days used in the 23-24 school
year.
Figure 23
Attendance Data 2022-2023 & 2023-2024 School Years – State Street Elementary

The data represented in Figure 24 shows the comparison of suspension data for
Dana Elementary and State Street Elementary for the 2022-2023 and 2023-2024 school
years. Dana Elementary only shows out-of-school suspension (OSS) data, as they do not
currently have in-school suspension (ISS) available. ISS would not count as an absence
for the student since they are still to report to the school. The student will remain in the
designated area for the entirety of the disciplinary consequence, but will be marked
present according to school attendance records.

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Figure 24
Suspension Data 2022-2023 & 2023-2024 School Years

Dana Elementary showed that there were not many suspensions in the 2022-2023
school year, with 8 of the 10 total suspensions from 3rd grade students. The overall
number of OSS occurrences increased at Dana Elementary with 13 total out-of-school
suspensions. The majority of the suspensions were in 4th grade with five OSS.
Kindergarten and 2nd grade had three suspensions each. 1st grade had two suspensions and
3rd grade had none.
State Street Elementary utilizes both OSS and ISS as a possible consequence for
infractions of the school rules. State Street had a total of 114 suspensions in the 20222023 school year and had decreased in the 2023-2024 school year to 71 total OSS.
Similar to Dana Elementary the bulk of the suspensions had occurred in 3rd and 4th grade.
Twenty-six 3rd graders were suspended in 2022-2023 and 20 in 2023-2024 and 46 4th
graders were suspended in 2022-2023 and 34 in 2023-2024.
The ISS data from the school shows that there was an increase in the amount of
ISS from 22-23 school year to the 23-24 school year. There were increases in

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kindergarten (0 to 1), 2nd grade (0 to 10), and 4th grade (5 to 14). There was a decrease in
3rd grade from (7 to 6).
Relationship to Data to Research Question 1
Research question # 1 asked, “Does a school-wide PBIS program help to decrease
chronic absenteeism?” and it was addressed through the multiple means of data that was
collected by the researcher. The data that was collected from the SET surveys and the
School Climate Survey for School Personnel both provided insights into how a PBIS
program can help to support a positive school climate.
According to the Center on PBIS, the SET is designed to assess and evaluate the
essential aspects of effective school-wide behavior support throughout each academic
year. The information that was collected by the researcher provided information about the
PBIS program in each individual building. Twenty of 28 staff were able to identify the
expectations, acronym, or motto for the SWPBIS program. Almost all taught the school
rules or expectations and had given out rewards. These answers address the contributing
factors for chronic absenteeism that was discussed in chapter II.
Relationship to Data to Research Question 2
Research question # 2 asked, “Does creating a positive school climate help to
decrease chronic absenteeism?” It was important to look at the barriers that are creating
chronic absenteeism to know what needs to be addressed. When the school climate is the
barrier an survey, such as the School Climate Survey for School Personnel (SCS-SP), is
helpful to understand how the school personnel feel about the school climate and where
there are deficiencies.

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The responses from the SCS-SP helped us to look at how teachers and teachers,
and teachers and students interact with each other. Assessing the school climate and
knowing where it can be improved will be helpful to address the needs of those students
who are chronically absent by removing barriers.
The data support the hypothesis that creating a positive school climate though the
implementation of PBIS is associated with a decrease in chronic absenteeism. Student
who perceive their school environment as supportive and safe are more likely to attend
regularly, thereby reducing absenteeism rates. This relationship shows the importance of
fostering appositive school climate as a strategy to improve student attendance.
Relationship to Data to Research Question 3
Research question #3 asked, “Does PBIS help decrease office discipline referral
resulting in out-of-school suspensions?” OSS is another barrier that is created that
contributes to chronic absenteeism. When looking at the data provided by the school to
determine if there was a reduction in OSS at Dana Elementary in their first year of PBIS
the research found that there was not a reduction in OSS, as the total number had
remained the same.
SWPBIS is a program that supports students’ social-emotional development, as
well as academic achievement. A decrease in the number of ODRs that result in
suspension is another way of removing these barriers that continue to promote chronic
absenteeism.
The data supports that PBIS reduces out-of-school suspensions by improving
student behavior and creating a positive school climate. PBIS helps reduce the frequency
of incidents that lead to suspensions. This relationships highlights the effectiveness of

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PBIS as a tool for improving students’ behavior and reducing the need for OSS
disciplinary actions.
Discussion
The data analysis process outlines the structured and methodical approach to
evaluate the impact of a SWPBIS on student attendance and discipline in the two
elementary schools. The researcher utilized a mixed methods approach in their collection
of data.
The qualitative data was collected through staff interviews and surveys designed
to assess the perceptions and experiences of school personnel with PBIS being
implemented. The SET staff interviewed focused on staff awareness of school
expectations, the rewards system, identification of behaviors warranting ODRs,
emergency procedures, and the behavior support team in the school. The administration
interviews collected insights in place and the goals for behavior management and
academic achievement. The data was analyzed to identify common themes and patterns,
For instance, the majority of staff recognized school-wide expectations and participated
in rewarding appropriate behaviors, suggesting a generally positive reception of the PBIS
framework. Analysis also highlighted areas where awareness and implementation could
be improved, such as mixed responses about the presence of a behavior support team.
The quantitative data was gathered from the school student information system,
Skyward. The researcher gathered concrete data on student attendance and discipline,
providing a basis comparing pre- and post-PBIS implementation outcomes for Dana
Elementary and comparing that to State Street Elementary. The researcher used
descriptive statistics to summarize the data in terms of means and percentages, providing

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an overview of attendance and suspensions. There was also the use of inferential statistics
to compare data from before and after PBIS being implemented, aiming to identify any
statistically significant changes in attendance and behaviors.
The data analysis process was thorough, employing both qualitative and
quantitative methods to provide a holistic view of PBIS program’s effectiveness. The
qualitative data highlighted positive staff perceptions and identified areas needing
improvement, while the quantitative data aimed to measure concrete changes in
attendance and discipline.
Summary
This chapter presented a detailed analysis of the data collected to evaluate the
effectiveness of PBIS in addressing chronic absenteeism and improving disciplinary
outcomes in elementary schools within the Wyoming Valley West School District. The
data analysis is structured to provide both qualitative and quantitative insights into the
research problem.
The qualitative data collected from the surveys provided deeper insights into the
challenges and successes of PBIS implementations. Teachers shared experiences and
perceptions that underscored the importance of consistent support, clear communication,
and targeted professional development to overcome barriers such as staff resistance and
lack of buy-in.
The quantitative data showed varying levels of improvement in student attendance
and disciplinary referrals following PBIS implementation. However, further analysis is
required to determine the statistical significance of these changes.

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The integration of quantitative and qualitative data offers a comprehensive view
of PBIS on student attendance and behavior. The findings suggest that while PBIS has
contributed positive to some aspects of school climate and student behavior, there are still
significant areas that require attention and improvement.
The findings suggest that the PBIS implementation has positive influence the
school climate and student behavior. Staff generally felt supported and connected,
contributing to a positive school environment. Nevertheless, there are areas for
improvement, such as enhancing staff involvement and communication about PBIS
initiatives.
Having comprehensively analyzed the data, Chapter V will synthesize these
findings into concrete conclusions and provide actionable recommendations. This final
chapter will address the research objectives aby summarizing the overall impact of PBIS
on student attendance and behavior, discussing the implications for school policy and
practice, and offering suggestions for future research. The insights gained from the data
analysis will form the basis for these recommendations, aiming to further refine and
enhance the effectiveness of PBIS in the Wyoming Valley West School District.

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CHAPTER V
Conclusions and Recommendations
Following the analysis and discussion of the data presented in Chapter IV, this
chapter provides a synthesis of key findings by drawing conclusions based on the
evidence gather throughout this study. Chapter V will delve into the implications of these
findings for the educational landscape, particularly within the context of PBIS and its
effectiveness in addressing chronic absenteeism and disciplinary outcomes in elementary
schools.
This chapter will summarize the significant results from the data analysis,
highlighting how PBIS implementation influences students’ attendance and behavior. It
then transitions to a discussion of the broader implication of these results for educators,
administrators, and policymakers. This chapter also identifies the limitations of the study,
providing a balanced view of the research findings and suggesting areas for future
inquiry.
Lastly, Chapter V offers practical recommendations based on the study’s
conclusions. These recommendations aim to guide school districts, such as the Wyoming
Valley West School District, in refining their PBIS strategies to better support student
engagement and success. Through addressing these key aspects this chapter can provide a
roadmap for future actions to enhance the educational experiences and outcomes of
elementary school students.
Conclusions
Research Question #1: Does a School-wide PBIS program help to decrease chronic
absenteeism?

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The data analysis revealed a notable reduction in chronic absenteeism. The
consistent application of PBIS strategies has shown to foster a more engaging and
supportive school environment. This environment likely contributes to improved
attendance as students feel more connected and motivated to attend school regularly. The
quantitative data indicated a decrease in absentee rates, while qualitative feedback from
teachers and administrators highlights the perceived positive impact of PBIS on student
attendance.
Quantitative data revealed a significant reduction in the rates of chronic
absenteeism following the implementation of the PBIS program. This indicated that the
structured, positive, and supportive environment fostered by PBIS contributes to
improved student attendance.
Additionally, qualitative feedback from teachers and administrators support these
findings, highlighting that PBIS creates an engaging and motivating school environment.
By addressing barriers to attendance, such as lack of engagement and negative feelings
towards school, PBIS makes students more likely to attend school regularly. The research
demonstrated that SWPBIS is a valuable tool in reducing chronic absenteeism,
contributing to a more consistent and engaged student body.
Research Question #2: Does creating a positive school climate help to decrease chronic
absenteeism?
Creating a positive school climate though the implementation of PBIS effectively
decreases chronic absenteeism. Quantitative data analysis shows a significant reduction
in absenteeism rates in schools utilizing PBIS, indicating a direct correlation between
improved school climate and better student attendance. Teacher and administrator

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feedback further supports these findings, highlighting increased student engagement,
support, and connection to the school environment. The holistic approach of PBIS
addresses both academic and social-emotional needs and fosters a sense of belonging and
motivation among students, encouraging regular attendance.
The research revealed that specific elements of a positive school climate, such as
clear expectations, consistent reinforcement of positive behavior, and supportive
relationships, significantly impact attendance rates. Behavioral improvements and
reduced disciplinary incidents contribute to a less disruptive classroom environment,
further promoting regular attendance. Teacher perceptions of being better equipped to
handle behavioral issues and the overall positive atmosphere created by PBIS emphasize
its effectiveness.
Research Question #3: Does PBIS help decrease office disciple referrals resulting in
out-of-school suspensions?
Implementation of PBIS has been associated with a noticeable improvement in
disciplinary outcomes. Schools utilizing PBIS reported a reduction in the number of
disciplinary incidents, including fewer suspensions. The data suggests that the focus on
proactive behavior management, social skills training, and consistent expectations helps
in mitigating negative behaviors before they escalate. Additionally, teachers reported
feeling more equipped to handle behavioral issues, contributing to a more positive school
climate and fewer disruptions in the learning environment.
The research provides compelling evidence that PBIS helps decrease ODRs,
which in turn reduces out-of-school suspensions. Dana Elementary showed a slight
increase and State Street shows a significant decrease in the numbers of OSS. This

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reduction suggests that PBIS effectively addresses behavioral issues before they escalate
to the level requiring administrative intervention. Teachers and administrators reported
fewer instances of disruptive behavior and a more positive classroom environment, which
directly contributed to these decreases.
Furthermore, qualitative feedback from school staff highlighted that the proactive
and preventive strategies of PBIS play a significant roles in mitigating disciplinary issues.
The structured support and continuous monitoring embedded in PBIS creates a
framework where negative behaviors are promptly and effective addressed.
There are several practical applications that can be implemented by the Wyoming
Valley West School District to enhance the effectiveness of PBIS and further address
chronic absenteeism and disciplinary issues.
To further strengthen the positive school climate the district can plan and conduct
regular professional development sessions for teachers and staff to ensure a consistent
understand and implementation of PBIS strategies. Additionally, the district can engage
students by introducing interactive activities that align with PBIS principles to make the
school environment more welcoming and inclusive. Another step the district can take is
to further develop recognition programs to reward students for good behavior and regular
attendance, to foster a sense of accomplishment and belonging.
District administrators and PBIS core teams can regularly utilize data to monitor
attendance and behavior patterns. This can help in identifying students at-risk of chronic
absenteeism or frequent disciplinary referrals early on. Utilize targeted interventions
(Tier 2) for students identified though data analysis, proving additional support where
needed.

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The district and the individual buildings can increase communication with parents
regarding the importance of regular attendance and positive behaviors. Providing these
resources and support can help families address barriers regarding attendance. The
buildings can establish feedback mechanisms for students, parents, and staff to
continually assess the effectiveness for PBIS strategies and make necessary adjustments.
Applying these strategies, the school district can expect to see a reduction in
chronic absenteeism rates as students feel more connected and supported within the
school environment. As attendance and behavior continue to improve academic
performance is likely to see a positive impact, contributing to overall student success.
Fiscal Implications
As indicated in Chapter I, the estimated costs for implementing a Tier I SWPBIS
program over two years can range from $5,000 to $10,000. The workshop for the core
team and an approximate cost of $4000 included two half-day training sessions. This
training was done by the PBIS facilitator from the Luzerne Intermediate Unit #18. The
school district did compensate the teachers $49 per hour to have this training outside of
their regularly contracted hours. The six core team members from Dana Elementary cost
the district $882 per workshop.
The regularly scheduled core team meetings and staff meetings have no additional
costs as they are incorporated into the contracted school year. There was an estimated
annual costs for SWIS, which was $400. SWIS was not used by the school district, as
almost of the same data was able to be tracked using the current learning management
system, Skyward.

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An initial fund amount was discussed and set at $5000. This will be used for
supplies, posters, rewards, and program rollout activities. These initial funds were set
aside from the individual school student activity fund accounts. There is no current line
item in the district budget for PBIS. The funds for the program will come from schoolbased fund raising events, donations from community partners and the school parentteacher organization, and the PBIS core team applying for a grant.
Adequate funding ensures that necessary training, resources, and support systems
are in place for the program running successfully. Proper financial support can facilitate
ongoing professional development and leadership training. Without sufficient funding,
the program might face challenges in fully implementing the PBIS framework.
Limitations
The research design, methodology and external factors significantly influenced
the interpretation of the researcher’s findings in various ways. Firstly, the mixed-methods
approach combing both qualitative and quantitative data provided a holistic perspective
but also presented challenges in aligning and integrating different data types. For
instance, qualitative insights from teacher surveys enriched the understanding of PBIS
impacts on school climate but required careful triangulation with quantitative
absenteeism and disciplinary data to draw clear conclusions.
Next, the methodology of data collection through surveys introduced potential
biases such as self-reporting bias, where teachers might overstate the effectiveness of
PBIS due to personal or professional stakes. This necessitated cautious interpretation and
cross-validation with objective measure like attendance records and suspension data.

90
External factors also played a critical role. Variations in school funding,
community engagement, and unforeseen events like the COVID-19 pandemic could have
skewed results. For example, pandemic-related disruptions likely affected attendance
patterns independently of PBIS interventions, complicating the assessment of PBIS’s
effectiveness. Additionally, differences in school environments and administrative
support levels impacted the fidelity of PBIS implementation, thus influencing outcomes.
These factors underscored the importance of contextualizing findings within broader
environmental and systemic context to accurately gauge the intervention’s overall impact.
Recommendations for Future Research
The study concluded that while PBIS was effective in reducing absenteeism, its
impact of disciplinary referrals was less profound. To address this, future plans will focus
on refining behavioral management strategies and providing targeted support to students
with frequent disciplinary issues.
While this study provided valuable insights into the effectiveness of PBIS, there
are several areas that warrant closer examination. Future researchers should explore the
long-term impact of PBIS on student behavior and academic performance. Investigating
the role of teacher perceptions and attitudes towards PBIS in its implementation could
provide deeper insights.
The effectiveness of PBIS in reducing chronic absenteeism and disciplinary issues
can be enhanced through several future plans. Ongoing professional development for
teachers to deepen their understanding of PBIS strategies and enhance their skills in
implementing these practices effective can further strengthen the overall effectiveness of
the program. The importance of parent and community engagement is another crucial

91
component to effective PBIS. Future plans on developing initiatives to increase parent
involvement through regular communication and workshops can assist in removing
barriers of absenteeism. There is also a need to expand and diversify the rewards system
to help ensure that different students’ interests and motivations are being met to increase
engagement in the program.
Future research should also explore the long-term impact of PBIS on student
behavior and academic performance. This can provide further insight on the
effectiveness of PBIS in effectively reducing absenteeism in a longitudinal study.
Recommendations for additional research questions can ask, “How does long-term PBIS
implementation affect student academic outcomes?” Or “how can PBIS strategies be
adapted to better address diverse students’ needs?” These questions can guide subsequent
studies to help to ensure a continuous improvement process for PBIS implementation.
Summary
Chapter V highlights the results of the study, showing how PBIS implementation
influences students’ attendance and behavior. It discusses broader implication for
educations, administrators, and policy makers while identifying the study’s limitations.
Practical recommendations are provided for the school district to refine PBIS strategies to
better support student engagement and success. This chapter also addresses the fiscal
implications of implementing PBIS and suggests ways to enhance its effectiveness
through regular professional development, improved data collection, increased parental
involvement, and expanded the rewards system.
In conclusion, this chapter stresses the importance of PBIS in fostering a positive
school climate and reducing chronic absenteeism and disciplinary issues. PBIS helps

92
create an engaging and motivating atmosphere for students, leading to improved
attendance and behavior. The researcher provides a roadmap for future actions for the
district to continue to promote its PBIS program. This can enhance the educational
experiences and outcomes of elementary school students, which can contribute to their
overall success.

93
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APPENDICES

102
Appendix A
IRB Approval Letter

103

Institutional Review Board
250 University Avenue
California, PA 15419
instreviewboard@calu.edu
Melissa Sovak, Ph.D.
Dear Angelo DePrimo,
Please consider this email as official notification that your proposal titled
“Positive Impact of PBIS (Positive Behavior Interventions and Supports) on
regular attendance in grades K-4” (Proposal #PW23-012) has been approved
by the Pennsylvania Western University Institutional Review Board as
submitted.
The effective date of approval is 08/21/2023 and the expiration date is
08/20/2024. These dates must appear on the consent form.
Please note that Federal Policy requires that you notify the IRB promptly
regarding any of the following:
(1) Any additions or changes in procedures you might wish for your study
(additions or changes must be approved by the IRB before they are
implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are
necessitated by any events reported in (2).
(4) To continue your research beyond the approval expiration date of
08/20/2024, you must file additional information to be considered for
continuing review. Please contact instreviewboard@calu.edu
Please notify the Board when data collection is complete.
Regards,
Melissa Sovak, PhD.
Chair, Institutional Review Board

104
Appendix B
Online Consent Letters

105
PennWest University
CONSENT TO PARTICIPATE IN RESEARCH STUDY
Title of Study: Positive impact of PBIS (Positive Behavior Interventions and
Supports) on regular attendance in grades K-4
Principal Investigator: Angelo DePrimo
KEY INFORMATION
You are being asked by Angelo DePrimo to participate in a research study, taking part
in the study is voluntary, and you may stop at any time.
The purpose of the study is to know and understand if creating a positive school climate
through PBIS will positively affect regular student attendance. The Wyoming Valley
West School District has identified regular attendance as a priority issue. Absenteeism
has been an issue for many school districts over the years, but there seems to be a
decrease in the regular attendance of students' post-pandemic. Literature defines school
climate as one of the contributing factors to absenteeism. This research is needed to
know and understand if creating a positive school climate through PBIS will positively
affect regular student attendance.
The areas of research that need to be reviewed in the concentration of attendance
would be reasons for absenteeism and chronic absenteeism. There is also a need to
look at absenteeism in the post-pandemic years and a look at the history of attendance
in the school setting.
In this study, you will be presented with/asked to complete the School Climate Survey
for School Personnel. It will take you about 20 minutes to complete the survey. It will be
necessary to complete the survey at least two times during the 2023-2024 school year.
You will also be asked to complete the Administrator Interview Guide of the School
wide Evaluation Tool. It will take you about 20 minutes to complete the guide. It will be
necessary to complete the survey at least two times during the 2023-2024 school year.
You will also be asked to complete Tier 1: Universal SWPBIS Features of the Tiered
Fidelity Index version 2.1. It will take you about 30 minutes to complete this inventory.
The potential risks during the study are personal inconvenience of time and effort in
completing the surveys. If you experience any emotional or spiritual effects, I can work
with the Wyoming Valley West School District to recommend counseling services.
There are no direct benefits to participants from the research. It will help researchers
better understand how this research relates to education, student attendance, and
school climate.
Online Consent 1 Rev 2/2023

106
CONSENT TO PARTICIPATE IN RESEARCH STUDY
The online study is completely anonymous; you will not be asked to give any
information that could identify you (e.g., name). The survey is NOT linked to IP
addresses. Any information provided to obtain extra credit will NOT be connected to
your responses to the survey. Individual responses will not be presented, just the
aggregated data.
Remember, taking part in this study is voluntary. If, while taking the survey, you feel
uncomfortable or no longer want to participate, you may stop at any time. To stop
taking the survey, you may close the browser to completely exit the survey.
There are no consequences if you decide to stop participating in this study.
There is no identifiable information collected from you during this study; all other
information from this study will be confidential within local, state, and federal laws. The
PennWest University Institutional Review Board (IRB) may review the research records.
The study's results may be shared in aggregate form at a meeting or journal, but your
personal information will not be revealed. Records from this study will be kept by
Angelo DePrimo for at least three (3) years after the study is complete.
Non-identifiable information collected as a part of this research could be used for future
research studies or distributed to another investigator for future research studies without
your additional informed consent.
If you have questions about the research or a research-related injury, you can contact
Angelo DePrimo at dep6149@pennwest.edu. If you have a question about your rights as
a research participant that you need to discuss with someone, you can contact the
PennWest University Institutional Review Board at InstReviewBoard@Pennwest.edu. If
you would like a copy of this informed consent, please print this screen, or contact
Angelo DePrimo at dep6149@pennwest.edu.
By clicking on the “I agree” box and continuing with the survey, you have
acknowledged that you have read the entire informed consent and are at least 18 years of
age. Also, you acknowledge that you agree to participate in the study and have the right
not to answer any or all of the questions in the survey. Finally, you understand your
participation is completely voluntary, and you may quit the study at any time without
penalty.

Online Consent 2 Rev 2/2023

2

107
PennWest University
CONSENT TO PARTICIPATE IN RESEARCH STUDY
Title of Study: Positive impact of PBIS (Positive Behavior Interventions and
Supports) on regular attendance in grades K-4
Principal Investigator: Angelo DePrimo
KEY INFORMATION
You are being asked by Angelo DePrimo to participate in a research study, taking part
in the study is voluntary, and you may stop at any time.
The purpose of the study is to know and understand if creating a positive school climate
through PBIS will positively affect regular student attendance. The Wyoming Valley
West School District has identified regular attendance as a priority issue. Absenteeism
has been an issue for many school districts over the years, but there seems to be a
decrease in the regular attendance of students' post-pandemic. Literature defines school
climate as one of the contributing factors to absenteeism. This research is needed to
know and understand if creating a positive school climate through PBIS will positively
affect regular student attendance.
The areas of research that need to be reviewed in the concentration of attendance
would be reasons for absenteeism and chronic absenteeism. There is also a need to
look at absenteeism in the post-pandemic years and a look at the history of attendance
in the school setting.
In this study, you will be presented with/asked to complete the School Climate Survey
for School Personnel. It will take you about 20 minutes to complete the survey. It will be
necessary to complete the survey at least two times during the 2023-2024 school year.
The potential risks during the study are personal inconvenience of time and effort in
completing the surveys. If you experience any emotional or spiritual effects, I can work
with the Wyoming Valley West School District to recommend counseling services.
There are no direct benefits to participants from the research. It will help researchers
better understand how this research relates to education, student attendance, and
school climate.
The online study is completely anonymous; you will not be asked to give any
information that could identify you (e.g., name). The survey is NOT linked to IP
addresses. Any information provided to obtain extra credit will NOT be connected to
your responses to the survey. Individual responses will not be presented, just the
aggregated data.
Online Consent 1 Rev 2/2023

108
CONSENT TO PARTICIPATE IN RESEARCH STUDY
Remember, taking part in this study is voluntary. If, while taking the survey, you feel
uncomfortable or no longer want to participate, you may stop at any time. To stop
taking the survey, you may close the browser to completely exit the survey.
There are no consequences if you decide to stop participating in this study.
There is no identifiable information collected from you during this study; all other
information from this study will be confidential within local, state, and federal laws. The
PennWest University Institutional Review Board (IRB) may review the research records.
The study's results may be shared in aggregate form at a meeting or journal, but your
personal information will not be revealed. Records from this study will be kept by
Angelo DePrimo for at least three (3) years after the study is complete.
Non-identifiable information collected as a part of this research could be used for future
research studies or distributed to another investigator for future research studies without
your additional informed consent.
If you have questions about the research or a research-related injury, you can contact
Angelo DePrimo at dep6149@pennwest.edu. If you have a question about your rights as
a research participant that you need to discuss with someone, you can contact the
PennWest University Institutional Review Board at InstReviewBoard@Pennwest.edu. If
you would like a copy of this informed consent, please print this screen, or contact
Angelo DePrimo at dep6149@pennwest.edu.
By clicking on the “I agree” box and continuing with the survey, you have
acknowledged that you have read the entire informed consent and are at least 18 years of
age. Also, you acknowledge that you agree to participate in the study and have the right
not to answer any or all of the questions in the survey. Finally, you understand your
participation is completely voluntary, and you may quit the study at any time without
penalty.

Online Consent 2 Rev 2/2023

2

109

PennWest University
CONSENT TO PARTICIPATE IN RESEARCH STUDY

Title of Study: Positive impact of PBIS (Positive Behavior Interventions and
Supports) on regular attendance in grades K-4
Principal Investigator: Angelo DePrimo
KEY INFORMATION
You are being asked by Angelo DePrimo to participate in a research study, taking part in
the study is voluntary, and you may stop at any time.
The purpose of the study is to know and understand if creating a positive school
climate through PBIS will positively affect regular student attendance. The Wyoming
Valley West School District has identified regular attendance as a priority issue.
Absenteeism has been an issue for many school districts over the years, but there seems
to be a decrease in the regular attendance of students' post-pandemic. Literature defines
school climate as one of the contributing factors to absenteeism. This research is needed
to know and understand if creating a positive school climate through PBIS will positively
affect regular student attendance.
The areas of research that need to be reviewed in the concentration of attendance
would be reasons for absenteeism and chronic absenteeism. There is also a need to look
at absenteeism in the post-pandemic years and a look at the history of attendance in the
school setting.
In this study, you will be presented with/asked to compete the School Climate Survey for
School Personnel. It will take you about 20 minutes to complete the survey. It will be
necessary to complete the survey at least two times during the 2023-2024 school year.
The potential risks during the study are personal inconvenience of time and effort in
complete the surveys. If you experience any emotional or spiritual effects I can work with
the Wyoming Valley West School District to recommend counseling services.

110

PennWest University
CONSENT TO PARTICIPATE IN RESEARCH STUDY

There are no direct benefits to participants from the research. It will help researchers
better understand how this research relates to education, student attendance, and school
climate.
The online study is completely anonymous; you will not be asked to give any information
that could identify you (e.g., name). The survey is NOT linked to IP addresses. Any
information provided to obtain extra credit will NOT be connected to your responses to
the survey. Individual responses will not be presented, just the aggregated data.
Remember, taking part in this study is voluntary. If, while taking the survey, you feel
uncomfortable or no longer want to participate, you may stop at any time. To stop taking
the survey, you may close the browser to completely exit the survey.
There are no consequences if you decide to stop participating in this study.
There is no identifiable information collected from you during this study; all other
information from this study will be confidential within local, state, and federal laws. The
PennWest University Institutional Review Board (IRB) may review the research
records. The study's results may be shared in aggregate form at a meeting or journal, but
your personal information will not be revealed. Records from this study will be kept by
Angelo DePrimo for at least three (3) years after the study is complete.
Non-identifiable information collected as a part of this research could be used for future
research studies or distributed to another investigator for future research studies without
your additional informed consent.
If you have questions about the research or a research-related injury, you can contact
Angelo DePrimo at dep6149@pennwest.edu. If you have a question about your rights as
a research participant that you need to discuss with someone, you can contact the
PennWest University Institutional Review Board at InstReviewBoard@Pennwest.edu. If
you would like a copy of this informed consent, please print this screen or contact Angelo
DePrimo at dep6149@pennwest.edu.
By clicking on the “I agree” box and continuing with the survey, you have acknowledged
that you have read the entire informed consent and are at least 18 years of age. Also, you
acknowledge that you agree to participate in the study and have the right not to answer
any or all of the questions in the survey. Finally, you understand your participation is
completely voluntary, and you may quit the study at any time without penalty.

111
Appendix C
District Letter of Approval

112

113

Appendix D
School Climate Survey: School Personnel

114

115

116

117
Appendix E
School-wide Evaluation Tool (SET): Administrator Interview Guide

118

Administrator Interview Guide
Let's talk about your discipline system
1)
2)

3)

4)
5)

Do you collect and summarize office discipline referral information? Yes No f no, skip
to #4
What system do you use for collecting and summarizing office discipline referrals?
(E2)
a)
What data do you collect?
b)
Who collects and enters the data?
What do you do with the office discipline referral information? (E3)
a)
Who looks at the data?
b)
HOW often do you share it With Other Staff?
What type of problems do you expect teachers to refer to the Office rather than
handling in the classroom/ specific setting? (02)
What is the procedure for handing extreme emergencies in the building (i.e. stranger
with a gun)? (04)

Let's talk about your school rules or motto
6)
7)
8)
9)
10)
11)

DO you have school rues or a motto? Yes NO If no, skip to # I O
How many are there?
What are the rules/motto? (B4, B5)
What are they called? (B4, B5)
Do you acknowledge students for doing well socially? Yes No If no, skip to # 12
What are the social acknowledgements/ activities/ routines called (student of month,
positive referral, letter home, stickers, high 5's)? (C2, C3)

Do you have a team that addresses school-wide discipline? If no, skip to # 19
12) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes
No
13) Is your school-wide team representative of your school staff? (F3) Yes No
14) Are you on the team? (F5) Yes No
15) How often does the team meet? (F6)
16) DO you attend team meetings consistent y? (F5) Yes NO 17) Who is your team
leader/facilitator?
17) Does the team provide updates to faculty on activities & data summaries? (E-3, F7) Yes
NO f yes, how often?
18) Do you have an out-of-school liaison In the state or district to support you on positive
behavior support systems development? (C2) Yes No f yes, who?
19)
20)

Revised

What are your top 3 school improvement goa s? CFI)
Does the school budget contain an al ocated amount of money for bui ding and
maintaining school-wde behavioral support? (GI) Yes No

NKS

119
Appendix F
School-wide Evaluation Tool (SET): Additional Interviews

120

Additional Interviews
Staff Interview Questions
1. What are the
(school rules, high 5’s, 3 bee's)? (35)
(Define what the acronym means)
2. Have you taught the school rules/behavioral expectations this year? (B2)
3. Have you given out any
a. (Rewards for appropriate behavior) (2 months
ago)
4. What types of student problems do you or would you refer to the office7 (02) 5)
5. What is the procedure for dealing with a stranger with a gun? (D4)
6. Is there a school-wide team that addresses behavioral support in your bu' ding?
7. Are you on the team?
Team Member Interview Questions
1. Does your team use discipline data to make decisions? (E4)
2. Has your team taught/reviewed the school-wide program with staff this year?
(B3)
3. Who is the team leader/facilitator? (F4)

Revised

NKS

121
Appendix G
Complete Attendance with Absence Reasons

122

Dana Elementary
2022-2023 School Year
22/23
KG
1
2
3
4
22/23
KG
1
2
3
4
22/23
KG
1
2
3
4

Health - Parent
Bereavement
Family Emergency
Field Trip
Note
Students
Days Students
Days Students
Days Students
Days
5
13
1
1
4
25
85
479
8
27
1
2
11
58
71
401
2
2
2
2
8
40
83
436
4
9
4
4
11
72
93
552
3
5
3
4
16
74
106
643
Health - Doctor
Note
Illness
Principal Approval
Religious
Students
Days Students
Days Students
Days Students
Days
73
330
46
83
12
15
1
1
76
420
60
146
5
5
0
0
75
398
41
104
5
5
0
0
84
506
53
116
21
21
1
1
87
379
53
120
7
7
1
1
Google Classroom
Total Excused
Unexcused
Students
Days Students
Days Students
Days
0
0
227
947
95 1066
0
0
232 1059
96 1373
1
4
217
991
90 1186
4
17
275 1298
96 1118
5
21
281 1254
105 1294

2023-2024 School Year
23/24
KG
1
2
3
4
23/24
KG

Health - Parent
Bereavement
Family Emergency
Field Trip
Note
Students
Days Students
Days Students
Days Students
Days
5
7
1
1
2
10
82
368
4
10
1
7
7
65
73
388
6
13
4
10
3
15
80
378
8
21
5
11
5
40
91
593
7
18
0
0
2
7
85
423
Health - Doctor
Note
Illness
Principal Approval
Religious
Students
Days Students
Days Students
Days Students
Days
80
433
46
94
6
14
4
4

123
1
2
3
4
23/24
KG
1
2
3
4

73
356
27
45
4
6
74
333
30
57
3
3
83
339
40
71
6
6
77
308
42
91
5
9
Google Classroom
Total Excused
Unexcused
Students
Days Students
Days Students
Days
0
0
226
931
98 1286
0
0
190
878
98 1262
0
0
200
809
94 1273
0
0
241 1084
99
942
0
0
220
858
105 1315

1
0
3
2

1
0
3
2

State Street Elementary
2022-2023 School Year
22/23
KG
1
2
3
4
22/23
KG
1
2
3
4
22/23
KG
1
2
3
4

Health - Parent
Bereavement
Family Emergency
Field Trip
Note
Students
Days Students
Days Students
Days Students
Days
3
6
16
25
11
68
187 1294
1
4
7
9
10
68
174 1089
4
20
9
10
13
91
224 1350
2
3
16
17
14
78
187 1130
4
11
18
32
11
68
219 1434
Health - Doctor
Note
Illness
Principal Approval
Religious
Students
Days Students
Days Students
Days Students
Days
164
740
114
228
11
15
0
0
158 1041
123
270
4
9
0
0
202 1021
133
248
12
28
0
0
160
786
118
228
11
21
0
0
201 1034
128
240
11
58
0
0
Google Classroom
Total Excused
Unexcused
Students
Days Students
Days Students
Days
0
0
506 2376
234 4088
0
0
477 2490
198 3477
3
16
600 2784
271 4865
6
32
514 2295
235 3671
11
46
603 2923
272 4716

2023-2024 School Year

124

23/24
KG
1
2
3
4
23/24
KG
1
2
3
4
23/24
KG
1
2
3
4

Health - Parent
Bereavement
Family Emergency
Field Trip
Note
Students
Days Students
Days Students
Days Students
Days
0
0
3
3
3
22
165
941
2
6
6
6
10
45
209 1141
0
0
5
5
5
47
218 1056
3
5
3
3
12
56
178
883
1
4
4
4
7
43
193 1053
Health - Doctor
Note
Illness
Principal Approval
Religious
Students
Days Students
Days Students
Days Students
Days
153
885
118
261
12
69
0
0
206 1116
151
315
11
44
0
0
190
840
117
212
19
74
0
0
163
746
109
227
8
23
0
0
175
777
123
240
10
18
0
0
Google Classroom
Homebound
Total Excused
Unexcused
Students
Days Students
Days Students
Days Students
Days
0
0
0
0
454 2181
203 3570
0
0
0
0
595 2673
277 4207
0
0
0
0
554 2234
276 4569
0
0
1
11
477 1954
229 3420
0
0
0
0
513 2139
253 3733