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DESCRIPTION OF THE PROJECT

With our implementation of PBIS, there will be three overarching expectations that all students will have to

follow throughout the school. The expectations that we have chosen for Virgen del Carmen is Ser Respetuoso

(Be Respectful), Ser Responsable (Be Responsible), and Ser Cuidadoso (Be Safe).

We plan on having students follow these expectations by implementing two reward systems. One will be a

reward system for each individual student and the other will be a reward system for the whole class. The

individual reward system is based on a lottery system. The way this works is that if a student is following one

of the classroom expectations, the teacher will write that student’s name on a piece of paper and put it in the

lottery jar. A student’s name can be placed in the jar as many times as he or she is behaving well and

following the classroom expectations. At the end of the week, the teacher picks a name from the lottery and

that student will receive a small prize. The prize can be tangible like a pencil or an eraser, or it can also be

something such as extra recess time or time in the computer lab. The second, whole class reward will be a

marble jar. If the entire class is following the expectations at the same time, a marble will be placed in the jar.

Once the jar is full, a reward will be given to the entire class. Whole class rewards will most likely be

intangible, such as free time outside, free time in the computer lab, free time in the library, a whole class

game, etc. You can find photos of both reward systems and how they played out in the school in the appendix.

Our first step in tackling the issue of “bad behavior” in Virgen del Carmen is to collect behavior data in all of

the classrooms. We will be going into each classroom and taking data on disruptive behavior,

aggressive/unkind behavior, and disengaging behavior. We defined disruptive behavior as a behavior that

impacts the learning of others. Examples of this kind of behavior could be screaming, calling out during class,

tapping pencil on the table, taking materials from another student, etc. We will take data on the behavior

during a 15 minute interval. On our data collection sheet, we will write down the number of students in the

classroom, the time interval, the date, and the grade. Likewise, for every disruptive behavior during this 15

minute interval, we will draw a tally on our data collection sheet. In addition to this, we plan on writing the

types of disruptive behavior that we see at the bottom of our data collection sheet. We will also separate the

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