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Lower Pottsgrove students lead recess rules program after data-driven PBIS work reduces referrals
Summary
Lower Pottsgrove Elementary showcased a student-led recess leadership program that uses PBIS and data from SWIS to target playground aggression; the school reported a drop in third-grade referrals after fifth-grade leaders taught structured activities and rules.
Lower Pottsgrove Elementary staff and students presented a recess leadership program to the Pottsgrove School District board, describing how the school used School-Wide Information System (SWIS) data and Positive Behavioral Interventions and Supports (PBIS) practices to reduce playground incidents.
"We have a physical aggression problem in fourth grade at recess," Bridal Armstrong, PBIS coordinator at Lower Pottsgrove, said as she explained how the team drilled down from referrals-by-behavior to location and grade level. The team identified the playground as the primary location and fourth grade (and previously third grade) as a target group for interventions.
Principal Eric Solchuk and assistant principal Jesse Roth described the program: fifth-grade students were trained as recess leaders and coaches, taught schoolwide game rules and then led activity lessons with third graders. "When our fifth graders are out there working with those third graders, we've had 0 behavior referrals," Roth said, citing those sessions as a key success marker.
The presenters showed SWIS charts and said the third-grade discipline referrals fell from 24 in the first half of the year to 11 by January after the leadership program and structured activities were implemented. Staff said the team uses monthly data meetings to create precise problem statements, set measurable goals, monitor implementation fidelity and adjust interventions.
Fifth-grade recess leaders reported benefits for both age groups. "The impact of recess rules is to help teach and guide the third graders how to play safely and correctly on the playground," student Leila Hussain told the board, adding that the role increased the leaders' maturity and responsibility.
Board members praised the initiative as a proactive, skill-building approach that may reduce classroom carryover of conflicts from unstructured times. Staff said they plan to expand leadership opportunities to sustain gains as students move to higher grades.
Ending: The board acknowledged the program's early positive outcomes and encouraged continued data-driven expansion and monitoring to keep reducing playground incidents.
