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Lower Pottsgrove Elementary’s student-led recess program reduces playground referrals, staff say
Summary
Lower Pottsgrove Elementary presented a student leadership recess program—part of its PBIS work—that staff say lowered physical‑aggression referrals in targeted cohorts and is being expanded to sustain results.
Lower Pottsgrove Elementary staff told the Pottsgrove School District board that a student‑led recess rules program tied to the school’s PBIS (Positive Behavior Interventions and Supports) framework reduced discipline referrals in targeted grades and produced leadership opportunities for older students.
Principal Eric Solchuk said the initiative has been in place about a year and a half and is rooted in the district’s MTSS/PBIS work. Brisha Armstrong, the school’s PBIS coordinator, described how the team uses SWIS (School‑Wide Information System) to drill down into discipline referral data by behavior, location and grade level, then creates “precise problem statements” to design interventions. “We drill down into the data and come up with physical aggression is a problem where, what grade level, who it is affecting, so we can put supports in place,” Armstrong said.
Staff told the board they targeted third‑grade playground aggression by recruiting fifth‑grade “recess leaders.” Fifth graders received half an hour a week to teach approved, school‑wide activities (kickball, Gaga, low‑intensity basketball games and others), coach third graders and model sportsmanship. The lessons were taught, then the fifth graders transitioned from “teacher” to coach while third graders took on more responsibility.
Assistant Principal Jesse Roth said the program produced measurable outcomes and leadership benefits: during recess rule sessions with fifth‑grade leaders present, staff recorded zero behavior referrals. Armstrong showed monthly data illustrating that one cohort’s third‑grade referrals fell from 24 in the first half of the year to 11 by January, and that a prior month’s data had flagged 47 discipline referrals with 23 of those occurring on the playground (fourth grade had 14 of those playground referrals in the example presented).
Fifth‑grade student Leila Hussain told the board that recess leaders coach third graders “how to play safely and correctly on the playground” and that leadership roles helped fifth graders develop maturity and responsibility. Staff said the program’s success prompted plans to expand leadership development so third graders can be ready to assume leadership when they reach fourth grade.
School leaders emphasized that the program is data driven: the PBIS team meets monthly to review referrals, identify locations and times (for example, dismissal) that need added supports, set goals and monitor fidelity. Solchuk and Armstrong said the school will continue to recruit parent representation for the PBIS team and monitor outcomes.
Board members applauded the program as a proactive, preventive approach to recess conflict, and asked about scale and sustainability. Staff said the recess period is 30 minutes per grade and that the current leadership team includes 18 fifth‑grade members; five members were present for the presentation.
