USD 261 Effective Behavior Support Survey – Charter School
Respondents:
Launched Date:
3 displayed, 320 total
05/02/2006
1.
Which school are your reporting for?
Response
Total
Response
Percent
Early Childhood Center
0
0%
Parents as Teachers
0
0%
Freeman
0
0%
Nelson
0
0%
Oatville
0
0%
Rex
0
0%
Ruth Clark
0
0%
Haysville Middle School
0
0%
Campus High School
0
0%
Alternative High School
0
0%
Charter School
3
100%
Tri-City
0
0%
USD 261 Support Staff
0
0%
Total Respondents
3
2.
A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.
Response
Total
Response
Percent
Status
- In Place
3
100%
Status
- Partial In Place
0
0%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
1
33%
Priority
- Low
0
0%
Total Respondents
3
3.
Expected student behaviors are taught directly.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
1
33%
0
0%
Total Respondents
3
4.
Expected student behaviors are rewarded regularly.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
1
33%
Priority
- Low
0
0%
Total Respondents
3
5.
Problem behaviors (failure to meet expected student behaviors) are defined clearly.
Response
Total
Response
Percent
Status
- In Place
3
100%
Status
- Partial In Place
0
0%
Status
- Not in Place
0
0%
Priority
- High
3
100%
Priority
- Medium
0
0%
Priority
- Low
0
0%
Total Respondents
3
6.
Consequences for problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
3
100%
Status
- Partial In Place
0
0%
Status
- Not in Place
0
0%
Priority
- High
3
100%
Priority
- Medium
0
0%
Priority
- Low
0
0%
Total Respondents
3
7.
Distinctions between office v. classroom managed problem behaviors are clear.
Response
Total
Response
Percent
Status
- In Place
1
33%
Status
- Partial In Place
1
33%
Status
- Not in Place
1
33%
Priority
- High
1
33%
Priority
- Medium
1
33%
Priority
- Low
1
33%
Total Respondents
3
8.
Options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
1
33%
Priority
- Low
0
0%
Total Respondents
3
9.
Procedures are in place to address emergency/dangerous situations.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
1
33%
Priority
- Medium
2
67%
Priority
- Low
0
0%
Total Respondents
3
10.
A team exists for behavior support planning & problem solving.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
3
100%
Priority
- Medium
0
0%
Priority
- Low
0
0%
Total Respondents
3
11.
School administrator is an active participant on the behavior support team.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
0
0%
Priority
- Low
1
33%
Total Respondents
3
12.
Data on problem behavior patterns are collected and summarized within an on-going system.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
1
33%
Priority
- Low
0
0%
Total Respondents
3
13.
Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular
basis (e.g. monthly).
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
1
33%
Priority
- Medium
2
67%
Priority
- Low
0
0%
Total Respondents
3
14.
School has formal strategies for informing families about expected student behaviors at school.
Response
Total
Response
Percent
Status
- In Place
3
100%
Status
- Partial In Place
0
0%
Status
- Not in Place
0
0%
Priority
- High
3
100%
Priority
- Medium
0
0%
Priority
- Low
0
0%
Total Respondents
3
15.
Booster training activities for students are developed, modified, & conducted based on school data.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
2
67%
Status
- Not in Place
1
33%
Priority
- High
0
0%
Priority
- Medium
2
67%
Priority
- Low
1
33%
Total Respondents
3
16.
School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual
staff planning.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
2
67%
Status
- Not in Place
1
33%
Priority
- High
0
0%
Priority
- Medium
2
67%
Priority
- Low
1
33%
Total Respondents
3
17.
All staff are involved directly and/or indirectly in school-wide interventions.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
1
33%
Priority
- Low
0
0%
Total Respondents
3
18.
The school team has access to on-going training and support from district personnel.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
2
67%
Status
- Not in Place
1
33%
Priority
- High
0
0%
Priority
- Medium
2
67%
Priority
- Low
1
33%
Total Respondents
3
19.
The school is required by the district to report on the social climate, discipline level or student behavior at least
annually.
Response
Total
Response
Percent
Status
- In Place
1
33%
Status
- Partial In Place
1
33%
Status
- Not in Place
1
33%
Priority
- High
0
0%
Priority
- Medium
2
67%
Priority
- Low
1
33%
Total Respondents
3
20.
School-wide expected student behaviors apply to non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
2
67%
Priority
- Medium
1
33%
Priority
- Low
0
0%
Total Respondents
3
21.
School-wide expected student behaviors are taught in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
0
0%
Status
- Not in Place
1
33%
Priority
- High
1
33%
Priority
- Medium
1
33%
Priority
- Low
1
33%
Total Respondents
3
22.
Supervisors actively supervise (move, scan, & interact) students in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
3
100%
Status
- Partial In Place
0
0%
Status
- Not in Place
0
0%
Priority
- High
3
100%
Priority
- Medium
0
0%
Priority
- Low
0
0%
Total Respondents
3
23.
Rewards exist for meeting expected student behaviors in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
2
67%
Status
- Not in Place
1
33%
Priority
- High
0
0%
Priority
- Medium
2
67%
Priority
- Low
1
33%
Total Respondents
3
24.
Physical/architectural features are modified to limit (a) unsupervised settings, (b) unclear traffic patterns, and (c)
inappropriate access to & exit from school grounds.
Response
Total
Response
Percent
Status
- In Place
1
33%
Status
- Partial In Place
2
67%
Status
- Not in Place
0
0%
Priority
- High
1
33%
Priority
- Medium
1
33%
Priority
- Low
1
33%
Total Respondents
3
25.
Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces.
Response
Total
Response
Percent
Status
- In Place
2
67%
Status
- Partial In Place
1
33%
Status
- Not in Place
0
0%
Priority
- High
1
33%
Priority
- Medium
1
33%
Priority
- Low
1
33%
Total Respondents
3
26.
Staff receives regular opportunities for developing and improving active supervision skills.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
2
67%
Status
- Not in Place
1
33%
Priority
- High
0
0%
Priority
- Medium
2
67%
Priority
- Low
1
33%
Total Respondents
3
27.
Status of student behavior and management practices are evaluated quarterly from data.
Response
Total
Response
Percent
Status
- In Place
1