USD 261 Effective Behavior Support Survey - Freeman
Respondents:
Launched Date:
34 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
34
100%
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
0
0%
Tri-City
0
0%
USD 261 Support Staff
0
0%
Total Respondents
34
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
15
44%
Status
- Partial In Place
15
44%
Status
- Not in Place
4
12%
Priority
- High
26
76%
Priority
- Medium
7
21%
Priority
- Low
0
0%
Total Respondents
34
3.
Expected student behaviors are taught directly.
Response
Total
Response
Percent
Status
- In Place
11
32%
Status
- Partial In Place
17
50%
Status
- Not in Place
6
18%
Priority
- High
25
74%
Priority
- Medium
6
18%
2
6%
Total Respondents
34
4.
Expected student behaviors are rewarded regularly.
Response
Total
Response
Percent
Status
- In Place
19
56%
Status
- Partial In Place
14
41%
Status
- Not in Place
1
3%
Priority
- High
20
59%
Priority
- Medium
11
32%
Priority
- Low
2
6%
Total Respondents
34
5.
Problem behaviors (failure to meet expected student behaviors) are defined clearly.
Response
Total
Response
Percent
Status
- In Place
10
29%
Status
- Partial In Place
14
41%
Status
- Not in Place
10
29%
Priority
- High
22
65%
Priority
- Medium
10
29%
Priority
- Low
1
3%
Total Respondents
34
6.
Consequences for problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
16
47%
Status
- Not in Place
10
29%
Priority
- High
19
56%
Priority
- Medium
13
38%
Priority
- Low
1
3%
Total Respondents
34
7.
Distinctions between office v. classroom managed problem behaviors are clear.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
19
56%
Status
- Not in Place
7
21%
Priority
- High
18
53%
Priority
- Medium
14
41%
Priority
- Low
2
6%
Total Respondents
34
8.
Options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
17
50%
Status
- Not in Place
9
26%
Priority
- High
24
71%
Priority
- Medium
8
24%
Priority
- Low
1
3%
Total Respondents
34
9.
Procedures are in place to address emergency/dangerous situations.
Response
Total
Response
Percent
Status
- In Place
24
71%
Status
- Partial In Place
9
26%
Status
- Not in Place
1
3%
Priority
- High
27
79%
Priority
- Medium
6
18%
Priority
- Low
0
0%
Total Respondents
34
10.
A team exists for behavior support planning & problem solving.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
9
26%
Status
- Not in Place
16
47%
Priority
- High
19
56%
Priority
- Medium
10
29%
Priority
- Low
5
15%
Total Respondents
34
11.
School administrator is an active participant on the behavior support team.
Response
Total
Response
Percent
Status
- In Place
14
41%
Status
- Partial In Place
10
29%
Status
- Not in Place
10
29%
Priority
- High
23
68%
Priority
- Medium
7
21%
Priority
- Low
3
9%
Total Respondents
34
12.
Data on problem behavior patterns are collected and summarized within an on-going system.
Response
Total
Response
Percent
Status
- In Place
7
21%
Status
- Partial In Place
10
29%
Status
- Not in Place
17
50%
Priority
- High
17
50%
Priority
- Medium
12
35%
Priority
- Low
5
15%
Total Respondents
34
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
7
21%
Status
- Partial In Place
9
26%
Status
- Not in Place
17
50%
Priority
- High
15
44%
Priority
- Medium
13
38%
Priority
- Low
6
18%
Total Respondents
34
14.
School has formal strategies for informing families about expected student behaviors at school.
Response
Total
Response
Percent
Status
- In Place
11
32%
Status
- Partial In Place
18
53%
Status
- Not in Place
5
15%
Priority
- High
19
56%
Priority
- Medium
12
35%
Priority
- Low
2
6%
Total Respondents
34
15.
Booster training activities for students are developed, modified, & conducted based on school data.
Response
Total
Response
Percent
Status
- In Place
4
12%
Status
- Partial In Place
8
24%
Status
- Not in Place
22
65%
Priority
- High
9
26%
Priority
- Medium
15
44%
Priority
- Low
9
26%
Total Respondents
34
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
3
9%
Status
- Partial In Place
9
26%
Status
- Not in Place
20
59%
Priority
- High
11
32%
Priority
- Medium
12
35%
Priority
- Low
11
32%
Total Respondents
34
17.
All staff are involved directly and/or indirectly in school-wide interventions.
Response
Total
Response
Percent
Status
- In Place
6
18%
Status
- Partial In Place
5
15%
Status
- Not in Place
22
65%
Priority
- High
14
41%
Priority
- Medium
8
24%
Priority
- Low
11
32%
Total Respondents
34
18.
The school team has access to on-going training and support from district personnel.
Response
Total
Response
Percent
Status
- In Place
7
21%
Status
- Partial In Place
11
32%
Status
- Not in Place
16
47%
Priority
- High
13
38%
Priority
- Medium
13
38%
Priority
- Low
7
21%
Total Respondents
34
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
5
15%
Status
- Partial In Place
11
32%
Status
- Not in Place
16
47%
Priority
- High
11
32%
Priority
- Medium
14
41%
Priority
- Low
9
26%
Total Respondents
34
20.
School-wide expected student behaviors apply to non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
16
48%
Status
- Not in Place
9
27%
Priority
- High
21
64%
Priority
- Medium
6
18%
Priority
- Low
5
15%
Total Respondents
33
(skipped this question)
1
21.
School-wide expected student behaviors are taught in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
6
18%
Status
- Partial In Place
19
58%
Status
- Not in Place
8
24%
Priority
- High
18
55%
Priority
- Medium
12
36%
Priority
- Low
2
6%
Total Respondents
33
(skipped this question)
1
22.
Supervisors actively supervise (move, scan, & interact) students in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
19
58%
Status
- Not in Place
6
18%
Priority
- High
14
42%
Priority
- Medium
16
48%
Priority
- Low
2
6%
Total Respondents
33
(skipped this question)
1
23.
Rewards exist for meeting expected student behaviors in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
7
21%
Status
- Partial In Place
16
48%
Status
- Not in Place
10
30%
Priority
- High
11
33%
Priority
- Medium
16
48%
Priority
- Low
5
15%
Total Respondents
33
(skipped this question)
1
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
9
27%
Status
- Partial In Place
15
45%
Status
- Not in Place
9
27%
Priority
- High
11
33%
Priority
- Medium
15
45%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1
25.
Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces.
Response
Total
Response
Percent
Status
- In Place
9
27%
Status
- Partial In Place
12
36%
Status
- Not in Place
12
36%
Priority
- High
10
30%
Priority
- Medium
17
52%
Priority
- Low
5
15%
Total Respondents
33
(skipped this question)
1
26.
Staff receives regular opportunities for developing and improving active supervision skills.
Response
Total
Response
Percent
Status
- In Place
5
15%
Status
- Partial In Place
10
30%
Status
- Not in Place
17
52%
Priority
- High
13
39%
Priority
- Medium
13
39%
Priority
- Low
7
21%
Total Respondents
33
(skipped this question)
1
27.
Status of student behavior and management practices are evaluated quarterly from data.
Response
Total
Response
Percent
Status
- In Place
4
12%
Status
- Partial In Place
7
21%
Status
- Not in Place
21
64%
Priority
- High
8
24%
Priority
- Medium
17
52%
Priority
- Low
7
21%
Total Respondents
33
(skipped this question)
1
28.
All staff are involved directly or indirectly in management of non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
14
42%
Status
- Not in Place
11
33%
Priority
- High
17
52%
Priority
- Medium
9
27%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1
29.
Expected student behavior & routines in classrooms are stated positively & defined clearly.
Response Response
Total
Percent
Status
- In Place
21
64%
Status
- Partial In Place
12
36%
Status
- Not in Place
0
0%
Priority
- High
26
79%
Priority
- Medium
6
18%
Priority
- Low
0
0%
Total Respondents
33
(skipped this question)
1
30.
Problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
18
55%
Status
- Partial In Place
12
36%
Status
- Not in Place
3
9%
Priority
- High
25
76%
Priority
- Medium
7
21%
Priority
- Low
0
0%
Total Respondents
33
(skipped this question)
1
31.
Expected student behavior & routines in classrooms are taught directly.
Response
Total
Response
Percent
Status
- In Place
20
61%
Status
- Partial In Place
13
39%
Status
- Not in Place
0
0%
Priority
- High
23
70%
Priority
- Medium
9
27%
Priority
- Low
0
0%
Total Respondents
33
(skipped this question)
1
32.
Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).
Response
Total
Response
Percent
Status
- In Place
16
48%
Status
- Partial In Place
15
45%
Status
- Not in Place
2
6%
Priority
- High
19
58%
Priority
- Medium
11
33%
Priority
- Low
2
6%
Total Respondents
33
(skipped this question)
1
33.
Problem behaviors receive consistent consequences.
Response
Total
Response
Percent
Status
- In Place
15
45%
Status
- Partial In Place
12
36%
Status
- Not in Place
6
18%
Priority
- High
25
76%
Priority
- Medium
6
18%
Priority
- Low
1
3%
Total Respondents
33
(skipped this question)
1
34.
Procedures for expected & problem behaviors are consistent with school-wide procedures.
Response
Total
Response
Percent
Status
- In Place
13
39%
Status
- Partial In Place
15
45%
Status
- Not in Place
5
15%
Priority
- High
22
67%
Priority
- Medium
8
24%
Priority
- Low
1
3%
Total Respondents
33
(skipped this question)
1
35.
Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
20
61%
Status
- Not in Place
5
15%
Priority
- High
23
70%
Priority
- Medium
9
27%
Priority
- Low
0
0%
Total Respondents
33
(skipped this question)
1
36.
Instruction & curriculum materials are matched to student ability (math, reading, language).
Response
Total
Response
Percent
Status
- In Place
18
55%
Status
- Partial In Place
13
39%
Status
- Not in Place
2
6%
Priority
- High
23
70%
Priority
- Medium
8
24%
Priority
- Low
1
3%
Total Respondents
33
(skipped this question)
1
37.
Students experience high rates of academic success (> 75% correct).
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
23
70%
Status
- Not in Place
3
9%
Priority
- High
21
64%
Priority
- Medium
11
33%
Priority
- Low
0
0%
Total Respondents
33
(skipped this question)
1
38.
Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, &
coaching).
Response
Total
Response
Percent
Status
- In Place
10
30%
Status
- Partial In Place
13
39%
Status
- Not in Place
10
30%
Priority
- High
18
55%
Priority
- Medium
8
24%
Priority
- Low
5
15%
Total Respondents
33
(skipped this question)
1
39.
Transitions between instructional & non-instructional activities are efficient & orderly.
Response
Total
Response
Percent
Status
- In Place
8
24%
Status
- Partial In Place
16
48%
Status
- Not in Place
9
27%
Priority
- High
18
55%
Priority
- Medium
8
24%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1
40.
Assessments are conducted regularly to identify students with chronic problem behaviors.
Response Response
Total
Percent
Status
- In Place
7
21%
Status
- Partial In Place
9
27%
Status
- Not in Place
17
52%
Priority
- High
18
55%
Priority
- Medium
7
21%
Priority
- Low
7
21%
Total Respondents
33
(skipped this question)
1
41.
A simple process exists for teachers to request assistance.
Response
Total
Response
Percent
Status
- In Place
9
27%
Status
- Partial In Place
16
48%
Status
- Not in Place
8
24%
Priority
- High
18
55%
Priority
- Medium
12
36%
Priority
- Low
2
6%
Total Respondents
33
(skipped this question)
1
42.
A behavior support team responds promptly (within 2 working days) to students who present chronic problem
behaviors.
Response
Total
Response
Percent
Status
- In Place
3
9%
Status
- Partial In Place
10
30%
Status
- Not in Place
20
61%
Priority
- High
20
61%
Priority
- Medium
6
18%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1
43.
Behavioral support team includes an individual skilled at conducting functional behavioral assessment.
Response
Total
Response
Percent
Status
- In Place
9
27%
Status
- Partial In Place
5
15%
Status
- Not in Place
19
58%
Priority
- High
16
48%
Priority
- Medium
10
30%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1
44.
Local resources are used to conduct functional assessment-based behavior support planning (~10
hrs/week/student).
Response
Total
Response
Percent
Status
- In Place
3
9%
Status
- Partial In Place
9
27%
Status
- Not in Place
20
61%
Priority
- High
9
27%
Priority
- Medium
15
45%
Priority
- Low
8
24%
Total Respondents
33
(skipped this question)
1
45.
Significant family &/or community members are involved when appropriate & possible.
Response
Total
Response
Percent
Status
- In Place
4
12%
Status
- Partial In Place
13
39%
Status
- Not in Place
16
48%
Priority
- High
17
52%
Priority
- Medium
9
27%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1
46.
School includes formal opportunities for families to receive training on behavioral support/positive parenting
strategies.
Response
Total
Response
Percent
Status
- In Place
7
21%
Status
- Partial In Place
13
39%
Status
- Not in Place
13
39%
Priority
- High
15
45%
Priority
- Medium
10
30%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1
47.
Behavior is monitored & feedback provided regularly to the behavior support team & relevant staff.
Response
Total
Response
Percent
Status
- In Place
5
15%
Status
- Partial In Place
11
33%
Status
- Not in Place
17
52%
Priority
- High
14
42%
Priority
- Medium
12
36%
Priority
- Low
6
18%
Total Respondents
33
(skipped this question)
1