USD 261 Effective Behavior Support Survey – Parents As Teachers
Respondents:
6 displayed, 320 total
Launched Date:
05/02/2006
1.
Which school are your reporting for?
Response
Total
Response
Percent
Early Childhood Center
0
0%
Parents as Teachers
6
100%
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
0
0%
Tri-City
0
0%
USD 261 Support Staff
0
0%
Total Respondents
6
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
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
5
83%
Priority
- Medium
1
17%
Priority
- Low
0
0%
Total Respondents
6
3.
Expected student behaviors are taught directly.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
4
67%
Priority
- Medium
2
33%
0
0%
Total Respondents
6
4.
Expected student behaviors are rewarded regularly.
Response
Total
Response
Percent
Status
- In Place
4
67%
Status
- Partial In Place
2
33%
Status
- Not in Place
0
0%
Priority
- High
3
50%
Priority
- Medium
3
50%
Priority
- Low
0
0%
Total Respondents
6
5.
Problem behaviors (failure to meet expected student behaviors) are defined clearly.
Response
Total
Response
Percent
Status
- In Place
3
50%
Status
- Partial In Place
3
50%
Status
- Not in Place
0
0%
Priority
- High
3
50%
Priority
- Medium
3
50%
Priority
- Low
0
0%
Total Respondents
6
6.
Consequences for problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
4
67%
Status
- Partial In Place
2
33%
Status
- Not in Place
0
0%
Priority
- High
2
33%
Priority
- Medium
4
67%
Priority
- Low
0
0%
Total Respondents
6
7.
Distinctions between office v. classroom managed problem behaviors are clear.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
0
0%
Status
- Not in Place
6
100%
Priority
- High
1
17%
Priority
- Medium
0
0%
Priority
- Low
5
83%
Total Respondents
6
8.
Options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
5
83%
Priority
- Medium
1
17%
Priority
- Low
0
0%
Total Respondents
6
9.
Procedures are in place to address emergency/dangerous situations.
Response
Total
Response
Percent
Status
- In Place
6
100%
Status
- Partial In Place
0
0%
Status
- Not in Place
0
0%
Priority
- High
6
100%
Priority
- Medium
0
0%
Priority
- Low
0
0%
Total Respondents
6
10.
A team exists for behavior support planning & problem solving.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
4
67%
Status
- Not in Place
1
17%
Priority
- High
0
0%
Priority
- Medium
5
83%
Priority
- Low
1
17%
Total Respondents
6
11.
School administrator is an active participant on the behavior support team.
Response
Total
Response
Percent
Status
- In Place
2
33%
Status
- Partial In Place
1
17%
Status
- Not in Place
3
50%
Priority
- High
2
33%
Priority
- Medium
4
67%
Priority
- Low
0
0%
Total Respondents
6
12.
Data on problem behavior patterns are collected and summarized within an on-going system.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
1
17%
Status
- Not in Place
5
83%
Priority
- High
0
0%
Priority
- Medium
5
83%
Priority
- Low
1
17%
Total Respondents
6
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
1
17%
Status
- Partial In Place
1
17%
Status
- Not in Place
4
67%
Priority
- High
0
0%
Priority
- Medium
6
100%
Priority
- Low
0
0%
Total Respondents
6
14.
School has formal strategies for informing families about expected student behaviors at school.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
5
83%
Status
- Not in Place
0
0%
Priority
- High
0
0%
Priority
- Medium
5
83%
Priority
- Low
1
17%
Total Respondents
6
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
1
17%
Status
- Not in Place
5
83%
Priority
- High
0
0%
Priority
- Medium
1
17%
Priority
- Low
5
83%
Total Respondents
6
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
1
17%
Status
- Not in Place
5
83%
Priority
- High
0
0%
Priority
- Medium
1
17%
Priority
- Low
5
83%
Total Respondents
6
17.
All staff are involved directly and/or indirectly in school-wide interventions.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
5
83%
Status
- Not in Place
0
0%
Priority
- High
1
17%
Priority
- Medium
4
67%
Priority
- Low
1
17%
Total Respondents
6
18.
The school team has access to on-going training and support from district personnel.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
3
50%
Priority
- Medium
2
33%
Priority
- Low
1
17%
Total Respondents
6
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
17%
Status
- Partial In Place
0
0%
Status
- Not in Place
5
83%
Priority
- High
0
0%
Priority
- Medium
1
17%
Priority
- Low
5
83%
Total Respondents
6
20.
School-wide expected student behaviors apply to non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
3
50%
Priority
- Medium
3
50%
Priority
- Low
0
0%
Total Respondents
6
21.
School-wide expected student behaviors are taught in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
4
67%
Priority
- Medium
2
33%
Priority
- Low
0
0%
Total Respondents
6
22.
Supervisors actively supervise (move, scan, & interact) students in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
5
83%
Priority
- Medium
1
17%
Priority
- Low
0
0%
Total Respondents
6
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
1
17%
Status
- Not in Place
5
83%
Priority
- High
0
0%
Priority
- Medium
4
67%
Priority
- Low
2
33%
Total Respondents
6
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
5
83%
Status
- Partial In Place
0
0%
Status
- Not in Place
1
17%
Priority
- High
3
50%
Priority
- Medium
2
33%
Priority
- Low
1
17%
Total Respondents
6
25.
Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces.
Response
Total
Response
Percent
Status
- In Place
6
100%
Status
- Partial In Place
0
0%
Status
- Not in Place
0
0%
Priority
- High
4
67%
Priority
- Medium
2
33%
Priority
- Low
0
0%
Total Respondents
6
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
6
100%
Status
- Not in Place
0
0%
Priority
- High
1
17%
Priority
- Medium
5
83%
Priority
- Low
0
0%
Total Respondents
6
27.
Status of student behavior and management practices are evaluated quarterly from data.
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
4
67%
Status
- Not in Place
2
33%
Priority
- High
1
17%
Priority
- Medium
3
50%
Priority
- Low
2
33%
Total Respondents
6
28.
All staff are involved directly or indirectly in management of non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
2
33%
Status
- Not in Place
2
33%
Priority
- High
0
0%
Priority
- Medium
3
50%
Priority
- Low
3
50%
Total Respondents
6
29.
Expected student behavior & routines in classrooms are stated positively & defined clearly.
Response
Total
Response
Percent
Status
- In Place
2
33%
Status
- Partial In Place
4
67%
Status
- Not in Place
0
0%
Priority
- High
2
33%
Priority
- Medium
4
67%
Priority
- Low
0
0%
Total Respondents
6
30.
Problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
4
67%
Status
- Not in Place
1
17%
Priority
- High
1
17%
Priority
- Medium
4
67%
Priority
- Low
1
17%
Total Respondents
6
31.
Expected student behavior & routines in classrooms are taught directly.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
3
50%
Priority
- Medium
3
50%
Priority
- Low
0
0%
Total Respondents
6
32.
Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
5
83%
Priority
- Medium
1
17%
Priority
- Low
0
0%
Total Respondents
6
33.
Problem behaviors receive consistent consequences.
Response
Total
Response
Percent
Status
- In Place
4
67%
Status
- Partial In Place
2
33%
Status
- Not in Place
0
0%
Priority
- High
4
67%
Priority
- Medium
2
33%
Priority
- Low
0
0%
Total Respondents
6
34.
Procedures for expected & problem behaviors are consistent with school-wide procedures.
Response
Total
Response
Percent
Status
- In Place
4
67%
Status
- Partial In Place
2
33%
Status
- Not in Place
0
0%
Priority
- High
1
17%
Priority
- Medium
5
83%
Priority
- Low
0
0%
Total Respondents
6
35.
Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
5
83%
Priority
- Medium
1
17%
Priority
- Low
0
0%
Total Respondents
6
36.
Instruction & curriculum materials are matched to student ability (math, reading, language).
Response
Total
Response
Percent
Status
- In Place
2
33%
Status
- Partial In Place
4
67%
Status
- Not in Place
0
0%
Priority
- High
5
83%
Priority
- Medium
1
17%
Priority
- Low
0
0%
Total Respondents
6
37.
Students experience high rates of academic success (> 75% correct).
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
5
83%
Priority
- Medium
1
17%
Priority
- Low
0
0%
Total Respondents
6
38.
Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, &
coaching).
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
3
50%
Status
- Not in Place
3
50%
Priority
- High
0
0%
Priority
- Medium
5
83%
Priority
- Low
1
17%
Total Respondents
6
39.
Transitions between instructional & non-instructional activities are efficient & orderly.
Response
Total
Response
Percent
Status
- In Place
5
83%
Status
- Partial In Place
1
17%
Status
- Not in Place
0
0%
Priority
- High
2
33%
Priority
- Medium
4
67%
Priority
- Low
0
0%
Total Respondents
6
40.
Assessments are conducted regularly to identify students with chronic problem behaviors.
Response
Total
Response
Percent
Status
- In Place
2
33%
Status
- Partial In Place
1
17%
Status
- Not in Place
3
50%
Priority
- High
1
17%
Priority
- Medium
2
33%
Priority
- Low
3
50%
Total Respondents
6
41.
A simple process exists for teachers to request assistance.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
5
83%
Status
- Not in Place
0
0%
Priority
- High
2
33%
Priority
- Medium
3
50%
Priority
- Low
1
17%
Total Respondents
6
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
0
0%
Status
- Partial In Place
1
17%
Status
- Not in Place
5
83%
Priority
- High
0
0%
Priority
- Medium
0
0%
Priority
- Low
6
100%
Total Respondents
6
43.
Behavioral support team includes an individual skilled at conducting functional behavioral assessment.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
0
0%
Status
- Not in Place
5
83%
Priority
- High
0
0%
Priority
- Medium
2
33%
Priority
- Low
4
67%
Total Respondents
6
44.
Local resources are used to conduct functional assessment-based behavior support planning (~10
hrs/week/student).
Response
Total
Response
Percent
Status
- In Place
0
0%
Status
- Partial In Place
0
0%
Status
- Not in Place
6
100%
Priority
- High
0
0%
Priority
- Medium
0
0%
Priority
- Low
6
100%
Total Respondents
6
45.
Significant family &/or community members are involved when appropriate & possible.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
1
17%
Status
- Not in Place
4
67%
Priority
- High
1
17%
Priority
- Medium
2
33%
Priority
- Low
3
50%
Total Respondents
6
46.
School includes formal opportunities for families to receive training on behavioral support/positive parenting
strategies.
Response
Total
Response
Percent
Status
- In Place
4
67%
Status
- Partial In Place
1
17%
Status
- Not in Place
1
17%
Priority
- High
4
67%
Priority
- Medium
1
17%
Priority
- Low
1
17%
Total Respondents
6
47.
Behavior is monitored & feedback provided regularly to the behavior support team & relevant staff.
Response
Total
Response
Percent
Status
- In Place
1
17%
Status
- Partial In Place
2
33%
Status
- Not in Place
3
50%
Priority
- High
1
17%
Priority
- Medium
2
33%
Priority
- Low
3
50%
Total Respondents
6
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