USD 261 Effective Behavior Support Survey - Haysville Middle School
Respondents:
Launched Date:
79 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
79
100%
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
79
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
27
34%
Status
- Partial In Place
30
38%
Status
- Not in Place
23
29%
Priority
- High
39
49%
Priority
- Medium
26
33%
Priority
- Low
15
19%
Total Respondents
79
3.
Expected student behaviors are taught directly.
Response
Total
Response
Percent
Status
- In Place
18
23%
Status
- Partial In Place
36
46%
Status
- Not in Place
25
32%
Priority
- High
37
47%
Priority
- Medium
27
34%
14
18%
Total Respondents
79
4.
Expected student behaviors are rewarded regularly.
Response
Total
Response
Percent
Status
- In Place
25
32%
Status
- Partial In Place
39
49%
Status
- Not in Place
15
19%
Priority
- High
32
41%
Priority
- Medium
34
43%
Priority
- Low
14
18%
Total Respondents
79
5.
Problem behaviors (failure to meet expected student behaviors) are defined clearly.
Response
Total
Response
Percent
Status
- In Place
33
42%
Status
- Partial In Place
34
43%
Status
- Not in Place
12
15%
Priority
- High
38
48%
Priority
- Medium
27
34%
Priority
- Low
15
19%
Total Respondents
79
6.
Consequences for problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
31
39%
Status
- Partial In Place
29
37%
Status
- Not in Place
20
25%
Priority
- High
42
53%
Priority
- Medium
20
25%
Priority
- Low
17
22%
Total Respondents
79
7.
Distinctions between office v. classroom managed problem behaviors are clear.
Response
Total
Response
Percent
Status
- In Place
17
22%
Status
- Partial In Place
45
57%
Status
- Not in Place
17
22%
Priority
- High
25
32%
Priority
- Medium
40
51%
Priority
- Low
14
18%
Total Respondents
79
8.
Options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
37
47%
Status
- Partial In Place
33
42%
Status
- Not in Place
10
13%
Priority
- High
36
46%
Priority
- Medium
32
41%
Priority
- Low
11
14%
Total Respondents
79
9.
Procedures are in place to address emergency/dangerous situations.
Response
Total
Response
Percent
Status
- In Place
54
68%
Status
- Partial In Place
22
28%
Status
- Not in Place
3
4%
Priority
- High
50
63%
Priority
- Medium
19
24%
Priority
- Low
10
13%
Total Respondents
79
10.
A team exists for behavior support planning & problem solving.
Response
Total
Response
Percent
Status
- In Place
20
25%
Status
- Partial In Place
21
27%
Status
- Not in Place
38
48%
Priority
- High
24
30%
Priority
- Medium
33
42%
Priority
- Low
22
28%
Total Respondents
79
11.
School administrator is an active participant on the behavior support team.
Response
Total
Response
Percent
Status
- In Place
27
34%
Status
- Partial In Place
31
39%
Status
- Not in Place
21
27%
Priority
- High
36
46%
Priority
- Medium
26
33%
Priority
- Low
17
22%
Total Respondents
79
12.
Data on problem behavior patterns are collected and summarized within an on-going system.
Response
Total
Response
Percent
Status
- In Place
17
22%
Status
- Partial In Place
21
27%
Status
- Not in Place
43
54%
Priority
- High
27
34%
Priority
- Medium
28
35%
Priority
- Low
24
30%
Total Respondents
79
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
20
25%
Status
- Partial In Place
23
29%
Status
- Not in Place
36
46%
Priority
- High
30
38%
Priority
- Medium
25
32%
Priority
- Low
24
30%
Total Respondents
79
14.
School has formal strategies for informing families about expected student behaviors at school.
Response
Total
Response
Percent
Status
- In Place
38
48%
Status
- Partial In Place
23
29%
Status
- Not in Place
18
23%
Priority
- High
38
48%
Priority
- Medium
25
32%
Priority
- Low
16
20%
Total Respondents
79
15.
Booster training activities for students are developed, modified, & conducted based on school data.
Response
Total
Response
Percent
Status
- In Place
5
6%
Status
- Partial In Place
13
16%
Status
- Not in Place
61
77%
Priority
- High
17
22%
Priority
- Medium
31
39%
Priority
- Low
32
41%
Total Respondents
79
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
11
14%
Status
- Partial In Place
25
32%
Status
- Not in Place
43
54%
Priority
- High
23
29%
Priority
- Medium
34
43%
Priority
- Low
22
28%
Total Respondents
79
17.
All staff are involved directly and/or indirectly in school-wide interventions.
Response
Total
Response
Percent
Status
- In Place
15
19%
Status
- Partial In Place
32
41%
Status
- Not in Place
31
39%
Priority
- High
24
30%
Priority
- Medium
37
47%
Priority
- Low
18
23%
Total Respondents
79
18.
The school team has access to on-going training and support from district personnel.
Response
Total
Response
Percent
Status
- In Place
13
16%
Status
- Partial In Place
27
34%
Status
- Not in Place
39
49%
Priority
- High
23
29%
Priority
- Medium
31
39%
Priority
- Low
25
32%
Total Respondents
79
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
22
28%
Status
- Partial In Place
25
32%
Status
- Not in Place
32
41%
Priority
- High
22
28%
Priority
- Medium
35
44%
Priority
- Low
22
28%
Total Respondents
79
20.
School-wide expected student behaviors apply to non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
31
39%
Status
- Partial In Place
38
48%
Status
- Not in Place
11
14%
Priority
- High
35
44%
Priority
- Medium
28
35%
Priority
- Low
17
22%
Total Respondents
79
21.
School-wide expected student behaviors are taught in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
11
14%
Status
- Partial In Place
36
46%
Status
- Not in Place
32
41%
Priority
- High
26
33%
Priority
- Medium
32
41%
Priority
- Low
20
25%
Total Respondents
79
22.
Supervisors actively supervise (move, scan, & interact) students in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
29
37%
Status
- Partial In Place
44
56%
Status
- Not in Place
5
6%
Priority
- High
33
42%
Priority
- Medium
34
43%
Priority
- Low
12
15%
Total Respondents
79
23.
Rewards exist for meeting expected student behaviors in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
7
9%
Status
- Partial In Place
22
28%
Status
- Not in Place
50
63%
Priority
- High
14
18%
Priority
- Medium
32
41%
Priority
- Low
32
41%
Total Respondents
79
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
14
18%
Status
- Partial In Place
33
42%
Status
- Not in Place
32
41%
Priority
- High
28
35%
Priority
- Medium
27
34%
Priority
- Low
24
30%
Total Respondents
79
25.
Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces.
Response
Total
Response
Percent
Status
- In Place
24
30%
Status
- Partial In Place
28
35%
Status
- Not in Place
27
34%
Priority
- High
28
35%
Priority
- Medium
32
41%
Priority
- Low
19
24%
Total Respondents
79
26.
Staff receives regular opportunities for developing and improving active supervision skills.
Response
Total
Response
Percent
Status
- In Place
5
6%
Status
- Partial In Place
21
27%
Status
- Not in Place
52
66%
Priority
- High
13
16%
Priority
- Medium
33
42%
Priority
- Low
33
42%
Total Respondents
79
27.
Status of student behavior and management practices are evaluated quarterly from data.
Response
Total
Response
Percent
Status
- In Place
9
11%
Status
- Partial In Place
14
18%
Status
- Not in Place
56
71%
Priority
- High
14
18%
Priority
- Medium
32
41%
Priority
- Low
33
42%
Total Respondents
79
28.
All staff are involved directly or indirectly in management of non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
20
25%
Status
- Partial In Place
38
48%
Status
- Not in Place
20
25%
Priority
- High
26
33%
Priority
- Medium
32
41%
Priority
- Low
21
27%
Total Respondents
79
29.
Expected student behavior & routines in classrooms are stated positively & defined clearly.
Response
Total
Response
Percent
Status
- In Place
44
56%
Status
- Partial In Place
32
41%
Status
- Not in Place
4
5%
Priority
- High
52
66%
Priority
- Medium
21
27%
Priority
- Low
8
10%
Total Respondents
79
30.
Problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
42
53%
Status
- Partial In Place
33
42%
Status
- Not in Place
6
8%
Priority
- High
47
59%
Priority
- Medium
26
33%
Priority
- Low
9
11%
Total Respondents
79
31.
Expected student behavior & routines in classrooms are taught directly.
Response
Total
Response
Percent
Status
- In Place
36
46%
Status
- Partial In Place
29
37%
Status
- Not in Place
16
20%
Priority
- High
44
56%
Priority
- Medium
23
29%
Priority
- Low
14
18%
Total Respondents
79
32.
Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).
Response
Total
Response
Percent
Status
- In Place
17
22%
Status
- Partial In Place
40
51%
Status
- Not in Place
24
30%
Priority
- High
25
32%
Priority
- Medium
36
46%
Priority
- Low
19
24%
Total Respondents
79
33.
Problem behaviors receive consistent consequences.
Response
Total
Response
Percent
Status
- In Place
27
34%
Status
- Partial In Place
34
43%
Status
- Not in Place
20
25%
Priority
- High
44
56%
Priority
- Medium
23
29%
Priority
- Low
14
18%
Total Respondents
79
34.
Procedures for expected & problem behaviors are consistent with school-wide procedures.
Response
Total
Response
Percent
Status
- In Place
28
35%
Status
- Partial In Place
34
43%
Status
- Not in Place
19
24%
Priority
- High
42
53%
Priority
- Medium
26
33%
Priority
- Low
12
15%
Total Respondents
79
35.
Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
33
42%
Status
- Partial In Place
39
49%
Status
- Not in Place
9
11%
Priority
- High
37
47%
Priority
- Medium
29
37%
Priority
- Low
12
15%
Total Respondents
79
36.
Instruction & curriculum materials are matched to student ability (math, reading, language).
Response
Total
Response
Percent
Status
- In Place
36
46%
Status
- Partial In Place
33
42%
Status
- Not in Place
12
15%
Priority
- High
45
57%
Priority
- Medium
25
32%
Priority
- Low
10
13%
Total Respondents
79
37.
Students experience high rates of academic success (> 75% correct).
Response
Total
Response
Percent
Status
- In Place
28
35%
Status
- Partial In Place
46
58%
Status
- Not in Place
6
8%
Priority
- High
53
67%
Priority
- Medium
23
29%
Priority
- Low
4
5%
Total Respondents
79
38.
Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, &
coaching).
Response
Total
Response
Percent
Status
- In Place
32
41%
Status
- Partial In Place
40
51%
Status
- Not in Place
9
11%
Priority
- High
34
43%
Priority
- Medium
37
47%
Priority
- Low
10
13%
Total Respondents
79
39.
Transitions between instructional & non-instructional activities are efficient & orderly.
Response
Total
Response
Percent
Status
- In Place
25
32%
Status
- Partial In Place
46
58%
Status
- Not in Place
9
11%
Priority
- High
29
37%
Priority
- Medium
40
51%
Priority
- Low
9
11%
Total Respondents
79
40.
Assessments are conducted regularly to identify students with chronic problem behaviors.
Response
Total
Response
Percent
Status
- In Place
20
25%
Status
- Partial In Place
22
28%
Status
- Not in Place
37
47%
Priority
- High
32
41%
Priority
- Medium
24
30%
Priority
- Low
22
28%
Total Respondents
79
41.
A simple process exists for teachers to request assistance.
Response
Total
Response
Percent
Status
- In Place
22
28%
Status
- Partial In Place
31
39%
Status
- Not in Place
26
33%
Priority
- High
29
37%
Priority
- Medium
28
35%
Priority
- Low
21
27%
Total Respondents
79
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
8
10%
Status
- Partial In Place
24
30%
Status
- Not in Place
47
59%
Priority
- High
27
34%
Priority
- Medium
28
35%
Priority
- Low
24
30%
Total Respondents
79
43.
Behavioral support team includes an individual skilled at conducting functional behavioral assessment.
Response
Total
Response
Percent
Status
- In Place
12
15%
Status
- Partial In Place
23
29%
Status
- Not in Place
45
57%
Priority
- High
26
33%
Priority
- Medium
28
35%
Priority
- Low
25
32%
Total Respondents
79
44.
Local resources are used to conduct functional assessment-based behavior support planning (~10
hrs/week/student).
Response
Total
Response
Percent
Status
- In Place
6
8%
Status
- Partial In Place
21
27%
Status
- Not in Place
51
65%
Priority
- High
18
23%
Priority
- Medium
34
43%
Priority
- Low
27
34%
Total Respondents
79
45.
Significant family &/or community members are involved when appropriate & possible.
Response
Total
Response
Percent
Status
- In Place
15
19%
Status
- Partial In Place
30
38%
Status
- Not in Place
34
43%
Priority
- High
30
38%
Priority
- Medium
23
29%
Priority
- Low
26
33%
Total Respondents
79
46.
School includes formal opportunities for families to receive training on behavioral support/positive parenting
strategies.
Response
Total
Response
Percent
Status
- In Place
6
8%
Status
- Partial In Place
31
39%
Status
- Not in Place
42
53%
Priority
- High
23
29%
Priority
- Medium
27
34%
Priority
- Low
30
38%
Total Respondents
79
47.
Behavior is monitored & feedback provided regularly to the behavior support team & relevant staff.
Response
Total
Response
Percent
Status
- In Place
7
9%
Status
- Partial In Place
31
39%
Status
- Not in Place
42
53%
Priority
- High
20
25%
Priority
- Medium
33
42%
Priority
- Low
25
32%
Total Respondents
79