USD 261 Effective Behavior Support Survey –All Responses Overview
Respondents:
Launched Date:
320 displayed, 320 total
05/02/2006
1.
Which school are your reporting for?
Response
Total
Response
Percent
Early Childhood Center
15
5%
Parents as Teachers
6
2%
Freeman
34
11%
Nelson
46
14%
Oatville
30
9%
Rex
29
9%
Ruth Clark
32
10%
Haysville Middle School
79
25%
Campus High School
26
8%
Alternative High School
11
3%
Charter School
3
1%
Tri-City
6
2%
USD 261 Support Staff
3
1%
Total Respondents
320
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
143
45%
Status
- Partial In Place
134
42%
Status
- Not in Place
45
14%
Priority
- High
196
61%
Priority
- Medium
81
25%
Priority
- Low
43
13%
Total Respondents
320
3.
Expected student behaviors are taught directly.
Response
Total
Response
Percent
Status
- In Place
123
38%
Status
- Partial In Place
136
42%
Status
- Not in Place
60
19%
Priority
- High
201
63%
Priority
- Medium
76
24%
38
12%
Total Respondents
320
4.
Expected student behaviors are rewarded regularly.
Response
Total
Response
Percent
Status
- In Place
142
44%
Status
- Partial In Place
132
41%
Status
- Not in Place
46
14%
Priority
- High
167
52%
Priority
- Medium
112
35%
Priority
- Low
39
12%
Total Respondents
320
5.
Problem behaviors (failure to meet expected student behaviors) are defined clearly.
Response
Total
Response
Percent
Status
- In Place
136
42%
Status
- Partial In Place
131
41%
Status
- Not in Place
53
17%
Priority
- High
185
58%
Priority
- Medium
92
29%
Priority
- Low
43
13%
Total Respondents
320
6.
Consequences for problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
131
41%
Status
- Partial In Place
119
37%
Status
- Not in Place
71
22%
Priority
- High
184
57%
Priority
- Medium
83
26%
Priority
- Low
52
16%
Total Respondents
320
7.
Distinctions between office v. classroom managed problem behaviors are clear.
Response
Total
Response
Percent
Status
- In Place
89
28%
Status
- Partial In Place
148
46%
Status
- Not in Place
83
26%
Priority
- High
141
44%
Priority
- Medium
128
40%
Priority
- Low
48
15%
Total Respondents
320
8.
Options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
127
40%
Status
- Partial In Place
140
44%
Status
- Not in Place
54
17%
Priority
- High
184
57%
Priority
- Medium
103
32%
Priority
- Low
30
9%
Total Respondents
320
9.
Procedures are in place to address emergency/dangerous situations.
Response
Total
Response
Percent
Status
- In Place
201
63%
Status
- Partial In Place
101
32%
Status
- Not in Place
18
6%
Priority
- High
218
68%
Priority
- Medium
68
21%
Priority
- Low
31
10%
Total Respondents
320
10.
A team exists for behavior support planning & problem solving.
Response
Total
Response
Percent
Status
- In Place
126
39%
Status
- Partial In Place
95
30%
Status
- Not in Place
100
31%
Priority
- High
155
48%
Priority
- Medium
108
34%
Priority
- Low
58
18%
Total Respondents
320
11.
School administrator is an active participant on the behavior support team.
Response
Total
Response
Percent
Status
- In Place
144
45%
Status
- Partial In Place
105
33%
Status
- Not in Place
68
21%
Priority
- High
185
58%
Priority
- Medium
80
25%
Priority
- Low
51
16%
Total Respondents
320
12.
Data on problem behavior patterns are collected and summarized within an on-going system.
Response
Total
Response
Percent
Status
- In Place
87
27%
Status
- Partial In Place
100
31%
Status
- Not in Place
134
42%
Priority
- High
134
42%
Priority
- Medium
119
37%
Priority
- Low
65
20%
Total Respondents
320
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
84
26%
Status
- Partial In Place
103
32%
Status
- Not in Place
131
41%
Priority
- High
132
41%
Priority
- Medium
121
38%
Priority
- Low
66
21%
Total Respondents
320
14.
School has formal strategies for informing families about expected student behaviors at school.
Response
Total
Response
Percent
Status
- In Place
133
42%
Status
- Partial In Place
123
38%
Status
- Not in Place
63
20%
Priority
- High
170
53%
Priority
- Medium
103
32%
Priority
- Low
44
14%
Total Respondents
320
15.
Booster training activities for students are developed, modified, & conducted based on school data.
Response
Total
Response
Percent
Status
- In Place
51
16%
Status
- Partial In Place
75
23%
Status
- Not in Place
195
61%
Priority
- High
95
30%
Priority
- Medium
120
38%
Priority
- Low
102
32%
Total Respondents
320
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
50
16%
Status
- Partial In Place
105
33%
Status
- Not in Place
162
51%
Priority
- High
112
35%
Priority
- Medium
128
40%
Priority
- Low
77
24%
Total Respondents
320
17.
All staff are involved directly and/or indirectly in school-wide interventions.
Response
Total
Response
Percent
Status
- In Place
83
26%
Status
- Partial In Place
126
39%
Status
- Not in Place
110
34%
Priority
- High
141
44%
Priority
- Medium
114
36%
Priority
- Low
62
19%
Total Respondents
320
18.
The school team has access to on-going training and support from district personnel.
Response
Total
Response
Percent
Status
- In Place
74
23%
Status
- Partial In Place
120
38%
Status
- Not in Place
126
39%
Priority
- High
124
39%
Priority
- Medium
121
38%
Priority
- Low
73
23%
Total Respondents
320
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
100
31%
Status
- Partial In Place
99
31%
Status
- Not in Place
113
35%
Priority
- High
102
32%
Priority
- Medium
133
42%
Priority
- Low
83
26%
Total Respondents
320
20.
School-wide expected student behaviors apply to non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
144
45%
Status
- Partial In Place
131
41%
Status
- Not in Place
45
14%
Priority
- High
185
58%
Priority
- Medium
86
27%
Priority
- Low
48
15%
Total Respondents
317
(skipped this question)
3
21.
School-wide expected student behaviors are taught in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
101
32%
Status
- Partial In Place
130
41%
Status
- Not in Place
88
28%
Priority
- High
161
51%
Priority
- Medium
104
33%
Priority
- Low
52
16%
Total Respondents
317
(skipped this question)
3
22.
Supervisors actively supervise (move, scan, & interact) students in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
115
36%
Status
- Partial In Place
167
53%
Status
- Not in Place
37
12%
Priority
- High
160
50%
Priority
- Medium
117
37%
Priority
- Low
40
13%
Total Respondents
317
(skipped this question)
3
23.
Rewards exist for meeting expected student behaviors in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
64
20%
Status
- Partial In Place
127
40%
Status
- Not in Place
127
40%
Priority
- High
104
33%
Priority
- Medium
130
41%
Priority
- Low
82
26%
Total Respondents
317
(skipped this question)
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
109
34%
Status
- Partial In Place
130
41%
Status
- Not in Place
80
25%
Priority
- High
128
40%
Priority
- Medium
125
39%
Priority
- Low
64
20%
Total Respondents
317
(skipped this question)
3
25.
Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces.
Response
Total
Response
Percent
Status
- In Place
143
45%
Status
- Partial In Place
110
35%
Status
- Not in Place
67
21%
Priority
- High
131
41%
Priority
- Medium
117
37%
Priority
- Low
69
22%
Total Respondents
317
(skipped this question)
3
26.
Staff receives regular opportunities for developing and improving active supervision skills.
Response
Total
Response
Percent
Status
- In Place
53
17%
Status
- Partial In Place
109
34%
Status
- Not in Place
156
49%
Priority
- High
105
33%
Priority
- Medium
123
39%
Priority
- Low
91
29%
Total Respondents
317
(skipped this question)
3
27.
Status of student behavior and management practices are evaluated quarterly from data.
Response
Total
Response
Percent
Status
- In Place
47
15%
Status
- Partial In Place
84
26%
Status
- Not in Place
186
59%
Priority
- High
87
27%
Priority
- Medium
128
40%
Priority
- Low
103
32%
Total Respondents
317
(skipped this question)
3
28.
All staff are involved directly or indirectly in management of non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
105
33%
Status
- Partial In Place
137
43%
Status
- Not in Place
76
24%
Priority
- High
148
47%
Priority
- Medium
102
32%
Priority
- Low
66
21%
Total Respondents
317
(skipped this question)
3
29.
Expected student behavior & routines in classrooms are stated positively & defined clearly.
Response Response
Total
Percent
Status
- In Place
210
67%
Status
- Partial In Place
99
31%
Status
- Not in Place
10
3%
Priority
- High
229
73%
Priority
- Medium
66
21%
Priority
- Low
22
7%
Total Respondents
315
(skipped this question)
5
30.
Problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
174
55%
Status
- Partial In Place
120
38%
Status
- Not in Place
25
8%
Priority
- High
214
68%
Priority
- Medium
74
23%
Priority
- Low
26
8%
Total Respondents
315
(skipped this question)
5
31.
Expected student behavior & routines in classrooms are taught directly.
Response
Total
Response
Percent
Status
- In Place
192
61%
Status
- Partial In Place
101
32%
Status
- Not in Place
27
9%
Priority
- High
216
69%
Priority
- Medium
70
22%
Priority
- Low
30
10%
Total Respondents
315
(skipped this question)
5
32.
Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).
Response
Total
Response
Percent
Status
- In Place
124
39%
Status
- Partial In Place
146
46%
Status
- Not in Place
48
15%
Priority
- High
178
57%
Priority
- Medium
102
32%
Priority
- Low
35
11%
Total Respondents
315
(skipped this question)
5
33.
Problem behaviors receive consistent consequences.
Response
Total
Response
Percent
Status
- In Place
143
45%
Status
- Partial In Place
122
39%
Status
- Not in Place
54
17%
Priority
- High
213
68%
Priority
- Medium
71
23%
Priority
- Low
30
10%
Total Respondents
315
(skipped this question)
5
34.
Procedures for expected & problem behaviors are consistent with school-wide procedures.
Response
Total
Response
Percent
Status
- In Place
122
39%
Status
- Partial In Place
137
43%
Status
- Not in Place
59
19%
Priority
- High
186
59%
Priority
- Medium
86
27%
Priority
- Low
41
13%
Total Respondents
315
(skipped this question)
5
35.
Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
135
43%
Status
- Partial In Place
143
45%
Status
- Not in Place
41
13%
Priority
- High
188
60%
Priority
- Medium
96
30%
Priority
- Low
30
10%
Total Respondents
315
(skipped this question)
5
36.
Instruction & curriculum materials are matched to student ability (math, reading, language).
Response
Total
Response
Percent
Status
- In Place
178
57%
Status
- Partial In Place
117
37%
Status
- Not in Place
24
8%
Priority
- High
216
69%
Priority
- Medium
73
23%
Priority
- Low
25
8%
Total Respondents
315
(skipped this question)
5
37.
Students experience high rates of academic success (> 75% correct).
Response
Total
Response
Percent
Status
- In Place
148
47%
Status
- Partial In Place
154
49%
Status
- Not in Place
15
5%
Priority
- High
229
73%
Priority
- Medium
70
22%
Priority
- Low
12
4%
Total Respondents
315
(skipped this question)
5
38.
Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, &
coaching).
Response
Total
Response
Percent
Status
- In Place
123
39%
Status
- Partial In Place
138
44%
Status
- Not in Place
57
18%
Priority
- High
166
53%
Priority
- Medium
104
33%
Priority
- Low
44
14%
Total Respondents
315
(skipped this question)
5
39.
Transitions between instructional & non-instructional activities are efficient & orderly.
Response
Total
Response
Percent
Status
- In Place
134
43%
Status
- Partial In Place
153
49%
Status
- Not in Place
30
10%
Priority
- High
166
53%
Priority
- Medium
108
34%
Priority
- Low
39
12%
Total Respondents
315
(skipped this question)
5
40.
Assessments are conducted regularly to identify students with chronic problem behaviors.
Response Response
Total
Percent
Status
- In Place
90
29%
Status
- Partial In Place
98
31%
Status
- Not in Place
123
39%
Priority
- High
158
50%
Priority
- Medium
86
27%
Priority
- Low
66
21%
Total Respondents
313
(skipped this question)
7
41.
A simple process exists for teachers to request assistance.
Response
Total
Response
Percent
Status
- In Place
113
36%
Status
- Partial In Place
116
37%
Status
- Not in Place
83
27%
Priority
- High
168
54%
Priority
- Medium
88
28%
Priority
- Low
53
17%
Total Respondents
313
(skipped this question)
7
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
52
17%
Status
- Partial In Place
113
36%
Status
- Not in Place
147
47%
Priority
- High
151
48%
Priority
- Medium
93
30%
Priority
- Low
67
21%
Total Respondents
313
(skipped this question)
7
43.
Behavioral support team includes an individual skilled at conducting functional behavioral assessment.
Response
Total
Response
Percent
Status
- In Place
86
27%
Status
- Partial In Place
85
27%
Status
- Not in Place
141
45%
Priority
- High
156
50%
Priority
- Medium
85
27%
Priority
- Low
70
22%
Total Respondents
313
(skipped this question)
7
44.
Local resources are used to conduct functional assessment-based behavior support planning (~10
hrs/week/student).
Response
Total
Response
Percent
Status
- In Place
38
12%
Status
- Partial In Place
92
29%
Status
- Not in Place
178
57%
Priority
- High
104
33%
Priority
- Medium
121
39%
Priority
- Low
86
27%
Total Respondents
313
(skipped this question)
7
45.
Significant family &/or community members are involved when appropriate & possible.
Response
Total
Response
Percent
Status
- In Place
82
26%
Status
- Partial In Place
119
38%
Status
- Not in Place
111
35%
Priority
- High
156
50%
Priority
- Medium
87
28%
Priority
- Low
68
22%
Total Respondents
313
(skipped this question)
7
46.
School includes formal opportunities for families to receive training on behavioral support/positive parenting
strategies.
Response
Total
Response
Percent
Status
- In Place
46
15%
Status
- Partial In Place
119
38%
Status
- Not in Place
147
47%
Priority
- High
130
42%
Priority
- Medium
101
32%
Priority
- Low
79
25%
Total Respondents
313
(skipped this question)
7
47.
Behavior is monitored & feedback provided regularly to the behavior support team & relevant staff.
Response
Total
Response
Percent
Status
- In Place
53
17%
Status
- Partial In Place
120
38%
Status
- Not in Place
140
45%
Priority
- High
128
41%
Priority
- Medium
112
36%
Priority
- Low
68
22%
Total Respondents
313
(skipped this question)
7
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