USD 261 Effective Behavior Support Survey – Ruth Clark
Respondents:
32 displayed, 326 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
0
0%
Freeman
0
0%
Nelson
0
0%
Oatville
0
0%
Rex
0
0%
Ruth Clark
32
100%
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
32
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
7
22%
Status
- Partial In Place
21
66%
Status
- Not in Place
4
12%
Priority
- High
14
44%
Priority
- Medium
12
38%
Priority
- Low
8
25%
Total Respondents
32
3.
Expected student behaviors are taught directly.
Response
Total
Response
Percent
Status
- In Place
11
34%
Status
- Partial In Place
14
44%
Status
- Not in Place
7
22%
Priority
- High
16
50%
Priority
- Medium
9
28%
7
22%
Total Respondents
32
4.
Expected student behaviors are rewarded regularly.
Response
Total
Response
Percent
Status
- In Place
11
34%
Status
- Partial In Place
15
47%
Status
- Not in Place
6
19%
Priority
- High
10
31%
Priority
- Medium
16
50%
Priority
- Low
6
19%
Total Respondents
32
5.
Problem behaviors (failure to meet expected student behaviors) are defined clearly.
Response
Total
Response
Percent
Status
- In Place
8
25%
Status
- Partial In Place
15
47%
Status
- Not in Place
9
28%
Priority
- High
15
47%
Priority
- Medium
9
28%
Priority
- Low
8
25%
Total Respondents
32
6.
Consequences for problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
9
28%
Status
- Partial In Place
8
25%
Status
- Not in Place
15
47%
Priority
- High
13
41%
Priority
- Medium
8
25%
Priority
- Low
11
34%
Total Respondents
32
7.
Distinctions between office v. classroom managed problem behaviors are clear.
Response
Total
Response
Percent
Status
- In Place
4
12%
Status
- Partial In Place
18
56%
Status
- Not in Place
10
31%
Priority
- High
12
38%
Priority
- Medium
14
44%
Priority
- Low
6
19%
Total Respondents
32
8.
Options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
7
22%
Status
- Partial In Place
17
53%
Status
- Not in Place
8
25%
Priority
- High
14
44%
Priority
- Medium
15
47%
Priority
- Low
2
6%
Total Respondents
32
9.
Procedures are in place to address emergency/dangerous situations.
Response
Total
Response
Percent
Status
- In Place
15
47%
Status
- Partial In Place
13
41%
Status
- Not in Place
4
12%
Priority
- High
19
59%
Priority
- Medium
11
34%
Priority
- Low
2
6%
Total Respondents
32
10.
A team exists for behavior support planning & problem solving.
Response
Total
Response
Percent
Status
- In Place
9
28%
Status
- Partial In Place
8
25%
Status
- Not in Place
15
47%
Priority
- High
12
38%
Priority
- Medium
10
31%
Priority
- Low
10
31%
Total Respondents
32
11.
School administrator is an active participant on the behavior support team.
Response
Total
Response
Percent
Status
- In Place
14
44%
Status
- Partial In Place
8
25%
Status
- Not in Place
8
25%
Priority
- High
18
56%
Priority
- Medium
7
22%
Priority
- Low
7
22%
Total Respondents
32
12.
Data on problem behavior patterns are collected and summarized within an on-going system.
Response
Total
Response
Percent
Status
- In Place
5
16%
Status
- Partial In Place
10
31%
Status
- Not in Place
16
50%
Priority
- High
10
31%
Priority
- Medium
14
44%
Priority
- Low
8
25%
Total Respondents
32
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
6
19%
Status
- Partial In Place
9
28%
Status
- Not in Place
17
53%
Priority
- High
10
31%
Priority
- Medium
13
41%
Priority
- Low
9
28%
Total Respondents
32
14.
School has formal strategies for informing families about expected student behaviors at school.
Response
Total
Response
Percent
Status
- In Place
9
28%
Status
- Partial In Place
14
44%
Status
- Not in Place
8
25%
Priority
- High
15
47%
Priority
- Medium
11
34%
Priority
- Low
6
19%
Total Respondents
32
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
4
12%
Status
- Not in Place
24
75%
Priority
- High
8
25%
Priority
- Medium
8
25%
Priority
- Low
15
47%
Total Respondents
32
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
5
16%
Status
- Not in Place
24
75%
Priority
- High
10
31%
Priority
- Medium
8
25%
Priority
- Low
14
44%
Total Respondents
32
17.
All staff are involved directly and/or indirectly in school-wide interventions.
Response
Total
Response
Percent
Status
- In Place
6
19%
Status
- Partial In Place
7
22%
Status
- Not in Place
19
59%
Priority
- High
12
38%
Priority
- Medium
6
19%
Priority
- Low
14
44%
Total Respondents
32
18.
The school team has access to on-going training and support from district personnel.
Response
Total
Response
Percent
Status
- In Place
2
6%
Status
- Partial In Place
11
34%
Status
- Not in Place
19
59%
Priority
- High
8
25%
Priority
- Medium
8
25%
Priority
- Low
16
50%
Total Respondents
32
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
16%
Status
- Partial In Place
7
22%
Status
- Not in Place
20
62%
Priority
- High
10
31%
Priority
- Medium
9
28%
Priority
- Low
13
41%
Total Respondents
32
20.
School-wide expected student behaviors apply to non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
6
19%
Status
- Partial In Place
19
59%
Status
- Not in Place
7
22%
Priority
- High
15
47%
Priority
- Medium
11
34%
Priority
- Low
7
22%
Total Respondents
32
21.
School-wide expected student behaviors are taught in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
8
25%
Status
- Partial In Place
15
47%
Status
- Not in Place
10
31%
Priority
- High
17
53%
Priority
- Medium
9
28%
Priority
- Low
7
22%
Total Respondents
32
22.
Supervisors actively supervise (move, scan, & interact) students in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
4
12%
Status
- Partial In Place
18
56%
Status
- Not in Place
11
34%
Priority
- High
16
50%
Priority
- Medium
11
34%
Priority
- Low
6
19%
Total Respondents
32
23.
Rewards exist for meeting expected student behaviors in non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
5
16%
Status
- Partial In Place
15
47%
Status
- Not in Place
12
38%
Priority
- High
12
38%
Priority
- Medium
10
31%
Priority
- Low
11
34%
Total Respondents
32
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
12
38%
Status
- Partial In Place
14
44%
Status
- Not in Place
7
22%
Priority
- High
11
34%
Priority
- Medium
16
50%
Priority
- Low
6
19%
Total Respondents
32
25.
Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces.
Response
Total
Response
Percent
Status
- In Place
10
31%
Status
- Partial In Place
13
41%
Status
- Not in Place
10
31%
Priority
- High
11
34%
Priority
- Medium
13
41%
Priority
- Low
9
28%
Total Respondents
32
26.
Staff receives regular opportunities for developing and improving active supervision skills.
Response
Total
Response
Percent
Status
- In Place
4
12%
Status
- Partial In Place
11
34%
Status
- Not in Place
18
56%
Priority
- High
11
34%
Priority
- Medium
9
28%
Priority
- Low
13
41%
Total Respondents
32
27.
Status of student behavior and management practices are evaluated quarterly from data.
Response
Total
Response
Percent
Status
- In Place
2
6%
Status
- Partial In Place
5
16%
Status
- Not in Place
26
81%
Priority
- High
9
28%
Priority
- Medium
7
22%
Priority
- Low
17
53%
Total Respondents
32
28.
All staff are involved directly or indirectly in management of non-classroom settings.
Response
Total
Response
Percent
Status
- In Place
6
19%
Status
- Partial In Place
17
53%
Status
- Not in Place
10
31%
Priority
- High
14
44%
Priority
- Medium
12
38%
Priority
- Low
6
19%
Total Respondents
32
29.
Expected student behavior & routines in classrooms are stated positively & defined clearly.
Response
Total
Response
Percent
Status
- In Place
25
78%
Status
- Partial In Place
7
22%
Status
- Not in Place
1
3%
Priority
- High
26
81%
Priority
- Medium
6
19%
Priority
- Low
1
3%
Total Respondents
32
30.
Problem behaviors are defined clearly.
Response
Total
Response
Percent
Status
- In Place
18
56%
Status
- Partial In Place
12
38%
Status
- Not in Place
3
9%
Priority
- High
24
75%
Priority
- Medium
8
25%
Priority
- Low
1
3%
Total Respondents
32
31.
Expected student behavior & routines in classrooms are taught directly.
Response
Total
Response
Percent
Status
- In Place
25
78%
Status
- Partial In Place
7
22%
Status
- Not in Place
2
6%
Priority
- High
26
81%
Priority
- Medium
7
22%
Priority
- Low
0
0%
Total Respondents
32
32.
Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).
Response
Total
Response
Percent
Status
- In Place
14
44%
Status
- Partial In Place
16
50%
Status
- Not in Place
3
9%
Priority
- High
19
59%
Priority
- Medium
11
34%
Priority
- Low
3
9%
Total Respondents
32
33.
Problem behaviors receive consistent consequences.
Response
Total
Response
Percent
Status
- In Place
17
53%
Status
- Partial In Place
13
41%
Status
- Not in Place
3
9%
Priority
- High
24
75%
Priority
- Medium
7
22%
Priority
- Low
2
6%
Total Respondents
32
34.
Procedures for expected & problem behaviors are consistent with school-wide procedures.
Response
Total
Response
Percent
Status
- In Place
8
25%
Status
- Partial In Place
12
38%
Status
- Not in Place
12
38%
Priority
- High
18
56%
Priority
- Medium
9
28%
Priority
- Low
6
19%
Total Respondents
32
35.
Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs.
Response
Total
Response
Percent
Status
- In Place
12
38%
Status
- Partial In Place
16
50%
Status
- Not in Place
5
16%
Priority
- High
17
53%
Priority
- Medium
15
47%
Priority
- Low
1
3%
Total Respondents
32
36.
Instruction & curriculum materials are matched to student ability (math, reading, language).
Response
Total
Response
Percent
Status
- In Place
26
81%
Status
- Partial In Place
6
19%
Status
- Not in Place
1
3%
Priority
- High
29
91%
Priority
- Medium
4
12%
Priority
- Low
0
0%
Total Respondents
32
37.
Students experience high rates of academic success (> 75% correct).
Response
Total
Response
Percent
Status
- In Place
17
53%
Status
- Partial In Place
15
47%
Status
- Not in Place
1
3%
Priority
- High
28
88%
Priority
- Medium
5
16%
Priority
- Low
0
0%
Total Respondents
32
38.
Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, &
coaching).
Response
Total
Response
Percent
Status
- In Place
9
28%
Status
- Partial In Place
8
25%
Status
- Not in Place
16
50%
Priority
- High
20
62%
Priority
- Medium
7
22%
Priority
- Low
6
19%
Total Respondents
32
39.
Transitions between instructional & non-instructional activities are efficient & orderly.
Response
Total
Response
Percent
Status
- In Place
10
31%
Status
- Partial In Place
22
69%
Status
- Not in Place
1
3%
Priority
- High
22
69%
Priority
- Medium
10
31%
Priority
- Low
1
3%
Total Respondents
32
40.
Assessments are conducted regularly to identify students with chronic problem behaviors.
Response
Total
Response
Percent
Status
- In Place
4
12%
Status
- Partial In Place
9
28%
Status
- Not in Place
18
56%
Priority
- High
16
50%
Priority
- Medium
8
25%
Priority
- Low
8
25%
Total Respondents
32
41.
A simple process exists for teachers to request assistance.
Response
Total
Response
Percent
Status
- In Place
9
28%
Status
- Partial In Place
11
34%
Status
- Not in Place
12
38%
Priority
- High
20
62%
Priority
- Medium
7
22%
Priority
- Low
5
16%
Total Respondents
32
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
4
12%
Status
- Not in Place
25
78%
Priority
- High
18
56%
Priority
- Medium
7
22%
Priority
- Low
7
22%
Total Respondents
32
43.
Behavioral support team includes an individual skilled at conducting functional behavioral assessment.
Response
Total
Response
Percent
Status
- In Place
6
19%
Status
- Partial In Place
2
6%
Status
- Not in Place
24
75%
Priority
- High
18
56%
Priority
- Medium
5
16%
Priority
- Low
9
28%
Total Respondents
32
44.
Local resources are used to conduct functional assessment-based behavior support planning (~10
hrs/week/student).
Response
Total
Response
Percent
Status
- In Place
2
6%
Status
- Partial In Place
5
16%
Status
- Not in Place
25
78%
Priority
- High
12
38%
Priority
- Medium
8
25%
Priority
- Low
12
38%
Total Respondents
32
45.
Significant family &/or community members are involved when appropriate & possible.
Response
Total
Response
Percent
Status
- In Place
5
16%
Status
- Partial In Place
11
34%
Status
- Not in Place
16
50%
Priority
- High
17
53%
Priority
- Medium
9
28%
Priority
- Low
6
19%
Total Respondents
32
46.
School includes formal opportunities for families to receive training on behavioral support/positive parenting
strategies.
Response
Total
Response
Percent
Status
- In Place
3
9%
Status
- Partial In Place
13
41%
Status
- Not in Place
16
50%
Priority
- High
15
47%
Priority
- Medium
9
28%
Priority
- Low
8
25%
Total Respondents
32
47.
Behavior is monitored & feedback provided regularly to the behavior support team & relevant staff.
Response
Total
Response
Percent
Status
- In Place
3
9%
Status
- Partial In Place
5
16%
Status
- Not in Place
24
75%
Priority
- High
18
56%
Priority
- Medium
6
19%
Priority
- Low
8
25%
Total Respondents
32