Behavior Survey 2009
*
School where you teach:
Armin Jahr
Crownhill
Kitsap Lake
Naval Ave
View Ridge
West Hills
Mountain View Middle School
Bremerton High School
*
Grade Level:
Preschool
Kindergarten
1
2
3
4
5
6
7
8
9
10
11
12
*
1. A representative leadership team is formed to guide program implementation and evaluate its effectiveness. (Schoolwide Capacity)
In place
Not in place
Working on it
Unknown
2. The school administrator is an active member of the schoolwide behavior support team. (Schoolwide Capacity)
In place
Not in place
Working on it
Unknown
3. School personnel (80% or more) have committed to improving school discipline and safety by implementing supporting and agreeing to use positive behavioral support systems. (Schoolwide Capacity)
In place
Not in place
Working on it
Unknown
4. A needs assessment has been conducted to guide intervention selection. (Schoolwide Capacity)
In place
Not in place
Working on it
Unknown
*
5. An action plan with clear goals and objectives has been developed to improve school discipline. (Schoolwide Capacity)
In place
Not in place
Working on it
Unknown
*
6. Regular schoolwide behavior support team meetings are scheduled for training and planning. (Schoolwide Capacity)
In place
Not in place
Working on it
Unknown
*
7. Schoolwide behavior support has a budget for rewarding students (and staff) regular team meetings, teaching activities and materials, and data collection and analysis. (Schoolwide Capacity)
In place
Not in place
Working on it
Unknown
*
8. Three to five schoolwide behavior expectations have been defined (e.g., be safe, respectful, responsible etc.) (Schoolwide Behavioral Teaching and Intervention)
In place
Not in place
Working on it
Unknown
*
9. Positive behavior expectations have been defined for each school setting (e.g. what does "safe respectful responsible" look like in the cafeteria, gym, restrooms etc.?) (Schoolwide Behavioral Teaching and Intervention )
In place
Not in place
Working on it
Unknown
*
10. Lesson plans have been developed for teaching all behavioral expectations in all school settings. (Schoolwide Behavioral Teaching and Intervention )
In place
Not in place
Working on it
Unknown
*
11. Rules are posted and/or visible in all school settings (e.g., hallways classrooms cafeteria gym etc.) (Schoolwide Behavioral Teaching and Intervention )
In place
Not in place
Working on it
Unknown
*
12. Staff has been trained to teach behavioral expectations. (Schoolwide Behavioral Teaching and Intervention)
In place
Not in place
Working on it
Unknown
*
13. Staff teaches behavioral expectations. (Schoolwide Behavioral Teaching and Intervention )
In place
Not in place
Working on it
Unknown
*
14. Behavioral expectations for each rule are taught and reviewed at least ten times per year. (Schoolwide Behavioral Teaching and Intervention )
In place
Not in place
Working on it
Unknown
*
15. Expected behaviors for each specific setting are taught in that setting at least one time a year. (Schoolwide Behavioral Teaching and Intervention )
In place
Not in place
Working on it
Unknown
*
16. A schoolwide system is defined for recognizing and rewarding appropriate, expedited behavior. (Recognizing and Rewarding Expected Behavior)
In place
Not in place
Working on it
Unknown
*
17. Staff support and consistently use the schoolwide reward and recognition system in all settings. (Recognizing and Rewarding Expected Behavior)
In place
Not in place
Working on it
Unknown
*
18. Staff attempts to have four positive interactions with students for every correctional or aversive interaction. (Recognizing and Rewarding Expected Behavior)
In place
Not in place
Working on it
Unknown
*
19. Problem behaviors are clearly defined and explained to all students. (Dealing with Problem Behavior)
In place
Not in place
Working on it
Unknown
*
20. Consequences for problem behaviors are clearly defined and explained to all students. (Dealing with Problem Behavior)
In place
Not in place
Working on it
Unknown
*
21. Staff uses consistent consequences for inappropriate behavior. (Dealing with Problem Behavior)
In place
Not in place
Working on it
Unknown
*
22. Staff consistently correct and reteach students with problem behavior. (Dealing with Problem Behavior)
In place
Not in place
Working on it
Unknown
*
23. Data are collected (discipline referrals surveys) to guide decision making. (Data-Based Decision Making)
In place
Not in place
Working on it
Unknown
*
24. Data are regularly summarized (e.g. at least monthly) by a discipline/behavior support team. (Data-Based Decision Making)
In place
Not in place
Working on it
Unknown
*
25. Staff receive regular (e.g., at least monthly) reports on key discipline outcomes (e.g., information about referrals suspensions etc.) (Data-Based Decision Making)
In place
Not in place
Working on it
Unknown
*
25. Staff receive regular (e.g. at least monthly) reports on key discipline outcomes (e.g. information about referrals suspensions etc.) (Data-Based Decision Making)
In place
Not in place
Working on it
Unknown
*
26. Intervention decisions and strategies are evaluated regularly (at least once per term) based on behavior data. (Data-Based Decision Making)
In place
Not in place
Working on it
Unknown
*
27. The school has defined systems of classroom behavior management. (Classroom Management)
In place
Not in place
Working on it
Unknown
*
28. Curriculum and instruction match student ability: students have high rates of academic success (75%+ correct). (Classroom Management)
In place
Not in place
Working on it
Unknown
*
29 Transitions with classrooms, between activities, and between settings are planned for taught to students well established and orderly. (Classroom Management)
In place
Not in place
Working on it
Unknown
*
30. Teachers can easily get assistance with problem students in their classrooms. (Individual Student Support)
In place
Not in place
Working on it
Unknown
*
31. Behavioral assessments are used to identify students with problem behavior. (Individual Student Support)
In place
Not in place
Working on it
Unknown
*
32. A behavior support team attends promptly (within two school days) when a student exhibits chronic problem behavior. (Individual Student Support)
In place
Not in place
Working on it
Unknown
*
33. Teachers are trained in, and use effective methods to prevent behavioral escalation. (Individual Student Support)
In place
Not in place
Working on it
Unknown
*
33. Teachers are trained in and use effective methods to prevent behavioral escalation. (Individual Student Support)
In place
Not in place
Working on it
Unknown
*
34. Teachers are trained in functional behavioral assessment and positive behavioral intervention for students with chronic problem behavior. (Individual Student Support)
In place
Not in place
Working on it
Unknown
*
35. Families are active participants in supporting schoolwide discipline systems. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
36. The school supports good parenting practices by providing information and support to families. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
37. The school has defined systems for regular, positive contacts with families. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
38. At least one parent is a member of the schoolwide positive discipline team. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
39. There is adequate staff on playgrounds during recess and free time, and in other common areas to effectively supervise the number of students present. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
40. A system of positive reinforcement is in place in all common areas settings. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
41. Recess free time playground, and/or common areas are easily observable (unobstructed views) from any given position in the area. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
42. Supervisors make close contact with students in all recess, free time, playground, and/or common areas. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
43. Playground recess or recreational equipment is safe. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
44. Access to and from the playground, recess, or free-time areas is supervised. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
45. Formal emergency or crisis procedures for students and staff on playgrounds, or in recess and other common areas have been developed and are practiced at least twice a year. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
46. Common areas supervision staff have been trained in active supervision techniques and methods this year. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
47. A system for addressing minor problem behavior in recess playground or common areas is in place and practiced by common-area supervision staff. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
48. A system for addressing serious or minor problem behavior in recess, playground, or common areas is in place and practiced by all common-area supervision staff. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
49. Off-limits areas are clearly identified, taught to students and staff, and known by all. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
50. All staff have received training in active supervision of common areas. (Family Support and Collaboration)
In place
Not in place
Working on it
Unknown
*
Indicates Response Required