Case Study #1

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon, 2003

42

Case Study #1

Administrator Interview Guide

Lets talk about your discipline system 1) Do you collect and summarize office discipline referral information? Yes No If no, skip to #4. 2) What system do you use for collecting and summarizing office discipline referrals? (E2)

a) b) a) b)
5)

3) What do you do with the office discipline referral information? (E2) SWIS

Behavior tickets, ODRs Who collects and enters the data? Administrators
What data do you collect? Who looks at the data?

Administrator, EBS Team, SST How often do you share it with other staff? weekly

4) What type of problems do you expect teachers to refer to the office rather than handling in the classroom/
specific setting? (D2) zero tolerance, chronic repeat offenders What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)

lockdown, call office

Lets talk about your school rules or motto
6) Do you have school rules or a motto? Yes No If no, skip to # 10.

7) How many are there? 3 8) What are the rules/motto? (B4, B5) Be Safe, Be Respectful, Be Responsible 9) What are they called? (B4, B5) 3 Bees
10) Do you acknowledge students for doing well socially? Yes No If no, skip to # 12.

11) What are the social acknowledgements/ activities/ routines called (student of month, positive referral,
letter home, stickers, high 5's)? (C2, C3)

3 Bee Tickets

Do you have a team that addresses school-wide discipline? If no, skip to # 19

12) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes 13) Is your school-wide team representative of your school staff? (F3) Yes No 14) Are you on the team? (F5) Yes No

15) How often does the team meet? (F6) monthly

16) Do you attend team meetings consistently? (F5) Yes No

No

17) Who is your team leader/facilitator? (F4) Leo

18) Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes

If yes, how often? monthly 19) Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems development? (G2) Yes No If yes, who?

No

Jim

20) What are your top 3 school improvement goals? (F1) positive discipline, reading,

math
21) Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral support? (G1) Yes No

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon, 2003

42 A

Case Study #1

Be Safe, Be Respectful, Be Responsible=3 Bees

What are the school rules? Record the # of rules known. Have you taught the school rules/ behave. exp. to students this year? Have you given out any What types of student problems do you or would you refer to the office?

Interview and Observation Form

Team member questions
Are you on the team? If yes, ask team questions Does your team use discipline data to make decisions? Has your team taught/ reviewed SW program w/staff this year?

Staff questions (Interview a minimum of 10 staff members)

What is the procedure for dealing with a stranger with a gun? Is there a team in your school to address school-wide behavior support systems?

Student questions
What are the (school rules)? Record the # of rules known Have you received a

3 Bees
since

Sept?
(2 mos.)

Who is the team leader/ facilitator?

3 Bees
Since

Sept? Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y N N N N N N N N N N N N N N N

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

+ + + + + + + + + + + + + +

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

+ + + + + + + + + + + + + +

+ + + + + + + + + + + + + +

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Leo Leo

1 2 3 4 5

Leo

6 7 8 9

Leo Leo Leo

10 11 12 13 14 15

+ + + + + + + + + + + + + + +
Hall 2

Total
Location
Are rules & expectations posted? Is the documented crisis plan posted? Front hall/ office Class 1 Class 2 Class 3

X
Cafeteria Library Other setting (gym, lab) Hall 1

Total
Hall 3

Y Y

N N

Y Y

N N

Y Y

N N

Y Y

N N

Y Y

N N

Y Y

N N

Y Y

N N

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon, 2003

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon, 2003

42 B

School-wide Programs and Implementation Manual

A School Wide Systems Approach to Positive Behavior Support
... a work in progress 1996 and beyond

Patterson and Family Schools Effective Behavior Support Project

Eugene School District Eugene, Oregon

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon

42 C

School-wide Programs and Implementation Manual

A School Wide Systems Approach to Positive Behavior Support

... a work in progress

Patterson and Family Schools Effective Behavior Support Project

Eugene School District Eugene, Oregon

This manual is a result of a collaborative effort between Patterson and Family Schools, Eugene School District and the University of Oregon Effective Behavior Support Project. Revisions to this 2002-03 version are based on several years of work for designing a systems approach to positive behavior support. The 2002-03 Effective Behavior Support Team includes Laura Hood, Barb Shirk, Cathy Mattatall, Antje Snawder, Sheila Thomas, Stella Dadson, Jeanne Bowers, and Anne Todd.

Patterson and Family Schools Effective Behavior Support

42 D

Caring Self-Manager Teaching Guide Table of Contents Effective Behavior Support (EBS) Program Overview.. EBS Implementation Schedule .. School Goal and School Rules Classroom Teacher and Supervisor Responsibilities.. Behavioral Expectations for Common Areas.. 1 2 3 3 4

General Lesson Format for Teaching School Rules and Behavioral Expectations. 5 Lesson Plan for Being Safe.. Lesson Plan for Being Respectful Lesson Plan for Being Responsible.. Suggested Application Activities. Recognizing Caring Self-managers.. Procedures for Handling Infractions of School Rules.. Behavior Ticket and Follow-up Individualizing Student Support Process. Request for Support Services Form. Evaluation and Monitoring. 1996-00 Accomplishments.. 6 7 8 9 9 10 11 12 13 14 15

Patterson and Family Schools Effective Behavior Support

42 E

Effective Behavior Support Patterson and Family Schools Program Overview

Program Caring Selfmanagers Second Step Violence Protection Curricula Common Area Routines Program Description A school designed curriculum for teaching school rules and behavioral expectations and for monitoring student behavior. The curriculum is taught within the first few weeks of school with continued application, practice and feedback. Second Step Violence Prevention Curricula emphasizes empathy, impulse control and anger management skills through a problem solving approach. Teachers teach weekly lessons. All staff provides ongoing opportunities for application, practice and feedback. Common Area Routines are specific routines for successful participation in those areas. Each routine specifies expectations for beginning, participating in, and ending common area activities. The Common Area Routines are developed and designed for common areas (i.e., playground, hall). Routines are taught at the beginning of the year and practiced as needed. Classroom Routines are specific routines for successful participation in the classroom. Routines are specified for preparing for the day, taking care of personal needs, turning in homework, and getting help and are developed for each classroom. Each classroom teacher determines if the routines will be teacher-defined &/or student-defined. Routines are taught at the beginning of the year and practiced as needed. A databased process for identifying and supporting individual students who are at-risk or newly enrolled to participate in daily check-in/out program. Identified students check-in/out with an adult or a peer conflict mediator on a daily basis. The check-in/out integrates individual problem setting and goal setting with all other school programs. A small group of students (2-6) who have specific needs receive indepth instructional opportunities for specific needs. A process for individualizing student support, through a team-based approach A program designed for individual students who need specific feedback and instruction for accessing attention. Designed to be implemented with kindergarteners and first graders. 1

Classroom Routines

Daily Double

Weekly Connections Class Student Support Team First Step to Success

Patterson and Family Schools Effective Behavior Support

42 F

Effective Behavior Support Implementation Schedule

Quarter: Fall Winter Spring Summer School-wide Programs Coordinated by the EBS team
Wee k Prep. Caring Selfmanagers Review guide & orient new staff. Common Area Routines Review music, library & P.E. routines. Classroom Routines Decide on teacherdefined &/or studentdefined routines. Second Step Violence Protection Teams review curriculumsharing process.

Connections Programs Coordinated by the SST

Daily Double Review indiv. cases from prev. year. Weekly Connections Class Determine class schedule and review with staff. Individualized Instruction Review indiv. cases from previous year. First Step to Success Review indiv. cases from prev. year.

Teach/review 3 school rules & expectations.

Define & practice common area routines.

Define classroom routines with students.

Conduct pretests prior to teaching.

Teach/review procedures for consequences. Teach, practice & review.

Teach, practice & review. Students design and post school rules in common areas.

Review curriculum & implementation schedule. Orient new staff. Organize family implementation plan.

Implement program and provide follow up reports to other school teams.

Selection of students & assessment of needs through SST.

Review referral process with staff.

Conduct weekly small group classes.

Conduct weekly meetings, conduct functional assessments as needed and provide follow up reports to other school teams.

4 5 6-13

Provide booster activities as needed. Practice & review, providing specific feedback, acknowledgement for doing well and consistency in dealing with infractions to school rules. Use data to make decisions.

Complete all pretests. Begin teaching empathy unit. Continue teaching empathy unit. Nominate students. Implement program.

14-15

Certificates of Recognition distributes to eligible students.

Patterson and Family Schools Effective Behavior Support

42 G

Caring Self-manager Teaching Guide

This guide provides specific goals, behavioral expectations, teacher and supervisor responsibilities, strategies for recognizing caring self-managers, procedures for handling infractions of school rules, and specific routines to be followed as needed. School Goal: Students at Patterson and family Schools will be caring self-managers throughout the school day by following the three school rules. School Rules:

Be Safe Be Respectful Be Responsible

Classroom Teacher Responsibilities: Teachers will teach, model and practice each of the school rules and behavioral expectations throughout the year. Teachers will establish classroom expectations. Teachers will establish strategies for recognizing caring self-managers in their classroom. Supervisor Responsibilities: Supervisors at the school include adults with supervisory authority. Supervisors will talk with students and provide positive feedback based on the rules. Supervisors will circulate among the students in each setting of the school. Supervisors will follow instructional procedures for handling infractions of school rules. Supervisors will be prepared for each setting by having a red card, pencil and behavior notices. Supervisors will help students settle problems safely, respectfully and responsibly. Supervisors will use the Second Step Problem Solving strategy when working with students.

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42 H

Caring Self-managers School Rules and Behavioral Expectation for Common Areas
Common Area All Common Areas Be Safe Walk facing forward Keep hands, feet & objects to self Get adult help for accidents & spills Use all equipment & materials appropriately Be Respectful Use kind words and actions Wait for your turn Clean up after self Follow adult directions Be silent when lights are turned off Be Responsible Follow school rules Remind others to follow school rules Take proper care of all personal belongings & school equipment Be honest Follow game rules

ALL COMMON AREA BEHAVIORAL EXPECTATIONS ARE TO BE INCLUDED WITH SETTING SPECIFIC BEHAVIORAL EXPECTATIONS
Cafeteria Keep all food to self Sit with feet on floor, bottom on bench & facing table Playground/Recess Passing Areas Halls, Breezeways, Sidewalks Bathrooms Walk to & from the playground Wait for duty person to enter playground Stay within boundaries Food, candy, gum & toys stay in class Be aware of activities/games around you No play fighting What is on the ground stays on the ground Stay to the right Allow others to pass Keep feet on floor Keep water in the sink Use soap & water for washing hands Put towels in garbage can Use bike lane Use sidewalks & crosswalks Wait in designated areas Allow anyone to sit next to you Be silent when lights go off Use quiet voices Play fairly Include everyone Raise hand & wait to be excused Get all utensils, milk & condiments when 1st going through the line Use hall/bathroom pass for leaving the area

Hold the door open for the person behind you Use quiet voices Knock on stall door Give people privacy Use quiet voices

Stay on sidewalks

Arrival & Dismissal Areas (bike racks, parking lots, entrances & exits)

Common Instructional Areas (library, computer lab, Room 2, gym, garden, music, community room) Special Events & Assemblies Restricted Areas (workroom, health room, staff room, Principals office, main office)

(See common areas)

7:30-8:00 Arrivals use Room 3 8:00-8:20 Arrivals use cafeteria (unless prior permission) Use front hall under overhang for dismissal Use quiet voices

Flush toilet after use Return to room promptly Use a bathroom pass for using the area Arrive on time Leave on time Get teacher permission to use the classroom phone Use hall pass for using the area

Wait for arrival & dismissal signal Check in office before entering

Use audience manners Sit on bottom Knock before entering staff room or Principals office Use quiet voices

(See common areas) Use hall pass for using the area

Patterson and Family Schools Effective Behavior Support

Classrooms

Each classroom will define their expectations for being safe, being respectful, and being responsible.

42 I

General Lesson Format 4 for Teaching School Rules and Behavioral Expectations
When introducing rules and expectations, follow three basic steps.

Step 1: Introduce the rule

A. Briefly outline what you will be focusing on during the lesson, what activities you will be engaging in, and your expectations for the lesson. B. Check for understanding by asking students to tell you what they will be working on and doing during the lesson. C. State the rule and the rule definition.

Step 2: Demonstrate the rule

D. Model at least two positive and two negative examples of the rule. Use another adult or a student to demonstrate these examples. Give students observation tasks such as, List all the things that I did that were safe. List all the things that I did that were not safe. E. Role-plays: Choose 1-3 students to participate. Require one student to demonstrate the skill in response to an example. Coach students on key expectation (skills) as needed. Refer to the rule and rule definition when giving feedback.

Step 3: Provide Monitoring and Feedback

F. Discuss the role-play, focusing on the targeted skill for the lesson. Use key words when discussing the role play, (Thats right, she walked facing forward, that was safe.) Provide specific feedback to students during the discussion. G. Use real situations throughout the day as examples for discussion. The following three pages provide specific lesson plans for each school rule in each common area.

5 Patterson and Family Schools Effective Behavior Support

42 J

BE SAFE
Use examples listed on the school rules and behavioral expectations page for Being Safe.

Step 1: Introduce the rule

A. Outline focus of the lesson. Today, we are going to learn about being safe. B. Check for student understanding. What are we going to learn about? C. Define being safe. Being safe means that no one gets hurt physically or emotionally.

Step 2: Demonstrate the rule

D. 1. Model (or provide a story) positive examples of being safe and negative examples of not being safe, using another adult or a student. Have students label the situation as safe or not safe. 2. Ask 2-3 students to give an example of a situation in which they know how to be safe. E. Role-plays: some examples to use 1. The recess bell rings and you need to get back to class fast. What is the safe thing to do? 2. You have a disagreement with a friend. What is the safe thing to do? 3. You spill your beverage at lunch. What is the safe thing to do? 4. 5. 6.

Step 3: Provide Monitoring and Feedback

F. Discuss the role-play. 1. Ask student to indicate or show how they could be safe. 2. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. G. Use real situations as examples during class discussions. 1. Just before students transition to another activity outside of the classroom, ask them to tell you how they can Be Safe (pre-correction). 2. When you see student(s) Being Safe, provide specific praise to the student(s). 3. When you see student(s) who are not being safe, stop them, state the rule and redirect, ask the student(s) to state and demonstrate the expected behavior, watch the student(s), and give immediate feedback.

6 Patterson and Family Schools Effective Behavior Support

42 K

BE RESPECTFUL
Use examples listed on the school rules and behavioral expectations page for Being Respectful.

Step 1: Introduce the rule

A. Outline focus of the lesson. Today, we are going to learn about being respectful. B. Check for student understanding. What are we going to learn about? C. Define being respectful. Being respectful means to be polite and cooperative with others.

Step 2: Demonstrate the rule

D. 1. Model (or provide a story) positive examples of being respectful and negative examples of not being respectful, using another adult or a student. Have students label the situation as respectful or not respectful. 2. Ask 2-3 students to give an example of a situation in which they know how to be respectful. E. Role-plays: some examples to use 1. You notice that someone in class has your pencil and you want it back. What is the respectful thing to do? 2. A friend of yours bumps you as you get your lunch tray and your tray drops to the floor. What is the respectful thing to do? 3. As you walk by, your best friend is sitting in the hall doing some homework. You really want to tell her about something that happened earlier in the day. What is the respectful thing to do? 4. 5. 6.

Step 3: Provide Monitoring and Feedback

F. Discuss the role-play. 1. Ask student to indicate or show how they could be respectful. 2. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. G. Use real situations as examples during class discussions. 1. Just before students transition to another activity outside of the classroom, ask them to tell you how they can Be Respectful (pre-correction). 2. When you see student(s) Being Respectful, provide specific praise to the student(s). 3. When you see student(s) who are not being respectful, stop them, state the rule and redirect, ask the student(s) to state or demonstrate the expected behavior, watch the student(s), and give immediate feedback. 7 Patterson and Family Schools Effective Behavior Support
42 L

BE RESPONSIBLE
Use examples listed on the school rules and Behavioral expectations page for Being Responsible.

Step 1: Introduce the rule

A. Outline focus of the lesson. Today, we are going to learn about being responsible. B. Check for student understanding. What are we going to learn about? C. Define being responsible. Being responsible means to be dependable and trustworthy at all times.

Step 2: Demonstrate the rule

D. 1. Model (or provide a story) positive examples of being responsible and negative examples of not being responsible, using another adult or a student. Have students label the situation as responsible or not responsible. 2. Ask 2-3 students to give an example of a situation in which they know how to be responsible. E. Role-plays: some examples to use 1. You find a dollar bill on the floor. What is the responsible thing to do? 2. You need to use the bathroom during recess. What is the responsible thing to do? 3. You notice a new student eating candy and gum at recess. What is the responsible thing to do? 4. 5. 6.

Step 3: Provide Monitoring and Feedback

F. Discuss the role-play. 1. Ask student to indicate or show how they could be responsible. 2. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. G. Use real situations as examples during class discussions. 1. Just before students transition to another activity outside of the classroom, ask them to tell you how they can Be Responsible (pre-correction). 2. When you see student(s) who are not being responsible, stop them, state the rule and redirect, ask the student(s) to state or demonstrate the expected behavior, watch the student(s), and give immediate feedback.

8 Patterson and Family Schools Effective Behavior Support

42 M

Suggested Application Activities

1. Write down 3 ways you have been a safe, respectful or responsible self-manager today or this week. 2. Give homework assignments that give students opportunities to identify and talk about examples of a safe, responsible and respectful caring self-manager. 3. Include a discussion about being safe, being respectful and being responsible when you have classroom meetings. 4. Ask for 2 or 3 examples from students about being safe, responsible and respectful in school, in community, and at home. 5. What does safe, responsible and respectful behavior look like when we are lining up for lunch? 6. What does being safe, responsible and respectful feel and sound like? 7. What do safe emotions look like when you are in gym class?

Recognizing Caring Self-managers Supervisors will acknowledge caring self-managers, by giving specific and positive feedback to students who are following the rules. Caring self-managers will receive a certificate with their report card if they have not received a written referral during that grading period. School wide celebrations will occur each term (Fall, Winter, Spring), to celebrate efforts towards being Caring Self-managers. Classroom teachers will establish strategies for recognizing caring self-managers in their classroom to acknowledge individual and whole class successes and achievements. a. b. c. Staff-generated Options
class party self-dismissal phone call home newsletter recognition visits to office self-manager card community service library use verbal recognition certificate special events time with Franz names in jar parent/guest invitation extra recess notes home outing/field trip choice in schedule lunch with staff elegant lunch special equipment on playground

9 Patterson and Family Schools Effective Behavior Support

42 N

Instructional Procedure for Dealing with Problem Behaviors

YES NO

Observe problem behavior: is there intent to physically or emotionally harm others or property?

Escort student to the office or call for office escort

Give specific verbal feedback & choose an educational intervention strategy Did the strategy work?
NO YES

Referring staff documents problem on behavior notice

Principal problem solves with student(s) & follows through on consequence

Congratulations, provide feedback, & check in later

Follow up with student(s) as necessary

Principal calls home to discuss with family member

School staff use data as needed for planning & evaluation

Document on minor event log

Behavior notice is filed & entered into SWIS

SWIS data is reported at monthly staff meetings

Minor events are entered weekly into SWIS

Minor problem behavior events include low level intensity behavior & can be re-directed Major problem behavior events are any behaviors that include intent to physically or emotionally harm others, self, or property
Patterson and Family Schools Behavior Notice Student _________________ Referring Staff _____________ Grade K Others Involved None Peers Staff Teacher Substitute 1 2 3 4 5 Room _____ Date _______ Time42 O ______

10
Unknown

Other ___________________

Patterson and Family Schools Effective Behavior Support

Location Classroom Playground Hallway/ Breezeway Gym Cafeteria Bathroom Bus loading zone Parking lot Music Room Library Special event/ assembly/ field trip On bus Other __________ Major Problem Behaviors (check the most intrusive) Abusive lang./ inapprop. lang Fighting/ physical aggression Other __________ Comments: Follow through Consequence ________________________ Parent contact meeting with administrator, referring staff & student Disruptive defiance Harassment/ threats Possible Motivation Obtain peer attention Obtain adult attention Obtain items/ activities Dont know

Avoid tasks/activities Avoid peer(s) Avoid adult(s) Other ___________

Follow-up Agreement Name: 1. What rule(s) did you break? (Circle) Be Safe Be Respectful 2.

Date: Be Responsible

What did you want? o I wanted attention from others o I wanted to challenge adult(s) o I wanted to be sent home o I wanted to cause problems because I feel miserable inside o I wanted to cause others problems because they dont like me o I wanted to be in control of the situation o I wanted to avoid doing my work o I wanted revenge o I wanted Did you get what you wanted? Yes No What will you do differently next time? I will be by Student signature: Adult signature(s):

3.
4.

5. 6.

42 P

11 Patterson and Family Schools Effective Behavior Support

Individualizing Student Support

Teacher has concern about student

Teacher completes Request for Support Services form and submits to front office

Front office gathers pre-assessment information and submits to SST

SST schedules meeting

SST meets to develop connections support plan

Connections support is delivered and monitored

SST conducts follow-up and monitoring for each student every 2-4 weeks

12 Patterson and Family Schools Effective Behavior Support

42 Q

12

Patterson and Family Schools Effective Behavior Support

Request for Support Services

Students Name: Referred by: 1. Check the area(s) of concern(s):
Academic

IEP: Y N Date:

Grade:

Age:

reading math

spelling writing study skills other

Problem Behaviors aggressive non-compliant truant tardy withdrawn disruptive other

Communication language fluency articulation voice other

Personal Care dressing hygiene unorganized other

Health vision hearing physical seizures other

2. Check the strategies tried so far:

General Review review cum. file talk w/ parents talk w/ previous teacher seek peer help classroo m assessment

Modify Environment change seating arrangement provide quiet space provide a larger space encourage work breaks

Modify Presentation

Modify Materials match to sample change size change color provide computer calculator use pictures match curr. to instructional level

Modify Expectations group product indiv. product make it easier give more time partner/m entor alternativ e response emphasiz e quality over quantity

preteac

h give extra practice stop & check change pacing give extra feedback provide patterns vary materials increase instructional time increase motivation

3. Circle the strategies (in #2) that have been the most effective. 4. Slash through the strategies that are least effective. 5. When completed, place this form in Cathys mailbox.

6. SST Scheduled for: 7. Front Office Gathers: SWIS Attendance

(# of referrals) (#of absences)

IEP
(review date)

Photo in Book
(date)

Patterson and Family Schools Effective Behavior Support

13
42 R

Patterson and Family Schools Effective Behavior Support

Evaluation and Monitoring Evaluation and monitoring of the Effective Behavior Support activities are conducted regularly throughout the school year. Decisions for revisions in the program are based on an integration of the following information. The Effective Behavior Support Team will manage all evaluation and monitoring activities.

1. Daily/weekly summaries of the behavior notices are shared with staff as needed. 2. Bi-monthly behavior notice and connections updates will be shared at staff meetings. 3. Bi-monthly staff reports regarding EBS activities will be shared at staff meetings. 4. Monthly, school staff will assess current program satisfaction and support needs. 5. Each trimester, program summaries will be reported to Site Council and shared in the parent newsletter. 6. Each trimester, staff will report on Second Step program progress and satisfaction from student, staff and family perspectives. 7. Annually, all staff will complete the Assessing Behavioral Support in Schools Survey. 8. Annually, the Oregon School Safety Survey will be completed by a few selected staff members including the custodian. 9. Annually, a report of activities, accomplishments, and data summaries will be shared with the District Coordinating Council and the School Site Council.

14 Patterson and Family Schools Effective Behavior Support

42 S

Evolution of Design & Implementation of a School Wide Systems Approach to Positive Behavior Support 1996-2002

Activity and Year 1. Established & maintained an EBS Team 2. Developed & used a model for making data based decisions. 3. Developed Universal Intervention(s) 4. Implemented Caring Self-manager program 5. Implemented Second Step Violence Prevention Curriculum 6. Implemented Routines Instruction 7. Developed Targeted Interventions & Program Options 8. Implemented Targeted Interventions 9. Strengthened SST to include all Individual Student Support & staff development activities 10. Developed Budget for staff development & materials

1 19961997 X X X

2 19971998 X X X X

3 19981999 X X X X X X X

4 19992000 X X X X X X

5 20002001 X X X X X X

X X X X X X X

X X X

15

Patterson and Family Schools Effective Behavior Support

42 T

Answer Key Case Study #1

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon, 2003

43

Case Study #1 ANSWER KEY

Be Safe, Be Respectful, Be Interview and Observation Form Responsible=3 Bees a minimum of 10 staff members) Staff questions (Interview
What are the school rules? Record the # of rules known. Have you taught the school rules/ behave. exp. to students this year? Have you given out any

Team member questions

Has your team taught/ reviewed SW program w/staff this year? Who is the team leader/ facilitator?

Student questions
What are the (school rules)? Record the # of rules known Have you received a

3 Bees
since

Sept?
(2 mos.)

What types of student problems do you or would you refer to the office?

What is the procedure for dealing with a stranger with a gun?

Is there a team in your school to address school-wide behavior support systems?

Are you on the team? If yes, ask team questions

Does your team use discipline data to make decisions?

3 Bees
since

Sept?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

+ + + + + + + + + + + + + +

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

+ + + + + + + + + + + + + +

+ + + + + + + + + + + + + +

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

N N N N N N N N N N N N N N N

Leo Leo

Leo

Leo Leo Leo

Total 14/14 12/14= 11/14

Location
Are rules & expectations posted? Is the documented crisis plan posted? Front hall/ office

14/14= 14/14=
Class 1 Class 2

13/14=
Class 3

X
Y Y N N Y Y

6/6=1
Library

6/6=1
Other setting (gym, lab)

6/6=
Hall 1

Cafeteria

Y N + Y N 2 + Y N 3 + Y N 4 + Y N 5 + Y N 6 + Y N 7 + Y N 8 + Y N 9 + Y N 10 + Y N 11 + Y N 12 + Y N 13 + Y N 14 + Y N 15 + Total15/15=1 10/15 00 2 Hall Hall 3 1 Y N Y N

9/10

Y Y

N N

Y Y

N N

Y Y

N N

Y Y

N N

N N

Y Y

N N

X 5/7

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon

43 A

School-wide Evaluation Tool (SET) Scoring Guide School Case Study #1 Answer Key Date Oct. 15, 2001

District _______________________________________ Pre ______ Post ______

State ___________ SET data collector ________________________________ Data Source

(circle sources used) P= product; I= interview; O= observation Discipline handbook, Instructional materials Other ______________ Wall posters Other ______________ Lesson plan books, Instructional materials Other ______________ Interviews Other ______________ Interviews Other ______________ Interviews Other ______________ Interviews Other ______________ Instructional materials, Lesson Plans, Interviews Other ______________ Interviews Other ______________ Interviews Other ______________ Discipline handbook, Instructional materials Other ______________ Interviews Other ______________ P

Feature

Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer positively stated school rules/ behavioral expectations? (0=no; 1= too many/negatively focused; 2 = yes) 2. Are the agreed upon rules & expectations publicly posted in 8 of 10 locations? (See interview & observation form for selection of locations). (0= 0-4; 1= 5-7; 2= 8-10) 1. Is there a documented system for teaching behavioral expectations to students on an annual basis? (0= no; 1 = states that teaching will occur; 2= yes) 2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred this year? (0= 0-50%; 1= 51-89%; 2=90%-100%)

Score : 0-2 2 2 2 1 2 2
I P

A. Expectations Defined

B. Behavioral Expectations Taught

3. Do 90% of team members asked state that the school-wide program has been taught/reviewed with staff on an annual basis? (0= 0-50%; 1= 51-89%; 2=90%-100%) 4. Can at least 70% of 15 or more students state 67% of the school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%) 5. Can 90% or more of the staff asked list 67% of the school rules? (0= 0-50%; 1= 51-89%; 2=90%-100%) 1. Is there a documented system for rewarding student behavior? (0= no; 1= states to acknowledge, but not how; 2= yes)

I I

2 2 2 1 2 2 1 2 43 B

C. On-going System for Rewarding Behavioral Expectations

2. Do 50% or more students asked indicate they have received a reward (other than verbal praise) for expected behaviors over the past two months? (0= 0-25%; 1= 26-49%; 2= 50-100%) 3. Do 90% of staff asked indicate they have delivered a reward (other than verbal praise) to students for expected behavior over the past two months? (0= 0-50%; 1= 51-89%; 2= 90-100%) 1. Is there a documented system for dealing with and reporting specific behavioral violations? (0= no; 1= states to document; but not how; 2 = yes) 2. Do 90% of staff asked agree with administration on what problems are office-managed and what problems are classroommanaged? (0= 0-50%; 1= 51-89%; 2= 90-100%) 3. Is the documented crisis plan for responding to extreme dangerous situations posted in 6 of 7 locations? (0= 0-3; 1= 4-5; 2= 6-7) 4. Do 90% of staff asked agree with administration on the procedure for handling extreme emergencies (stranger in building with a weapon)? (0= 0-50%; 1= 51-89%; 2= 90-100%)

D. System for Responding to Behavioral Violations

Walls Other ______________ Interviews Other ______________

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon

Data Source Feature Evaluation Question

1. Does the discipline referral form list (a) student/grade, (b) date, (c) time, (d) referring staff, (e) problem behavior, (f) location, (g) persons involved, (h) probable motivation, & (i) administrative decision? (0=0-3 items; 1= 4-6 items; 2= 7-9 items) 2. Can the administrator clearly define a system for collecting & summarizing discipline referrals (computer software, data entry time)? (0=no; 1= referrals are collected; 2= yes) 3. Does the administrator report that the team provides discipline data summary reports to the staff at least three times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr) 4. Do 90% of team members asked report that discipline data is used for making decisions in designing, implementing, and revising school-wide effective behavior support efforts? (0= 0-50%; 1= 51-89%; 2= 90-100%) 1. Does the school improvement plan list improving behavior support systems as one of the top 3 school improvement plan goals? (0= no; 1= 4th or lower priority; 2 = 1st- 3rd priority) 2. Can 90% of staff asked report that there is a school-wide team established to address behavior support systems in the school? (0= 0-50%; 1= 51-89%; 2= 90-100%) 3. Does the administrator report that team membership includes representation of all staff? (0= no; 2= yes) 4. Can 90% of team members asked identify the team leader? (0= 0-50%; 1= 51-89%; 2= 90-100%) 5. Is the administrator an active member of the school-wide behavior support team? (0= no; 1= yes, but not consistently; 2 = yes) 6. Does the administrator report that team meetings occur at least monthly? (0=no team meeting; 1=less often than monthly; 2= at least monthly) 7. Does the administrator report that the team reports progress to the staff at least four times per year? (0=no; 1= less than 4 times per year; 2= yes) 8. Does the team have an action plan with specific goals that is less than one year old? (0=no; 2=yes) G. District-Level Support 1. Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral support? (0= no; 2= yes) 2. Can the administrator identify an out-of-school liaison in the district or state? (0= no; 2=yes) (circle sources used) P= product; I= interview; O= observation Referral form (circle items present on the referral form) Interview Other ______________ Interview Other ______________ Interviews Other ______________ School Improvement Plan, Interview Other ______________ Interviews Other ______________ Interview Other ______________ Interviews Other ______________ Interview Other ______________ Interview Other ______________ Interview Other ______________ Annual Plan, calendar Other ______________ Interview Other ______________ Interview Other ______________ P

Score : 0-2 2

E. Monitoring & Decision-Making

I I

2 2 2 2 2 2 2 2 2 2 2 2 2

I P I I I I I

F. Management

I P I I

Summary Scores:

A = 4/4=100% F = 16/16=100%

B = 9 /10=90% G = 4/4=100%

C = 5 /6=83% Mean =

D = 7/8= 88% 661/7= 94.4%

E = 8/8=100%

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips School-wide Evaluation Tool Manual University of Oregon, 2003

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