Version 2.0. February, 2012 Todd, A.W., Lewis-Palmer. T., Horner, R.H., Sugai, G., Sampson, N.K., & Phillips, D. University of Oregon

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1 School-wide Evaluation Tool (SET) mplementation Manual Version 2.0 February, 2012 Todd, A.W., Lewis-Palmer. T., Horner, R.H., Sugai, G., Sampson, N.K., & Phillips, D. University of Oregon

2 TABLE OF CONTENTS ntroduction Acknowledgments i ii OVERVEW OF THE SET 1-2 o Features of the SET o Data Sources o Human Subject Approval o SET Research o The SET Scoring guide PREPARNG FOR AND CONDUCTNG THE SET 3-6 o Scheduling o Arriving at the School o Collecting the nformation o School Observations o Overview of nterviews SCORNG THE SET 7-88 o Scoring and Calculating nterviews and Observations o Scoring the Evaluation Questions o nter-observer Reliability o Matching Exercise o nterview and Observation Examples o Scoring Permanent Product Examples CASE STUDY EXAMPLES NTRODUCTON Case Study #1 Case Study #2 NTERPRETNG AND SUMMARZNG THE SET RESULTS o ntegrating Multiple Data Sources o School Level Analysis o District Level Analysis o Sending Results to the School OTHER NFORMATON o Frequently Asked Questions o Self-Assessment Survey (SAS)

3 ntroduction The SET mplementation Manual was developed to provide guidance and technical assistance to those who would like to use the School-wide Evaluation Tool (SET) to assess a school s fidelity of implementation of school-wide positive behavior support. The intended audience includes school district, state level and research evaluators in the area of school-wide positive behavior support that have experience in proactive school-wide discipline procedures, assessment and evaluation strategies. Organization of This Manual This manual is divided into six major sections. Each section focuses on a different component for completing the SET. Overview of the SET The overview describes the purpose and features of the SET. Data sources needed for completing the SET and SET research are described. Preparing for and Conducting the SET This section provides more detail about preparing for and conducting the SET. A task analysis from initial contact with the school to collecting information for scoring the SET is described in detail. Scoring the SET This section provides scoring practice opportunities. Case studies are included for calculating SET scores inter-observer agreement. Case Studies Two full school examples are included for scoring practice in this section. nterpreting and Summarizing This section provides scoring information and strategies for interpreting the SET and procedures for reporting SET scores to the school. Other nformation The final section contains the Self-Assessment Survey and Frequently Asked Questions (FAQs). i

4 Acknowledgements The authors of this manual wish to express their appreciation of the support provided in part by the OSEP Center on Positive Behavioral nterventions and Support (PBS), the University of Oregon, and the project collaborators in Oregon, Hawaii, llinois, and Maryland for the feedback on the development of the School-wide Evaluation Tool (SET) and this manual. We would also like to acknowledge the following individuals for their support and contributions: Jeff Sprague, Terry Scott, Tim Lewis, Celeste Rossetto Dickey, Susan Barrett, Megan Cave and Marty Hurst. Most importantly, we acknowledge the students, families, educators, and community members who have been involved in the PBS Project. Without their participation, the enhancement and achievement of positive learning and instructional environments for all students would not be possible. School-wide Evaluation Tool Manual ii

5 Overview of the School-wide Evaluation Tool (SET) This section provides an overview of the SET including: (a) the purpose of the SET, (b) the features of the SET, (c) the data sources needed for scoring the SET, (d) the SET scoring guide, and (e) research related to the SET. The SET is a research-validated instrument that is designed to assess and evaluate the critical features of school-wide positive behavior interventions and support across an academic school year. The SET was designed: to determine the extent to which schools are already using School-wide Positive Behavior nterventions Support (SW-PBS), to determine if training and technical assistance efforts result in fidelity of implementation when using SW-PBS, and to determine if use of SW-PBS procedures is related to valued change in the safety, social culture, and violent behavior in schools. By answering each evaluation question within the seven feature areas, the information gathered from the SET can be used to (a) assess features that are in place, (b) determine annual goals, (c) evaluate on-going efforts, (d) design and revise procedures, and (e) compare year to year efforts in the area of school-wide PBS. nformation is gathered through multiple sources including a review of school records, direct observations, and staff and student interviews. The SET is one means of evaluating a school s fidelity of implementation on schoolwide discipline practices and systems. ts intended use is in conjunction with other measures to create a multi-perspective of school status of SW-PBS. For example, combining SET results with office discipline referral patterns, staff survey results, safety surveys, team checklist information, etc. is encouraged. For more information on decision-making, please refer to the nterpreting and Summarizing section of this manual and the PBS.org website. For a data collection schedule, please refer to PBS Assessment.org. Features of the SET The SET evaluates a total of twenty-eight research questions across seven feature areas. The feature areas include (a) expectations defined, (b) behavioral expectations taught, (c) acknowledgement procedures, (d) correction procedures, (e) monitoring and evaluation, (f) management, and (g) district-level support. 1

6 Data Sources used for the SET nformation necessary for the SET is gathered through multiple sources, including a review of school records (including discipline handbook, school improvement plan for goals related to safe and positive learning environment, instructional materials, meeting minutes), observations, and brief staff and student interviews. Scoring Guide The SET Scoring Guide is used for scoring the calculated responses to twenty-eight research questions, is organized by feature area, and is formatted to provide the evaluation question and the criteria for scoring each question. Using the established criteria, the SET evaluator determines a 0, 1, or 2 point score for each evaluation question. The responses needed for scoring the SET evaluation questions guide the process of preparing for and conducting the SET. Human Subjects Approval f you are conducting the SET as part of a research project, check with your institution s nternal Review Board about getting human subjects approval to use the SET as a research tool. SET Research Vincent, C., Spaulding, S., & Tobin, T. J. (2010). A Reexamination of the Psychometric Properties of the School-Wide Evaluation Tool (SET). Journal of Positive Behavior nterventions, 12, , first published on February 27, Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior nterventions, 11, Horner, R. H., Todd, A. W., Lewis-Palmer, T., rvin, L. K., Sugai, G., & Boland, J.B. (2004). The School-Wide Evaluation Tool (SET): A Research nstrument for Assessing School-Wide Positive Behavior Support. Journal of Positive Behavioral nterventions, 6(1),

7 Preparing for and Conducting the SET Scheduling the SET Turning a formal research measure into an informal activity, without risking the integrity and validity of the instrument is a challenge. Helping people understand the purpose and process of the tool, as well as being fluent with interview questions is highly important. Points to make in the initial conversation with the administrator when scheduling the SET include: 1) The SET is a research tool that validates the results of the School-wide section of the Self-Assessment Survey. 2) The SET measures the percentage of implementation in seven feature areas of school-wide positive behavior interventions and support. 3) The SET takes about two hours to complete. 4) The process for conducting the SET involves: a) a 30 minute interview with the administrator, b) interviewing randomly selected staff (at least 10) and students (at least 15) who are not actively engaged in instruction, c) a tour of the school building, and d) a review of school-wide discipline records including instructional materials for teaching and correcting behavioral expectations, and the current school improvement and action plan. 5) Ask the administrator to make an announcement in the staff bulletin (or whatever procedure is used for staff announcements) telling the staff that you will be walking around the school asking informal interview questions to staff and students at the scheduled time. When staff members are aware of what you are doing and can predict when you will be there, it is much easier for them to be approached and asked the questions necessary for scoring the SET. 6) t is critical to interview the administrator as the first activity in conducting the SET. Therefore, scheduling the SET must occur with the administrator s commitment to be interviewed for about 30 minutes. t is ideal to schedule the administrator interview to begin about 30 minutes before the first student break/recess or before the first lunch, so that students and staff are easily available to interview (without interrupting instruction) after you complete the administrator interview. 7) Send a friendly reminder to the administrator several days prior to the scheduled SET date. This helps ensure administrator availability for the interview at the scheduled time, as well as staff reminder of the activity. 3

8 Collecting the nformation Use the Administrator nterview Guide (see page 5 of the SET Scoring Guide) to record the administrator s interview responses. When the administrator interview is complete, record responses to refer to later on the nterview and Observation Form. By doing this, you will only need one piece of paper for recording the remaining interview responses and school observations. At the end of the administrator interview, ask for the records needed for later review. At the same time, ask for a place to leave the records while you are conducting the SET, so that you do not have to interrupt the administrator again. School Observations Two SET evaluation questions (A2 and D3) require observations of posted school rules and the school crisis intervention plan in seven to ten locations. The locations are listed at the bottom of the nterview and Observation Form. For efficiency purposes, conduct the observations while walking through the school interviewing the staff and students. f a classroom is empty and unlocked, use it for one of the observed locations, to prevent interruptions to instruction. f a teacher or student invites you in, feel free to visit and make your observations while you are in the room. Overview of nterviews The SET interviews are easy to conduct if you are prepared, fluent and can turn the interview into a conversation (without too much extraneous conversation). t is important that instruction not be interrupted. Conducting staff and student interviews during break, recess, and lunch make it much more feasible to respect instructional time. Since the students are only asked two questions, it is easy to interview them while walking down the hall, waiting in the lunch line, or waiting for an activity at recess or break. Staff can be caught and interviewed in the lunchroom, in halls, in the staff room, and on the playground. Staff questions take about two minutes to complete, so it is critical to make sure that staff can give you the time. Being fluent in asking the interview questions so that you have very little to record makes the whole process of conducting the SET much easier and enjoyable. The nterview and Observation Form is a critical tool to be fluent with prior to going to the school. SET data collectors need to get interview responses that are usable and accurate when scoring a particular SET evaluation question. Table 1 shows the connection between each SET evaluation question and the interview questions asked. Use the administrator and additional interview questions located on pages 5 and 6 of the SET Scoring Guide to connect a specific question with the interview question used for scoring the evaluation question. 4

9 Table 1 SET Evaluation Question and nterview Connection nterview Question # SET Evaluation Question Administrator Staff Team Student B2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred this year? B3. Do 90% of team members asked state that the school-wide program has been taught/reviewed with staff on an annual basis? B4. Can at least 70% of 15 or more students state 67% of the school rules? B5. Can 90% or more of the staff asked list 67% of the school rules? C2. Do 50% or more students asked indicate they have received a reward (other than verbal praise) for expected behaviors over the past two months? C3. 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? D2. Do 90% of staff asked agree with administration on what problems are office-managed and what problems are classroom managed? D4. Do 90% of staff asked agree with administration on the procedure for handling extreme emergencies (stranger with a gun)? E2. Can the administrator clearly define a system for collecting & summarizing discipline referrals (computer software, data entry time)? E3. Does the administrator report that the team provides discipline data summary reports to the staff at least three times per year? E4. 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? F1. Does the school improvement plan list improving behavior support systems as one of the top 3 school improvement plan goals? F2. Can 90% of staff asked report that there is a school-wide team established to address behavior support systems in the school? F3. Does the administrator report that team membership includes representation of all staff? #2 #12 #2 #8, #9 #1 #8, #9 #1 #11 #2 #3 #4 #4 #5 #5 #1, #2, #3 #18 #20 #13 #6 #1 5

10 F4. Can 90% of team members asked identify the team leader? F5. s the administrator an active member of the school-wide behavior support team? F6. Does the administrator report that team meetings occur at least monthly? F7. Does the administrator report that the team shares progress with the staff at least four times per year? G1. Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral support? G2. Can the administrator identify an out-of-school liaison in the district or state? #17 #3 #14, #16 #15 #18 #21 #19 6

11 Scoring the SET There are several parts to scoring the SET. This section provides exercises for aligning evaluation questions with interview questions and scoring practice. Complete each exercise as practice opportunities for calculating and scoring the SET research questions. Each exercise has an answer key for checking accuracy. Fluency building activities include: The SET Matching Exercise, pages This exercise matches the interview questions with the evaluation questions for fluency in interviewing and response recording. nterview and Observation Forms, pages Three examples with recorded responses for calculation practice are provided. Permanent Product Scoring Examples, pages Ten examples are provided for scoring questions needing a review of written material (questions B1, C1, D1, and F8.) Case Studies, pages Two full school examples are provided for complete scoring practice. Use the date recorded on the SET scoring guide as the time frame for scoring question F8. Use the responses on the Administrator nterview and nterview & Observation Form, with the written materials to score the SET. Scoring and Calculating nterviews and Observations Scoring interview responses is simple if you are familiar with the evaluation question and scoring criteria. The nterview and Observation Form is set up to use for all interviews and observations after the administrator interview is completed. Following the sequence of questions as listed on the form allows for a fluent conversation and easy recording. Most SET questions requiring interview and observation information are self-explanatory, however there are five questions that are not answered with a yes or no response and are tricky to score. These are listed below with specific instructions for accurate scoring. 1. Asking students and staff the school rules (Questions B4 and B5): Record the number of school rules that each staff and student knows. For example recording a 4/4 means the person knew all four rules, a score of 2/3 means that the student or staff knew two of the three rules, and a score of 1/5, means that the interviewee knew one of five rules. Total the number of staff/students asked who knew 67% of the rules (2 of 3, 3 of 4, and 4 of 5). Calculate the percent of people responding who knew 67% of the rules. Use the calculated number to answer questions B4 and B5. 2. Asking staff what problems they would send to the office rather than dealing with on their own (Question D2): After understanding the response of the administrator, you can simply record a + for agreement with administrator or a 0 for disagreement on the nterview and Observation Form for this staff question. Total the number of agreements Calculate the percent of staff agreement Use the calculated score to answer question D2. 7

12 3. Asking staff the procedure for dealing with a stranger with a gun (Question D4): Follow same process as listed for question D2 Use the calculated score to answer question D4. 4. Asking team members to identify the team leader (Question F4): Follow same process as listed for question D2 Use the calculated score to answer question F4. Scoring the Evaluation Questions There are two options for calculating feature and overall SET scores, on-line (www.pbisassessment.org) or by hand. Each of the twenty-eight evaluation questions require a 0, 1, or 2 score. The scoring criteria are listed within each evaluation question. Use the administrator responses, the calculated interview and observation scores, and the materials provided by the school to score each of the twenty-eight evaluation questions. For each of the seven feature areas, add the total number of points scored and record the total in the summary score box at the bottom of the scoring guide. Calculate the percentage of points earned for each of the seven areas by dividing the total points earned by the total points possible. This gives a percent of implementation score for each of the seven feature areas. To calculate the Overall SET mplementation score, add the percent earned for each of the seven feature areas to get a total, then divide that total number by seven to calculate the Overall SET mplementation Score (mean of the means). This is necessary since each feature area have different total possible scores. The example below illustrates the total number of points scored for each feature area and the percent earned. For instance, feature area B has a total of ten possible points. The score in the example below, for feature B, shows that the school scored 8 of the 10 possible points, which calculates to 80%. This formula provides an implementation score for each of the seven feature areas. The Overall SET mplementation score in the example is 89%. Each of the percentage scores are added and divided by 7 (626 divided by 7 equals 89). Summary Scores: A= 4/4 100% B= 8/10 80% C= 5/6 83% D= 8/8 100% E= 6/8 75% F= 14/16 88% G= 4/4 100% Mean= 626/7 89% nter-observer Reliability As with all research projects, obtaining high inter-observer reliability scores strengthens the usability/believability of those data. To get inter-observer reliability, have two people score the SET simultaneously. Designate one person to be the primary SET data collector and the other to be the reliability recorder. The primary person conducts and scores the SET as usual. The reliability recorder simply records responses from interviews and observations while following the lead data collector. Each data collector scores responses and observations separately while using the same set of permanent products. When both data collectors have completed their scoring, simply calculate a percent of matched scores of the twenty-eight evaluation questions to determine the inter-observer reliability rating. 8

13 SET Matching Exercise The purpose of the SET Matching Exercise is to build fluency in interviewing and response recording. Match the interview questions with the evaluation questions. Check your answers with the answer key provided. 9

14 SET MATCHNG EXERCSE nterview Questions Evaluation Questions What information do you use for collecting office disciplines referrals? a) What data are collected? b) Who collects those data? What do you do with the office discipline referral information? c) Who looks at those data? d) How often do you share them with other staff and whom do you share them with? What type of problems do/would you refer to the office rather than handling in the classroom? What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun? What are the school rules/motto and what are they called? Have you received/given a gotcha (positive referral) in the past 2 months? Has the school-wide team taught/reviewed the school wide program to staff this year? How often does the (PBS) team meet? Do you (administrator) attend team meetings consistently? Does the (PBS) team provide faculty updates on activities & data summaries? Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems development? Have you taught the school rules/behavior expectations to your students this year? What are your school improvement goals? B2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred this year? B3. Do 90% of team members asked state that the school wide program has been taught/reviewed with staff on an annual basis? B4. Can at least 70% of 15 or more students state 67% of the school rules? B5. Can 90% or more of the staff asked list 67% of the school rules? C2. Do 50% or more students asked indicate they have received a reward (other than verbal praise) for expected behaviors over the past two months? C3. 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? D2. Do 90% of staff asked agree with administration on what problems are officemanaged and what problems are classroom managed? D4. Do 90% of staff asked agree with administration on the procedure for handling extreme emergencies (stranger in building with a weapon)? E2. Can the administrator clearly define a system for collecting & summarizing discipline referrals (computer software, data entry time)? E3. Does the administrator report that the team provides discipline data summary reports to the staff at least three times/year? F1. Does the school improvement plan list improving behavior support systems as one of the top 3 school improvement plan goals? F5. s the administrator an active member of the school-wide behavior support team? F6. Does the administrator report that team meetings occur at least monthly? G2. Can the administrator identify an out-of-school liaison in the district or state? 10

15 Answer Key SET Matching Exercise 11

16 SET MATCHNG EXERCSE (Answer Key) nterview Questions Evaluation Questions E2 E2, E3 D2 D4 B4, B5 C2, C3 B3 F6 F5 E3 G2 B2 F1 What information do you use for collecting office disciplines referrals? e) What data are collected? f) Who collects those data? What do you do with the office discipline referral information? g) Who looks at those data? h) How often do you share them with other staff and whom do you share them with? What type of problems do/would you refer to the office rather than handling in the classroom? What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun? What are the school rules/motto and what are they called? Have you received/given a gotcha (positive referral) in the past 2 months? Has the school-wide team taught/reviewed the school wide program to staff this year? How often does the (PBS) team meet? Do you (administrator) attend team meetings consistently? Does the (PBS) team provide faculty updates on activities & data summaries? Do you have an out-of-school liaison in the state or district to support you on positive behavior support systems development? Have you taught the school rules/behavior expectations to your students this year? What are your school improvement goals? B2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred this year? B3. Do 90% of team members asked state that the school wide program has been taught/reviewed with staff on an annual basis? B4. Can at least 70% of 15 or more students state 67% of the school rules? B5. Can 90% or more of the staff asked list 67% of the school rules? C2. Do 50% or more students asked indicate they have received a reward (other than verbal praise) for expected behaviors over the past two months? C3. 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? D2. Do 90% of staff asked agree with administration on what problems are officemanaged and what problems are classroom managed? D4. Do 90% of staff asked agree with administration on the procedure for handling extreme emergencies (stranger in building with a weapon)? E2. Can the administrator clearly define a system for collecting & summarizing discipline referrals (computer software, data entry time)? E3. Does the administrator report that the team provides discipline data summary reports to the staff at least three times/year? F1. Does the school improvement plan list improving behavior support systems as one of the top 3 school improvement plan goals? F5. s the administrator an active member of the school-wide behavior support team? F6. Does the administrator report that team meetings occur at least monthly? G2. Can the administrator identify an out-of-school liaison in the district or state? 12

17 nterview and Observation Calculation Practice The purpose of the following 3 examples is to build accuracy in scoring interview responses and observations. There are three completed nterview and Observation forms; one for Lincoln Middle School, Elm Street Elementary, and Field Springs High School. Each example has five parts: Description of the school Completed SET mplementation Guide Completed staff/student nterview & Observation Form A blank scoring guide. tems that are shaded will not be answered for this activity. Answer key Using the completed nterview and Observation forms for the three examples, calculate the staff, team member and student interview responses. Record your calculation on the interview and observation form and then using the blank scoring guides for each school. Score only the unshaded SET evaluation questions: A2, B2-B5, C2, C3, D2-D4, E2-E4, F1-F7, G1 and G2. Use the answer keys to check your answers. University of Oregon,

18 Example #1 nterview & Observations: Scoring Practice Lincoln Middle School The PBS Coordinator in the neighboring Springfield School District asked you to complete a SET at one of her schools. n exchange, she completed a SET at one of your schools. Her school, Lincoln Middle School, is in their second year of PBS school-wide implementation. This was the third time they have had a SET data collector at their school and this will be their second post implementation SET. After getting the administrator s name and contact information, you went through the mplementation Guide on page 2 of the SET instrument and arranged a date to complete the SET. While at the school, you interviewed the administrator, staff and students and completed your observation walk-through. You wanted to be sure that you talked to students at all grade levels and an even number of males and females, so you noted the gender (M or F) and grade (6, 7, or 8) of each student you talked to. The permanent product materials you need for scoring are in the administrator s office and she is talking with a student. Having a few minutes to wait, you decide to score as much of SET as you can using the information you have collected through your interviews and observations. University of Oregon,

19 mplementation Guide School-wide Evaluation Tool (SET) School Lincoln MS District Springfield SD #34 Date 2/12/2011 State Nebraska Step 1: Make nitial Contact A. dentify school contact person & give overview of SET page with the list of products needed. B. Ask when they may be able to have the products gathered. Approximate date: 2/15/2011 C. Get names, phone # s, address & record below. Name Megan Smith Phone (503) Products to Collect 1. Discipline handbook 2. School improvement plan goals 3. Annual Action Plan for meeting school-wide behavior support goals 4. Social skills instructional materials/ implementation time line 5. Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions) 6. Office discipline referral form(s) 7. Other related information Step 2: Confirm the Date to Conduct the SET A. Confirm meeting date with the contact person for conducting an administrator interview, taking a tour of the school while conducting student & staff interviews, & for reviewing the products. Meeting date & time: 2/23/2011 Step 3: Conduct the SET A. Conduct administrator interview. B. Tour school to conduct observations of posted school rules & randomly selected staff (minimum of 10) and student (minimum of 15) interviews. C. Review products & score SET. Step 4: Summarize and Report the Results A. Summarize surveys & complete SET scoring. B. Update school graph. C. Meet with team to review results. Meeting date & time: 2/26/2011 University of Oregon,

20 Example #1 School-wide Evaluation Tool (SET) Scoring Guide School Lincoln MS Date 2/23/2011 District Springfield SD #34 State Nebraska Pre Post X r SET data collector You Feature A. Expectations Defined Evaluation Question 1. s 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) Data Source (circle sources used) P= product; = interview; O= observation Discipline handbook, nstructional materials Wall posters P O Score: s there a documented system for teaching behavioral expectations to students on an annual basis? (0= no; 1 = states that teaching will occur; 2= yes) Lesson plan books, nstructional materials P B. Behavioral Expectations Taught C. On-going System for Rewarding Behavioral Expectations 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%) 3. Do 90% of team members asked state that the schoolwide 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= %) 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. s there a documented system for rewarding student behavior? (0= no; 1= states to acknowledge, but not how; 2= yes) 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= %) 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= %) 1. s there a documented system for dealing with and reporting specific behavioral violations? (0= no; 1= states to document; but not how; 2 = yes) nterviews nterviews nterviews nterviews nstructional materials, Lesson Plans, nterviews nterviews nterviews Discipline handbook, nstructional materials P P D. System for Responding to Behavioral Violations 2. Do 90% of staff asked agree with administration on what problems are office-managed and what problems are classroom managed? (0= 0-50%; 1= 51-89%; 2= %) 3. s the documented crisis plan for responding to extreme dangerous situations readily available 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= %) nterviews Walls nterviews O University of Oregon,

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