| |
| Expected student behaviors are rewarded regularly. |
| |
|
|
|
|
| |
| Expected student behaviors are taught directly. |
| |
|
|
|
|
| |
| School administrators are an active participant on the behavior support team. |
| |
|
|
|
|
| |
| Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly). |
| |
|
|
|
|
| |
| All staff are involved directly and/or indirectly in school-wide interventions. |
| |
|
|
|
|
| |
| Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces. (ex. hallway transitions- lunch room, etc.) |
| |
|
|
|
|
| |
| Staff receives regular professional development in developing and improving active supervision skills as well as classroom management skills. |
| |
|
|
|
|
| |
| Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. |
| |
|
|
|
|
| |
| Teachers have regular opportunities for access to assistance and recommendations (observation, instruction, coaching, etc.). |
| |
|
|
|
|
| |
| Assessments are conducted regularly to identify students with chronic problem behaviors. |
| |
|
|
|
|
Loading...
