ESD Team |
1 - Team has broad representation
2 - Team has administrative support
3 - Team has regular meetings (at least monthly)
4 - Team has established a clear mission/purpose
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Faculty & Staff Commitment
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5 - Faculty are aware of behavior problems across campus (regular data sharing)
6 - Faculty involved in establishing and reviewing goals
7 - Faculty feedback obtained throughout year
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Effective Procedures for Dealing with Discipline
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8 - Discipline process described in narrative format or depicted in graphic
Format
9 - Process includes documentation procedures
10 - Discipline referral form includes information useful in decision making
11 - Behaviors defined
12 - Major/minor behaviors are clearly identified/understood
13 - Suggested array of appropriate responses to minor (non office)
managed) problem behaviors
14 - Suggested array of appropriate responses to major (office-managed)
problem behaviors
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Data Entry & Analysis Plan Established
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15 - Data system to collect and analyze ODR data
16 - Additional data collected (attendance, grades, faculty attendance)
surveys)
17 - Data entered weekly (minimum)
18 - Data analyzed monthly (minimum)
19 - Data shared with team and faculty monthly (minimum)
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Develop Expectations & Rules
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20 - 3-5 positively stated schoolwide expectations posted around
School
21 - Expectations apply to both students and staff
22 - Rules developed and posted for specific settings (where problems are prevalent)
23 - Rules are linked to expectations
24 - Staff feedback/involvement in expectations/rule development
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Establish Acknowledgement Program
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25 - A system of acknowledgment has elements that are implemented consistently
26 - A variety of methods are used to acknowledge students
27 - Acknowledgement is linked to expectations
28 - Acknowledgement is varied to maintain student interest
29 - System includes opportunities for naturally occurring acknowledgement
30 - Ratios of acknowledgement to corrections are high
31 - Students are involved in identifying/developing incentives
32 - The system includes acknowledgement for staff/faculty
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Develop Lesson Plans for Teaching Expectations/ Rules
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33 - A behavioral curriculum includes concept and skill level instruction
34 - Lessons include examples and non-examples
35 - Lessons use a variety of teaching strategies
36 - Lessons are embedded into subject area curriculum
37 - Faculty/staff and students are involved in development and delivery of lesson plans
38 - Strategies to reinforce the lessons with families/community are developed and implemented developed and implemented
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Plan for Implementation
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39 - Develop, schedule, and deliver plans to teach staff the discipline and data system
40 - Develop, schedule, and deliver plans to teach staff the lesson plans for students
41 - Schedule/plans for teaching students
expectations/rules/acknowledgements are developed
42 - Booster sessions for students and staff are scheduled, planned, and delivered
43 - Schedule for acknowledgements for the year is planned
44 - Plans for orienting incoming staff and students are developed and implemented
45 - Plans for involving families/community are developed and implemented
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Crisis Plan
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46 - Faculty/staff are taught how to respond to crisis situations
47 - Responding to crisis situations is rehearsed
48 - Procedures for crisis situations are readily accessible
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Evaluation
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49 - Students and staff are surveyed about ESD
50 - Students and staff know expectations and rules
51 - Staff use discipline system/documentation appropriately
52 - Staff use acknowledgement system appropriately
53 - Outcomes (behavior problems, attendance, morale) are documented and used to evaluate ESD plans
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