Checklist #1: Start-Up Activity Complete & submit Monthly


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Schoolwide Behaviour Support (SWBS)

Team Implementation Checklists

Version 2.2b (Monthly)


Data Collection Protocol


 Used by teams to guide activities.


  • Updated monthly during initial implementation process.


Please complete this form on a monthly basis for self assessment purposes and email or fax form to Stuart McKenzie 08 9264 4641 or Stuart.McKenzie@det.wa.edu.au
Results will be analyses and sent back to you in graphic format to feedback to the

Behaviour Support Committee

Team Implementation Checklists version 2.2, August 2002

© 2001 George Sugai, Rob Horner, and Teri Lewis-Palmer

Educational & Community Supports

University of Oregon

Adapted for use in Department of Education WA August 2010
Behaviour Support Team Implementation Checklists

(Monthly)
School Date of Report

Region/Branch State
INSTRUCTIONS: The Behaviour Support Team should complete both checklists monthly to monitor activities for implementation of SWBS in the school.
SWPBS Team Members






Person(s) Completing Report

Checklist #1: Start-Up Activity

Complete & submit Monthly.


Status: Achieved (2), In Progress (1)

Not Started (0)

Date:












Establish Commitment


1. Principal’s support & active involvement.

Status:













2. Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).

Status:












Establish & Maintain Team


3. Team established (representative).

Status:













4. Team has regular meeting schedule, effective operating procedures.

Status:













5. Audit is completed for efficient integration of team with other teams/initiatives addressing behaviour support.

Status:












Self-Assessment


6. Team/staff completes EBS (SAS) and SET

Status:













7. Team summarises existing school discipline data.

Status:













8. Strengths, areas of immediate focus & action plan are identified. TIC completed monthly

Status:












Establish School-wide Expectations


9. 3-5 school-wide behaviour expectations are defined.

Status:













10. Schoolwide teaching matrix developed.

Status:













11. Teaching plans for schoolwide expectations are developed.

Status:













12. Schoolwide behavioural expectations taught directly & formally.

Status:













13. System in place to acknowledge/reward school-wide expectations.

Status:













14. Clearly defined & consistent consequences and procedures for undesirable behaviours are developed.

Status:












Establish Information System


15. Discipline data are gathered, summarised, & reported.

Status:












Build Capacity for Function-based Support


16. Personnel with behavioural expertise are identified & involved.

Status:













17. Plan developed to identify and establish systems for teacher support, functional assessment & support plan development & implementation.

Status:















Checklist #2: On-going Activity Monitoring


Complete & submit Monthly.

Status: Achieved, In Progress, Not Started

1. SWPBS team has met at least monthly.

Status:













2. SWPBS team has given status report to faculty at least monthly.

Status:













3. Activities for SWPBS action plan implemented.

Status:













4. Accuracy of implementation of SWPBS action plan assessed.

Status:













5. Effectiveness of SWPBS action plan implementation assessed.

Status:













6. SWPBS data analysed.

Status:













Additional Observations/Comments/Questions:

Action Plan for Completion of Start-Up Activities

Activity

Activity Task Analysis

Who

When

  1. Establish Commitment

  • Principal

  • Top 3 goal

  • 80% of faculty

  • Three year timeline

a








b.








c.








d.








e.








2. Establish Team

  • Representative

  • Principal

  • Effective team operating procedures

  • Audit of teams/initiatives

a.








b.








c.








d.








e.








  1. Self-Assessment

  • SWPBS survey

  • Discipline data

  • Identification of strengths, focus

  • Action Plan developed

  • Action Plan presented to staff

a.








b.








c.








d.








e.








  1. School-wide Expectations

  • Define 3-5 school-wide behavioral expectations

  • Curriculum matrix

  • Teaching plans

  • Teach expectations

  • Define consequences for problem behaviour

a.








b.








c.








d.








e.








  1. Establish Information System

  • System for gathering useful information

  • Process for summarising information

  • Process for using information for decision-making

a.








b.








c.








d.








e.








  1. Build Capacity for Function-based Support

  • Personnel with behavioural expertise

  • Time and procedures for identification, assessment, & support implementation

a.








b.








c.








d.








e.








Establish Commitment

  1. Administrator support & active involvement





  • Admin attends meetings 90% of the time

  • Admin provides funding for SWBS activities

  • Admin puts time on staff agenda for SWBS updates

  • Admin actively promotes SWBS as priority, integrates with other initiatives/improvement activities




  1. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline)




    • Climate/Discipline one of top 3 school improvement goals

    • Faculty feedback is obtained throughout year

    • Faculty involved in some decision making/establishing goals

    • Admin/faculty commits to SWBS for at least 3 years



Establish & Maintain Team

  1. Team established (representative)





    • Team includes: Admin, grade level teachers, special area teachers, education assistants, parent, school psychologist.

    • Team has established a clear mission/purpose




  1. Team has regular meeting schedule, effective operating procedures




    • Agenda is used, coach is notified of meeting time, admin present to support activities/decisions




  1. Committee/Workgroup audit completed/updated annually




    • SWBS team has clearly defined objectives/outcomes



Self-Assessment

  1. Team/faculty complete EBS (SAS) and SET





    • Self Assessment is used to write annual action plan

    • Results are shared with staff




7. Team summarizes existing school discipline data.


8. Strengths, areas of immediate focus & action plan are identified.

Implementation Plan developed:


  • Schedule/plans for teaching staff the discipline & data system are developed

  • Team makes it easy for staff to implement and responds to feedback

  • Schedule for rewards/incentives for the year is planned

  • Plans for orienting incoming staff and students are developed

  • Plans for involving families and community are developed



Appendix A Description of Phases

Establish School-wide Expectations

  1. 3-5 school-wide behaviour expectations are defined and posted in all areas of building.





  • Expectations apply to both staff and students

  • Posters are similar, paired with icon and highly visible




  1. School-wide teaching matrix developed.




  • Rules developed for specific settings

  • Rules are linked to expectations




  1. Teaching plans for school-wide expectations are developed.




  • A behavioural curriculum includes concept and skill level instruction

  • Lessons include examples and non-examples

  • Strategies for use by families/community are developed

  • Faculty/staff and students are involved in development




  1. School-wide behavioural expectations taught directly & formally.




  • Lessons are embedded into subject area curriculum

  • Schedule/plans for teaching staff the lesson plans for students are developed

  • Booster sessions for students and staff are scheduled/planned



Establish On-Going System for Rewarding Behavioural Expectations


  1. System for rewarding student behaviour is established.




  • Rewards are linked to expectations

    • Rewards are varied to maintain student interest

    • System includes opportunities for naturally occurring reinforcement

    • Ratios of reinforcement to corrections are high

    • Students are involved in identifying/developing incentives

    • The system includes incentives for staff/faculty.




Establish System for Responding to Behavioural Violations

  1. Staff and Administration agree on what problems are office managed and what problems are staff managed.




  • Behaviours defined

  • Clearly identified major/minor behaviours

  • Suggested array of appropriate responses to minor (classroom managed behaviours)

  • Suggested array of appropriate responses to major (office managed) behaviours

  • Clearly defined & consistent consequences and procedures for undesirable behaviours are developed

  • Process includes documentation procedures

Establish Information System

  1. Discipline data are gathered, summarized, reported to staff, and used to make decisions.





    • Data collection is easy, efficient, relevant

    • Add’l data collected (attendance, grades, faculty attendance, surveys)

    • Data entered weekly (minimum)

    • Data analyzed monthly (minimum)

    • Data shared with team and faculty monthly (minimum)
    • Office referral form lists: (a) student/grade


(b) date/time, (c) referring staff, (d) problem behaviour, (e) location, (f) persons involved, (g) probable motivation, and (h) consequences

Build Capacity for Function-based Support

  1. Personnel with behavioural expertise are identified & involved.





  • At least one individual on the SWBS team who has training or experience in behaviour support (i.e. school psych, behaviour specialist, counselor with skills including practical foundations of behaviour support, experience with data collection and data analysis, capacity to design and implement comprehensive plans)



17. Plan developed to identify and establish systems for teacher support, functional assessment & support plan development & implementation


  • Students identified through multiple data sources, teacher/parent request

  • Teachers feel supported by SW team-response time to request within 2 days

  • Focus of support is preventative, educative, functional, data based, empirically valid, collaborative and tied to SW, classroom and individual support programs




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