Inordinate levels of vocalization or activity within the 1. Disrupting classroom learning environment which classroom of an incessant nature, which interferes with requires additional assistance from support staff / the educational process by producing extreme turbulence administration. and discord. Successful and/or unsuccessful attempts to use physical 2. Placing hand, feet, or objects on other students, force toward peers in a potentially harmful/dangerous resulting in pain or injury. fashion. Interactions with staff in a manner that includes, but is not 3. Verbal disrespect/rudeness towards staff limited to, verbalizations of a rude, impolite, and/or insulting connotation. Successful and/or unsuccessful attempts to leave/return to 4. Refusing to enter classroom and remaining in an designated area, refusal to follow directions during unassigned area. transitions from one setting/activity to another, and/or elopement 5. Throwing large items in the classroom or any item at Physical aggression with and/or toward property in a others. manner that could potentially result in harm/damage. CRITICAL ELEMENT # 7: Data Collection and Analysis NEW element: refer to Data Brainshark for further guidance. 7A. Determine your Core Effectiveness Year-to-Date: Total 792 Population: Calculation to % Core Evaluation determine % rate # # Referrals Students Universal students: >80%? (Total of 2-5 Students) Pop − (# – 1 Referral 17 99% (# 0-1 Referrals (# of >5 Students)) ÷ Total Pop = should be >80%) YES NO <15%? At risk students: 2-5 Referrals 4 (# of 2-5 Students) ÷Total Pop = .5% (# 2-5 Referrals should be <15%) YES NO High risk students: <5%? >5 Referrals 0 (# of >5 Students) ÷Total Pop = 0% (# >5 Referrals should be <5%) YES NO 7B. If all 3 are your Core is Effective. Is your core behavior curriculum effective? “YES”, YES NO If YES, although your core is effective, how will you assist If one or more are what supports and interventions “NO”, any at-risk and high risk students at the beginning of the will you implement at the beginning of the next school year next school year? to improve your core?
1. Disrupting classroom learning environment which requires additional assistance from support staff / administration. Inordinate levels of vocalization or activity within the classroom of an incessant nature, which interferes with the educational process by producing extreme turbulence and discord. 2. Placing hand, feet, or objects on other students, resulting in pain or injury. Successful and/or unsuccessful attempts to use physical force toward peers in a potentially harmful/dangerous fashion. 3. Verbal disrespect/rudeness towards staff Interactions with staff in a manner that includes, but is not limited to, verbalizations of a rude, impolite, and/or insulting connotation. 4. Refusing to enter classroom and remaining in an unassigned area. Successful and/or unsuccessful attempts to leave/return to designated area, refusal to follow directions during transitions from one setting/activity to another, and/or elopement 5. Throwing large items in the classroom or any item at others. Physical aggression with and/or toward property in a manner that could potentially result in harm/damage. CRITICAL ELEMENT # 7: Data Collection and Analysis NEW element: refer to Data Brainshark for further guidance. 7A. Determine your Core Effectiveness Year-to-Date: Total Population: 792 Calculation to determine % rate % Core Evaluation # Referrals # Students 1 Referral 17 (Total Pop − (# of 2-5 Students) – (# of >5 Students)) ÷ Total Pop = 99% Universal students: (# 0-1 Referrals should be >80%) >80%? YES NO 2-5 Referrals 4 (# of 2-5 Students) ÷Total Pop = .5% At risk students: (# 2-5 Referrals should be <15%) <15%? YES NO >5 Referrals 0 (# of >5 Students) ÷Total Pop = 0% High risk students: (# >5 Referrals should be <5%) <5%? YES NO 7B. If all 3 are “YES”, your Core is Effective. Is your core behavior curriculum effective? YES NO If YES, although your core is effective, how will you assist any at-risk and high risk students at the beginning of the next school year? If one or more are “NO”, what supports and interventions will you implement at the beginning of the next school year to improve your core?
3751_04212017_behavior-plan-template-2017-18.docx