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Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
1
9/23/2014
The single most common request for assistance from teachers is related to behavior and
classroom management (Elam, Rose, & Gallup, 1999). School attempts to respond to behavior
challenges often result in an over-reliance on the use of aversive and exclusionary consequences.
Reactive management practices, rather than proactive strategies, are predictable because
teachers, parents, and administrators realize prompt reductions or removals of the disruptive
behavior. However, these tactics are only temporary and do not address the more serious
underlying issues, nor create a school environment where students feel safe and are eager to
come to school and learn. In addition, a number of negative side effects are associated with the
exclusive use of reactive approaches to discipline (Shores, Jack, Gunter, Ellis, DeBriere &
Wehby, 1993; Sugai & Horner, 1999; Sulzer-Azaroff & Mayer, 1994; Tolan & Guerra, 1994).
For example, (a) problem behaviors get worse, (b) negative school climate is established, (c)
relationships between teachers and students break down, and (d) academic achievement declines.
The science of human behavior has taught us that students are not “born with bad behavior,” and
that they do not learn better ways of behaving when presented aversive consequences for their
problem behaviors (Alberto & Troutman, 2001; Sulzer-Azaroff & Mayer, 1994; Walker et al.,
1996). In addition, addressing target behavior successfully requires an increased focus on
proactive approaches in which socially appropriate behaviors are explicitly taught, routinely
practiced in the natural environment to increase the generalization of skills, and followed by
recurring behavior specific positive reinforcement.
School-wide behavior intervention is considered a primary prevention which involves all
students and adults within the school and is implemented across school settings. The goal is to
create a positive social culture in which pro-social behaviors are explicitly taught and reinforced,
and all adults respond to the occurrence of inappropriate behavior in a consistent manner.
Behavior expectations should be posted through-out the school environment as well as in the
classrooms. Behavioral expectations and supports (i.e., proactive discipline) are for all students
and staff members, across all school settings that together serve as the foundation for classroom
and individual student behavior support.
Behavior interventions cannot be selected at random. The student’s behavior challenge(s) must
be defined clearly and in detail. Then, the probable functions of the targeted behavior(s) are
identified to determine appropriate intervention. The link between the targeted behavior and
intervention must be specific to the deficit area (academic, behavior, life, and social skills), as
this link is essential to increase the likelihood of success.
Progress monitoring is a critical component to the success of behavior intervention. Progress
monitoring is a scientifically based practice used to assess students’ progress and evaluate the
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
2
9/23/2014
effectiveness of instruction. Progress monitoring must occur on a regular basis (typically on a
weekly or bi-weekly basis).
Another critical component is that of data-based decision making. Data-based decision making
is an ongoing process of analyzing and evaluating information to inform important educational
decisions and actions. Progress monitoring data should be the primary evidence utilized when
making behavior decisions for students.
School administrators must allocate time in the schedule for the implementation of interventions
and meetings to review the progress monitoring data in order to make appropriate educational
decisions. In addition, teachers and staff must also be provided with targeted, ongoing
professional development in the area of behavior interventions.
It is very important to note that behavior interventions should be provided to ALL students
[regular education, special education, English Language Learners (ELL)] in need of intervention.
Driving Question: Does the school actively support the use of positive behavioral
interventions?
Instructions
Prior to beginning the self-assessment, the LEA/school may need to gather and review
educational records, processes, information, and documents related to behavioral interventions
in the LEA/school. This information may include:
1) Written Policies, Procedures, and Forms
2) Professional Development Resources or Presentations
3) Student Specific Data: Office Discipline Referral (ODR), Behavior Data Collection
Form, Positive Behavior Support Plan etc.
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
3
9/23/2014
Stages of Practice
The self-assessment is intended to identify an LEA’s stage of practice in the area of behavior and
provide guidance for LEAs in improving their practice. The Oklahoma State Department of
Education, Special Education Services division (OSDE-SES) envisions stages of practice along
this continuum:
1) None
2) Exploring
3) Partial
4) Adequate
5) Best
An LEA may assess its practice as “Best” if the LEA has measurable/observable evidence of the
practice and documentation of consistent use.
Components
For the area of behavioral interventions, the OSDE-SES has identified five components critical
in the intervention process.
1) Defined Behavioral Expectations
2) Discipline Referral Form Aligned with School-wide Behavioral Expectations
3) Availability of Behavioral Intervention Material
4) Professional Development
5) Decision Making
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
4
9/23/2014
Self-Assessment Team
The self-assessment should be completed by a team of at least 3-5 individuals. The Self-
Assessment Team may include:
1) Administrator(s) (Superintendent/Principal/Asst. Principal)
2) Special Education Teacher(s)
3) General Education Teacher(s)
4) Special Education Services Director
5) Community providers(s) (Daycare, Head Start, etc.)
6) Related Service Providers
7) Parent(s)
8) School psychologist
List the team here:
Name
Role
Signature
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
5
9/23/2014
Components
1) Defined Behavioral Expectations
Best Practice: All behavioral expectations (at minimum 3) are posted throughout the school
environment. Explicit school wide teaching of the expectations is conducted on a monthly basis
for secondary schools and on a weekly basis for elementary schools. Expectations are evaluated
by staff on a monthly basis.
To determine your level of practice, utilize the following measures. Data collected from these
measures should be gathered by reviewing school-wide behavior procedures, classroom
observations and through class and faculty meetings.
Measures:
School staff defines three to five school-wide behavioral expectations that are aligned
with the school’s mission statement and lays the foundation for the positive behavior
support framework.
o Ex. The 3 Be’s- Be Respectful, Be Responsible, Be Resourceful
The expectations are followed by all staff and students in both classroom and non-
classroom settings.
o Ex. Concrete, tangible examples of expectations are displayed throughout the
school building: students hold the door open for others; teachers are heard
appreciating students engaging in appropriate behavior.
The expectations are clearly displayed and posted throughout the school.
o Ex. Expectations are posted in the hallways, cafeteria, gym, bathrooms, bus line,
etc.
Students receive behavioral expectations instruction that is focused on defining, teaching,
and encouraging expectations for all settings.
Staff meets monthly to discuss and evaluate the implementation of school-wide
expectations.
o Ex. Common planning time is available for teachers to meet frequently; time is set
aside during faculty meetings to address behavior expectations.
Documentation/Comments:
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
6
9/23/2014
2) Discipline Referral Form Aligned with School-wide Behavioral Expectations
Best Practice: The office discipline referral (ODR) form is aligned to school-wide behavioral
expectations. It lists the five most crucial elements (i.e., day, student, location, time, and
behavior). Referrals are documented as major (addressed by school administrator) and minor
incidents (addressed by classroom teacher). The form is used as intended by all staff.
To determine your level of practice, utilize the following measures. Data collected from these
measures should be gathered by reviewing school-wide behavior procedures, classroom
observations and through class and faculty meetings.
Measures:
The office discipline referral (ODR) form is aligned with the established set of school-
wide behavioral expectations.
For the purpose of behavior data collection, the ODR form lists the five crucial elements;
day of the week, student name, location of behavior, time of day, and type of behavior.
o Ex. The ODR forms are catalogued and documented in such a way that a report or
graph can be produced to present the data.
The school has a coherent ODR form procedure that includes the definitions of behavior
that will indicate whether the referral is either an office-managed or classroom managed
referral.
Documentation/Comments:
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
7
9/23/2014
3) Availability of Behavioral Intervention Material
Best Practice: Research-based behavioral intervention materials are available based on the
identified needs of the school in quantities effective to meet the needs of the school. Intervention
materials are evaluated for effectiveness through data analysis.
To determine your level of practice, utilize the following measures. Data collected from these
measures should be gathered by reviewing school-wide behavior procedures, classroom
observations and through class and faculty meetings.
Measures:
The data collected throughout the behavioral intervention process are analyzed by a
school-based team to determine student and school level needs.
Research-based behavioral intervention materials have been developed or purchased to
meet the needs of the school.
o Ex. A thorough intervention library exists which includes not only the
interventions, but also all the necessary materials required to implement with
fidelity.
Behavioral intervention materials are evaluated for effectiveness through data analysis on
a continuous basis.
o Ex. Evaluate student progress each time an intervention is implemented or
changed.
A graph with data points is a useful way to view data.
Documentation/Comments:
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
8
9/23/2014
4) Professional Development
Best Practice: School based professional development for behavioral interventions are provided
to teachers on a quarterly basis. The effectiveness of the professional development is evaluated
and results are considered for future professional development.
To determine your level of practice, utilize the following measures. Data collected from these
measures should be gathered by reviewing school-wide behavior procedures, classroom
observations and through class and faculty meetings.
Measures:
Professional development for behavioral interventions is provided to teachers at least
quarterly.
A process is in place to evaluate the effectiveness of the professional development.
o Ex: Administer a pre-test before and post-test after the professional development.
o Ex: Conduct an evaluation of the professional development.
The data collected is analyzed by a school-based team to determine student needs and
effectiveness of school level interventions.
The professional development provided for behavior interventions is continuously being
improved upon depending on feedback from staff and student outcome data.
The evaluation data is also utilized to determine if additional professional development is
needed.
Documentation/Comments:
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
9
9/23/2014
5) Decision Making
Best Practice: All teachers follow a consistent and effective written process to document,
analyze, and utilize behavioral intervention data. Teachers and administrators (and other
professionals, as needed) meet on a regular basis to make necessary adjustments to behavioral
interventions.
To determine your level of practice, utilize the following measures. Data collected from these
measures should be gathered by reviewing school-wide behavior procedures, classroom
observations and through class and faculty meetings.
Measures:
All teachers follow a consistent and effective written process to document, analyze, and
utilize behavioral intervention data.
o Ex. The Behavior Intervention Team often creates and provides for all staff, a
behavior intervention binder complete with all of the processes for staff members
to use as a guide. Along with the binder, professional development on the use of
the binder should be conducted.
Teachers and administrators (and other professionals, as needed) meet on a regular basis
to make necessary adjustments to behavioral interventions.
o Ex. The school-based intervention team meets on a regularly scheduled basis
during the school year (minimum of once per month for at least one hour) to
examine the effectiveness of school level interventions.
o Ex. The school-based intervention team includes teachers, administrators, related
service providers, various school-based personnel, parents, and students (for
secondary schools).
Documentation/Comments:
Behavioral Interventions: Administrator
Self-Assessment Instructions
OSDE-
SES
1
0
9/23/2014
Additional Comments
The Behavioral Interventions, Professional Development Resources document included in this
Self-Assessment packet includes resources for the Oklahoma Tiered Intervention System of
Support (OTISS). OTISS is Oklahoma’s tiered intervention model for identifying and addressing
academic and behavioral difficulties that interfere with PreK-12 student success. This model
was developed, and is currently supported, by the 2011 Oklahoma State Personnel
Development Grant II (OK SPDG II), a grant from the U.S. Department of Education.
A school does not have to be currently implementing a tiered system of behavioral interventions,
in order to utilize the resources developed to support the implementation of OTISS.
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Completed 14 October 2020

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