Northwest AEA School-Wide Positive Behavior Supports
Linking School-Wide Expectations To the Classroom
Self-Assessment and Action Planning
Current Status
Practices and Systems
School-Wide expectations are posted in the classroom
School-Wide Expectations Matrix includes description
of classroom expectations that are stated positively
Classroom behavioral expectations are linked to
School-Wide expectations and are posted in all
classrooms
Classroom behavioral expectations are taught in all
classrooms
Classroom routines and transitions are defined and
taught in all classrooms
A positive environment is established in classrooms:
students are consistently acknowledged engaging in
expected behavior; 5 positive comments to each
negative comments/correction; and routine celebrations
occur to build a positive classroom environment
Minor classroom behavioral violations are consistently
addressed by classroom teachers
Major classroom behavioral incidents are consistently
referred to the office to be addressed by school
administrator
All teaching staff utilize the Office Discipline Referral
form to report minor behavioral violations.
All teaching staff utilize the Office Discipline Referral
form to report major behavioral violations.
Teachers have access to ODR data for their classroom.
Teachers utilize ODR data for classroom management
decision making.
Options exist to allow classroom instruction to
continue when major behavioral violations occur in the
classroom.
Teachers can easily access support systems in the
school that provide consultation, assistance, and or
recommendations to help with classroom management
or individual student concerns.
Three tiered prevention logic is applied to the
classroom setting (universal supports for all, targeted
supports for some, intensive supports for a few).
In Place
Partial
Not IP
Action Step
(Y/N)
Linking School-Wide Expectations To the Classroom
Action Planning
Practice/System
Action Steps
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Person
Responsible
Date
Done