SET Report
Within 7 days of completing the SET, please email this report to and the principal at the school where the SET evaluation was conducted.
School: Washington Heights Elementary (WHE)
District: 9999
Date of visit: March 8, 2012
School-wide evaluation tool: Post
SET Evaluator: Muneer Karcher-Ramos; Wilder Research
School-wide PBIS Features
Grades: Elementary
Enrollment: Not available
Principal: Mr. Bill Wilson
Expectations defined: WHE has clearly defined its behavioral expectations through the acronym, G.O.L.D., which stands for give respect; own your actions; live and learn; and do your best. These behavioral expectations are posted in at least 8 out of 10 locations in the school, including locations such as the hallways, classrooms, library, front office, and cafeteria.
Expectations taught: All 10 staff members who were asked said that they have taught or expressed the behavioral expectations to students; all have also given out the golden reward tickets in the past two months. All PBIS team members who were asked said that they have taught or reviewed behavioral expectations to/with school staff. Nearly all of the students who were asked stated what G.O.L.D. stands for. There was some confusion among students about what the “G” in G.O.L.D. stands for, we often heard that it meant “Go for the GOLD,” then when asked again the students said “Give respect.”
It is clear that students are being taught behavioral expectations since nearly all students could define G.O.L.D., but a documented, step-by-step plan on how students will be taught behavioral learning objectives was not found in the materials provided to the SET evaluator. A documented plan for teaching behavioral expectations should be written on an annual basis.
System for rewarding expectations: WHE has a clear, documented system for rewarding students for positive behavior (G.O.L.D. tickets). 100% of students who were asked said that they have received a gold ticket in the past two months; 100% of staff members who were asked said that they have given a gold ticket in the past two months.
System for responding to violations: WHE has a clear, documented system for dealing with and reporting specific behavioral violations. All staff knew the lockdown procedures. Almost all staff agreed upon when and for what to send students to the office. The majority of staff agree with the school administration on what behaviors are office- versus classroom-managed (majors and minors).
WHE had 3 or more documented crisis plans for dangerous situations readily available in 6 out of 7 locations checked. Crisis plans can include fire drills, tornado drills, lockdown procedures, etc. Three documented crisis plans could not be found in plain sight in the cafeteria. While the classrooms, front office, and library had 3 or more documented crisis plans, the big folders that hold the crisis plans would not prohibit the crisis plans from being readily available if people were truly in a crisis situation.
Monitoring and decision-making: The discipline referral forms include all essential tracking information. The administrator clearly defined SWIS as the data system used for collecting and summarizing discipline referrals. 100% of PBIS team members stated that they use discipline data to make decisions in designing, implementing, and revising school-wide effective behavior support efforts.
Management: All staff members who were asked report that there is a school-wide team that addresses behavior support systems in the school. The PBIS team members are representative of all staff in the building, from behavioral experts, to teachers at various grade levels, to administrators. The school administrator is active on the PBIS team. The administrator reports that progress on PBIS is reported to school staff at least 4 times per year. The PBIS team has a school PBIS action plan that is less than one year old.
PBIS team meetings appear to be planned on a monthly basis, although it was stated by the administrator that it can be a struggle to meet every month. Also, the school improvement plan should list “improving behavior support systems” as one of the top 3 school priorities; only reading and math were listed as top school priorities.
District-level support: The school’s budget contains an allocated amount of money for building and maintaining school-wide behavioral support. The administrator identified two individuals, Lauren and Ingrid, who served as their PBIS liaisons.
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