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* 1. All staff regularly teach correct student behaviors to students.

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* 2. A small number of positively stated student expectations are posted throughout the school.

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* 3. Staff regularly reward expected student behaviors

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* 4. Problems behaviors are clearly defined to students and staff

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* 5. Consequences for problem behaviors are clearly defined to students and staff

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* 6. Distinctions between office managed and teacher managed behaviors are clear

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* 7. Options exist to allow classroom instruction to continue when problem behavior occurs

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* 8. Procedures are in place and clear to address dangerous/emergency situations

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* 9. The school maintains a team/committee to plan and problem solve safety/discipline issues at the school

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* 10. The school administration are active participants on the discipline/safety team

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* 11. Data on problem behavior patterns is collected and summarized within an ongoing system

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* 12. Patterns of student problem behavior are regular reported to staff for active decision-making and planning

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* 13. The school has formal strategies for informing families about expected student behaviors

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* 14. When a problem behavior exists school-wide the discipline/safety team plans school-wide activities to address those problem behaviors based on school data

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* 15. The safety/discipline team has a budget for teaching students, ongoing rewards, and annual staff planning

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* 16. All staff are either directly or indirectly involved in school-wide interventions to prevent and resolve problem behaviors

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* 17. The safety/discipline team has access to on-going training and support from school district personnel

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* 18. The school is required by the district to report on the social climate, discipline level, or student behavior at least annually

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* 19. Students are required to follow school-wide expected behaviors in all common areas

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* 20. School-wide expected behaviors are taught to students in common areas

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* 21. School staff in charge of non-classroom areas actively supervise (move,scan,interact) students in common areas

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* 22. Rewards exist for students that achieve expected behaviors in common areas

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* 23. Expected student behaviors and routines in classrooms are stated positively and defined clearly for students

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* 24. Expected student behavior and routines are taught to students in the classroom

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* 25. School-wide assessments are conducted regular to identify students with chronic problem behaviors

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* 26. A simple process exists for teachers to request assisstance 

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* 27. A safety/discipline team responds promptly (within 2 working days) to students who present chronic problem behaviors

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* 28. Scheduling of student movement within the school ensures appropriate numbers of students in non-classroom spaces

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* 29. Physical/architectural features are modified to limit unsupervised settings, unclear traffic patterns, and inappropriate access to and exit from school grounds

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* 30. Problem behaviors receive prompt and consistent consequences

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* 31. Instruction and curriculum materials are matched to student ability

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* 32. Most students experience high rates of academic success (75% correct)

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* 33. Teachers have regular opportunities for access to assistance and recommendations (observations, instruction, and coaching)

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* 34. Transitions between instructional and non-instructional activities are efficient and orderly

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