Scoring the SET
Scoring the SET is complex and has several parts. This section provides exercises
for aligning evaluation questions with interview questions and scoring practice. Complete
each exercise as practice opportunities for calculating and scoring the SET research
questions. Each exercise has an answer key for accuracy checking. Fluency building
activities include:
ƒ
ƒ
ƒ
ƒ
ƒ
The SET Matching Exercise. This exercise matches the interview questions with the
evaluation questions for fluency in interviewing and response recording.
Interview and Observation Forms. Three examples with recorded responses for
calculation practice are provided.
Permanent Product Scoring Examples. Eleven examples are provided for scoring
questions needing a review of written material (questions B1, C1, D1, and F8.)
Case Studies (see next section). Three full school examples are provided for complete
scoring practice. Use the date recorded on the SET scoring guide as the time frame for
scoring question F8. Use the responses on the Administrator Interview and Interview &
Observation Form, with the written materials to score the SET.
FAQs
Scoring and Calculating Interviews and Observations
Scoring interview responses is simple if you are clear about the evaluation question.
The Interview and Observation Form is set up to use for all interviews and observations
after the administrator interview is completed. Following the sequence of questions as
listed on the form allows for a fluent conversation and easy recording. Most SET questions
requiring interview and observation information are self-explanatory, however there are
five questions that are not answered with a yes or no response and are tricky to score.
These are listed below with specific instructions for accurate scoring.
1. Asking students and staff the school rules (Questions B4 and B5):
ƒ Record the number of school rules that each staff and student knows. For
example recording a 4/4 documents the person knew all four rules, a
score of 2/3 documents that the student or staff knew two of the three
rules, and a score of 1/5, documents that the interviewee knew one of five
rules.
ƒ Total the number of staff/students asked who knew 67% of the rules (2 of
3, 3 of 4, 4 of 5).
ƒ Calculate the percent of people responding who knew 67% of the rules.
ƒ Use the calculated number to answer questions B4 and B5.
2. Asking staff what problems they would send to the office rather than dealing with
on their own (Question D2):
ƒ After understanding the response of the administrator, you can simply
record a + for agreement with administrator or a 0 for disagreement on
the Interview and Observation Form for this staff question.
ƒ Total the number of agreements
ƒ Calculate the percent of staff agreement
ƒ Use the calculated score to answer question D2.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
11
3. Asking staff the procedure for dealing with a stranger with a gun (Question D4):
ƒ Follow same process as listed for question D2
ƒ Use the calculated score to answer question D4.
4. Asking team members to identify the team leader (Question F4):
ƒ Follow same process as listed for question D2
ƒ Use the calculated score to answer question F4.
Scoring the Evaluation Questions
Each of the twenty-eight evaluation questions require a 0, 1, or 2 score. The scoring
criteria are listed within each evaluation question. Use the administrator responses, the
calculated interview and observation scores, and the materials provided by the school to
score each of the twenty-eight evaluation questions. For each of the seven feature areas,
add the total number of points scored and record the total in the summary score box at the
bottom of the scoring guide. Calculate the percentage of points earned for each of the
seven areas by dividing the total points earned by the total points possible. This gives a
percent implementation score for each of the seven feature areas. To calculate the Overall
SET Implementation score, add the percent earned for each of the seven feature areas to
get a total, then divide that total number by seven to calculate the Overall SET
Implementation Score (mean of the means).
The example below illustrates the total number of points scored for each feature
area and the percent earned. For instance, feature area B has a total of ten possible
points. The score in the example below, for feature B, shows that the school scored 8 of
the 10 possible points, which calculates to 80%. This formula provides an implementation
score for each of the seven feature areas. The Overall SET Implementation score in the
example is 89%. Each of the percentage scores are added and divided by 7 (626 divided
by 7 equals 89).
Summary
Scores:
A= 4/4 100%
B= 8/10 80%
C= 5/6 83%
F= 14/16 88%
G= 4/4 100%
Mean= 626/7
D= 8/8 100%
E= 6/8 75%
89%
Inter-observer Reliability
As with all research projects, obtaining high inter-observer reliability scores
strengthens the data. To get inter-observer reliability, have two people do the SET
together. Designate one person to be the lead SET data collector and the other to be the
reliability recorder. The lead person conducts and scores the SET as usual. The reliability
recorder simply records responses from interviews and observations while following the
lead data collector. Each data collector scores responses and observations separately.
Scores are compared for the twenty-eight evaluation questions when both data collectors
have completed their scoring. To determine the inter-observer reliability rating, simply
calculate a percent of agreed scores of the twenty-eight possible scores.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
12
SET Matching Exercise
The purpose of the SET Matching Exercise is to build fluency
in interviewing and response recording. Match the interview
questions with the evaluation questions. Check your answers
with the answer key provided.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
13
SET MATCHING EXERCISE
Interview Questions
What information do you use for collecting
office disciplines referrals?
a) What data are collected?
b) Who collects the data?
What do you do with the office discipline
referral information?
c) Who looks at the data?
d) How often do you share it
with other staff and whom do
you share it with?
Evaluation Questions
B2. Do 90% of the staff asked state that teaching
of behavioral expectations to students has
occurred this year?
B3. Do 90% of team members asked state that
the school wide program has been
taught/reviewed with staff on an annual
basis?
B4. Can at least 70% of 15 or more students state
67% of the school rules?
What type of problems do/would you refer
to the office rather than handling in the
classroom?
B5. Can 90% or more of the staff asked list 67%
of the school rules?
What is the procedure for handling
extreme emergencies in the building (i.e.
stranger with a gun?
C2. Do 50% or more students asked indicate they
have received a reward (other than verbal
praise) for expected behaviors over the past
two months?
What are the school rules/motto and what
are they called?
Have you received/given a “gotcha”
(positive referral) in the past 2 months?
Has the school-wide team
taught/reviewed the school wide program
to staff this year?
How often does the (EBS) team meet?
Do you (administrator) attend team
meetings consistently?
Does the (EBS) team provide faculty
updates on activities & data summaries?
Do you have an out-of-school liaison in
the state or district to support you on
positive behavior support systems
development?
Have you taught the school rules/behavior
expectations to your students this year?
What are your school improvement
goals?
C3. Do 90% of staff asked indicate they have
delivered a reward (other than verbal praise)
to students for expected behavior over the
past two months?
D2. Do 90% of staff asked agree with
administration on what problems are officemanaged and what problems are classroom–
managed?
D4. Do 90% of staff asked agree with
administration on the procedure for handling
extreme emergencies (stranger in building
with a weapon)?
E2. Can the administrator clearly define a system
for collecting & summarizing discipline
referrals (computer software, data entry
time)?
E3. Does the administrator report that the team
provides discipline data summary reports to
the staff at least three times/year?
F1. Does the school improvement plan list
improving behavior support systems as one of
the top 3 school improvement plan goals?
F5. Is the administrator an active member of the
school-wide behavior support team?
F6. Does the administrator report that team
meetings occur at least monthly?
G2. Can the administrator identify an out-ofschool liaison in the district or state?
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
14
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
15
Answer Key
SET Matching Exercise
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
15
SET MATCHING EXERCISE (Answer Key)
Interview Questions
E2
What information do you use for collecting
office disciplines referrals?
e) What data are collected?
f) Who collects the data?
What do you do with the office
discipline referral information?
E2
D2
D4
g) Who looks at the data?
h) How often do you share it
with other staff and whom do
you share it with?
What type of problems do/would you refer
to the office rather than handling in the
classroom?
What is the procedure for handling
extreme emergencies in the building (i.e.
stranger with a gun?
What are the school rules/motto and what
B4, B5 are they called?
C2, C3 Have you received/given a “gotcha”
(positive referral) in the past 2 months?
B3
F6
Has the school-wide team
taught/reviewed the school wide program
to staff this year?
How often does the (EBS) team meet?
Evaluation Questions
B2. Do 90% of the staff asked state that teaching
of behavioral expectations to students has
occurred this year?
B3. Do 90% of team members asked state that
the school wide program has been
taught/reviewed with staff on an annual
basis?
B4. Can at least 70% of 15 or more students state
67% of the school rules?
B5. Can 90% or more of the staff asked list 67%
of the school rules?
C2. Do 50% or more students asked indicate they
have received a reward (other than verbal
praise) for expected behaviors over the past
two months?
C3. Do 90% of staff asked indicate they have
delivered a reward (other than verbal praise)
to students for expected behavior over the
past two months?
D2. Do 90% of staff asked agree with
administration on what problems are officemanaged and what problems are classroom–
managed?
D4. Do 90% of staff asked agree with
administration on the procedure for handling
extreme emergencies (stranger in building
with a weapon)?
F5
Do you (administrator) attend team
meetings consistently?
E3
Does the (EBS) team provide faculty
updates on activities & data summaries?
E2. Can the administrator clearly define a system
for collecting & summarizing discipline
referrals (computer software, data entry
time)?
Do you have an out-of-school liaison in
the state or district to support you on
positive behavior support systems
development?
E3. Does the administrator report that the team
provides discipline data summary reports to
the staff at least three times/year?
B2
Have you taught the school rules/behavior
expectations to your students this year?
F1. Does the school improvement plan list
improving behavior support systems as one of
the top 3 school improvement plan goals?
F1
What are your school improvement
goals?
G2
F5. Is the administrator an active member of the
school-wide behavior support team?
F6. Does the administrator report that team
meetings occur at least monthly?
G2. Can the administrator identify an out-ofschool liaison in the district or state?
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
16
Interview & Observation Calculation Examples
The purpose of these 3 examples is to build accuracy in scoring interview responses and
observations. There are three completed Interview and Observation forms. Each example
has 3 parts:
1. The complete staff/student interview observation form.
2. A scored answer key with correct calculations.
3. A blank SET Scoring Guide.
For each example calculate the staff, team member, and student interview responses on
the interview and observation form. Then use the Scoring Guide to score SET evaluation
questions A2, B2 - B5, C2, C3, D2 - D4, E2 - E4, F1 - F7, G1 and G2. Use the answer keys
to check your answers.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
17
Interview & Observation Calculation
Example #1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
18
Interview & Observation Example #1
1. Be Respectful, 2.Be Responsible, 3. Hands & Feet to Self 4.Follow Directions, 5.Be there, Be Ready
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
Team member questions
What are
the school
rules?
Record the
# of rules
known.
Have you
taught the
school rules/
behave. exp.
to students
this year?
Have you
given out
any
Wildcat
Winners
since
Sept?
What types of
student
problems do
you or would
you refer to the
office?
What is the
procedure for
dealing with a
stranger with a
gun?
Is there a team
in your school
to address
school-wide
behavior
support
systems?
Are you on
the team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
Has your
team taught/
reviewed SW
program
w/staff this
year?
Student questions
Have you
received a
Who is the
team
leader/
facilitator?
What are the
(school
rules)?
Record the #
of rules known
Bill
1
Wildcat
Winner
Since
Sept?
(2 mos.)
1
2
3
4
5
6
7
8
9
10
4/5
4/5
5/5
5/5
5/5
5/5
4/5
3/5
4/5
4/5
11
12
13
14
15
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
Fighting
Fighting
Harass
Harass
Fighting
Fighting
“
“
‘’
‘'
+
+
+
+
+
+
+
+
+
+
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
3/5
2 2/5
3 4/5
4 3/5
5 3/5
6 2/5
7 1/5
8 4/5
9 5/5
10 5/5
11 5/5
12 4/5
13 3/5
14 4/5
15 3/5
Bill
Bill
Bill
Are rules & expectations posted?
Is the documented crisis plan
posted?
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
18 A
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
X
Location
Y
Hall 1
Y
N
X
Hall 2
Y
N
X
Hall 3
Y
N
X
Interview & Observation Example #1
Administrator Interview Guide
Let’s talk about your discipline system
1) Do you collect and summarize office discipline referral information? Yes
No If no, skip to #4.
2) What system do you use for collecting and summarizing office discipline referrals? (E2)
a)
b)
3)
4)
name, date, behavior, grade
Who collects and enters the data? Bill
What data do you collect?
What do you do with the office discipline referral information? (E2)
Team
a)
Who looks at the data?
b)
How often do you share it with other staff?
Monthly staff meeting
What type of problems do you expect teachers to refer to the office rather than handling in the
violence, name calling, harassment
classroom/ specific setting? (D2)
5)
SWIS
What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)
lockdown
Let’s talk about your school rules or motto
6) Do you have school rules or a motto? Yes
7) How many are there?
No If no, skip to # 10.
5
8) What are the rules/motto? (B4, B5)
Be respectful, Be responsible, Hands & Feet to Self, Follow
Directions, Be there, Be ready
9) What are they called? (B4, B5) Wildcat 5
10) Do you acknowledge students for doing well socially? Yes
No If no, skip to # 12.
11) What are the social acknowledgements/ activities/ routines called (student of month, positive referral,
letter home, stickers, high 5's)? (C2, C3)
Wildcat Winners
Do you have a team that addresses school-wide discipline? If no, skip to # 19
12) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes
No
13) Is your school-wide team representative of your school staff? (F3) Yes No
14) Are you on the team? (F5) Yes
No
15) How often does the team meet? (F6)
monthly
16) Do you attend team meetings consistently? (F5) Yes No
17) Who is your team leader/facilitator? (F4)
Bill
“
As often as I can”
18) Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes
If yes, how often?
No
monthly
19) Do you have an out-of-school liaison in the state or district to support you on positive behavior support
systems development? (G2) Yes No
If yes, who?
Jack
20) What are your top 3 school improvement goals? (F1) Technology, Reading, Math, Writing, Behavior
21) Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral
support? (G1) Yes No
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
18 B
Answer Key
Interview and Observation Calculation
Example #1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
19
Interview & Observation Example #1 ANSWER KEY
1. Be Respectful, 2. .Be Responsible, 3. Hands & Feet to Self 4. Follow Directions, 5..Be there, Be Ready
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
Team member questions
What are
the school
rules?
Record the
# of rules
known.
Have you
taught the
school rules/
behave. exp.
to students
this year?
Have you
given out
any
Wildcat
Winners
since
Sept?
What types of
student
problems do
you or would
you refer to the
office?
What is the
procedure for
dealing with a
stranger with a
gun?
Is there a team
in your school
to address
school-wide
behavior
support
systems?
Are you on
the team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
Has your
team taught/
reviewed SW
program
w/staff this
year?
Student questions
Have you
received a
Who is the
team
leader/
facilitator?
What are the
(school
rules)?
Record the #
of rules known
Bill
1
Wildcat
Winner
Since
Sept?
(2 mos.)
4/5
4/5
5/5
5/5
5/5
5/5
4/5
3/5
4/5
4/5
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
9/10=90%
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
Fighting
Fighting
Harass
Harass
Fighting
Fighting
“
“
‘’
‘'
+
+
+
+
+
+
+
+
+
+
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
9/10=90%
Location
Are rules & expectations posted?
Is the documented crisis plan
posted?
9/10=90%
10/10=100%
10/10=100%
10/10=100%
Front hall/
office
Class 1
Class 2
Class 3
4/4=100%
X
Cafeteria
Library
4/4=100%
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
19
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
3/5
2 2/5
3 4/5
4 3/5
5 3/5
6 2/5
7 1/5
8 4/5
9 5/5
10 5/5
11 5/5
12 4/5
13 3/5
14 4/5
15 3/5
Bill
Bill
Bill
4/4=100%
Hall 1
Y
N
X
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
7/15=47% 14/15=93%
Total
Hall 2
Y
N
X
Hall 3
Y
7/10
X 7/7
N
School-wide Evaluation Tool
(SET)
Scoring Guide
School
Interview & Observation Calculation #1
Answer Key
Date
District _______________________________________
Pre ______
Post ______
State ___________
SET data collector ________________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted in
8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I
2
3. Do 90% of team members asked state that the school-wide
program has been taught/reviewed with staff on an annual
basis? (0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I
2
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Score:
0-2
(circle sources used)
P= product; I= interview;
O= observation
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
1
I
0
I
2
P
Interviews
Other ______________
I
2
Interviews
Other ______________
I
2
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
2
19 B
Data Source
Feature
E.
Monitoring &
Decision-Making
Evaluation Question
3. Is the documented crisis plan for responding to extreme
dangerous situations posted in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)? (0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
th
st
rd
goals? (0= no; 1= 4 or lower priority; 2 = 1 - 3 priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
F.
Management
4. Can 90% of team members asked identify the team leader?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
G.
District-Level
Support
Summary
Scores:
Walls
Other ______________
O
2
Interviews
Other ______________
I
2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
Interview
Other ______________
I
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
2. Can the administrator identify an out-of-school liaison in the
district or state? (0= no; 2=yes)
Interview
Other ______________
B=
G=
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
C=
Mean =
I
I
Annual Plan, calendar
Other ______________
D=
2
2
2
P
Interviews
Other ______________
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
A=
F=
Score:
0-2
(circle sources used)
P= product; I= interview;
O= observation
2
2
2
2
1
2
2
P
I
I
2
2
E=
19 C
Interview & Observation Calculation
Example #2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
20
Interview & Observation Example #2
Be Safe, Be Kind, Be Respectful
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
Team member questions
What are
the school
rules?
Record the
# of rules
known.
1
2
3
4
5
6
7
8
9
10
11
12
2/3
3/3
3/3
0/3
3/3
3/3
2/3
1/3
2/3
3/3
3/3
1/3
13
14
15
Have you
taught the
school rules/
behave. exp.
to students
this year?
Have you
given out
any
Growlers
since
Sept?
(2 mos.)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
N
What types of
student
problems do
you or would
you refer to the
office?
What is the
procedure for
dealing with a
stranger with a
gun?
+
+
+
0
+
0
+
+
+
+
0
+
+
+
+
+
+
+
+
+
+
+
+
+
Is there a team
in your school
to address
school-wide
behavior
support
systems?
Are you on
the team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
Has your
team taught/
reviewed SW
program
w/staff this
year?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
Student questions
Who is the
team
leader/
facilitator?
Are rules & expectations posted?
Is the documented crisis plan
posted?
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Kelly
Kelly
Kelly
Principal
Have you
received a
Growler
Winner
Since
Sept?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
3/3
2 3/3
3 2/3
4 3/3
5 0/3
6 3/3
7
1/3
8 0/3
9 1/3
10 2/3
11 3/3
12 3/3
13 3/3
14 2/3
15 1/3
1
X
Location
What are the
(school
rules)?
Record the #
of rules known
Hall 1
Y
N
X
Hall 2
Y
N
X
Hall 3
Y
N
X
20 A
Interview & Observation Example #2
Administrator Interview Guide
Let’s talk about your discipline system
1) Do you collect and summarize office discipline referral information? Yes
No If no, skip to #4.
2) What system do you use for collecting and summarizing office discipline referrals? (E2)
a)
b)
SWIS
Minors, majors
Who collects and enters the data? Team Members
What data do you collect?
3) What do you do with the office discipline referral information? (E2)
Admin./Team
a.
Who looks at the data? ?
b.
How often do you share it with other staff?
Monthly
4) What type of problems do you expect teachers to refer to the office rather than handling in the classroom/
fighting, insubordination
specific setting? (D2)
5) What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)
walkie-talkies, call office, lockdown
Let’s talk about your school rules or motto
6) Do you have school rules or a motto? Yes
7) How many are there?
No If no, skip to # 10.
3
Be Safe, Be kind, Be Respectful
Cougar Rules
8) What are the rules/motto? (B4, B5)
9) What are they called? (B4, B5)
10) Do you acknowledge students for doing well socially? Yes
No If no, skip to # 12.
11) What are the social acknowledgements/ activities/ routines called (student of month, positive referral,
letter home, stickers, high 5's)? (C2, C3)
Growlers
Do you have a team that addresses school-wide discipline? If no, skip to # 19
12) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes
No
13) Is your school-wide team representative of your school staff? (F3) Yes No
14) Are you on the team? (F5) Yes
No
15) How often does the team meet? (F6)
monthly
16) Do you attend team meetings consistently? (F5) Yes No
17) Who is your team leader/facilitator? (F4)
Kelly
18) Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes
If yes, how often?
No
monthly
19) Do you have an out-of-school liaison in the state or district to support you on positive behavior support
systems development? (G2) Yes No
If yes, who?
Jim
20) What are your top 3 school improvement goals? (F1)
Math, Reading, Social Climate, Technology
21) Does the school budget contain an allocated amount of money for building and maintaining school-wide
behavioral support? (G1) Yes No
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
20 B
Answer Key
Interview & Observation Calculation
Example #2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
21
Interview & Observation Example #2 Answer Key
Be Safe, Be Kind, Be Respectful
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
Team member questions
What are
the school
rules?
Record the
# of rules
known.
Have you
taught the
school rules/
behave. exp.
to students
this year?
Have you
given out
any
Growlers
since
Sept?
(2 mos.)
1
2/3
Y
N
Y
N
2
3/3
Y
N
Y
N
3
3/3
Y
N
Y
N
4
0/3
Y
N
Y
N
5
3/3
Y
N
Y
N
6
3/3
Y
N
Y
N
7
2/3
Y
N
Y
N
8
1/3
Y
N
Y
N
9
2/3
Y
N
Y
N
10
3/3
Y
N
Y
N
11
3/3
Y
N
Y
N
12
1/3
Y
N
Y
N
Y
N
Y
Y
N
Y
N
13
14
15
Total
9/12=75%
8/12=67%
Location
Are rules & expectations posted?
Is the documented crisis plan
posted?
What types of
student
problems do
you or would
you refer to the
office?
What is the
procedure for
dealing with a
stranger with a
gun?
+
+
+
0
+
0
+
+
+
+
0
+
+
+
+
+
+
+
+
+
+
+
+
+
Is there a team
in your school
to address
school-wide
behavior
support
systems?
Are you on
the team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
Has your
team taught/
reviewed SW
program
w/staff this
year?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
10/12=83%
Front hall/
office
9/12=75%
12/12=100%
10/12=83%
Class 1
Class 2
Class 3
3/4=75%
X
Cafeteria
Library
Who is the
team
leader/
facilitator?
Kelly
Kelly
Kelly
Principal
3/4=75%
Other setting
(gym, lab)
Hall 1
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
What are the
(school
rules)?
Record the #
of rules known
3/3
2 3/3
3 2/3
4 3/3
5 0/3
6 3/3
7 1/3
8 0/3
9 1/3
10 2/3
11 3/3
12 3/3
13 3/3
14 2/3
15 1/3
1
3/4=75%
Y
21 A
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
Student questions
Y
N
X
Total
10/15=67%
Hall 2
Y
N
X
Have you
received a
Growler
Winner
Since
Sept?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
12/15=80%
Hall 3
Y
8/10
N
X 6/7
School-wide Evaluation Tool
(SET)
Scoring Guide
School
Interview & Observation Calculation #2
Answer Key
Date
District _______________________________________
Pre ______
Post ______
State ___________
SET data collector ________________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted in
8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I
1
3. Do 90% of team members asked state that the school-wide
program has been taught/reviewed with staff on an annual
basis? (0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I
1
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Score:
0-2
(circle sources used)
P= product; I= interview;
O= observation
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
2
I
1
I
1
P
Interviews
Other ______________
I
2
Interviews
Other ______________
I
1
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
1
O
3. Is the documented crisis plan for responding to extreme
dangerous situations posted in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-Wide Evaluation Tool Manual
University of Oregon, 2003
Walls
Other ______________
2
21 B
Data Source
Feature
E.
Monitoring &
Decision-Making
Evaluation Question
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)? (0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
th
st
rd
goals? (0= no; 1= 4 or lower priority; 2 = 1 - 3 priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
F.
Management
4. Can 90% of team members asked identify the team leader?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
G.
District-Level
Support
Summary
Scores:
Interviews
Other ______________
I
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
2
Interview
Other ______________
I
2
Interviews
Other ______________
I
1
School Improvement Plan,
Interview
Other ______________
Interview
Other ______________
I
2
Interviews
Other ______________
I
1
Interview
Other ______________
I
2
Interview
Other ______________
I
2
Interview
Other ______________
I
2
Annual Plan, calendar
Other ______________
2. Can the administrator identify an out-of-school liaison in the
district or state? (0= no; 2=yes)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
2
I
1
Interview
Other ______________
C=
Mean =
P
I
Interview
Other ______________
B=
G=
2
Interviews
Other ______________
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
A=
F=
Score:
0-2
(circle sources used)
P= product; I= interview;
O= observation
D=
P
I
I
2
2
E=
21C
Interview & Observation Calculation
Example #3
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
22
Interview & Observation Example #3
SOAR= Safety, Organization, Achievement, Respect
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
Team member questions
What are
the school
rules?
Record the
# of rules
known.
1
2
3
4
5
6
7
8
9
10
11
12
13
2/4
4/4
3/4
4/4
1/4
2/4
3/4
3/4
3/4
4/4
4/4
2/4
4/4
14
15
Have you
taught the
school rules/
behave. exp.
to students
this year?
Have you
given out
any
SOARs
since
Sept?
(2 mos.)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
What types of
student
problems do
you or would
you refer to the
office?
What is the
procedure for
dealing with a
stranger with a
gun?
lockdown
+
0
0
+
+
+
+
0
+
+
+
0
+
+
+
+
+
+
+
+
0
+
+
+
+
+
Is there a team
in your school
to address
school-wide
behavior
support
systems?
Are you on
the team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
Has your
team taught/
reviewed SW
program
w/staff this
year?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
Total
Student questions
Who is the
team
leader/
facilitator?
4/4
2 4/4
3 4/4
4 4/4
5 4/4
6 4/4
7 3/4
8 4/4
9 1/4
10 0/4
11 3/4
12 3/4
13 3/4
14 3/4
15 0/4
1
Jane
Jane
Jane
Jane
Are rules & expectations posted?
Is the documented crisis plan
posted?
Front hall/
office
Class 1
Class 2
Class 3
Cafeteria
Library
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
Have you
received a
SOAR
Since
Sept?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Total
X
Location
What are the
(school
rules)?
Record the #
of rules known
Hall 1
Y
N
X
Hall 2
Y
N
X
Hall 3
Y
N
X
22 A
Interview & Observation Example #3
Administrator Interview Guide
Let’s talk about your discipline system
1)
Do you collect and summarize office discipline referral information? Yes
2)
No If no, skip to #4.
What system do you use for collecting and summarizing office discipline referrals? (E2)
c)
What data do you collect? Minors, majors
d)
Who collects and enters the data?
SWIS
secretary
3) What do you do with the office discipline referral information? (E2)
Team
e)
Who looks at the data? ?
f)
How often do you share it with other staff?
Monthly
4) What type of problems do you expect teachers to refer to the office rather than handling in the classroom/
Insubordination
specific setting? (D2)
5) What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)
call office, lockdown
Let’s talk about your school rules or motto
6) Do you have school rules or a motto? Yes
7) How many are there?
No If no, skip to # 10.
4
Safety, Organization, Achievement, Respect
SOAR’s
8) What are the rules/motto? (B4, B5)
9) What are they called? (B4, B5)
10) Do you acknowledge students for doing well socially? Yes
No If no, skip to # 12.
11) What are the social acknowledgements/ activities/ routines called (student of month, positive referral,
letter home, stickers, high 5's)? (C2, C3)
High Flyer
Do you have a team that addresses school-wide discipline? If no, skip to # 19
12) Has the team taught/reviewed the school-wide program with staff this year? (B3) Yes
No
13) Is your school-wide team representative of your school staff? (F3) Yes No
14) Are you on the team? (F5) Yes
No
15) How often does the team meet? (F6)
monthly
16) Do you attend team meetings consistently? (F5) Yes No
17) Who is your team leader/facilitator? (F4)
Jane
18) Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes
If yes, how often?
No
monthly
19) Do you have an out-of-school liaison in the state or district to support you on positive behavior support
systems development? (G2) Yes No
If yes, who?
Jim
20) What are your top 3 school improvement goals? (F1)
Climate of Respect & Caring, Reading, Writing,
Technology
21) Does the school budget contain an allocated amount of money for building and maintaining school-wide
behavioral support? (G1) Yes No
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
22 B
Answer Key
Interview & Observation Calculation
Example
#3
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
23
Interview & Observation Example #3 ANSWER KEY
SOAR= Safety, Organization, Achievement, Respect
Interview and Observation Form
Staff questions (Interview a minimum of 10 staff members)
Team member questions
What are
the school
rules?
Record the
# of rules
known.
1
2
3
4
5
6
7
8
9
10
11
12
13
2/4
4/4
3/4
4/4
1/4
2/4
3/4
3/4
3/4
4/4
4/4
2/4
4/4
14
15
Total
9/13=69%
Have you
taught the
school rules/
behave. exp.
to students
this year?
Have you
given out
any
SOARs
since
Sept?
(2 mos.)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
Y
N
Y
8/13=62%
Location
Are rules & expectations posted?
Is the documented crisis plan
posted?
What types of
student
problems do
you or would
you refer to the
office?
What is the
procedure for
dealing with a
stranger with a
gun?
lockdown
+
0
0
+
+
+
+
0
+
+
+
0
+
+
+
+
+
+
+
+
0
+
+
+
+
+
Is there a team
in your school
to address
school-wide
behavior
support
systems?
Are you on
the team? If
yes, ask
team
questions
Does your
team use
discipline data
to make
decisions?
Has your
team taught/
reviewed SW
program
w/staff this
year?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
N
Y
N
Y
N
12/13=92%
9/13=69%
12/13=92%
13/13=100%
Front hall/
office
Class 1
Class 2
Class 3
4/4=100%
X
Cafeteria
Library
4/4=100%
Other setting
(gym, lab)
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
Student questions
Who is the
team
leader/
facilitator?
What are the
(school
rules)?
Record the #
of rules known
4/4
2 4/4
3 4/4
4 4/4
5 4/4
6 4/4
7 3/4
8 4/4
9 1/4
10 0/4
11 3/4
12 3/4
13 3/4
14 3/4
15 0/4
1
Jane
Jane
Jane
Jane
4/4=100%
Hall 1
Y
N
X
Total
12/15=80%
Hall 2
Y
N
X
Have you
received a
SOAR
Since
Sept?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
15/15=100%
Hall 3
Y
7/10
N
X
4/7
23 A
School-wide Evaluation Tool
(SET)
Scoring Guide
School
Interview & Observation Calculation #3
Answer Key
Date
District _______________________________________
Pre ______
Post ______
State ___________
SET data collector ________________________________
Data Source
Feature
A.
Expectations
Defined
B.
Behavioral
Expectations
Taught
Evaluation Question
1. Is there documentation that staff has agreed to 5 or fewer
positively stated school rules/ behavioral expectations?
(0=no; 1= too many/negatively focused; 2 = yes)
Discipline handbook,
Instructional materials
Other ______________
P
2. Are the agreed upon rules & expectations publicly posted in
8 of 10 locations? (See interview & observation form for
selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)
Wall posters
Other ______________
O
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
(0= no; 1 = states that teaching will occur; 2= yes)
Lesson plan books,
Instructional materials
Other ______________
P
2. Do 90% of the staff asked state that teaching of behavioral
expectations to students has occurred this year?
(0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I
1
3. Do 90% of team members asked state that the school-wide
program has been taught/reviewed with staff on an annual
basis? (0= 0-50%; 1= 51-89%; 2=90%-100%)
Interviews
Other ______________
I
2
4. Can at least 70% of 15 or more students state 67% of the
school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)
5. Can 90% or more of the staff asked list 67% of the school
rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)
1. Is there a documented system for rewarding student
behavior?
(0= no; 1= states to acknowledge, but not how; 2= yes)
C.
On-going System
for Rewarding
Behavioral
Expectations
D.
System for
Responding to
Behavioral
Violations
Score:
0-2
(circle sources used)
P= product; I= interview;
O= observation
2. Do 50% or more students asked indicate they have
received a reward (other than verbal praise) for expected
behaviors over the past two months?
(0= 0-25%; 1= 26-49%; 2= 50-100%)
3. Do 90% of staff asked indicate they have delivered a
reward (other than verbal praise) to students for expected
behavior over the past two months?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
(0= no; 1= states to document; but not how; 2 = yes)
2. Do 90% of staff asked agree with administration on what
problems are office-managed and what problems are
classroom–managed? (0= 0-50%; 1= 51-89%; 2= 90-100%)
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
Interviews
Other ______________
Interviews
Other ______________
Instructional materials,
Lesson Plans, Interviews
Other ______________
1
I
2
I
1
P
Interviews
Other ______________
I
2
Interviews
Other ______________
I
2
Discipline handbook,
Instructional materials
Other ______________
P
Interviews
Other ______________
I
1
Data Source
Feature
E.
Monitoring &
Decision-Making
Evaluation Question
3. Is the documented crisis plan for responding to extreme
dangerous situations posted in 6 of 7 locations?
(0= 0-3; 1= 4-5; 2= 6-7)
4. Do 90% of staff asked agree with administration on the
procedure for handling extreme emergencies (stranger in
building with a weapon)?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the discipline referral form list (a) student/grade, (b)
date, (c) time, (d) referring staff, (e) problem behavior, (f)
location, (g) persons involved, (h) probable motivation, & (i)
administrative decision?
(0=0-3 items; 1= 4-6 items; 2= 7-9 items)
2. Can the administrator clearly define a system for collecting
& summarizing discipline referrals (computer software, data
entry time)? (0=no; 1= referrals are collected; 2= yes)
3. Does the administrator report that the team provides
discipline data summary reports to the staff at least three
times/year? (0= no; 1= 1-2 times/yr.; 2= 3 or more times/yr)
4. Do 90% of team members asked report that discipline data
is used for making decisions in designing, implementing, and
revising school-wide effective behavior support efforts?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
1. Does the school improvement plan list improving behavior
support systems as one of the top 3 school improvement plan
th
st
rd
goals? (0= no; 1= 4 or lower priority; 2 = 1 - 3 priority)
2. Can 90% of staff asked report that there is a school-wide
team established to address behavior support systems in the
school? (0= 0-50%; 1= 51-89%; 2= 90-100%)
3. Does the administrator report that team membership
includes representation of all staff? (0= no; 2= yes)
F.
Management
4. Can 90% of team members asked identify the team leader?
(0= 0-50%; 1= 51-89%; 2= 90-100%)
5. Is the administrator an active member of the school-wide
behavior support team?
(0= no; 1= yes, but not consistently; 2 = yes)
6. Does the administrator report that team meetings occur at
least monthly?
(0=no team meeting; 1=less often than monthly; 2= at least
monthly)
7. Does the administrator report that the team reports
progress to the staff at least four times per year?
(0=no; 1= less than 4 times per year; 2= yes)
8. Does the team have an action plan with specific goals that
is less than one year old? (0=no; 2=yes)
G.
District-Level
Support
Summary
Scores:
(circle sources used)
P= product; I= interview;
O= observation
Walls
Other ______________
O
1
Interviews
Other ______________
23 B
I
2
Referral form
(circle items present on the
referral form)
P
Interview
Other ______________
I
Interview
Other ______________
I
Interviews
Other ______________
I
School Improvement Plan,
Interview
Other ______________
Interview
Other ______________
I
Interviews
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
I
Interview
Other ______________
2. Can the administrator identify an out-of-school liaison in the
district or state? (0= no; 2=yes)
Interview
Other ______________
B=
G=
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
C=
Mean =
I
I
Annual Plan, calendar
Other ______________
D=
2
2
2
P
Interviews
Other ______________
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide behavioral
support? (0= no; 2= yes)
A=
F=
Score:
0-2
2
2
2
2
2
2
2
P
I
I
2
2
E=
23
C
Scoring Examples for Product Review
Six SET evaluation questions require examination of permanent products for
scoring (records, handbooks, etc.). Four of the six questions that involve review of
written information require distinct discrimination skills. The following examples
provide practice for scoring SET evaluation questions B1, C1, D1, and F8. Use the
provided documents for each example when scoring these questions. Use the
answer key at the end of the section to check your accuracy.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
24
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to students on an annual
basis?
(0=no; 1=states that teaching will occur; 2=yes)
Example 1:
Score ______
Example 2:
Score ______
Example 3:
Score ______
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Example 4:
Score ______
Example 5:
Score ______
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific behavioral violations?
(0=no; 1=states to document, but not how; 2=yes)
Example 6:
Score ______
Example 7:
Score ______
Example 8:
Score ______
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one year old?
(0=no; 2=yes)
Example 9:
Score ______
Example 10:
Score ______
Example 11:
Score ______
Example 12:
Score ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
25
Example #1
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to
students on an annual basis?
(0=no; 1=states that teaching will occur; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
26
Evaluation Question B1
Example #1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
26 A
Example #2
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to
students on an annual basis?
(0=no; 1=states that teaching will occur; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
27
During the first two weeks of every school year
teachers will review all the Gate Elementary School
rules with their homeroom students as outlined in the
teaching matrix. Lesson plans for each setting and
rule are available in the EBS notebook.
Evaluation Question B1
Example #2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
27 A
Example #3
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to
students on an annual basis?
(0=no; 1=states that teaching will occur; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
28
Evaluation Question B1
Example #3
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
28 A
Example #4
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
29
Evaluation Question C1
Example #4
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
29 A
Example #5
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
30
Evaluation Question C1
Example #5
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
30 A
Example #6
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific
behavioral violations?
(0=no; 1=states to document, but not how; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
31
Evaluation Question D1
Level 1
Example #6 p. 1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
31 A
Evaluation Question D1
Example #6 p.2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
31 B
Example #7
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific
behavioral violations?
(0=no; 1=states to document, but not how; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
32
Evaluation Question D1
Level 1
Example #7 p. 1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
32 A
Evaluation Question D1
Example #7 p.2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
32 B
Evaluation Question D1
Example #7 p.3
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
32 C
Example #8
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific
behavioral violations?
(0=no; 1=states to document, but not how; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
33
Evaluation Question D1
Example #8 p. 1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
33 A
Evaluation Question D1
Example #8 p.2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
33 B
Evaluation Question D1
Example #8 p. 3
Name/Date
Parent/Guardian: This is a copy of a referral of your son/daughter made by a member of the teaching staff. The
action taken is noted. If you have question or concerns, you are invited to contact us at 786-4323.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
33 C
Example #9
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one
year old?
(0=no; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
34
Evaluation Question F8
Example #9 p. 1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
34 A
Evaluation Question F8
Example #9 p. 2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
34 B
Example #10
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one
year old?
(0=no; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
35
Evaluation Question F8
Example #10 p. 1
2002-2003 Action Plan for Completion of Start-Up Activities
Activity
Activity Task Analysis
a
Inform staff at 1st meeting Re: Process
Who
When
SwPBST
8-14-02
(Team)
b.
Get commitment from faculty
SwPBST
1. Establish
Commitment
•
Administrator
•
Top 3 goal
•
80% of faculty
•
Three year timeline
8-14-02
(Team)
c.
Presentation will be made on early release Wednesdays
SwPBST
8-14-02
(Team)
d.
Yr 1 – Intro process
Yr 2 – Write. Revise. Plan
Yr 3 – Publish; plan; put in place
e.
a.
Team will include:
8-9-02
Tom Teujillo, Principal Karen Sisneros, Teacher Leader Diane Hyde, Counselor
Rick Grady, 5th Grade Teacher
2. Establish Team
•
Representative
•
Administrator
•
Effective team
operating
procedures
•
b.
Will meet on Fridays 2:45-3:45 pm
c. Will Admin. EBS Survey, Tally results, Report to
d. We will review and evaluate committees.
faculty
SwPBST
Oct, Nov
(Team)
2002
(Team)
Oct
Audit of
teams/initiatives
2002
e.
Yr 1 – Intro PB Plan
(Team)
2002 - 2005
(Team)
Oct
Yr 2 – Write; revise; etc; plan
Yr 3 – Publish; plan; put in place
3. Self-Assessment
•
EBS survey
•
Discipline data
•
Identification of
strengths, focus
•
Action Plan
developed
a.
Survey completed
2002
b.
Discipline data gathered – in EBS profile
Tom
Oct
2002
c. Rick will present results
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
Rick
Oct
2002
35 A
Evaluation Question F8
Example #10 p. 2
•
Action Plan
presented to faculty
d.
Action plan is next to be addressed
(Team)
Nov
2002
e.
Work with faculty begins
(Team)
Nov
2002
4. School-wide
Expectations
•
Define 3-5
school-wide
behavioral
expectations
•
Curriculum matrix
•
Teaching plans
•
Teach expectations
•
Define
consequences for
problem behavior
5. Establish
Information
System
•
•
•
System for
gathering useful
information
Process for
summarizing
information
Process for using
information for
decision-making
a.
Define remaining activities
(Team)
Jan
2003
b.
c.
d.
e.
a.
Review and define process
(Team)
Feb
2003
b.
c.
d.
e.
a.
6. Build Capacity for
Function-based
Support
•
•
Personnel with
behavioral
expertise
Time and
procedures for
identification,
assessment, &
support
implementation
b.
c.
d.
e.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
35 B
Example #11
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one
year old?
(0=no; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
36
Evaluation Question F8
Example #11
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
36 A
Example #12
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one
year old?
(0=no; 2=yes)
Score: ______
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
37
Evaluation Question F8
Example #12 p. 1
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
37 A
Evaluation Question F8
Example #12 p. 2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
37 B
Answer Key
Permanent Product Examples
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
38
ANSWER KEY
Evaluation Question B1:
Is there a documented system for teaching behavioral expectations to students on an annual
basis?
(0=no; 1=states that teaching will occur; 2=yes)
Example 1:
Score 1
Example 2:
Score 2
Example 3:
Score 1
Evaluation Question C1:
Is there a documented system for rewarding student behavior?
(0=no; 1=states to acknowledge, but not how; 2=yes)
Example 4:
Score 2
Example 5:
Score 1
Evaluation Question D1:
Is there a documented system for dealing with and reporting specific behavioral violations?
(0=no; 1=states to document, but not how; 2=yes)
Example 6:
Score 1
Example 7:
Score 2
Example 8:
Score 2
Evaluation Question F8:
Does the team have an action plan with specific goals that is less than one year old?
(0=no; 2=yes)
Example 9:
Score 0
Example 10:
Score 2
Example 11:
Score 0
Example 12:
Score 2
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
39
Frequently Asked Questions
Scoring the SET
Q. What if I know they are doing an activity and have material because I work with them, but
they don’t mention it or can’t find the written product?
A. If it is a written product, ask someone to find it for you. If they don’t mention something during the
interview, you can ask a general question (e.g., are you doing something else that we should know
about?). If they don’t mention the activity, or cannot produce the material, base your score on the
information and materials they provide, not your prior knowledge.
Q. How do I handle student responses that focus on their specific classroom or specific setting
rules rather than the school-wide ones?
A. The SET that you are conducting focuses on school-wide rather than classroom-wide. Score the
answers to school-wide questions, but not the ones that refer to classroom or specific setting rules.
Q. When do I score the SET?
A. Score the SET before leaving the school. Completing the scoring prior to leaving ensures that you
have all information needed and gives you an opportunity to track down missing information, if there is
any.
Q. What does ‘documented crisis plan posted’ really mean?
A. If it is posted or visible, score as a yes/2, if the teacher is present and the crisis plan is not visible, ask
for it, if the teacher can give it to you it is scored as yes/2. The purpose is to have the information
available to use when a crisis occurs.
Q. What do I do if the score is 89% and the cut off for a 1 or 2 is 90%?
A. Score the evaluation question as a 1. Eighty-nine percent is NOT 90%. In most cases, it will not affect
either the feature or the total score.
Q. How do we handle question F1 about the top three school improvement goals when there are
4-6 goals written and they are not ‘weighted’?
A. If there are four or more school improvement goals, they typically are specific with academic areas
covering more than one goal statement. We suggest organizing the goals as themes (i.e. academic
goals, technology goals and behavioral goals) as a way to score this SET question.
Q. What if the administrator thinks that the team is representative and others don’t?
A. There are several questions like this one that refer to administrative report. It is up to the administrator
to decide on the answer to those questions. We are interested in their perspective.
Q. Where does the allocated money need to come from?
A. Anywhere; it does not have to be a positive behavior support line item. If a parent group donates
money each year, and it is allocated and available, the school would score a 2 on this question.
Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips
School-wide Evaluation Tool Manual
University of Oregon, 2003
40