68. Contextual Factors Worksheet e. There is reliance on prevention and positive interventions rather than on security arrangements (guards, metal detectors, locked doors, etc.). d. School personnel spend more time on implementing reinforcing and preventive measures than on punitive measures. c. Penalties are appropriate to the offense (not humiliating or disproportionate to the offense). b. Teacher approval statements out-number disapproval statements made to students, including at-risk students. a. The emphasis by teachers and administrators is on teaching students how to behave rather than on punishment for misbehavior. Always Most Always Sometimes Rarely Never 1. Overuse of Punishment

69. Contextual Factors Worksheet c. Solutions to the problem are actively sought for students, rather than being criticized by staff members in the faculty lounge, lunch area or faculty meetings. b. Problem students are valued (and not given up on) by the majority of their teachers. a. The school has a low rate of suspensions and/or expulsions. Always Most Always Sometimes Rarely Never 2. Giving Up on Students

70. Contextual Factors Worksheet d. Ethnic/racial and sexual preference slurs are avoided by students. c. “Different” students are included rather than being isolated or bullied by peers. b. Individual behavior interventions are based on the behavior’s purpose or function rather than being reactive. a. All students are disciplined and reinforced consistently regardless of gender, race, ethnicity, or sexual orientation. Always Most Always Sometimes Rarely Never 3. Not Valuing Individual Differences

71. Contextual Factors Worksheet d. Positive behavior management programs are in place for the school grounds, lavatories, lunch area, halls, and bus. c. Our school is organized to constructively address behavior problems. b. Needed materials are easily accessible for class activities. a. Teachers are well organized so that there is no “down time” for students. Always Most Always Sometimes Rarely Never 4. Poor Organization Classroom/School

72. Contextual Factors Worksheet e. Students are taught (not just informed of) the rules. d. Conflicts between school policies and classroom rules are avoided. c. Rules are stated positively to help teach students how to behave. b. Rules are simple and short. a. Students are involved in the development of the rules. Always Most Always Sometimes Rarely Never 5. Unclear Rules for Student Deportment

73. Contextual Factors Worksheet i. There are clear expectations between administrators and teachers. (Each know which behaviors are to be handled by teachers and which infractions should be sent to the office.) h. The rules are periodically reviewed and revised as necessary. g. Parents are informed of the rules and their help and support are solicited. f. Students are reinforced for following the rules. Always Most Always Sometimes Rarely Never 5. Unclear Rules for Student Deportment

74. Contextual Factors Worksheet d. Teachers confer with and assist one another regarding disciplinary issues. c. Good teaching is recognized and appreciated by the administration. b. Action is taken promptly by school authorities, or members of the SIT or BST, when a teacher makes a discipline referral. a. Instructional materials to meet individual student differences are provided when a teacher requests them. Always Most Always Sometimes Rarely Never 6. Lack of Staff and Parent Support

75. Contextual Factors Worksheet e. Accommodations are made for students who get no assistance at home with their homework. d. Teachers assume the responsibility for teaching without relying on out-of-school resources, such as outside tutoring/homework assistance. c. Instruction is designed to produce frequent success for each student. b. Instructional and curriculum materials are appropriate for each student’s functional level. a. Accommodations are made for learners’ diverse characteristics. Always Most Always Sometimes Rarely Never 7. Academic Failure

76. Contextual Factors Worksheet b. There are trained staff members who provide social skills training. a. There is a system that identifies youngsters who need social skills training. Always Most Always Sometimes Rarely Never 8. Lack of Social Skills Training

77. Contextual Factors Worksheet c. Students are positively recognized for improved behavior or accomplishments in classrooms and school wide. b. Students receive positive recognition for appropriate/expected behavior in the classroom and school wide (e.g., attending to work, following rules, keeping campus clean). a. Students are positively recognized for exceptional behavior or accomplishments in classrooms and school wide. Always Most Always Sometimes Rarely Never 9. Lack of Positive Consequences for Students

78. Contextual Factors Worksheet c. Parenting workshops are offered that teach effective behavior management strategies. b. The administration and BST/SIT provide recognition for implementing the intervention strategies. (Training must be followed up with on-the-job support and feedback.) a. In-services are provided to staff, including new teachers and substitutes, on effective use of behavior management strategies. Always Most Always Sometimes Rarely Never 10. L ack of Parent and Staff T raining in Intervention Strategies

79. Contextual Factors Worksheet c. Action is being taken to promote more after-school programs and involvement. b. Sufficient number of students involved in after-school programs. a. After-school programs are provided. Always Most Always Sometimes Rarely Never 11. L ack of Student I nvolvement