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School Recognition Program Criteria 2011-2012

* Examples of Instruments, Artifacts, Documents which may be used for Each Descriptor

Practices already assessed through the SET and BoQ are not listed on this criteria

Bronze Level:

Systems:

1. Tier 1 Team must have active participation by an administrator (team minutes, team agendas, electronic communications)
2. Tier 1 Team in place and meets at least monthly (team minutes, team agendas, electronic communications)
3. Consistent team membership & attendance by Administration (Team Attendance Sheet/minutes)
4. Expectations & strategies communicated to all staff, students and families, (Faculty/Student/Parent Handbook, electronic communications, newsletters) 
5. A continuum for encouraging expected behaviors is documented ( Faculty/Student/Parent Handbook, electronic communications, newsletters, recognitions matrix)
6. A continuum for discouraging inappropriate behaviors is documented (flowchart, Faculty/Student/Parent Handbook, electronic communications, newsletters, system for delineating majors and minors) 

Data:

1. All required forms submitted on time (SAS & Safety Surveys, TIC, team meeting minutes, Matrix, Action Plan, SW-PBS School Data Profile)
2. Evidence baseline and ongoing data collected, reviewed and analyzed for decision making at Tier 1 (Big 5 data reports, Participating in the state SW-PBS School Data Profile) 
3. Evidence Big 5 reports are presented by the team, then reviewed and analyzed by the full staff at least monthly (Collaborative Agendas, staff meeting, team meeting, grade level meeting agendas)
4. Evidence data is shared regularly with full staff, community and families (newsletters, electronic communications, SW-PBS bulletin board postings, graphs/charts, Faculty/Student/Parent Handbook, PTO meetings, School events for parents) This may also be included as part of the narrative.
5. Evidence of maintaining or improving student outcomes (ODR, surveys, MSIP, attendance, tardies, majors and minors, OSS/ISS/Expulsion)

Practices:

1. Evidence of regularly teaching social/behavioral skills in all schoolwide settings (i.e. lesson plans, lesson plan schedule, Matrix, Walk through observations, Alignment with Comprehensive Guidance curriculum)
2. Evidence classroom expectations align with schoolwide expectations (Faculty/Student/Parent Handbook, Coaches Notebook, classroom poster of rules and expectations) 
3. Evidence classroom rules and routines align with expectations (Faculty/Student/Parent Handbook, Coaches Notebook, classroom poster of rules and expectations, classroom matrices, charts, newsletters, etc.)
4. SET 80/80% or BoQ 70% (if already achieved 80/80% on SET for 2 consecutive years) 

Systems:

1. All Bronze Level requirements continue to be evidenced
2. Evidence of Tier 2 Action Plan
3. A Team is in place and meets at least twice a month (BAT)
4. Consistent team membership & attendance by a member of the Administrative Team  (Tier 2 Action Plan)
5. Tier 2 process communicated to all staff, students and families (BAT)
6. A process is in place to identify function of behavior (Tier 2 Action Plan)

Data:

1. Evidence a method is in place to identify students who require additional academic and/or social behavioral support (BAT)
2. Evidence the team has a mechanism for monitoring Tier 2 data (BAT)
3. Evidence that Tier 2 team uses data-based decision making to fade, continue, modify or intensify supports for identified participants (BAT)
4. Evidence team shares data & decisions regarding interventions and outcomes with appropriate staff at least quarterly (BAT)

Practices:

1. Evidence minimum of 2 research-based small group interventions are in place (e.g.: Check In Check Out, Small Group Social Skills, Check and Connect, Parenting Groups, Academic Support Group)  Description completed on the Intervention Essential Features document (1 per Intervention) (Please attach both documents.)
2. Completed Tier 2 student outcomes template below: 

3.  SET 90/90% and/or BoQ 75%
4. Evidence Benchmarks for Advanced Tiers (BAT) Assessment was utilized by the team.  (Graph of BAT Assessment Results Sections A-G, & K;

Tier 2 Action Plan)

Optional – A narrative may be included to provide additional information but is not required.

Gold Level:

Systems:

1. All Bronze Level requirements continue to be evidenced
2. All Silver Level requirements continue to be evidenced
3. A Team  with designated  roles and responsibilities is in place to support Tier 3 process (Tier 3 Action Plan)
4. Team membership includes access to an individual with behavioral expertise Consistent team membership & attendance by Administration (BAT)
5. System for full FBA & BIP process is in place (Tier 3 Action Plan)
6. Tier 3 process communicated to all staff, students and families  (BAT; Tier 3 Action Plan)

Data:

1. Evidence of data decision rules to identify participants to Tier 3 supports (BAT)
2. Data-based decision making to monitor progress (BAT)

Practices:

1. SET 95/95% and/or BoQ 80%
2. Benchmarks for Advanced Tiers (BAT): All Sections
3. FBA/BIP completed according to guidelines outlined on the FBA/BIP Evaluation Tool (One completed FBA/BIP submitted with completed Functional Behavior Assessment/Behavior Intervention Plan Rubric student identification removed)

Optional – A narrative may be included to provide additional information but is not required.

* For each category, schools may use other evaluation instruments if they have been pre-approved by their consultant before administration, and the specific purpose of the instrument has been defined.  Items in parentheses above are examples, not mandated.