“Accountability looks forward. Being accountable is not a ledger page
or a spreadsheet. It means taking the information and using it to make judgements—about
quality, about how good is good enough and, most importantly, about how to
make changes that will enhance and extend student learning, for all children.”
– Lorna Earl, “Developing
Indicators: The Call
for Accountability”
A school-wide approach to positive behaviour support builds on clear indicators,
benchmarks and measurable goals. Hard data guides staff as they determine which
areas to target, how well efforts at change are working and how to improve
success.
Staff can use data to:
- clarify what problem behaviours are occurring and with whom
- clarify where problem behaviours occur
- clarify when problem behaviours occur
- prevent problems
- develop supervision schedules
- make rules that are realistic, reasonable and practical
- choose positive reinforcements and negative consequences
- plan environmental modifications by setting physical boundaries related
to behaviour
- set priorities (addressing the most important, problematic or unsafe behaviours
immediately)
- set school-wide goals for behaviour change.
Initial assessment
Most schools begin by gathering information about the current climate, and
the school’s behavioural strengths and needs. Methods of data collection include:
- school-wide audits
- surveys
- analysis of existing data, for example, office referral records, suspension
rates and attendance records
- structured discussions or brainstorming sessions with staff, students and
parents.
Schools should use at least three different methods of data collection, and
use a process that provides information about the perspectives of all members
of the school community: administrators, teachers, support staff, students
and parents.
School-wide audits
As a starting point, either the core team or all adults in the school can complete
a school-wide cultural audit to determine how well the school is currently
addressing the key components of a positive behaviour approach.
For example:
- We have defined a small number (e.g., 3–5) of positively and clearly stated
school-wide expectations and related behaviours.
- We are directly teaching positive student behaviours.
- Appropriate numbers of students are in the hallways.
- The physical environment has been modified to limit unsupervised areas,
problematic traffic patterns, and access to and exit from school grounds.
- Staff actively supervise students when they are outside the classroom.
- Staff regularly and systematically reinforce positive behaviour.
- We have clearly defined what problem behaviour is.
- We have clearly defined the consequences for problem behaviour.
- There are clear distinctions between office- and classroom-managed problem
behaviours.
- We have set up a team to plan a behaviour support system and solve problems
in this area.
- Staff receive regular opportunities to develop and improve their active
supervision skills.
- School administrators are active participants in the positive behaviour
support team.
- Staff receive regular feedback about behaviour patterns in the school.
- We have procedures for informing parents about the school’s behavioural
expectations.
- The school-wide positive behaviour support team has an action plan and
the resources to implement it.
- All staff are directly involved in school-wide behaviour interventions.
- We have procedures for informing parents about both positive and problem
behaviour.
Surveys
Surveys administered to staff, students and parents can provide:
- a snapshot of what is happening at the school (the current school culture)
- specific baseline data to use when measuring the impact of future interventions.
