TY - JOUR
T1 - Examining the Schoolwide Expectations Survey for Specific Settings
T2 - Descriptive Properties
AU - Royer, David James
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy Peia
AU - Jenkins, Abbie Brooke
AU - Cantwell, Emily Dawn
AU - Common, Eric Alan
AU - Lane, Katie Scarlett
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was funded in part by a cooperative research agreement between the University of Kansas Center for Research, Inc. and Keystone Learning Service. The opinions expressed herein should not be interpreted as an endorsement by either party. For additional questions regarding this particular study, please contact David James Royer (david.royer@hawaii.edu) or Kathleen Lynne Lane (kathleen.lane@ku.edu).
Publisher Copyright:
© Authors 2021.
PY - 2021
Y1 - 2021
N2 - In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 schools whose leadership team participated in a yearlong professional learning series to design their comprehensive, integrated, three-tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.
AB - In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 schools whose leadership team participated in a yearlong professional learning series to design their comprehensive, integrated, three-tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.
KW - expectations
KW - positive behavioral interventions and supports
KW - schoolwide
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U2 - 10.1177/10983007211026684
DO - 10.1177/10983007211026684
M3 - Article
AN - SCOPUS:85111271178
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
SN - 1098-3007
ER -