Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study

Abstract

The Schoolwide Expectations Survey for Specific Settings (SESSS) is a free-access tool that school leadership teams can use to gather opinions from faculty and staff regarding what student behaviors are critical for success in various school settings. While the SESSS has been used for over a decade to inform the building of schoolwide expectation matrix as part of their Comprehensive, Integrated, Three-Tiered Model of Prevention, little is known about the extent to which data from the SESSS inform the actual building of schoolwide expectation matrices. In this pilot descriptive study, we examined SESSS data from 10 elementary, middle, and high schools from two Midwestern districts in the United States to determine how much and which data from the SESSS were included in their expectation matrices. Using a standardized rubric to score each school’s inclusion rate of SESSS items, results indicated all schools included most items rated as critical for success by 75% or more faculty and staff. We discuss implications and future directions.

Keywords

Ci3T expectations matrix PBIS SESSS

Get full access to this article

View all access options for this article.

References

Bradshaw

C. P.

Cohen

Espelage

D. L.

Nation

(2021). Addressing school safety through comprehensive school climate approaches. School Psychology Review, 50(2–3), 221–236. https://doi.org/10.1080/2372966X.2021.1926321

Bradshaw

C. P.

Waasdorp

T. E.

Leaf

P. J.

(2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136–e1145. https://doi.org/10.1542/peds.2012-0243d

Brunsting

N. C.

Bettini

Rock

M. L.

Royer

D. J.

Common

E. A.

Lane

K. L.

Xie

Chen

Zeng

(2022). Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study. Remedial and Special Education, 43(3), 160–171. https://doi.org/10.1177/07419325211030562

Chang

M.-L.

(2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. https://doi.org/10.1007/s11031-012-9335-0

Diliberti

Jackson

Correa

Padgett

(2019). Crime, violence, discipline, and safety in U.S. public schools: Findings from the school survey on crime and safety: 2017-18 (NCES 2019-061). U.S. Department of Education National Center for Education Statistics. https://nces.ed.gov/pubsearch

Flannery

K. B.

Fenning

Kato

M. M.

McIntosh

(2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111–124. https://doi.org/f57wh9

Horner

R. H.

Sugai

(2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4

Horner

R. H.

Ward

C. S.

Fixsen

D. L.

Sugai

McIntosh

Putnam

Little

H. D.

(2019). Resource leveraging to achieve large-scale implementation of effective educational practices. Journal of Positive Behavior Interventions, 21(2), 67–76. https://doi.org/10.1177/1098300718783754

Lane

K. L.

Menzies

H. M.

Oakes

W. P.

Kalberg

J. R.

(2019). Developing a schoolwide framework to prevent and manage learning and behavior problems (2nd ed.). Guilford.

10.

Lane

K. L.

Oakes

W. P.

Cantwell

E. D.

Royer

D. J.

(2019). Building and installing comprehensive, integrated, three-tiered (Ci3T) models of prevention: A practical guide to supporting school success (Vo1. 3). KOI Education.

11.

Lane

K. L.

Oakes

W. P.

Jenkins

Menzies

H. M.

Kalberg

J. R.

(2014). A team-based process for designing comprehensive, integrated, three-tiered (Ci3T) models of prevention: How does my school-site leadership team design a Ci3T model? Preventing School Failure: Alternative Education for Children and Youth, 58(3), 129–142. https://doi.org/10.1080/1045988X.2014.893976

12.

Lane

K. L.

Oakes

W. P.

Menzies

H. M.

(2010). Schoolwide expectations survey for specific settings. Unpublished Rating Scale.

13.

Lane

K. L.

Oakes

W. P.

Royer

D. J.

Cantwell

E. D.

Menzies

H. M.

Jenkins

A. B.

Hicks

(2019). Using the schoolwide expectations survey for specific settings to build expectation matrices. Remedial and Special Education, 40(1), 51–62. https://doi.org/k9x4

14.

Lane

K. L.

Oakes

W. P.

Royer

D. J.

Menzies

H. M.

Brunsting

N. C.

Buckman

M. M.

Common

E. A.

Lane

N. A.

Schatschneider

Lane

K. S.

(2021). Secondary teachers’ self-efficacy during initial implementation of comprehensive, integrated, three-tiered models. Journal of Positive Behavior Interventions, 23(4), 232–244. https://doi.org/frdr

15.

Lynass

Tsai

S.-F.

Richman

T. D.

Cheney

(2012). Social expectations and behavioral indicators in schoolwide positive behavior supports: A national study of behavior matrices. Journal of Positive Behavior Interventions, 14(3), 153–161. https://doi.org/dpwgz4

16.

Menzies

H. M.

Oakes

W. P.

Lane

K. L.

Royer

D. J.

Buckman

M. M.

(2023). Understanding teachers’ adoption of a comprehensive reform program. Leadership and Policy in Schools, 22(4), 1066–1081. https://doi.org/10.1080/15700763.2022.2081213

17.

National Center for Education Statistics. (2014). Local education agency (school district) universe survey, 2013-14 (Vol. 1a). https://nces.ed.gov/ccd/

18.

Oakes

W. P.

Lane

K. L.

Jenkins

Booker

B. B.

(2013). Three-tiered models of prevention: Teacher efficacy and burnout. Education and Treatment of Children, 36(4), 95–126. https://doi.org/10.1353/etc.2013.0037

19.

Oakes

W. P.

Lane

K. L.

Royer

D. J.

Menzies

H. M.

Buckman

M. M.

Brunsting

Cantwell

E. D.

Schatschneider

Lane

N. A.

(2021). Elementary teachers’ self-efficacy during initial implementation of comprehensive, integrated, three-tiered models of prevention. Journal of Positive Behavior Interventions, 23(2), 93–105. https://doi.org/hdwp

20.

Royer

D. J.

Common

E. A.

Lane

K. L.

Oakes

W. P.

(2024). A systematic review of the development and use of schoolwide expectations within positive behavioral interventions and supports (PBIS) frameworks [Manuscript in preparation].

21.

Royer

D. J.

Lane

K. L.

Oakes

W. P.

Jenkins

A. B.

Cantwell

E. D.

Common

E. A.

Lane

K. S.

(2022). Examining the schoolwide expectations survey for specific settings: Descriptive properties. Journal of Positive Behavior Interventions, 24(4), 289–300. https://doi.org/10.1177/10983007211026684

22.

Taylor

J. C.

Hanley

Deger

Hunter

W. C.

(2023). Promoting anti-racism practices and the cycle of critical consciousness within positive behavior interventions and supports frameworks. TEACHING Exceptional Children, 55(5), 314–322. https://doi.org/k9x3

23.

Umbreit

Ferro

J. B.

Lane

K. L.

Liaupsin

C. J.

(2024). Functional assessment-based intervention: Effective individualized support for students. Guilford.

24.

U.S. Surgeon General. (2021). Protecting youth mental health: The U.S. Surgeon general’s advisory. Office of the U.S. Surgeon General. https://www.hhs.gov/sites/default/files/surgeon-general-youth-mental-health-advisory.pdf

25.

Wang

Kemp

Burr

(2022). Crime, violence, discipline, and safety in us public schools in 2019-20: Findings from the school survey on crime and safety. First look. NCES 2022-029. National Center for Education Statistics.

26.

Weist

M. D.

Splett

J. W.

Halliday

C. A.

Gage

N. A.

Seaman

M. A.

Perkins

K. A.

Perales

Miller

Collins

Distefano

(2022). A randomized controlled trial on the interconnected systems framework for school mental health and PBIS: Focus on proximal variables and school discipline. Journal of School Psychology, 94, 49–65. https://doi.org/jchh

27.

Wolf

M. M.

(1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203

28.

Yudin

(2014, October 29). PBIS: Providing opportunity [Conference session]. National PBIS Leadership Forum, Rosemont, IL.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.62 MB