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Class & School-Wide Behavior Benchmarking System

Updated: Mar 5

Use this Behavior Benchmarking System to analyze

Class, Grade, and School-wide needs

based on three observable areas:

Social Skills

Self Control

Work Habits



Individual teachers rate each student on each of the three areas based on a Scale (4-1).



 

The spreadsheets automatically

sum, average, and graph growth

on each observed area,

individual, as a class, and as a school!


Purchase on Teachers Pay Teachers!

Scheduling & Data Analysis Plan:

Teachers Pay Teachers


 

Learn about Class & School Behavior Needs!

Class-wide Behavior Data

This tool can be used by teachers to guide the planning of classroom management techniques at the beginning of the year and/or assist in analysis of the effectiveness of grade level and class level strategies.


School-wide Behavior Data


A "School Wide Behavior Benchmark" is included to allow coaches and/or administrators to easily summarize the individual data of each class on one spreadsheet. The tool graphs school wide growth to inform administrative and funding decisions. School wide analysis will facilitate determining which teachers have developed better systems or routines to address school or grade level needs.


 

Behavior Benchmark FEATURES


Operational Definitions

  • Social Skills : Social skills are defined as verbal and nonverbal behaviors necessary for a students to navigate relationships with peers and adults including eye contact, cooperation, turn taking, sharing, story telling, reciprocal communication, play skills, etc.

  • Self Control: Self-control is defined as a students ability to control their verbal and nonverbal communication and their body during both high and low anxiety situations. Students who struggle with self control may have difficulty with defiance, aggression, hyperactivity, etc.ay skills, etc.

  • Work Habits: Work habits are defined as the skills necessary to classroom task. Students who struggles with work habits may have difficulty with inattention, organization, concentration, work completion, effort, etc.


 

Scoring Guide

  • 1 - No concerns related to this area.

  • 2 - Occassionally student presents with deficits in this area, however, it does not interfere with overall functioning at this time.

  • 3 - Student often presents with deficits related to skills in this area that impact social relationships or academic performance.

  • 4 - Student almost always presents with deficits related to this area that negatively impact relationships and academic performance.


 

Frequency Definitions

  • Occasionally: The student requires prompting to correct behavior 2-5 times each week.

  • Often: The student requires prompting to correct behavior 2-3 times each day.

  • Almost Always: The student requires prompting to correct behavior more than 5 times each day.


 

Cut-off Scores & Actions

  • 1 - No Action

  • 2 - No Action

  • 3 - Add to Watch List

  • 4 - Complete Behavior Team Referral Form


 

Includes Templates & Samples

Templates and samples are provided for both School- and Class-wide benchmarks to provide clarity and guidance during the process.


Class-wide Behavior Benchmark: SAMPLE


Class-wide Behavior Benchmark: TEMPLATE


School-wide Behavior Benchmark: SAMPLE


School-wide Behavior Benchmark: TEMPLATE


 

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