Rptsas 4 Items

Early County Middle School
Blakely, Georgia
School Year Number of Responses Date Completed

2023-24 36 9/28/2023
Current Status Feature Priority for Improvement
Partial
In Not in
in n Schoolwide High Med Low n
Place Place
Place
97% 3% N/A 36 1. Team Composition: 9% 23% 69% 35
In my school, a team exists for schoolwide social-emotional-
behavior support, planning, and problem solving and the
school administrator is an active member of the team.
100% N/A N/A 36 2. Behavior Expectations: 11% 17% 71% 35
My school has five or fewer positively stated behavioral
expectations and/or rules defined and in place (i.e., school
matrix).
94% 6% N/A 36 3. Teaching Expectations: 9% 17% 74% 35
My school has documented and distributed lesson plans and
schedule for teaching expected behaviors.
94% 6% N/A 36 4. Feedback and Acknowledgment: 11% 17% 71% 35
My school has a documented system for acknowledging and
providing feedback for expected student behaviors (e.g.,
verbal statements, reinforcers) that is linked to schoolwide
expectations and used across settings.
92% 8% N/A 36 5. Behavior Definitions: 14% 26% 60% 35
My school has clear descriptions for behaviors that interfere
with academic and/or social success and clear definitions
between administrator-supported and staff-supported
behaviors.
97% 3% N/A 36 6. Response to Behavior: 14% 20% 66% 35
My school has a documented system (e.g., flowchart) for
responding to behaviors that interfere with academic and/or
social successes that is linked to schoolwide expectations
and used across settings.
78% 22% N/A 36 7. Professional Development System: 11% 26% 63% 35
My school has a documented process for orienting all staff
and providing ongoing professional development on the
schoolwide behavior support system.
83% 17% N/A 36 8. Professional Development Content: 11% 17% 71% 35
My school has provided professional development on the
four core Tier 1 PBIS practices: a) teaching schoolwide
expectations, b) acknowledging expected behavior, c)
responding to behavior errors, and d) requesting assistance.
94% 6% N/A 35 9. Staff Involvement: 9% 23% 69% 35
In my school, all staff have an opportunity to provide input on
core practices (e.g., teaching schoolwide expectations,
acknowledging expected behavior, responding to behavior
errors, requesting assistance) at least annually.
86% 14% N/A 36 10. Student / Family / Community Communication: 9% 26% 66% 35
My school has a documented process for informing students,
families and members of the school community about
expected student behaviors at school (e.g., newsletters,
brochures, website).
86% 14% N/A 36 11. Student / Family / Community Engagement: 9% 26% 66% 35
My school seeks input on core practices (e.g., teaching
schoolwide expectations, acknowledging expected behavior,
responding to behavior errors) from students, families and
members of the school community at least annually.
10/6/2023 9:09:12 AM 1 of 10
Blakely, Georgia
92% 8% N/A 36 12. Behavior Data System: 9% 15% 76% 34

My school has a system for collecting social-emotional-
behavioral data and summarizing patterns of student
behavior.
89% 11% N/A 36 13. Data-based Decision Making: 11% 17% 71% 35
In my school, data summarizing patterns of social-emotional-
behavioral data is regularly shared with staff (minimum three
times a year) for active decision making and action planning.
92% 8% N/A 36 14. Fidelity Data: 9% 14% 77% 35
In my school, Tier 1 implementation fidelity data (e.g.,
classroom observations/walk-throughs, SAS, TFI, BoQ.) and
the action plans of the schoolwide behavior support team are
shared with staff at least annually.
94% 6% N/A 36 15. Annual Evaluation: 9% 20% 71% 35
In my school, data reflecting the effectiveness of Tier 1
practices are shared with staff and relevant stakeholders at
least annually, including year-by-year comparisons of
outcome data (e.g., percentage of students in tiers, equity
data, patterns of social-emotional-behavioral data), in a
usable format.

Partial
In Not in
in n Classroom High Med Low n
Place Place
Place
94% 6% N/A 36 1. Behavioral Expectations: 11% 9% 80% 35
In my classroom, expected student behaviors (e.g., rules)
are stated positively, defined clearly, aligned with schoolwide
expectations, posted in a way that can be seen from
anywhere in the classroom, and explicitly taught to students.
97% 3% N/A 36 2. Procedures and Routines: 11% 11% 77% 35

In my classroom, procedures and routines are stated
positively, defined clearly, aligned with schoolwide
expectations, and explicitly taught to students; procedures
and routines are appropriate for age/grade level and context
(e.g., content area, instructional practices).
100% N/A N/A 36 3. Feedback and Acknowledgement: 9% 3% 89% 35
In my classroom, I use the schoolwide system to provide
feedback and acknowledgement for expected student
behaviors (e.g., verbal statements, reinforcers).
94% 6% N/A 36 4. Response to Behavior: 9% 14% 77% 35
In my classroom, I use the schoolwide system (e.g.,
flowchart) for responding to behaviors that interfere with
academic and/or social success.
100% N/A N/A 36 5. Active Supervision: 11% 6% 83% 35
In my classroom, I engage in active supervision through
moving, scanning, and interacting (e.g., precorrects,
prompts, feedback) with students.
97% 3% N/A 35 6. Actively Engage Students: 14% 11% 74% 35
In my classroom, I use a variety of strategies to increase
student opportunities to respond (e.g., turn and talk, guided
notes, response cards).
97% 3% N/A 36 7. Differentiated Instruction: 9% 17% 74% 35
I use student data to adjust social-emotional-behavioral,
and/or academic supports to meet the needs of a wide range
of learners.
10/6/2023 9:09:12 AM 2 of 10
Blakely, Georgia
100% N/A N/A 36 8. Academic Success: 9% 9% 82% 34

In my classroom, I monitor each and every student�s
progress to ensure academic success on daily assignments,
projects, classroom tests, and homework, etc.
86% 14% N/A 35 9. Classroom Professional Development and Support: 9% 23% 69% 35
I have regular opportunities to access targeted professional
development, assistance, and coaching recommendations
for my classroom systems (e.g., observation, instruction,
performance feedback).

Partial
In Not in
in n Tier 2 High Med Low n
Place Place
Place
97% 3% N/A 36 1. Behavior Support Team: 9% 6% 86% 35
A Tier 2 team with an administrator as an active member
exists, meets regularly, and shares updates with staff.
92% 8% N/A 36 2. Team Procedures: 9% 6% 86% 35
The Tier 2 team has developed a process for regularly
engaging and communicating with staff (e.g., process for
gathering staff input, questions, and/or concerns for meeting
agendas).
89% 11% N/A 36 3. Student Identification: 11% 14% 74% 35
The Tier 2 team uses multiple sources of data to identify
students who require Tier 2 supports.
92% 8% N/A 36 4. Request for Assistance: 11% 6% 83% 35
The Tier 2 team has developed a formal process available to
all staff, families, and students for requesting additional
behavior support.
83% 17% N/A 36 5. Options for Tier 2 Interventions: 9% 23% 69% 35
The Tier 2 team has a menu of interventions that can be
selected and/or adapted to address a variety of student
social-emotional-behavior needs (e.g., function of behavior).
97% 3% N/A 36 6. Access to Tier 1 Supports: 9% 11% 80% 35
Tier 2 interventions are supplemental and explicitly linked to
Tier 1 schoolwide expectations and students participating in
Tier 2 interventions also receive Tier 1 supports.
86% 14% N/A 36 7. Professional Development: 9% 20% 71% 35
Professional development about requesting assistance for
students and implementing each Tier 2 intervention is
available to staff at least annually.
83% 14% 3% 36 8. Level of Use: 11% 17% 71% 35
The Tier 2 team routinely shares with staff the proportion of
students participating in Tier 2.
86% 14% N/A 36 9. Student Performance Data: 11% 17% 71% 35
The Tier 2 team routinely monitors and provides updates
about the overall progress of students participating in Tier 2
interventions (e.g., monthly or quarterly).
89% 8% 3% 36 10. Fidelity of Implementation: 9% 23% 69% 35
A formal process exists for monitoring staff implementation
of Tier 2 interventions and data about fidelity of
implementation is routinely reported.
10/6/2023 9:09:12 AM 3 of 10
Blakely, Georgia

The Tier 2 team shares a summary of yearly data reflecting
the effectiveness of Tier 2 practices with staff and other
stakeholders, including year-by-year comparisons of
outcome data (e.g., students participating, students
graduating, students in need of additional support), in a
usable format.

Partial
In Not in
Place Place
Place
33% 36% 31% 36 1. Tier 3 Systems Planning Team: 27% 42% 30% 33
A Tier 3 team with an administrator and a member with
social-emotional-behavioral expertise meets regularly, and
shares updates with staff.
33% 42% 25% 36 2. Team Procedures: 25% 47% 28% 32

agendas).
53% 33% 14% 36 3. Student Identification: 21% 39% 39% 33
students who require intensive, individualized social-
emotional-behavioral support.
44% 42% 14% 36 4. Request for Assistance: 21% 48% 30% 33
A Tier 3 team uses a formal process available to all staff,
families and students requesting additional intensive,
individualized social-emotional-behavioral support.
47% 44% 8% 36 5. Options for Tier 3 Intervention: 18% 44% 38% 34
There is a formal problem-solving process for developing
function-based supports to address the social-emotional-
behavior needs of individual students.
47% 44% 8% 36 6. Tier 3 Critical Features: 18% 44% 38% 34
Behavior support plans include or consider a) strategies for
prevention, b) teaching, c) responding to behavior based on
function, and d) a safety plan.
60% 31% 9% 35 7. Access to Tier 1 and Tier 2 Supports: 12% 33% 55% 33
Students participating in Tier 3 interventions also receive or
have access to Tier 1 and Tier 2 targeted supports.
44% 42% 14% 36 8. Stakeholder Engagement: 26% 38% 35% 34
Staff, families and students are engaged in planning,
implementing and evaluating individualized behavior support
plans.
50% 39% 11% 36 9. Professional Development: 24% 35% 41% 34
Training on function of behavior and implementing function-
based individualized supports is available to staff at least
annually.
50% 39% 11% 36 10. Generalization and Maintenance: 21% 41% 38% 34
Individualized function-based behavior support plans include
processes to generalize and maintain expected behavior.
50% 39% 11% 36 11. Student Progress Monitoring: 18% 44% 38% 34
Each student's individual support team has established a
formal process for monitoring the progress of students on
Tier 3 behavior support plans.
10/6/2023 9:09:12 AM 4 of 10
Blakely, Georgia
36% 47% 17% 36 12. Level of Use: 24% 50% 26% 34

Our Tier 3 Team routinely shares with staff the proportions of
47% 42% 11% 36 13. Fidelity: 18% 47% 35% 34
of Tier 3 behavior support plans and routinely sharing fidelity
data.
42% 42% 17% 36 14. Annual Evaluation: 21% 44% 35% 34
The Tier 3 team shares with staff and stakeholders a
summary of yearly data reflecting the effectiveness of Tier 3
practices including year-by-year comparisons of outcome
data (e.g., students participating, students graduating,
students in need of additional support), in a usable format.
10/6/2023 9:09:12 AM 5 of 10
Blakely, Georgia
School Year Number of Responses Date Completed

2023-24 9 10/4/2023
Partial
In Not in
in n Schoolwide High Med Low n
Place Place
Place
78% 22% N/A 9 1. Team Composition: 50% 25% 25% 8
In my school, a team exists for schoolwide social-emotional-
behavior support, planning, and problem solving and the
school administrator is an active member of the team.
100% N/A N/A 9 2. Behavior Expectations: 50% 25% 25% 8
My school has five or fewer positively stated behavioral
expectations and/or rules defined and in place (i.e., school
matrix).
89% N/A 11% 9 3. Teaching Expectations: 50% 25% 25% 8
My school has documented and distributed lesson plans and
schedule for teaching expected behaviors.
89% 11% N/A 9 4. Feedback and Acknowledgment: 38% 38% 25% 8
My school has a documented system for acknowledging and
providing feedback for expected student behaviors (e.g.,
verbal statements, reinforcers) that is linked to schoolwide
expectations and used across settings.
78% 22% N/A 9 5. Behavior Definitions: 50% 25% 25% 8
My school has clear descriptions for behaviors that interfere
with academic and/or social success and clear definitions
between administrator-supported and staff-supported
behaviors.
78% 11% 11% 9 6. Response to Behavior: 50% 25% 25% 8
My school has a documented system (e.g., flowchart) for
responding to behaviors that interfere with academic and/or
social successes that is linked to schoolwide expectations
and used across settings.
56% 33% 11% 9 7. Professional Development System: 25% 38% 38% 8
My school has a documented process for orienting all staff
and providing ongoing professional development on the
schoolwide behavior support system.
75% 13% 13% 8 8. Professional Development Content: 25% 38% 38% 8
My school has provided professional development on the
four core Tier 1 PBIS practices: a) teaching schoolwide
expectations, b) acknowledging expected behavior, c)
responding to behavior errors, and d) requesting assistance.
100% N/A N/A 9 9. Staff Involvement: 25% 50% 25% 8
In my school, all staff have an opportunity to provide input on
core practices (e.g., teaching schoolwide expectations,
acknowledging expected behavior, responding to behavior
errors, requesting assistance) at least annually.
78% 22% N/A 9 10. Student / Family / Community Communication: 38% 38% 25% 8
My school has a documented process for informing students,
families and members of the school community about
expected student behaviors at school (e.g., newsletters,
brochures, website).
67% 33% N/A 9 11. Student / Family / Community Engagement: 38% 25% 38% 8
My school seeks input on core practices (e.g., teaching
schoolwide expectations, acknowledging expected behavior,
responding to behavior errors) from students, families and
members of the school community at least annually.
10/6/2023 9:09:12 AM 6 of 10
Blakely, Georgia
89% 11% N/A 9 12. Behavior Data System: 25% 50% 25% 8
My school has a system for collecting social-emotional-
behavioral data and summarizing patterns of student
behavior.
67% 33% N/A 9 13. Data-based Decision Making: 25% 50% 25% 8
In my school, data summarizing patterns of social-emotional-
behavioral data is regularly shared with staff (minimum three
times a year) for active decision making and action planning.
78% 22% N/A 9 14. Fidelity Data: 25% 50% 25% 8
In my school, Tier 1 implementation fidelity data (e.g.,
classroom observations/walk-throughs, SAS, TFI, BoQ.) and
the action plans of the schoolwide behavior support team are
shared with staff at least annually.
In my school, data reflecting the effectiveness of Tier 1
practices are shared with staff and relevant stakeholders at
least annually, including year-by-year comparisons of
outcome data (e.g., percentage of students in tiers, equity
data, patterns of social-emotional-behavioral data), in a
usable format.

Partial
In Not in
in n Classroom High Med Low n
Place Place
Place
100% N/A N/A 8 1. Behavioral Expectations: 14% 57% 29% 7
In my classroom, expected student behaviors (e.g., rules)
are stated positively, defined clearly, aligned with schoolwide
expectations, posted in a way that can be seen from
anywhere in the classroom, and explicitly taught to students.
88% 13% N/A 8 2. Procedures and Routines: 29% 43% 29% 7

In my classroom, procedures and routines are stated
positively, defined clearly, aligned with schoolwide
expectations, and explicitly taught to students; procedures
and routines are appropriate for age/grade level and context
(e.g., content area, instructional practices).
63% 38% N/A 8 3. Feedback and Acknowledgement: 29% 43% 29% 7
In my classroom, I use the schoolwide system to provide
feedback and acknowledgement for expected student
behaviors (e.g., verbal statements, reinforcers).
50% 38% 13% 8 4. Response to Behavior: 29% 43% 29% 7
In my classroom, I use the schoolwide system (e.g.,
flowchart) for responding to behaviors that interfere with
academic and/or social success.
75% 25% N/A 8 5. Active Supervision: 29% 43% 29% 7
In my classroom, I engage in active supervision through
moving, scanning, and interacting (e.g., precorrects,
prompts, feedback) with students.
100% N/A N/A 8 6. Actively Engage Students: 43% 29% 29% 7
In my classroom, I use a variety of strategies to increase
student opportunities to respond (e.g., turn and talk, guided
notes, response cards).
88% N/A 13% 8 7. Differentiated Instruction: 29% 43% 29% 7
I use student data to adjust social-emotional-behavioral,
and/or academic supports to meet the needs of a wide range
of learners.
10/6/2023 9:09:12 AM 7 of 10
Blakely, Georgia
88% 13% N/A 8 8. Academic Success: 29% 43% 29% 7

In my classroom, I monitor each and every student�s
progress to ensure academic success on daily assignments,
projects, classroom tests, and homework, etc.
88% N/A 13% 8 9. Classroom Professional Development and Support: 29% 29% 43% 7
I have regular opportunities to access targeted professional
development, assistance, and coaching recommendations
for my classroom systems (e.g., observation, instruction,
performance feedback).

Partial
In Not in
Place Place
Place
89% 11% N/A 9 1. Behavior Support Team: 25% 50% 25% 8
A Tier 2 team with an administrator as an active member
exists, meets regularly, and shares updates with staff.
89% 11% N/A 9 2. Team Procedures: 25% 50% 25% 8
agendas).
89% 11% N/A 9 3. Student Identification: 38% 38% 25% 8
students who require Tier 2 supports.
78% 22% N/A 9 4. Request for Assistance: 38% 38% 25% 8
The Tier 2 team has developed a formal process available to
all staff, families, and students for requesting additional
behavior support.
78% 11% 11% 9 5. Options for Tier 2 Interventions: 25% 50% 25% 8
The Tier 2 team has a menu of interventions that can be
selected and/or adapted to address a variety of student
social-emotional-behavior needs (e.g., function of behavior).
89% 11% N/A 9 6. Access to Tier 1 Supports: 25% 50% 25% 8
Tier 2 interventions are supplemental and explicitly linked to
Tier 1 schoolwide expectations and students participating in
Tier 2 interventions also receive Tier 1 supports.
67% 33% N/A 9 7. Professional Development: 13% 75% 13% 8
Professional development about requesting assistance for
students and implementing each Tier 2 intervention is
available to staff at least annually.
78% 11% 11% 9 8. Level of Use: 13% 63% 25% 8
The Tier 2 team routinely shares with staff the proportion of
78% 11% 11% 9 9. Student Performance Data: 13% 63% 25% 8
The Tier 2 team routinely monitors and provides updates
about the overall progress of students participating in Tier 2
interventions (e.g., monthly or quarterly).
89% 11% N/A 9 10. Fidelity of Implementation: 25% 50% 25% 8
of Tier 2 interventions and data about fidelity of
implementation is routinely reported.
10/6/2023 9:09:12 AM 8 of 10
Blakely, Georgia

The Tier 2 team shares a summary of yearly data reflecting
the effectiveness of Tier 2 practices with staff and other
stakeholders, including year-by-year comparisons of
outcome data (e.g., students participating, students
graduating, students in need of additional support), in a
usable format.

Partial
In Not in
Place Place
Place
56% 22% 22% 9 1. Tier 3 Systems Planning Team: 43% 43% 14% 7
A Tier 3 team with an administrator and a member with
social-emotional-behavioral expertise meets regularly, and
shares updates with staff.
56% 22% 22% 9 2. Team Procedures: 43% 43% 14% 7

agendas).
56% 33% 11% 9 3. Student Identification: 57% 29% 14% 7
students who require intensive, individualized social-
emotional-behavioral support.
56% 22% 22% 9 4. Request for Assistance: 43% 43% 14% 7
A Tier 3 team uses a formal process available to all staff,
families and students requesting additional intensive,
individualized social-emotional-behavioral support.
63% 38% N/A 8 5. Options for Tier 3 Intervention: 29% 43% 29% 7
There is a formal problem-solving process for developing
function-based supports to address the social-emotional-
behavior needs of individual students.
56% 44% N/A 9 6. Tier 3 Critical Features: 50% 17% 33% 6
Behavior support plans include or consider a) strategies for
prevention, b) teaching, c) responding to behavior based on
function, and d) a safety plan.
67% 33% N/A 9 7. Access to Tier 1 and Tier 2 Supports: 33% 33% 33% 6
Students participating in Tier 3 interventions also receive or
have access to Tier 1 and Tier 2 targeted supports.
56% 44% N/A 9 8. Stakeholder Engagement: 29% 57% 14% 7
Staff, families and students are engaged in planning,
implementing and evaluating individualized behavior support
plans.
67% 22% 11% 9 9. Professional Development: 25% 50% 25% 8
Training on function of behavior and implementing function-
based individualized supports is available to staff at least
annually.
56% 44% N/A 9 10. Generalization and Maintenance: 38% 38% 25% 8
Individualized function-based behavior support plans include
processes to generalize and maintain expected behavior.
56% 44% N/A 9 11. Student Progress Monitoring: 38% 38% 25% 8
Each student's individual support team has established a
formal process for monitoring the progress of students on
Tier 3 behavior support plans.
10/6/2023 9:09:12 AM 9 of 10
Blakely, Georgia
44% 33% 22% 9 12. Level of Use: 38% 38% 25% 8

Our Tier 3 Team routinely shares with staff the proportions of
67% 33% N/A 9 13. Fidelity: 25% 50% 25% 8
of Tier 3 behavior support plans and routinely sharing fidelity
data.
The Tier 3 team shares with staff and stakeholders a
summary of yearly data reflecting the effectiveness of Tier 3
practices including year-by-year comparisons of outcome
data (e.g., students participating, students graduating,
students in need of additional support), in a usable format.
10/6/2023 9:09:12 AM 10 of 10

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Early County Middle School

School Year Number of Responses Date Completed

92% 8% N/A 36 12. Behavior Data System: 9% 15% 76% 34

Current Status Feature Priority for Improvement

97% 3% N/A 36 2. Procedures and Routines: 11% 11% 77% 35

100% N/A N/A 36 8. Academic Success: 9% 9% 82% 34

Current Status Feature Priority for Improvement

89% 11% N/A 36 11. Annual Evaluation: 9% 20% 71% 35

Current Status Feature Priority for Improvement

33% 42% 25% 36 2. Team Procedures: 25% 47% 28% 32

36% 47% 17% 36 12. Level of Use: 24% 50% 26% 34

School Year Number of Responses Date Completed

Current Status Feature Priority for Improvement

88% 13% N/A 8 2. Procedures and Routines: 29% 43% 29% 7

88% 13% N/A 8 8. Academic Success: 29% 43% 29% 7

Current Status Feature Priority for Improvement

78% 11% 11% 9 11. Annual Evaluation: 13% 63% 25% 8

Current Status Feature Priority for Improvement

56% 22% 22% 9 2. Team Procedures: 43% 43% 14% 7

44% 33% 22% 9 12. Level of Use: 38% 38% 25% 8

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