KUKU

KU ScholarWorks

  • myKU
  • Email
  • Enroll & Pay
  • KU Directory
    • Login
    View Item 
    •   KU ScholarWorks
    • Dissertations and Theses
    • Dissertations
    • View Item
    •   KU ScholarWorks
    • Dissertations and Theses
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Examining the Utility of the Schoolwide Expectations Survey for Specific Settings (SESSS): A Data-Informed Approach to Developing Expectation Matrices

    Thumbnail
    View/Open
    ROYER_ku_0099D_15518_DATA_1.pdf (4.970Mb)
    Issue Date
    2017-08-31
    Author
    Royer, David James
    Publisher
    University of Kansas
    Format
    237 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Special Education
    Rights
    Copyright held by the author.
    Metadata
    Show full item record
    Abstract
    To best support all students’ academic, behavioral, and social needs, an integrated systems approach is necessary. In such systems, all faculty and staff ideally recognize student success is a shared responsibility and collaborate in a data-informed process to define common student behavioral expectations to facilitate success academically, behaviorally, and socially. By defining behavioral expectations, clarity is provided for all students regardless of skill set, allowing equitable access to all areas of instruction. In this dissertation, Chapter 1 frames the need for clearly defined student expectations within three-tiered models of support for both instructional and non-instructional settings. Chapter 2 reviews the literature and determined most schools in published studies used a leadership team to build expectation matrices, sometimes obtained faculty and staff feedback, and rarely used a data-informed decision making process including faculty and staff input. Chapter 3 and 4 explore educator priorities of behavioral expectations in classroom and non-instructional settings—a previously unstudied area of inquiry—for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS; Lane, Oakes, & Menzies, 2010). Data are analyzed from a cohort of 10 schools that participated in a year-long comprehensive, integrated, three-tiered (Ci3T; Lane, Oakes, & Menzies, 2014) model of prevention professional learning series. Results indicated educators across school levels (elementary, middle, high) had similar views on what skills should be prioritized for student success, with significant differences found for the hallway setting. Additionally, participant gender and professional development on behavior screeners predicted mean scores for the hallway setting. Chapter 5 discusses implications of these findings and future directions for research in this area.
    URI
    http://hdl.handle.net/1808/26113
    Collections
    • Special Education Scholarly Works [296]
    • Dissertations [4473]

    Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.


    We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.


    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    Browse

    All of KU ScholarWorksCommunities & CollectionsThis Collection

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    The University of Kansas
      Contact KU ScholarWorks
    Lawrence, KS | Maps
     
    • Academics
    • Admission
    • Alumni
    • Athletics
    • Campuses
    • Giving
    • Jobs

    The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.

     Contact KU
    Lawrence, KS | Maps