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.

在分层系统中，理想情况下，所有学校教职员工都将学生的学业、行为和社会成就视为共同责任。在理想的系统中，教职员工在数据知情的过程中进行协作，以定义共同的学生期望以促进成功。成人通过定义对教学和非教学环境的期望，为所有学生提供清晰的信息，允许公平地进入学校体验的所有领域。在这项复制研究中，我们探索了教育者在课堂和非教学环境中对学生行为期望的优先级，这是由特定环境的全校期望调查 (SESSS) 衡量的。我们分析了 10 所学校的教职员工数据，这些学校的领导团队参加了为期一年的专业学习系列，以设计他们全面、综合、三层 (Ci3T) 预防模型。结果表明，各级（小学、初中、高中）的教育工作者对于学生成功应该优先考虑的期望有相似的看法，在走廊设置上发现了统计学上的显着差异。讨论了该领域研究的意义和未来方向。