Assessments

The PBIS Self-Assessment Survey (SAS) is used by school staff for initial and annual assessment of effective behavior support systems in their school. The survey examines the status and need for improvement of four behavior support systems: (a) school-wide discipline systems, (b) non-classroom management systems (e.g., cafeteria, hallway, playground, (c) classroom management systems, and (d) systems for individual students engaging in chronic problem behaviors. Each question in the survey relates to one of the four systems.

PBIS teams can use this tool to score Tier 1 of the Facility-Wide Tiered Fidelity Inventory (v0.2). The template will automatically calculate scores and produce graphs of scores across time, by feature, and by sub-scale. This provides easy-to-use visual reports, and simplifies tracking sub-scale scores across time.

PBIS teams can use this tool to score Tier 2 of the Facility-Wide Tiered Fidelity Inventory (v0.2). The template will automatically calculate scores and produce graphs of scores across time, by feature, and by subscale. This provides easy-to-use visual reports, and simplifies tracking subscale scores across time.

The purpose of the District Systems Fidelity Inventory (DSFI) is to guide District Leadership Teams in the assessment, development, and execution of action plans that promote the capacity for sustainable, culturally and contextually relevant, and high-fidelity implementation of multi-tiered social, emotional, and behavioral systems of support and practices. The DSFI and process have been designed to serve as a guide for initial action planning, progress monitoring and annual evaluation of fidelity of implementation and impact.

This self-assessment is designed to assist State Leadership Teams and similar organizational units with (a) initial assessments of the extent to which there is the capacity to implement Positive Behavioral Interventions and Supports (PBIS); (b) action planning to guide resource allocation during the process of PBIS implementation; and (c) periodic assessments of the capacity of a state or region to sustain PBIS implementation and expansion.

The Feedback and Input Survey Suite is a set of four surveys for school teams to learn about how students, school personnel, and family members are experiencing the school’s behavior support systems and obtain detailed feedback for increasing the effectiveness, efficiency, equity, and sustainability of those systems.

The School Climate Survey Suite is a set of four multidimensional surveys to measure student, teacher, administrator, faculty, and family perceptions of school climate: elementary, middle/high, school personnel, and family. The surveys are brief, reliable, and valid for assessing perceived school climate among students in Grades 3-12. Teams can use each survey separately or in combination to assess perceptions. Each survey includes a set of demographic questions about the participant and a number of questions related to school climate with Likert-scale response option.

The Facility-Wide Tiered Fidelity Inventory (FW-TFI) is used for monitoring fidelity of PBIS implementation in alternative settings, particularly juvenile justice and other residential programs. This updated version, developed with input from stakeholders from juvenile justice and residential settings includes updated items and scoring criteria. For information about the validation process for the FW-TFI v0.2, please see the link below to the accompanying document, "Facility-Wide Tiered Fidelity Inventory v0.2 Technical Brief."

This assessment allows school teams to examine their Tier 1 implementation fidelity, document whether it has been effective, and identify strengths and weaknesses for action planning. The manual provides instructions on how to administer the BoQ and includes the complete assessment tool with supporting materials.

The purpose of the PBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of positive behavioral interventions and supports (PBIS). The TFI is divided into three sections (Tier 1: Universal PBIS Features; Tier 2: Targeted PBIS Features; and, Tier 3: Intensive PBIS Features) that can be used separately or in combination to assess the extent to which core features are in place.

This assessment helps programs evaluate their progress toward implementing the Pyramid Model program-wide.

This brief self-assessment allows multi-tiered systems of support (MTSS) leadership teams to rate status of research-validated features most likely to enhance sustainability of Tier 1 MTSS systems while they build capacity to implement systems at Tiers 2 and 3. MTSS leadership teams use their results to develop sustainability action plans.

The EC-BoQ helps teams examine their implementation fidelity, document whether the implementation has been effective, and identify strengths and weaknesses in the implementation for action planning.

The purpose of this tool is to help Teams understand the current coaching infrastructure and identify which coaching functions currently exist.

This checklist is designed to be completed by the PBIS Team once a quarter to monitor activities for implementation of PBIS in a school. The team should complete the Action Plan at the same time to track items that are In Progress or Not Yet Started items.

Essential questions for school safety planning. Includes sections that assess risk and protection factors for school safety and violence.

The Individual Student Systems Evaluation Tool (ISSET) is a research tool designed to assess the implementation status of secondary (targeted) and tertiary (intensive) systems within a school. The ISSET consists of 35 items and is divided into three parts: foundations, targeted interventions, and individualized interventions. Questions in each of these parts are grouped into feature areas (e.g., commitment, implementation, assessment, etc.). A summary score is obtained for each of the three parts of the ISSET.

This 12-item self-assessment may be used by school teams (typically with their coach) to determine if the core features of an effective bullying prevention system are in place. The self-assessment may be used to: proactively to identify what a school is already doing well, to select components that need to be adopted/added, and as a way to assess/evaluate if implementation efforts result in the core features of bullying prevention being adopted and used successfully.

This self-assessment is designed to assist coaches to identify current strengths and professional development goals. The assessment covers three skill levels: Level I – Coach, Level II – Coach/Trainer or Lead Coach, Level III – Coordinator. In addition, each level assess’ knowledge across Data, Practices, and Systems.

The Efficient Functional Behavior Assessment: FACTS is a brief, semi-structured interview for use in building behavior support plans. The interview should be administered by someone with expertise in function-based support and in interviewing. The FACTS should be administered people (teachers, family, clinicians) who know the student best. For efficient FBA, after completing the FACTS interview a brief, confirmatory observation is completed.

This assessment helps determine which effective general classroom management practices are in place and develops an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer.

The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year.

This survey was developed for use by early childhood teachers to assess the behavioral support strategies used in their classrooms and the level of available program support to assist them in supporting students with challenging behavior.