Practice Briefs

Decorative Image of a bookshelf

Drilling Down District Data: Analyzing Reach and Fidelity of PBIS Implementation

This brief provides district PBIS leadership teams a framework to examine school-level fidelity and self-assessment data to guide resource, professional development, and technical assistance decision making.

Topic(s):

Data-based Decision Making

District & State PBIS

Published:

June 10, 2022

Revised:

June 10, 2022

Location:

Keywords:

Action plan
Assessment
Fidelity

Suggested
Citation:

Morris, K., Lewis, T., & Mitchell, B. (June, 2022). Drilling Down District Data: Analyzing Reach and Fidelity of PBIS Implementation. Center on PBIS, University of Oregon. www.pbis.org

Download Resource
Versión en español
Practice Briefs
:

PDF

Download File
Share
Tweet
Email

Related Resources

Improving Attendance and Reducing Chronic Absenteeism

Practice Briefs

Tier 2 Systems Readiness Guide

Materials

PBIS High School Implementation: Leveraging Features of the PBIS Framework to Support College and Career Readiness

Practice Briefs

© Positive Behavioral Interventions & Supports (PBIS)

Please cite as: Center on PBIS (). Positive Behavioral Interventions & Supports [Website]. www.pbis.org.

PBIS

What is PBIS?Why Implement PBIS?Getting StartedTier 1Tier 2Tier 3

Topics

Bullying Prevention
Classroom PBIS
Coaching
Crisis Recovery
Data-based Decision Making
District & State PBIS
Early Childhood PBIS
Equity
Family
High School PBIS
Juvenile Justice
Mental Health/Social-Emotional-Behavioral Well-Being
Opioid Crisis and Substance Misuse
Restraint/Seclusion
School Climate Transformation Grant (SCTG)
School-Wide
Students with Disabilities

Resources

Assessments
Blueprints
Briefs for Policymakers
Ebooks & Monographs
Evaluation Briefs
Examples
Materials
Practice Briefs
Practice Guides
Presentations
Video

Forum

PBIS Leadership Forum

About

About the CenterContact UsPBIS State CoordinatorsPBIS in the NewsAnnouncements

This website was developed under a grant from the US Department of Education, #H326S230002. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Mohamed Soliman.