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PBIS Assessment includes surveys for research, for annual assessment and for progress m​onitoring of SWPBIS. Each survey has been developed to meet the data requirements of SWPBIS usage in schools. For a survey to be included in PBIS Assessment it must:
  • Be reliable and evidence-based
  • Be consistent across all states
  • Meet the needs not duplicated by another survey currently in use
 
 
 
 
 
 
  Research Tool Annual Assessment Tool Progress Monitoring Tool
All Tiers

TFI

Universal Intervention
(Tier I)
SET BoQ
SAS
ECBoQ
TIC
Targeted & Intensive Interventions
(Tiers II & III)
ISSET

SAS
BAT

MATT
​ Outcome Tool/Instrument:
School Climate Survey
School Safety Survey
 
 

Benchmarks for Advanced Tiers (BAT)

Who: Teams who have consistently scored 80% or higher on the MATT when assessing their Tier II and III implementation may consider moving to the annual BAT survey. The BAT takes more time to complete than the MATT, but is only conducted once a year versus quarterly. Coordinators and school teams involved with Tier II and Tier III supports complete this survey and enter the results into PBIS Assessment.

When: Annually

The BAT (PDF)  allows school teams to self-assess the implementation status primarily of Tiers II and III behavior support systems within their school. The BAT is designed to answer three questions:
  • Are the organizational elements in place for implementing secondary and tertiary behavior support practices?
  • Is a Tier II support system in place?
  • Is a Tier III system in place?
The teams involved with Tier II and Tier III supports along with their coach complete the BAT during a team meeting.  They review each item together and enter the scores into PBIS Assessment. The results of the BAT can be used to develop Action Plans (RTF) for improving the implementation of Tiers II and III and plan for next steps in the implementation process. Scores in each area of the BAT can be tracked from year to year.
 
 
 

Benchmarks of Quality (BoQ)

Who: Teams that want to assess Tier I implementation once per year. Coordinators or school teams submit the results of the BoQ Scoring Form in PBIS Assessment.

When: Annually – typically in the spring

The BoQ (PDF) allows school teams to:
  • Examine their Universal (Tier I) implementation fidelity – Are we doing what we said we would do?
  • Document whether the Tier I implementation has been effective – Does our implementation have a positive impact?
  • Identify strengths and weaknesses in the Tier I implementation – What are our strengths that we can acknowledge?  What could we do to improve?
A team’s score comes from the BoQ scoring form (RTF). This form is a reflection of team member consensus combined with the coach’s perspective. Some teams choose to complete the scoring form collaboratively with their coach during a team meeting. Other teams have team members provide input by each member completing a team member rating form (RTF) individually. The coach collects the forms, consolidates the results, includes his/her perspective and records the final scores on the scoring form. A scoring guide provides descriptions of each item on the scoring form.
 
 
 

Early Childhood Benchmarks of Quality (ECBoQ)

ECBoQ (RTF) allows early childhood school teams to:

Who: Schools using the ECBoQ are typically early childhood settings interested in assessing Tier I implementation on an annual basis. Coordinators or school teams submit the results of the ECBoQ in PBIS Assessment.

When: Annually

  • Examine their Universal (Tier I) implementation fidelity – Are we doing what we said we would do?
  • Document whether the Tier I implementation has been effective – Does our implementation have a positive impact?
  • Identify strengths and weaknesses in the Tier I implementation – What are our strengths that we can acknowledge?  What could we do to improve?

 

 
 

Individual Student Systems Evaluation Tool (ISSET)

Who: School teams wanting an outside evaluation of Tier II and Tier III implementation. Coordinators enter ISSET scores in PBIS Assessment on behalf of the school. Both coordinators and school teams can review ISSET reports in PBIS Assessment. 

When: First year Tier II and Tier III implementers may conduct a pre- and post-evaluation in the fall and spring respectively – moving to an annual assessment in subsequent years. Many schools choose to conduct the ISSET annually.

The ISSET (PDF) is a research tool assessing the implementation status of Targeted (TierII) and Intensive (Tier III) systems within a school. It should be used in conjunction with other surveys and measures to create a complete picture of your school's Tier II and Tier III implementation status. Information gathered during the ISSET allows teams to:
  1. Assess features in place
  2. Determine annual goals
  3. Evaluate ongoing efforts
  4. Design and revise procedures
  5. Compare year to year efforts
A trained ISSET evaluator comes to your school to conduct the survey. It takes about two to three hours to complete. The evaluator reviews documentation related to Tier II and Tier III systems and conducts interviews with the administrator, a behavior support team leader, and five staff members. The ISSET score is determined by compiling all of the information from the interviews and document review.
 
 
 

Monitoring Advanced Tiers Tool (MATT)

Who: The MATT is intended to be used by school teams wanting to use a progress monitoring tool to assess Tier II and Tier III. The MATT is completed 3-4 times per year and takes less time than the BAT to complete. Once a team consistently scores 80% or above on the MATT, the BAT can be used as an annual assessment instead of the MATT. Teams or coordinators enter the team scoring guide results in PBIS Assessment.

When: Quarterly - 3-4 times per year

The MATT is a self-assessment tool teams complete with their coach showing their implementation levels for Targeted (Tier II) and Intensive (Tier III) behavior support systems. The MATT has four parts and takes about 15-20 minutes to complete:
The team completes the MATT in collaboration with its coach during a team meeting. The team uses the Team Scoring Guide to answer each item. The coach uses the MATT Coaches Interview Guide to assist the team in completing the MATT.
 
 

School Climate Survey

Who: School teams wanting to gain a student perspective on the overall climate in the building will use the School Climate Survey. To know which survey a school should administer – the Elementary vs. the Middle/High – follow the guidance below:

  • Elementary: Survey students between grades 3-5. (If the elementary school includes grade 6, these students should also complete the elementary survey.) 
  • Middle/High: Survey students between grades 6-12.

When: As an outcome tool, the School Climate Survey is taken annually. If taken twice a year, the first administration should happen in the first 45 days of school and the last should happen in the last 45 days of school.

The School Climate Survey (PDF)​ is a set of multi-dimensional surveys to measure student perceptions of school climate. The surveys are brief, reliable, and valid for assessing perceived school climate among students in grades 3-12. Each survey includes a set of demographic questions about the participant and a number of questions related to school climate with Likert-type response options. Surveys include:
  • School Climate Survey: Elementary
  • School Climate Survey: Middle/High
​Students take the survey under the guidance of teachers or other school personnel.





School Safety Survey (SSS)

Who: The survey is to be completed in PBIS Assessment by a minimum of five educators including an administrator, custodial staff member, supervisory/classified staff member, certified staff member and office staff member. When the survey window has closed, PBIS Assessment summarizes the individual responses providing a summary available to view the next day.

When: Annually

The SSS (RTF) is survey to help teams determine risk and protective factors for the school. Teams use the SSS summary to determine what training and support may be needed related to school safety and violence prevention in the school. Results may be tracked over time to see if risk factors decrease and protective factors increase when implementing SWPBIS.






 

School-wide Evaluation Tool (SET)

Who: When school teams want an outside evaluation of Universal (Tier 1) SWPBIS implementation, the SET is recommended. The SET is a research tool used for grant and project evaluation, as well as providing schools with information on SWPBIS implementation. Coordinators enter SET scores in PBIS Assessment on behalf of the school. Both coordinators and school teams can review SET reports in PBIS Assessment.

When: First year SWPBIS implementers may conduct a Pre and Post evaluation in the fall and spring respectively – moving to an annual assessment in subsequent years. Many schools choose to conduct the SET annually.

The SET (PDF) is a research tool designed to assess and evaluate the critical features of School-Wide PBIS (SWPBIS). It should be used in conjunction with other surveys and measures to create a complete picture of your school’s SWPBIS implementation status. Information gathered during the SET can be used to:
  1. Assess features in place
  2. Determine annual goals
  3. Evaluate on-going efforts
  4. Design and revise procedures
  5. Compare year to year efforts
A trained SET evaluator will come to your school to conduct the survey. It takes about two hours to complete. The evaluator will interview the administrator on a set of 21 questions. The answers from the administrator interview are used to inform questions the evaluator asks at least 10 staff and at least 15 students about SWPBIS practices in their building. Finally, the SET evaluator receives a school tour and reviews all available SWPBIS materials. A school’s SET score is determined by compiling all of the information from the administrator, staff and student interviews, building observations and material review.

 

Self-Assessment Survey (SAS)

Who: Teams interested in knowing more about staff perception of SWPBIS implementation across all systems may favor the SAS. All school staff are encouraged to take the survey in PBIS Assessment, with at least 80% recommended for reliable results. When the survey window has closed and all participants have had a chance to take the survey, PBIS Assessment summarizes the individual responses providing a summary available to view the next day.

When: Annually

The SAS (RTF)​ is an annual assessment used by schools to identify the staff perception of the implementation status and improvement priority for school-wide, classroom, non-classroom and individual student systems. Results of the SAS are effective in identifying the staff priorities for Action Planning.






  
 

Team Implementation Checklist

Who: School teams at the beginning of SWPBIS implementation will opt to use the TIC to assess Universal (Tier I) implementation. School teams complete the TIC. Coordinators and school teams can enter TIC results in PBIS Assessment.

When: Quarterly – 3-4 times per year

The TIC (RTF) is a progress monitoring tool used to assess Universal (Tier 1) implementation. Teams using the TIC will be able to:
 
  • Examine their Tier I implementation fidelity – Are we doing what we said we would do?
  • Identify Tier I implementation elements as in place, partially in place or not in place to inform action planning – What are our strengths that we can acknowledge?  What could we do to improve?

 

 

Tiered Fidelity Inventory

Who: School Systems Planning teams – a team of three to eight people including the administrator and district coach – with input from Tier I, II, and/or III teams. It is strongly recommended the team complete the TFI with an external SWPBIS coach serving as a facilitator. Coordinators and school teams can enter TIC results in PBIS Assessment.

When: First-year implementers may conduct the TFI as an initial assessment – moving to administering the survey every third or fourth meeting. Schools reaching 70% fidelity three consecutive times may choose to take the TFI as an annual assessment.​

The TFI (PDF)​​  is based on earlier PBIS fidelity surveys (SET, BoQ, TIC, SAS, BAT, MATT). The TFI gives teams a single, efficient, valid, reliable survey to guide implementation and sustained use of SWPBIS. Using the TFI, teams measure the extent to which school personnel apply the core features of SWPBIS at all three tiers – either individually or collectively. Schools may take the TFI as:
  • An initial assessment to determine if they are using, or need, SWPBIS
  • A guide for implementation of Tier I, Tier II, and/or Tier III practices
  • An index of sustained SWPBIS implementation
  • A metric for identifying schools for recognition within their state implementation efforts​

Supporting Materials

TFI Training Slide Deck (PDF)​​​​​​​​​
TFI Action Plan (DOCX)​​​​

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