Evaluation

The ability to make data based decisions is an integral part of PBIS. The evaluation process allows schools to collect the necessary data to assess implementation at each tier of PBIS and to monitor progress.

Here is a compilation of different types of tools that can be utilized in the implementation and progress monitoring of the PBIS systems.

Please note: It is not necessary nor appropriate for schools to use every single tool listed here. This section should be utilized to inform individuals or schools of the different types of tools available.

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Early Childhood Evaluation Tools

Early Childhood Benchmarks of Quality (EC BoQ) 

  • The EC BoQ examines Universal (Tier I) implementation fidelity at the Early Childhood Level
  • Documents whether the Tier I implementation has been effective
  • Identifies strengths and weaknesses in the Tier I implementation

Early Childhood System-wide Evaluation Tool: Program-wide (EC SET-PW)

  • The EC SET is designed to assess and evaluate the critical features of program-wide effective behavior support across each academic school year in early childhood settings.

Early Childhood Self-Assessment Survey (EC SAS)

  • The EC SAS 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.

Tier 1 Evaluation Tools

Tiered Fidelity Inventory (TFI)

  • 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.
  • Can be used as an initial assessment, a  guide for implementation of Tier I, Tier II, and/or Tier III practices, an index of sustained SWPBIS implementation or a metric for identifying schools for recognition within their state implementation efforts​

Interconnected Systems Framework (ISF) Implementation Inventory

  • The ISF Implementation Inventory is intended to serve as an efficient and valid assessment of ISF implementation for the purposes of ongoing evaluation and action planning (by ISF National Leadership Team)

Benchmarks of Quality (BoQ)

  • The BoQ assists with examining Universal (Tier I) implementation fidelity at the elementary and high school level
  • Document whether the Tier I implementation has been effective
  • Identify strengths and weaknesses in the Tier I implementation

School Safety Survey (SSS)

  • The SSS is a survey designed 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.

Self Assessment Survey (SAS)

  • The SAS 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.

Tier 2  & Tier 3 Evaluation Tools

Tired Fidelity Inventory (TFI)

  • 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.
  • Can be used as an initial assessment, a  guide for implementation of Tier I, Tier II, and/or Tier III practices, an index of sustained SWPBIS implementation or a metric for identifying schools for recognition within their state implementation efforts​.

Benchmarks for Advanced Tiers (BAT)

  • The BAT allows school teams to self-assess the implementation status of Tiers 2 (secondary, targeted) and 3 (tertiary, intensive) behavior support systems.

Checklist for Individual Student Systems (CISS)

  • The Checklist for Individual Student Systems (CISS) is designed for school teams to self-assess the implementation status of secondary (targeted) and tertiary (intensive) behavior support systems within their school.  The CISS is based on factors drawn from the Individual Student Systems Evaluation Tool (I-SSET), and the CISS is designed to answer three basic questions:
    1. Are the foundational (organizational) elements in place for implementing secondary and tertiary behavior support practices?
    2. Is a targeted behavior support system in place?
    3. Is a function-based, intensive, individual behavior support system in place?

Monitoring Advanced Tiers Tool (MATT)

  • 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 team completes the MATT in collaboration with its coach during a team meeting.
  • The SRT assists school teams in reflecting on and action planning to improve their school’s typical responses to challenging youth behavior. By recording and reflecting on this data, teams can identify trends such as suspension rates or out of district placement for youth and can find related systems‐level challenges (i.e. excessive special education testing for youth who do not qualify for support). This tool is used by focusing on school‐wide or district‐wide data followed by team action planning to achieve more proactive systems responses, including earlier use of proactive interventions.

Tier 2/3 Tracking Tool

  • The purpose of the Tier 2/3 Tracking Tool is to progress monitor the effectiveness of PBIS interventions by comparing the number of youth supported by an intervention to the number of youth responding to that intervention as well as for examination of trends across interventions and across Tier 2 & Tier 3 systems.