Assessments

Data guide every part of PBIS implementation and the decisions teams make along the way. Some of those data come from regularly assessing the systems and practices supporting PBIS. The tools included here are all created through the OSEP Technical Assistance Center on PBIS, are valid and reliable, and (most importantly) free!

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Benchmarks of Quality (BoQ)

School-Wide
Classroom PBIS
Data-based Decision Making
Assessment
Action plan
Fidelity
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.
Published
11/5/2020

PBIS State Systems Fidelity Inventory (SSFI) - PILOT VERSION v0.1

Data-based Decision Making
District/State PBIS
School-Wide
Action plan
Alignment
Implementation
Assessment
Fidelity
Systems Alignment
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.
Published
12/19/2019

PBIS District Systems Fidelity Inventory (DSFI) PILOT VERSION v0.1

Data-based Decision Making
District/State PBIS
School-Wide
Action plan
Alignment
Assessment
Fidelity
Implementation
Targeted
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.
Published
12/19/2019

Self-Assessment Survey (SAS) Spanish Translation

Classroom PBIS
Data-based Decision Making
School-Wide
Assessment
Action plan
Implementation
This is the Spanish language translation for the Self-Assessment Survey (SAS). The SAS is an annual assessment used by schools to identify staff perception of the school's PBIS implementation and the improvement priority for school-wdie, classroom, non-classroom, and individual student systems.
Published
9/30/2019

PBIS Tiered Fidelity Inventory (TFI)

School-Wide
Coaching
Data-based Decision Making
Assessment
PBIS Foundations
Fidelity
The purpose of the SWPBIS 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 school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier 1: Universal SWPBIS Features; Tier 2: Targeted SWPBIS Features; and, Tier 3: Intensive SWPBIS Features) that can be used separately or in combination to assess the extent to which core features are in place.
Published
4/1/2019

Pyramid Model Early Intervention (Part C) Benchmarks of Quality

Early Childhood PBIS
Assessment
This assessment helps programs evaluate their progress toward implementing the Pyramid Model program-wide.
Published
2/5/2019

School Climate Survey Suite

Data-based Decision Making
Classroom PBIS
School-Wide
Assessment
Climate
Evaluation
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.
Published
12/1/2018

Facility-Wide Tiered Fidelity Inventory (FW-TFI) v0.2

Coaching
Juvenile Justice
Action plan
Alternative Settings
Assessment
Evaluation
Fidelity
Secure Care
The 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 accompanying document, "FW-TFI v0.2 Technical Brief."
Published
9/7/2017

Sustainability Self-Assessment

School-Wide
School Climate Transformation Grant (SCTG)
Assessment
Tier 1
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.
Published
2/3/2017
Download
Word Doc

Early Childhood Program-Wide PBS Benchmarks of Quality (EC-BoQ)

Early Childhood PBIS
Assessment
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.
Published
1/1/2017

Coaching For Competence and Impact: Coaching Inventory Discussion Tool

Coaching
Assessment
The purpose of this tool is to help Teams understand the current coaching infrastructure and identify which coaching functions currently exist.
Published
10/17/2014

PBIS Team Implementation Checklist (TIC 3.1)

Data-based Decision Making
Coaching
Fidelity
Assessment
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.
Published
6/1/2014
Download
Word Doc

Individual Student Systems Evaluation Tool (ISSET)

Coaching
Disability
Action plan
Fidelity
Tier 3
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.
Published
3/1/2012

Bullying Prevention Self-Assessment

Bullying Prevention
Assessment
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.
Published
1/1/2010
Download
Word Doc

Self-Assessment Survey (SAS)

School-Wide
Assessment
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.
Published
9/1/2009
Download
Word Doc

Efficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers and Staff (FACTS)

School-Wide
Classroom PBIS
Disability
FBA/BIP/BSP
Assessment
Implementation
Intensive
Tier 3
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.
Published
11/20/2007

Classroom Management: Self-Assessment Revised

Classroom PBIS
Action plan
PBIS Foundations
Tier 1
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.
Published
4/7/2006
Download
Word Doc

School-wide Evaluation Tool (SET)

Coaching
Classroom PBIS
School-Wide
Action plan
Fidelity
Tier 1
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.
Published
6/1/2005
Download
Word Doc

Coaches Self-Assessment

Coaching
Assessment
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.
Published
4/1/2004
Download
Word Doc

Early Childhood Self Assessment Survey: Assessing Behavioral Support in Early Childhood Settings

Early Childhood PBIS
Assessment
Action plan
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.
Published
10/25/2001
Download
Word Doc
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