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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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.

PBIS Tiered Fidelity Inventory (TFI)

School-Wide
Coaching
Data-based Decision Making
Assessment
PBIS Foundations
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.

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.

Facility-Wide Tiered Fidelity Inventory (FW-TFI)

Juvenile Justice
Fidelity
Secure Care
Residential
The purpose of the FW-PBIS Tiered Fidelity Inventory (FW-TFI) is to provide a reliable and efficient measure of the extent to which facility personnel are applying the core features of facility-wide positive behavior interventions and supports (FW-PBIS) across the tiers and during all programming hours throughout an entire facility (i.e., 24/7 delivery model implemented by all staff).

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.
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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.

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.

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.
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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.

Benchmarks for Advanced Tiers (BAT)

Coaching
Data-based Decision Making
Tier 2
Tier 3
Fidelity
The Benchmarks for Advanced Tiers (BAT) allows school teams to self-assess the implementation status of Tiers 2 (secondary, targeted) and 3 (tertiary, intensive) behavior support systems within their school. The BAT is based on factors drawn from the Individual Student Systems Evaluation Tool (I-SSET).

Benchmarks of Quality (BoQ) Coach's Scoring Guide

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. Coaches use this scoring guide to score each of the 53 items.

Benchmarks of Quality (BoQ) - Team member Rating Form

Classroom PBIS
Data-based Decision Making
School-Wide
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. This is the team member rating form. Each team member completes this form independently and returns it to their coach.
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Word Doc

Benchmarks of Quality (BoQ) - Scoring Form

Classroom PBIS
Data-based Decision Making
School-Wide
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 weakness for action planning. This is the assessment's scoring form. Coaches compile team member ratings and complete the Team Summary on this form.
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Word Doc

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.
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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.
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Word Doc

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.
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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.
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.
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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.
Download
Word Doc
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