PBIS Assessment is a web-based application designed to assist schools in implementing positive behavior support (PBS) with fidelity. It allows schools to enter data from PBS tools to assess implementation at three levels: initial adoption, ongoing implementation, and sustained implementation. The website aims to improve efficiency and accuracy of data-based decision making around PBS. It will incorporate additional evidence-based tools over time and provide templates for evaluation planning and action planning based on entered data.

1. www.pbisassessment.org
ww.swis.org
www.pbiseval.org
Sustaining Communities of Practice
Schoolwide positive behaviour support
Queensland Conference 2011
Presented by Anne W. Todd
University of Oregon
awt@uoregon.edu

2.  Accountability
 Progress Monitoring
 Evaluation
◦ Measure fidelity of implementation
◦ Measure student outcomes

7. An Example
Elementary Playground Problems

8.  Total enrollment= 550
 3 classes per grade level
 18 classrooms (30/class)
 Primary Problem Statement
◦ fighting and physical aggression on playground
 550 students full playground area, expectations, equipment use
 Precise Problem Statement
◦ High rates of physical aggression, disrespect and inappropriate
language on the playground during second and third grade
recess. Many students are involved and it appears they are
trying to get access to equipment/games
 180 2ne/3rd graders, routine for accessing/sharing equipment/games

9. 30
25
hours
20
15 2 precison elements
4+ precision elements
10
5
0
Planning time Implementation time:staff Implementation time: students

10.  Two things to measure
◦ Did we do what we planned and did we do it
well?
◦ Did it have a positive impact on student
Behaviour?
• If using the same measurement tools, districts
can compare the implementation status
across schools

12. PBIS Assessment is a web-based application designed to assist in
high-fidelity, sustained implementation of school-wide positive
Behaviour support (SWPBS). The goal of the website is to
improve the efficiency and accuracy with which tool/instrument
can be used to complete three functions:
A. Initial Assessment B. Implementation C. Sustained Assessment
of discipline practices to Assessment of the implementation of
determine if and how of the fidelity with which SWPBS at all three tiers to
SWPBS should be adopted. SWPBS procedures are being facilitator on-going use of
used, and the design of “action core SWPBS features.
plans” to improve
implementation fidelity.

13. 1. Improvement of the application
structure:
Research Only Assessment of
Implementation
2. Inclusion of Other Surveys &
Instruments :
Evidence & research based tools
Research, Annual Assessments & Progress
Monitoring

14. 3. Evaluation Template: PBIS Assessment will
have the capacity to include an evaluation
template for schools/districts in developing
evaluation plans.
4. Action Planning: PBIS Assessment will
incorporate an Action Plan that will combine
information from all the surveys a school
enters into PBIS Assessment. The data
entered will be used to create one Action Plan
that schools can use for Annual Action
Planning.

15. The following will ALL transfer
from PBIS Surveys to PBIS
Assessment:
 Login Information
 Survey Data
 Open Survey Windows
 All Previous Data

16. Annual
Progress
Research Tools Assessment
Monitoring Tool
Tool
Universal System SET BoQ 2.0 TIC 3.0
(Tier 1) *PreSET SAS *PIC
Secondary &
SAS *MATT
Tertiary Systems *ISSET
*BAT *PIC
(Tier 2 & 3)
Outcome Tool/instrument: School Safety Survey
* Tool to be included in future version

17. Team Initiated Review
Problem Solving Status and
(TIPS) Model Identify
Problems
Evaluate and Develop and
Revise Refine
Action Plan Hypotheses
Develop and Discuss and
Implement Select
Action Plan Solutions
Problem Solving
Foundations

18.  The School-wide Evaluation Tool (SET), an interview and observation
protocol through which an external expert can evaluate the status of critical
PBIS features both before and after implementation, data entry is available for
coordinators only.
 The SET is a research instrument for determining the extent to which a
school is implementing school-wide positive Behaviour support.
 The SET results provide a summary score that is used (a) to determine
annual goals for school-wide effective Behaviour support, (b) to evaluate on-
going efforts toward school-wide Behaviour support, (c) to design and revise
procedures as needed, and (d) to compare annual accomplishments toward
school-wide effective Behaviour support.
Feature Areas of SET Data Sources
a) expectations defined, Permanent Products
b) Behavioural expectations taught, (e.g. discipline handbook, school improvement
c) acknowledgement procedures, plan for safety related goal, instructional materials,
d) correction procedures, meeting minutes)
e) monitoring and evaluation, Observations
f) management, and Staff Interviews
g) district level support. Student Interviews

21.  The BoQ is an expedient, effective assessment tool that
measures the degree to which a school is implementing the
universal level of school-wide positive Behaviour support
(SWPBS). Data entry is available for coordinators only.
 The process typically includes the following:
 The coach (facilitator) first completes the Coach Scoring Form
using the Scoring Guide that provides operational definitions of the
scores for each item.
 The team members then individually complete the Team Member
Rating Form, a simplified version of the Coach’s Scoring Form that
does not require the Scoring Guide.
 The BoQ has a total possible score of 100. This score is derived
from the 3-8 items in each of the 10 subscales. Each item has a
maximum value between one and three points, and points for the
items are summed to obtain a Total Score.

25.  The Team Checklist is used to guide PBIS
implementation team activities throughout
the year.
 The checklist is used as a status report
quarterly or monthly. Teams can use the
results of the checklist to complete or revise
an action plan for the year.

29.  The School Safety Survey is designed to
assess risk factors and response plans for
school safety and violence.
 The Safety Survey is completed annually
by a minimum of five school staff,
including the custodian.
 This information is useful in determining
training and support needs related to
school safety and violence prevention.

35.  The Self-Assessment Survey is used by school staff
to evaluate the implementation of PBIS systems.
 The survey examines the current status and need
for improvement of four Behaviour 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 Behaviours.
 The Self-Assessment Survey is typically completed
when a school first begins adoption of School-wide
Behaviour Support systems, and then annually
(preferably in the Spring) thereafter as part of the
team’s action planning process.

38.  School-wide • Classroom
 Non-classroom • Individual

40.  Expectations defined (question 1) Expectations taught (2) Reward system
(3) Violations system (4-8) Monitoring (10-12) Management (9, 14-16)
District support (17-18)

42.  Reliable& evidence-based
 Consistent across states
 Meets need(s) not duplicated by tool/
instrument currently in user.

43. PBIS Assessment Go To Webinars:
Date Time
July 6 8:00 AM PST
July 14 8:00 AM PST
July 20 1:00 PM PST
July 28 1:00 PM PST
August 3 8:00 AM PST
August 11 8:00 AM PST
August 17 1:00 PM PST
August 25 1:00 PM PST
Register at www.pbisassessment.org

44.  www.swis.org
◦ Annual License
 SWIS - $250 US/year
 CICO-SWIS -$50 US/year
 ISIS-SWIS - $150 US/year
Web-based application for entering problem
Behaviour incidents and for generating reports for
problem solving and decision-making

45. Total Office Discipline Referrals as of January 10
Total Office Discipline Referrals
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving
(TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 45

46. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving
(TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 46

47. Grade Range Number of Mean Enrollment Median ODRs
Schools per school per 100 per
school day
K-6 2565 452 .22
6-9 713 648 .50
9-12 266 897 .68
K-(8-12) 474 423 .42
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem
Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training
47
manual.

48. Elementary School with 150 Students
Compare with National Median
150 / 100 = 1.50 1.50 X .22 = .33
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem
Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished
48
training manual.

50. 50

51. Using office discipline 6+ office discipline
referrals
referrals as a metric for ~5%
universal screening of 2-5 office discipline
~15% referrals
student social Behaviour
0-1 office
discipline referral
~80% of Students
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving
(TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 51

52. Jennifer Frank, Kent McIntosh,
12
Seth May
10
Cumulative Mean ODRs Per Month
Cumulative Mean ODRs
for 325+ Elementary Schools 08-09
8
6
0-1
2-5
6+
4
2
0
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

53. 20
Avg. ODRs Per School Day
15
10
5
0
Sep Oct Nov Dec Jan
School Months
School Avg. National Avg. = 3.9
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem
Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished
training manual. 53

54. Trevor Test Middle School 11/01/2007 through 01/31/2008 (last
3 mos.)
54

55. 1. Most Disruptions occur in Cafeteria
2. Most Disruptions occur in Cafeteria between
11:30 AM and 12:00 PM
3. Most instances Inappropriate Language occur
in Cafeteria between 11:30 AM and 12:00 AM
Now…use a Custom Graph to confirm (or
disconfirm) your inferences, starting with
Disruptions, by grade level
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving
(TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 55

56.  www.pbiseval.org
 Annual License
◦ State - $1000 US/year
◦ Region/District - $500 US/year
Aggregates PBIS Assessment Data and SWIS
data by School, by Cohort (self defined), by
District, by State

61.  Start with decision to be made
 Provide support for getting accurate data
 Integrate data sources
 Share the data ----- regularly
◦ Include critical teams/ people for problem solving
 Make decisions based on the data
◦ Go for the small stuff
 Celebrate successes!

62. Team Initiated Review
Problem Solving Status and
(TIPS) Model Identify
Problems
Evaluate and Develop and
Revise Refine
Action Plan Hypotheses
Develop and Discuss and
Implement Select
Action Plan Solutions
Problem Solving
Foundations