PBIS+Tools

[|Benchmarks of Quality for School-Wide Positive Behavior Support (SWPBS) - Scoring Guide]
Scoring guide for Benchmarks of Quality for SWPBS.The Benchmarks of Quality for SWPBS has been developed in Florida's Positive Behavior Support project. The tool is designed to access and monitor PBS team activities.

[|Classroom Checklists, Effective Classroom Plan, Environmental Inventory Checklist]
The document includes 1) Top 17 Classroom Management Strategies that should be emphasized in every classroom, 2) Effective Teaching Strategies, 3) Promoting Positive & Effective Learning Environments Classroom Checklist, 4) Effective Classroom Plan, and 5) ENVIRONMENTAL INVENTORY Checklist.

[|Classroom Management Self-Assessment]
Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

[|Classroom Management: Self-Assessment Revised (version: April 7, 2006)]
Revised version of classroom management checklist. Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

[|Effective Behavior Support (EBS) Survey (v 2.0)]
The EBS Survey 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 three behavior support systems: (a) school-wide discipline, (b) non-classroom management systems, and (c) systems for individuals students engaging in chronic behaviors.

[|Family Engagement Checklist]
The checklist measures the climate of the school for parent involvement, learning activities at home, communication with parents/families, and parent involvement at school.

[|Functional Assessment Checklist for Teachers and Staff (FACTS)]
The FACTS is a two-page interview used by school personnel who are building behavior support plans for tertiary level supports. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

[|Functional Assessment Checklist for Teachers and Staff (FACTS)]
The FACTS is a two-page interview used by school personnel who are building behavior support plans for tertiary level supports. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

[|Functional Behavior Support Plan (F-BSP)]
The F-BSP is a planning tool for used by school personnel who are building a behavior support plan using function based behavioral assessment. This form was written by Horner and Crone 2005. This also has a Competing Pathway Chart or Competing Behavior Chart available for planning purposes.

[|Oregon School Safety Survey v 2.0]
The Oregon School Safety Survey is an instrument developed to obtain an efficient index of perceived school safety. This survey provides a summary of "risk factors" and "protective factors" that can be useful in determining training and support needs related to school safety and violence prevention.

[|School-Wide Evaluation Tool (SET) - v 2.1]
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. The SET results are used to: 1) assess features that are in place, 2) determine annual goals for school-wide effective behavior support, 3) evaluate on-going efforts toward school-wide behavior support, 4) design and revise procedures as needed, and 5) compare efforts toward school-wide effective behavior support from year to year. Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys.Request a copy of the SET Implementation Manual (please note there is a $25.00 fee for the printing cost of this manual)

[|School-wide Evaluation Tool Implementation Manual (Part 1-Overview of the SET)]
This guide answers your questions about conducting the SET and gives three case studies. Open the Implementation Guide and then click on the links within the Guide. Be sure to use the back arrow to return to the Implementation Guide.

[|School-Wide Evaluation Tool Implementation Manual (Part 2-Preparing for and Conducting the SET)]
SET implementation manual Part 3- Preparing for and conducting the SET. The content includes 1) Scheduling, 2) Arriving at the School, 3) Collecting the Information, 4) Overview of Interviews, 5) School Observations, 6) Leaving the School, and 7) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 3- Scoring the SET)]
SET implementation manual - Part 3 Scoring. The content includs 1) Scoring and Calculating Interviews and Observations, 2) Scoring the Evaluation Questions, 3) Inter-Observer Reliability, 4) Matching Exercise, 5) Interview and Observation Examples, 6) Scoring Permanent Product Examples, and 7) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 4- Case Study Examples Introduction)]
SET implementation manual- Part 4 Case Study Examples Introduction

[|School-wide Evaluation Tool Implementation Manual (Part 5- Case Study Examples Introduction/Case#1)]
SET implementation manual- Part 5 case#1

[|School-wide Evaluation Tool Implementation Manual (Part 6- Case Study Examples Introduction/Case#2)]
SET imiplementation guide- part 6 case#2

[|School-wide Evaluation Tool Implementation Manual (Part 7- Case Study Examples Introduction/Case#3)]
SET implementation manual- part 7 case #3

[|School-wide Evaluation Tool Implementation Manual (Part 8- Interpreting and Summarizing the SET Results)]
SET implementation manual- Part 8 Interpreting and Summarizing Results. The content includes 1) Integrating Multiple Data Sources, 2) School Level Analysis, 3) District Level Analysis, 4) Sending Results to the School, 5) Using Data for Systems Change Handout**,** and 6) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 9- Other Information)]
SET implementation manual- Part 9 Other Information. The content includes 1) Frequently Asked Questions and 2) EBS Self-Assessment Survey.

[|School-wide Positive Behavior Support Evaluation Template (Oct. 05)]
This document is prepared for individuals who are implementing School-wide Positive Behavior Support (PBS) in Districts, Regions or States. The purpose of the document is to provide a formal structure for evaluating if School-wide PBS implementation efforts are (a) occurring as planned, (b) resulting in change in schools, and (c) producing improvement in student outcomes.

[|School-wide Positive Behavior Support: Annual Outcomes (Ver. May 7, 2006)- SWPBS Team Monthly Planning Guide]
The purpose of this guide is to give SWPBS leadership teams a supplemental organizational tool for reviewing and planning their implementation activities. A self-assessment is provided to guide teams in their action planning.

[|Self-Assessment of Contextual Fit in Schools]
The purpose of this interview is to assess the extent to which the elements of a behavior support plan fit the contextual features of your school environment. The interview asks you to rate (a) your knowledge of the elements of the plan, (b) your perception of the extent to which the elements of the behavior support plan are consistent with your personal values, and skills, and (c) the school's ability to support implementation of the plan.

[|The Team Implementation Checklists (v 3.1)]
This self-assessment tool has been designed to serve as a multi-level guide for (a) creating school-wide PBS action plans and evaluating the status of implementation activities on a quarterly basis.

[|PBIS.org] > [|read more] > [|view details] > [|view details]
 * [|About Us]
 * [|Site Map]
 * [|Contact Us]
 * [|Español]
 * [[image:http://www.pbis.org/common/images/top-img-1.jpg width="73" height="51" link="http://www.pbis.org/pbis_newsletter/default.aspx"]][|**PBIS Newsletter**]Influence of Socioeconomic Status and Racial Diversity
 * [[image:http://www.pbis.org/common/images/top-img-2.jpg width="73" height="51" link="http://www.pbis.org/resource_catalog/default.aspx"]][|**Resource Catalog**]Search PBIS Resource by Resource Type, Subject, or Author
 * [[image:http://www.pbis.org/common/images/top-img-3.jpg width="73" height="51" link="http://www.pbis.org/presentations/default.aspx"]][|**Presentation Resources**]Slides from Training & Conference Presentations
 * [|Home]
 * [|School]
 * [|Family]
 * [|Community]
 * [|Evaluation]
 * [|Research]
 * [|Training]
 * [|Links]

PBIS.Org ©

[|Benchmarks of Quality for School-Wide Positive Behavior Support (SWPBS) - Scoring Guide]
Scoring guide for Benchmarks of Quality for SWPBS.The Benchmarks of Quality for SWPBS has been developed in Florida's Positive Behavior Support project. The tool is designed to access and monitor PBS team activities.

[|Classroom Checklists, Effective Classroom Plan, Environmental Inventory Checklist]
The document includes 1) Top 17 Classroom Management Strategies that should be emphasized in every classroom, 2) Effective Teaching Strategies, 3) Promoting Positive & Effective Learning Environments Classroom Checklist, 4) Effective Classroom Plan, and 5) ENVIRONMENTAL INVENTORY Checklist.

[|Classroom Management Self-Assessment]
Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

[|Classroom Management: Self-Assessment Revised (version: April 7, 2006)]
Revised version of classroom management checklist. Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

[|Effective Behavior Support (EBS) Survey (v 2.0)]
The EBS Survey 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 three behavior support systems: (a) school-wide discipline, (b) non-classroom management systems, and (c) systems for individuals students engaging in chronic behaviors.

[|Family Engagement Checklist]
The checklist measures the climate of the school for parent involvement, learning activities at home, communication with parents/families, and parent involvement at school.

[|Functional Assessment Checklist for Teachers and Staff (FACTS)]
The FACTS is a two-page interview used by school personnel who are building behavior support plans for tertiary level supports. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

[|Functional Assessment Checklist for Teachers and Staff (FACTS)]
The FACTS is a two-page interview used by school personnel who are building behavior support plans for tertiary level supports. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

[|Functional Behavior Support Plan (F-BSP)]
The F-BSP is a planning tool for used by school personnel who are building a behavior support plan using function based behavioral assessment. This form was written by Horner and Crone 2005. This also has a Competing Pathway Chart or Competing Behavior Chart available for planning purposes.

[|Oregon School Safety Survey v 2.0]
The Oregon School Safety Survey is an instrument developed to obtain an efficient index of perceived school safety. This survey provides a summary of "risk factors" and "protective factors" that can be useful in determining training and support needs related to school safety and violence prevention.

[|School-Wide Evaluation Tool (SET) - v 2.1]
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. The SET results are used to: 1) assess features that are in place, 2) determine annual goals for school-wide effective behavior support, 3) evaluate on-going efforts toward school-wide behavior support, 4) design and revise procedures as needed, and 5) compare efforts toward school-wide effective behavior support from year to year. Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys.Request a copy of the SET Implementation Manual (please note there is a $25.00 fee for the printing cost of this manual)

[|School-wide Evaluation Tool Implementation Manual (Part 1-Overview of the SET)]
This guide answers your questions about conducting the SET and gives three case studies. Open the Implementation Guide and then click on the links within the Guide. Be sure to use the back arrow to return to the Implementation Guide.

[|School-Wide Evaluation Tool Implementation Manual (Part 2-Preparing for and Conducting the SET)]
SET implementation manual Part 3- Preparing for and conducting the SET. The content includes 1) Scheduling, 2) Arriving at the School, 3) Collecting the Information, 4) Overview of Interviews, 5) School Observations, 6) Leaving the School, and 7) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 3- Scoring the SET)]
SET implementation manual - Part 3 Scoring. The content includs 1) Scoring and Calculating Interviews and Observations, 2) Scoring the Evaluation Questions, 3) Inter-Observer Reliability, 4) Matching Exercise, 5) Interview and Observation Examples, 6) Scoring Permanent Product Examples, and 7) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 4- Case Study Examples Introduction)]
SET implementation manual- Part 4 Case Study Examples Introduction

[|School-wide Evaluation Tool Implementation Manual (Part 5- Case Study Examples Introduction/Case#1)]
SET implementation manual- Part 5 case#1

[|School-wide Evaluation Tool Implementation Manual (Part 6- Case Study Examples Introduction/Case#2)]
SET imiplementation guide- part 6 case#2

[|School-wide Evaluation Tool Implementation Manual (Part 7- Case Study Examples Introduction/Case#3)]
SET implementation manual- part 7 case #3

[|School-wide Evaluation Tool Implementation Manual (Part 8- Interpreting and Summarizing the SET Results)]
SET implementation manual- Part 8 Interpreting and Summarizing Results. The content includes 1) Integrating Multiple Data Sources, 2) School Level Analysis, 3) District Level Analysis, 4) Sending Results to the School, 5) Using Data for Systems Change Handout**,** and 6) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 9- Other Information)]
SET implementation manual- Part 9 Other Information. The content includes 1) Frequently Asked Questions and 2) EBS Self-Assessment Survey.

[|School-wide Positive Behavior Support Evaluation Template (Oct. 05)]
This document is prepared for individuals who are implementing School-wide Positive Behavior Support (PBS) in Districts, Regions or States. The purpose of the document is to provide a formal structure for evaluating if School-wide PBS implementation efforts are (a) occurring as planned, (b) resulting in change in schools, and (c) producing improvement in student outcomes.

[|School-wide Positive Behavior Support: Annual Outcomes (Ver. May 7, 2006)- SWPBS Team Monthly Planning Guide]
The purpose of this guide is to give SWPBS leadership teams a supplemental organizational tool for reviewing and planning their implementation activities. A self-assessment is provided to guide teams in their action planning.

[|Self-Assessment of Contextual Fit in Schools]
The purpose of this interview is to assess the extent to which the elements of a behavior support plan fit the contextual features of your school environment. The interview asks you to rate (a) your knowledge of the elements of the plan, (b) your perception of the extent to which the elements of the behavior support plan are consistent with your personal values, and skills, and (c) the school's ability to support implementation of the plan.

[|The Team Implementation Checklists (v 3.1)]
This self-assessment tool has been designed to serve as a multi-level guide for (a) creating school-wide PBS action plans and evaluating the status of implementation activities on a quarterly basis.

[|PBIS.org] > [|read more] > [|view details] > [|view details]
 * [|About Us]
 * [|Site Map]
 * [|Contact Us]
 * [|Español]
 * [[image:http://www.pbis.org/common/images/top-img-1.jpg width="73" height="51" link="http://www.pbis.org/pbis_newsletter/default.aspx"]][|**PBIS Newsletter**]Influence of Socioeconomic Status and Racial Diversity
 * [[image:http://www.pbis.org/common/images/top-img-2.jpg width="73" height="51" link="http://www.pbis.org/resource_catalog/default.aspx"]][|**Resource Catalog**]Search PBIS Resource by Resource Type, Subject, or Author
 * [[image:http://www.pbis.org/common/images/top-img-3.jpg width="73" height="51" link="http://www.pbis.org/presentations/default.aspx"]][|**Presentation Resources**]Slides from Training & Conference Presentations
 * [|Home]
 * [|School]
 * [|Family]
 * [|Community]
 * [|Evaluation]
 * [|Research]
 * [|Training]
 * [|Links]

PBIS.Org ©

[|Benchmarks of Quality for School-Wide Positive Behavior Support (SWPBS) - Scoring Guide]
Scoring guide for Benchmarks of Quality for SWPBS.The Benchmarks of Quality for SWPBS has been developed in Florida's Positive Behavior Support project. The tool is designed to access and monitor PBS team activities.

[|Classroom Checklists, Effective Classroom Plan, Environmental Inventory Checklist]
The document includes 1) Top 17 Classroom Management Strategies that should be emphasized in every classroom, 2) Effective Teaching Strategies, 3) Promoting Positive & Effective Learning Environments Classroom Checklist, 4) Effective Classroom Plan, and 5) ENVIRONMENTAL INVENTORY Checklist.

[|Classroom Management Self-Assessment]
Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

[|Classroom Management: Self-Assessment Revised (version: April 7, 2006)]
Revised version of classroom management checklist. Classroom Management Self-Assessment measures extent to which effective classroom management practices are in place. The assessment consists of 10 items to check.

[|Effective Behavior Support (EBS) Survey (v 2.0)]
The EBS Survey 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 three behavior support systems: (a) school-wide discipline, (b) non-classroom management systems, and (c) systems for individuals students engaging in chronic behaviors.

[|Family Engagement Checklist]
The checklist measures the climate of the school for parent involvement, learning activities at home, communication with parents/families, and parent involvement at school.

[|Functional Assessment Checklist for Teachers and Staff (FACTS)]
The FACTS is a two-page interview used by school personnel who are building behavior support plans for tertiary level supports. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

[|Functional Assessment Checklist for Teachers and Staff (FACTS)]
The FACTS is a two-page interview used by school personnel who are building behavior support plans for tertiary level supports. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice.

[|Functional Behavior Support Plan (F-BSP)]
The F-BSP is a planning tool for used by school personnel who are building a behavior support plan using function based behavioral assessment. This form was written by Horner and Crone 2005. This also has a Competing Pathway Chart or Competing Behavior Chart available for planning purposes.

[|Oregon School Safety Survey v 2.0]
The Oregon School Safety Survey is an instrument developed to obtain an efficient index of perceived school safety. This survey provides a summary of "risk factors" and "protective factors" that can be useful in determining training and support needs related to school safety and violence prevention.

[|School-Wide Evaluation Tool (SET) - v 2.1]
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. The SET results are used to: 1) assess features that are in place, 2) determine annual goals for school-wide effective behavior support, 3) evaluate on-going efforts toward school-wide behavior support, 4) design and revise procedures as needed, and 5) compare efforts toward school-wide effective behavior support from year to year. Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys.Request a copy of the SET Implementation Manual (please note there is a $25.00 fee for the printing cost of this manual)

[|School-wide Evaluation Tool Implementation Manual (Part 1-Overview of the SET)]
This guide answers your questions about conducting the SET and gives three case studies. Open the Implementation Guide and then click on the links within the Guide. Be sure to use the back arrow to return to the Implementation Guide.

[|School-Wide Evaluation Tool Implementation Manual (Part 2-Preparing for and Conducting the SET)]
SET implementation manual Part 3- Preparing for and conducting the SET. The content includes 1) Scheduling, 2) Arriving at the School, 3) Collecting the Information, 4) Overview of Interviews, 5) School Observations, 6) Leaving the School, and 7) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 3- Scoring the SET)]
SET implementation manual - Part 3 Scoring. The content includs 1) Scoring and Calculating Interviews and Observations, 2) Scoring the Evaluation Questions, 3) Inter-Observer Reliability, 4) Matching Exercise, 5) Interview and Observation Examples, 6) Scoring Permanent Product Examples, and 7) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 4- Case Study Examples Introduction)]
SET implementation manual- Part 4 Case Study Examples Introduction

[|School-wide Evaluation Tool Implementation Manual (Part 5- Case Study Examples Introduction/Case#1)]
SET implementation manual- Part 5 case#1

[|School-wide Evaluation Tool Implementation Manual (Part 6- Case Study Examples Introduction/Case#2)]
SET imiplementation guide- part 6 case#2

[|School-wide Evaluation Tool Implementation Manual (Part 7- Case Study Examples Introduction/Case#3)]
SET implementation manual- part 7 case #3

[|School-wide Evaluation Tool Implementation Manual (Part 8- Interpreting and Summarizing the SET Results)]
SET implementation manual- Part 8 Interpreting and Summarizing Results. The content includes 1) Integrating Multiple Data Sources, 2) School Level Analysis, 3) District Level Analysis, 4) Sending Results to the School, 5) Using Data for Systems Change Handout**,** and 6) Frequently Asked Questions.

[|School-wide Evaluation Tool Implementation Manual (Part 9- Other Information)]
SET implementation manual- Part 9 Other Information. The content includes 1) Frequently Asked Questions and 2) EBS Self-Assessment Survey.

[|School-wide Positive Behavior Support Evaluation Template (Oct. 05)]
This document is prepared for individuals who are implementing School-wide Positive Behavior Support (PBS) in Districts, Regions or States. The purpose of the document is to provide a formal structure for evaluating if School-wide PBS implementation efforts are (a) occurring as planned, (b) resulting in change in schools, and (c) producing improvement in student outcomes.

[|School-wide Positive Behavior Support: Annual Outcomes (Ver. May 7, 2006)- SWPBS Team Monthly Planning Guide]
The purpose of this guide is to give SWPBS leadership teams a supplemental organizational tool for reviewing and planning their implementation activities. A self-assessment is provided to guide teams in their action planning.

[|Self-Assessment of Contextual Fit in Schools]
The purpose of this interview is to assess the extent to which the elements of a behavior support plan fit the contextual features of your school environment. The interview asks you to rate (a) your knowledge of the elements of the plan, (b) your perception of the extent to which the elements of the behavior support plan are consistent with your personal values, and skills, and (c) the school's ability to support implementation of the plan.

[|The Team Implementation Checklists (v 3.1)]
This self-assessment tool has been designed to serve as a multi-level guide for (a) creating school-wide PBS action plans and evaluating the status of implementation activities on a quarterly basis.

[|PBIS.org] > [|read more] > [|view details] > [|view details]
 * [|About Us]
 * [|Site Map]
 * [|Contact Us]
 * [|Español]
 * [[image:http://www.pbis.org/common/images/top-img-1.jpg width="73" height="51" link="http://www.pbis.org/pbis_newsletter/default.aspx"]][|**PBIS Newsletter**]Influence of Socioeconomic Status and Racial Diversity
 * [[image:http://www.pbis.org/common/images/top-img-2.jpg width="73" height="51" link="http://www.pbis.org/resource_catalog/default.aspx"]][|**Resource Catalog**]Search PBIS Resource by Resource Type, Subject, or Author
 * [[image:http://www.pbis.org/common/images/top-img-3.jpg width="73" height="51" link="http://www.pbis.org/presentations/default.aspx"]][|**Presentation Resources**]Slides from Training & Conference Presentations
 * [|Home]
 * [|School]
 * [|Family]
 * [|Community]
 * [|Evaluation]
 * [|Research]
 * [|Training]
 * [|Links]

PBIS.Org ©