Evaluation Tools, On-Line
Systems, and Data-Based
Decision Making
Adapted from the Illinois PBIS Network
Evaluation Tools:
 Team Implementation Checklist (TIC)
 Benchmarks of Quality (BoQ)
 Self Assessment Survey (SAS)
PBIS Assessment @ www.pbisassessment.org
Tier 1 Evaluation Tools…
 Team Implementation Checklist (TIC)
 Benchmarks of Quality (BoQ) – after full
implementation
 Self-Assessment Survey (SAS)
 Effort data (Are we working the plan?)
 Team Implementation Checklist (TIC)
 Self-Assessment Survey (SAS)
 Outcome data (Is it having an effect?)
 “Big 5” Graphs
 Triangle %
 Fidelity data (Are we following the plan?)
 School Evaluation Tool (SET)
 Benchmarks of Quality (BoQ)
PBIS Assessment Account
 Team Implementation Checklist 3.1
 Self Assessment Survey
A Brief Overview of PBIS Assessment:
www.pbisassessment.org
School Account and Login
Select “Surveys”
Access your open survey by clicking on “Launch”
PBIS Assessment Reports
Three reports are available for the Tools:
Total Score
Subscale Score
Individual Item
Team Implementation Checklist
(TIC)
Team Implementation Checklist (TIC)
 Self-assessment tool for monitoring the
implementation of school-wide PBS
 Team self-assessment in six core areas
• Establish commitment
• Establish and maintain team
• Self-assessment
• Establish school-wide expectations
• Establish information system
• Build capacity for function-based support
Team Implementation Checklist (TIC)
 WHO: Completed by the Universal PBIS Team
 WHAT: Guides the development, implementation,
monitoring and revision process for building a positive
school culture
 WHERE: At your school during a Universal PBIS Team
meeting
 WHEN: 3x per year
 HOW: One person enters the data online at
www.pbisassessment.org
TIC Total Score Report
TIC Subscale Report
TIC Individual Items Report
School-Wide Evaluation Tool
SET
The Set was Designed To:
 To determine the extent to which schools are
already using School-wide Positive Behavior
Support (PBIS)
Information Gathered Can Be Used To:
 Assess features that are in place
 Determine annual goals
 Evaluate on-going efforts
 Design and revise procedures
 Compare year to year efforts in the area of PBIS
SET Evaluates Questions Across Seven
Featured Areas:
 Expectations defined
 Correction procedures
 Behavioral expectations
 Monitoring and
taught
 Acknowledgement
evaluation
 Management
procedures
 District-level support
SWIS
 “Big 5” Graphs
 Triangle %
Report Options using SWIS:
 Average Referrals Per Day
Per Month
 Referrals By Problem
Behavior
 Referrals By Location
 By Student
 Referrals By Time
The Big 5
How are we doing?
Look for trends
Plan time to re-teach
By Problem Behavior
Are there target behaviors?
Behavior of the week or
Staff training/development
By Location
Look for hot spots
Review the rules for the locations
Review the lessons for teaching the
rules
By Time
By Student
How are we doing?
Look for trends
Plan time to re-teach
Do we have a
solid green
zone? 80%?
Self Assessment Survey
(SAS)
Self Assessment Survey (SAS)
 SAS assesses the extent to which PBIS practices
and systems (essential components) are in place
within a school
• School-wide
• Non-classroom
• Classroom
• Individual Student
 SAS provides entire staff (certified and noncertified) perspective
Self-Assessment Survey (SAS)
 WHO: Completed by all teachers, staff and
administrators in your school building
 WHAT: Examines the status and need for
improvement of four behavior support systems
(school-wide, classroom, non classroom, individual
students)
 WHERE: At your school
 WHEN: Annually, usually at the beginning or towards
the end of each school year
 HOW: All school staff take the survey online at PBIS
Assessment: www.pbisassessment.org
SAS Total Score Report
• School-wide
• Non-classroom
• Classroom
• Individual
SAS Subscale Report
SAS Individual Items Report
Data-Based Decision Making
Data-Based Decision-Making
 Developing Precise Statements
 Solution Development
• Prevention, Teaching, Reward, Extinction, Corrective
Consequence, and Data Collection
 Action Plan for Results
Using Data for On-Going Problem-Solving
 Start with the perceptions not the data
 Use data in “decision layers”
• Is there a problem? (overall rate of ODR)
• Localize the problem
(location, problem behavior, students, time of day)
• Get specific
 Don’t drown in the data
 Be efficient
Six Things to Avoid
 Define a solution before defining the problem
 Build solutions from broadly defined, or fuzzy
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problem statements
Failure to use data to confirm/define problem
Agree on a solution without building a plan for
how to implement or evaluate the solution
Agree on a solution but never assess if the
solution was implemented
Serial problem solving without decisions
Uses of Data

Review current status and identify problems early.
• Use data on a regular basis (every two weeks) to
monitor key indicators, and identify problems before
they become difficult.
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Refine a problem statement to a level of precision that
will allow functional solutions.
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Use data to test possible solutions.
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Use data to assess if solutions are working
• If many students are making the same mistake it
typically is the system that needs to change not the
students.
Precise Problem Statements
(What are the data we need for a decision?)
 Precise problem statements include information
about the Big Five questions:
•
•
•
•
•
What is problem, and how often is it happening
Where is it happening
Who is engaged in the behavior
When the problem is most likely
Why the problem is sustaining
Team Planning Checklist
 This tool can used to help guide action planning
 It includes:
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Expectations
Reward System
Responding to Rule Violations
Monitoring and Decision Making
Management
Building Leadership
External leadership
Efficiency
Overcoming Barriers