Behavioral Data Collection Tools
Sample Tools for Assessing and Monitoring Additional Behavioral
Instructional Practices and Systems
Systems
 Schoolwide Evaluation Tool (SET) SelfAssessment
 EBS Survey
 Discipline plan
o School-wide
o Tiers 2 & 3 interventions
o Screening & progress monitoring systems
o Data/Problem-solving team structures
Teacher Practices
 RSE-TASC Walk Through:
o page 1: Safe & Accessible Classroom
Environment
o Page 3: Explicit Instruction Elements
o Page 4: SDI sections 2 and 4
o Page 5: Supportive & Accessible School
Environment questions
OR
 Savannah Chatham Classroom Walkthrough
Observation

Simonsen Survey
o Self-Assessment adapted from the Schoolwide Evaluation Tool (SET)
 This tool is adapted from the SET, developed by Lewis-Palmer, Horner, Todd, &
Sugai to assess and evaluate the critical features of school-wide effective
behavior support across the academic school year
o EBS Faculty Survey
 This tool was developed by Sugai, Horner & Todd, Educational and Community
Supports, University of Oregon and is based on research-validated practices
o Simonsen Classroom Management Survey
 The tool was developed by Simonsen for teachers to assess their
implementation of research-based classroom management practices, and was
selected by the RSE-TASC Behavior Work Group for its alignment with the
research-based practices in the QI Guide for Behavior
Double asterisked items appear in previous appendices:
o Student Survey
o Savannah Chatham template for customized walk-through
PBIS/ Discipline Systems: Self-Assessment adapted from the Schoolwide Evaluation Tool (SET)
Use this self-assessment tool to determine if the critical systemic elements are in place for the school
discipline program.
In Place
Feature
A.
Expectations
Defined
Components
1. Has staff agreed to 5 or fewer positively stated school
rules/ behavioral expectations?
2. Are the rules & expectations publicly posted in classroom
and non-classroom locations?
1. Is there a documented system for teaching behavioral
expectations to students on an annual basis?
B.
Behavioral
Expectations
Taught
2. Did teaching of behavioral expectations to students occur
this year?
3. Is the school-wide program taught/reviewed with staff on
an annual basis?
4. When asked, can students identify the 5 or fewer
positively stated school rules/behavioral expectations?
5. When asked, can teachers identify the 5 or fewer
positively stated school rules/behavioral expectations?
1. Is there a documented system for rewarding student
behavior?
C.
On-Going
System for
Rewarding
Behavioral
Expectations
2. Have students been rewarded (other than verbal praise)
for expected behaviors in your classroom over the past two
months?
3. Have students been rewarded (other than verbal praise)
for expected behaviors throughout the school building over
the past two months?
1. Is there a documented system for dealing with and
reporting specific behavioral violations?
D.
System for
Responding to
Behavioral
Violations
2. Do staff and administration agree on what problems are
office-managed and what problems are classroom–
managed?
3. Do staff agree with administration on the procedure for
handling extreme emergencies (stranger in building with a
weapon)?
In
Progress
No
Feature
Component
1. Does the discipline referral form list (a) student/grade,
(b) date, (c) time, (d) referring staff, (e) problem behavior,
(f) location, (g) persons involved, (h) probable motivation,
& (i) administrative decision?
E.
Monitoring &
DecisionsMaking
2. Is the system for collecting & summarizing discipline
referrals (computer software, data entry time) easily
defined?
3. Does the data team provide discipline data summary
reports to the staff at least three times/year?
4. Is discipline data used for making decisions in
designing, implementing, and revising school-wide
effective behavior support efforts?
1. Does the school improvement plan list improving
behavior support systems as one of the top 3 school
improvement plan goals?
2. Is there a school-wide behavior support team
established to address behavior support systems in the
school?
3. Does the school-wide behavior support team include
representation of all staff?
F.
Management
4. Is the administrator an active member of the schoolwide behavior support team?
5. Do team meetings occur at least monthly?
6. Does the team report progress to the staff at least four
times per year?
7. Does the team have an action plan with specific goals
that is less than one year old?
G.
District-Level
Support
1. Does the school budget contain an allocated amount of
money for building and maintaining school-wide
behavioral support?
2. Does the school have an out-of-school liaison in the
district or state?
In Place
In
Progress
No
EBS Self-Assessment Survey version 2.0 August 2003, ©2000 Sugai, Horner & Todd, Educational and Community
Supports, University of Oregon
Use this staff survey to assess perceptions of the school-wide discipline system.
SCHOOL-WIDE SYSTEMS
Current Status
In
Place
Partial
in
Place
Not in
Place
Feature
School-wide is defined as involving
all students, all staff, & all settings.
1. A small number (e.g. 3-5) of positively & clearly
stated student expectations or rules are defined.
2. Expected student behaviors are taught directly.
3. Expected student behaviors are rewarded
regularly.
4. Problem behaviors (failure to meet expected
student behaviors) are defined clearly.
5. Consequences for problem behaviors are
defined clearly.
6. Distinctions between office v. classroom
managed problem behaviors are clear.
7. Options exist to allow classroom instruction to
continue when problem behavior occurs.
8.Procedures are in place to address
emergency/dangerous situations.
9. A team exists for behavior support planning &
problem solving.
10. School administrator is an active participant on
the behavior support team.
11. Data on problem behavior patterns are
collected and summarized within an on-going
system.
12. Patterns of student problem behavior are
reported to teams and faculty for active decisionmaking on a regular basis (e.g. monthly).
13. School has formal strategies for informing
families about expected student behaviors at
school.
14. Booster training activities for students are
developed, modified, & conducted based on
school data.
15. School-wide behavior support team has a
budget for (a) teaching students, (b) on-going
rewards, and (c) annual staff planning.
Priority for
Improvement
High
Med
Low
Current Status
In
Place
Partial
in
Place
Not in
Place
Feature
School-wide is defined as involving
all students, all staff, & all settings.
Priority for
Improvement
High
Med
Low
16. All staff are involved directly and/or indirectly
in school-wide interventions.
17. The school team has access to on-going
training and support from district personnel.
18. The school is required by the district to report
on the social climate, discipline level or student
behavior at least annually.
Name of School ____________________________
Date ______________
Simonsen Survey
Use this teacher self-assessment tool to assess teacher perception of the effectiveness of their classroom
management strategies.
Classroom Management Assessment
Practice
Rating
1. I maximized structure and predictability in my classroom.
a. I explicitly taught and followed predictable routines.
Yes No
b. I arranged my room to minimize crowding and distraction.
Yes No
2. I posted, taught, reviewed, monitored, and reinforced a small
number of positively stated expectations.
a. I operationally defined and posted a small number of
expectations (i.e. school wide rules) for all routines and settings
in my classroom.
Yes No
c. I prompted or pre-corrected students to increase the
likelihood that they will follow the expectations
Yes No
d. I actively supervised my students
Yes No
3. I actively engaged students in observable ways.
a. I provided a high rate of opportunities to respond during my
instruction.
Yes No
b. I engaged my students in observable ways during teacher
directed instruction (i.e. I use response cards, choral responding,
and other methods).
Yes No
c. I used evidence-based methods to deliver my instruction (e.g.
Direct Instruction)
Yes No
4. I used a continuum of strategies to acknowledge appropriate
behavior.
a. I provided specific and contingent praise for academic and
social behaviors (e.g. following expectations.)
Yes No
b. I also used other systems to acknowledge appropriate
behavior (group contingencies, behavior contracts, or token
economies).
Yes No
5. I used a continuum of strategies to respond to inappropriate
behavior
a. I provided specific, contingent, and brief error corrections for
academic and social errors.
Yes No
b. In addition, I used the least restrictive procedure to
discourage inappropriate behavior )differential
reinforcement, planned ignoring, response cost, time out)
Yes No
Simonsen, Brandi, Sarah Fairbanks, Amy Briesch, Diane Myers, and George Sugai. "Evidence-based Practices in Classroom
Management: Considerations for Research to Practice. "Education and Treatment of Children. 31.3 (2008): 351-380. Print.