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PBIS
Tell us about your program by completing this 20-minute survey and we’ll provide you with a 12-month plan that will help you accelerate your efforts to improve student behavior and school climate.
This PBIS Self-Assessment Survey was developed by the Center on Positive Behavioral Interventions & Supports at the University of Oregon. This same survey is free to use and freely available to enter and review results on their website.
Full reference for this survey is as follows: Center on Positive Behavioral Interventions and Supports (2021). Self-Assessment Survey (SAS) – Version 4.0. Eugene, OR: University of Oregon. Retrieved from www.pbis.org.
Please note that as part of Classcraft’s agreement with the Center, names of schools and districts filling out this survey, as well as their scores, will be shared with the Center on an annual basis. Any personal information of respondents, including name and email, will NOT be shared with the center. The purpose of this sharing is to further research on behavior intervention. By completing this survey, you agree to this condition.
This survey helps school administrators and staff conduct initial and ongoing assessments of their school’s behavior support systems.
This survey helps you assess the impact of four behavior support systems:
Once you complete the survey, we’ll provide a summary of your results, which you can use for the purposes of:
Traditional PBIS self-assessments are intended to be completed by multiple stakeholders within a school. As this survey is designed to provide actionable feedback quickly, we recommend that it be completed by the stakeholder most familiar with your school’s PBIS initiative. Additionally, this assessment is meant to be completed at the school, not district, level.
When and how often should you take the survey?
Because the survey results can be used to inform annual planning, we recommend that schools complete the survey on an annual basis, either at the beginning or the end of the school year.
1.
Complete the survey independently. Allow 20-30 minutes.
2.
Base your responses on your individual experiences. If you don’t work in the classroom, answer only the questions that are applicable to you.
3.
For each item, you’ll be asked to mark the current status of your program and how important it is that your program improve in this area. For example, to assess behavior support, you’ll be asked to identify which system features your school has in place. Then, you’ll be asked how important it is for your school to improve in each feature area.
4.
In order to complete the survey you will need to enter your contact information so that we have an audit trail. This information may be included in the report, but will not be released to third parties. Someone from Classcraft may contact you regarding our services.
The results of the PBIS Self-Assessment Survey will help you evaluate the status of your school’s PBIS initiative and provide insights that will be helpful as you work to formulate an action plan.
The results from the SAS are used to (a) determine the status of PBIS in a school and (b) guide the development of an action plan for improving PBIS. The resulting action plan can be developed to focus on any one or combination of the four PBIS system areas.
Your report will contain four key categories of information based on the aggregated responses of all survey respondents:
High-level summary
This section of the report will summarize the overall response of school staff for each system on (a) status of PBIS features and (b) improvement priorities.
Analysis and prioritization
This section of the report is intended to help teams to narrow the focus of activities that might be included in the action plan. When considering these activities, we recommend supplementing findings from the survey with other data or information (e.g., office discipline referrals, behavior incident reports, attendance).
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
1.
In my school, a team exists for school-wide social-emotional-behavior support, planning, and problem solving and the school administrator is an active member of the team.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
2.
My school has five or fewer positively stated behavioral expectations and/or rules defined and in place (i.e., school matrix).
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
3.
My school has documented and distributed lesson plans and schedule for teaching expected behaviors.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
4.
My school has a documented system for acknowledging and providing feedback for expected student behaviors (e.g., verbal statements, reinforcers) that is linked to school-wide expectations and used across settings.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
5.
My school has clear descriptions for behaviors that interfere with academic and/or social success and clear definitions between office-managed and staff- managed behaviors.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
6.
My school has a documented system (e.g., flowchart) for responding to behaviors that interfere with academic and/or social successes that is linked to school-wide expectations and used across settings.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
7.
My school has a documented process for orienting all staff and providing ongoing professional development on the school-wide behavior support system.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
8.
My school has provided professional development on the 4 core Tier 1 SWPBIS practices: a) teaching school-wide expectations, b) acknowledging expected behavior, c) responding to behavior errors, and d) requesting assistance.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
9.
In my school, all staff have an opportunity to provide input on core practices (e.g., teaching school-wide expectations, acknowledging expected behavior, responding to behavior errors, requesting assistance) at least annually.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
10.
My school has a documented process for informing students, families and members of the school community about expected student behaviors at school (e.g., newsletters, brochures, website).
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
11.
My school seeks input on core practices (e.g., teaching school-wide expectations, acknowledging expected behavior, responding to behavior errors) from students, families and members of the school community at least annually.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
12.
My school has a system for collecting social- emotional-behavior data and summarizing patterns of student behavior.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
13.
In my school, data summarizing patterns of social- emotional-behavior data is regularly shared with staff (minimum three times a year) for active- decision making and action planning.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
14.
In my school, Tier 1 implementation fidelity data (e.g., classroom observations/walk-throughs, SAS, TFI, SET, BoQ, etc.) and the action plans of the school-wide behavior support team are shared with staff at least annually.
Current status
Priority for improvement
Schoolwide is defined as involving all students, all staff, and all settings including non-classroom locations where supervision is emphasized (e.g., hallways, playground, cafeteria & bus).
15.
In my school, data reflecting the effectiveness of Tier 1 practices are shared with staff and relevant stakeholders at least annually, including year-by- year comparisons of outcome data (e.g., percentage of students in tiers, equity data, patterns of social-emotional-behavior data), in a usable format.
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
1.
In my classroom, expected student behaviors (e.g., rules) are stated positively, defined clearly, aligned with school-wide expectations, posted in a way that can be seen from anywhere in the classroom, and explicitly taught to students.
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
2.
In my classroom, procedures and routines are stated positively, defined clearly, aligned with school-wide expectations, and explicitly taught to students; procedures and routines are appropriate for age/grade level and context (e.g., content area, instructional practices).
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
3.
In my classroom, I use the schoolwide system to provide feedback and acknowledgement for expected student behaviors (e.g., verbal statements, reinforcers).
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
4.
In my classroom, I use the schoolwide system (e.g., flowchart) for responding to behaviors that interfere with academic and/or social successes.
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
5.
In my classroom, I engage in active supervision through moving, scanning, and interacting (e.g., precorrects, prompts, feedback) with students.
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
6.
In my classroom, I use a variety of strategies to increase student opportunities to respond (e.g., turn and talk, guided notes, response cards).
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
7.
I use student data to adjust social, emotional, behavioral, and/or academic supports to meet the needs of a wide range of learners.
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
8.
In my classroom, I monitor each and every student’s progress to ensure academic success on daily assignments, projects, classroom tests, and homework etc.
Current status
Priority for improvement
Classroom is defined as an instructional setting in which staff supervise and teach groups of students.
9.
I have regular opportunities to access targeted professional development, assistance, & coaching recommendations (e.g., observation, instruction, & performance feedback).
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
1.
A Tier 2 team with an administrator as an active member exists, meets regularly, and shares updates with staff.
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
2.
The Tier 2 team has developed a process for regularly engaging and communicating with staff (e.g., process for gathering staff input, questions, and/or concerns for meeting agendas).
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
3.
The Tier 2 team uses multiple sources of data to identify students who require Tier 2 supports.
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
4.
The Tier 2 team has developed a formal process available to all staff, families, and students for requesting additional behavior support.
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
5.
The Tier 2 team has a menu of interventions that can be selected and/or adapted to address a variety of student social-emotional-behavioral needs (e.g., function of behavior).
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
6.
Tier 2 interventions are supplemental and explicitly linked to Tier 1 school-wide expectations and students participating in Tier 2 interventions also receive Tier 1 supports.
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
7.
Professional development about requesting assistance for students and implementing each Tier 2 intervention is available to staff at least annually.
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
8.
The Tier 2 team routinely shares with staff the proportion of students participating in Tier 2.
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
9.
The Tier 2 team routinely monitors and provides updates about the overall progress of students participating in Tier 2 interventions (e.g., monthly or quarterly).
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
10.
A formal process exists for monitoring staff implementation of Tier 2 interventions and data about fidelity of implementation is routinely reported.
Current status
Priority for improvement
Tier 2 is defined as targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
11.
The Tier 2 team shares a summary of yearly data reflecting the effectiveness of Tier 2 practices with staff and other stakeholders, including year-by-year comparisons of outcome data (e.g., students participating, students graduating, students in need of additional support), in a usable format.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
1.
A Tier 3 team with an administrator and a member with social- emotional behavioral expertise meets regularly, and shares updates with staff.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
2.
The Tier 3 team has developed a process for regularly engaging and communicating with staff (e.g., process for gathering staff input, questions, and/or concerns for meeting agendas).
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
3.
The Tier 3 team uses multiple sources of data to identify students who require intensive, individualized social emotional behavioral support.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
4.
A Tier 3 team uses a formal process available to all staff, families and students requesting additional intensive, individualized social emotional behavioral support.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
5.
There is a formal problem-solving process for developing function-based supports to address the social-emotional-behavioral needs of individual students.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
6.
Behavior support plans include or consider a) strategies for prevention, b) teaching, c) responding to behavior based on function, and d) a safety plan.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
7.
Supports: Students participating in Tier 3 interventions also receive or have access to Tier 1 and Tier 2 targeted supports.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
8.
Staff, families and students are engaged in planning, implementing and evaluating individualized behavior support plans.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
9.
Training on function of behavior and implementing function-based individualized supports is available to staff at least annually.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
10.
Individualized function-based behavior support plans include processes to generalize and maintain expected behavior.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
11.
Each student's individual support team has established a formal process for monitoring the progress of students on Tier 3 behavior support plans.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
12.
Our Tier 3 Team routinely shares with staff the proportions of students participating in Tier 3.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
13.
A formal process exists for monitoring staff implementation of Tier 3 behavior support plans and routinely sharing fidelity data.
Current status
Priority for improvement
Tier 3 is defined as intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
14.
The Tier 3 team shares with staff and stakeholders a summary of yearly data reflecting the effectiveness of Tier 3 practices including year-by- year comparisons of outcome data (e.g., students participating, students graduating, students in need of additional support), in a usable format.
Current status
Priority for improvement