This information was compared to what types of Major ODRs are most prevalent and where Major ODRs occur. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. The DSFI and process have been designed to serve as a guide for initial action Oops! The HS-BEP is a secondary level intervention for high school students designed to decrease the instructional “punishers” a student is experiencing by providing explicit instruction in organizational, self-management skills, and homework completion assistance and increase positive adult interaction and specific behavioral prompts through use of the HS-BEP Card, a daily behavior report card. Thank you! Our specific focus is a descriptive summary of how elementary school teams use the Individual School Wide Information System (I-SWIS) online application to guide their Tier 3 decision-making as well as general use of PBIS-focused data systems that support overall fidelity to critical components of the PBIS framework. The purpose of this brief is to provide information about how to evaluate school climate at the primary and secondary levels. Wraparound has become a predominant tool for implementing interagency systems of care. This evaluation brief examines the rate of office discipline referrals (ODRs) for different school-grade levels based on student enrollment. How many tiers are assessed during each TFI administration? 3. This assessment allows school teams to examine their Tier 1 implementation fidelity, document whether it has been effective, and identify strengths and weaknesses for action planning. To what extent do schools with adequate Tier I SWPBIS implementation have stronger implementation at Tiers II and III? The purpose of this evaluation brief is to assess whether schools implementing SWPBIS with adequate fidelity of implementation were more likely to sustain specific school practices, such as Playworks, than schools not implementing SWPBIS with fidelity. Specifically the questions include: (1) Does a factor analysis indicate that the critical elements of the BoQ “hang together,” that all items are of adequate strength, and do the factors hold true across years of administration? implementation of multi-tiered social, emotional, and behavioral systems of support and Evaluation Briefs. Oops! Don’t know what kind of tool you’re looking for? PDF: The Individual Student Systems Evaluation Tool (ISSET) is a research tool designed to assess the implementation status of secondary (targeted) and tertiary (intensive) systems within a school. (2) Based on locale, what is the rate of ODRs for each grade level, across each year? The Student/Teacher Game is a quick and easy strategy to prompt and acknowledge students for following expectations in the classroom. It was developed based on input and discussion from presenters and participants at both the sessions and RDQ session. This evaluation brief investigated the effects of SWPBIS implementation on reported illegal drug and alcohol use in high schools. This brief self-assessment allows multi-tiered systems of support (MTSS) leadership teams to rate status of research-validated features most likely to enhance sustainability of Tier 1 MTSS systems while they build capacity to implement systems at Tiers 2 and 3. decision-making. Some families might be feeling vulnerable or concerned about anticipated changes in national policies, national protests, and reports of community violence. Something went wrong while submitting the form. © 2019 Positive Behavioral Interventions & Supports (PBIS), Mental Health/Social-Emotional Well-Being, School Climate Transformation Grant (SCTG). Tool to help develop and teach school-wide expectations. Examples of referral forms that collect data for decision making. This paper serves as a summary document from the Mental Health presentation strand and Roundtable Discussion for the Interconnected Systems Framework that took place at the 2016 Positive Behavioral Interventions and Supports Leadership Forum in Rosemont, Illinois. The SET results are used to: 1. assess features that are in place, 2. The surveys are brief, reliable, and valid for assessing perceived school climate among students in Grades 3-12. You’re not alone. The goal is to provide support to these students to meet their needs, to keep them in class learning and to avoid escalation to more intensive services. Sample District Evaluation Report (click here to download). The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). 2. Schools, districts, regions, and states implementing SWPBIS develop an evaluation plan to: 1. The TFI is divided into three sections (Tier 1: Universal SWPBIS Features; Tier 2: Targeted SWPBIS Features; and, Tier 3: Intensive SWPBIS Features) that can be used separately or in combination to assess the extent to which core features are in place. Something went wrong while submitting the form. The framework (a) addresses evaluation questions that may be most useful, (b) selects evaluation measures and measurement schedules that meet the needs of local decision-makers, and (c) uses evaluation information for active decision-making at the school, district, region, and state levels.