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TOOL NAME
Self-Assessment and Program Review for Positive Behavior Interventions and Supports
USED TO EVALUATE
A self-assessment process for school leadership teams to evaluate their implementation of schoolwide positive behavior interventions and supports (SWPBIS)
AGE RANGE
Grades K–12
COMPLETED BY
Professionals (administrators, school psychologists, behavior specialists, classroom teachers)
TIME COMMITMENT
30 minutes for the Individual Form (completed independently); 60–90 minutes for the Team Meeting Form (completed over the course of a meeting); and about 5 minutes to score (during the team meeting)
ABOUT
SAPR-PBIS is the most efficient, comprehensive way to compare your current PBIS efforts with evidence-based practices and benchmarks. Six to 10 team members from your school fill out individual self-assessments, rating themselves on key building blocks of successful PBIS. Then your whole team comes together to discuss results, set clear goals for improvement, and assess progress. SAPR-PBIS has been proven in pilot studies to improve students’ social outcomes and staff satisfaction.
Description
For all K-12 students and staff to benefit from positive behavior interventions and supports (PBIS), effective, evidence-based practices need to be in place schoolwide. Now there's a valid and reliable tool that checks the effectiveness of your whole school's PBIS efforts—without any need for an outside evaluator. SAPR™-PBIS is the most efficient, comprehensive way to compare your current PBIS efforts with evidence-based practices and benchmarks. Six to ten team members from your school fill out individual self-assessments, rating themselves on key building blocks of successful PBIS. Then your whole team comes together to discuss results, set clear goals for improvement, and assess progress.
Proven in pilot studies to improve students' social outcomes and staff satisfaction, SAPR™-PBIS gives your team the critical information you need to
- Strengthen all three tiers of schoolwide PBIS
- Link assessment results with step-by-step, evidence-based action items
- Boost teamwork and build consensus
- Track progress toward your PBIS goals
- Troubleshoot stalled progress toward goals
- Reduce time spent managing behavior issues
With this highly reliable, easy-to-use tool, you can be confident that your school is implementing evidence-based PBIS practices that help improve all students' social and academic outcomes.
| What it does: |
Helps your team evaluate the effectiveness of schoolwide PBIS efforts |
| Grade range: |
K-12 |
| When it's conducted: |
Twice a year (fall and spring) |
| Areas screened: |
10 building blocks of PBIS, from functional behavior assessments to partnerships with families |
| Who completes and scores it: |
6-10 team members from your school (administrator, school psychologist, counselor, special and general education teachers, and paraprofessionals) |
| Time to complete: |
30 minutes for individual self-assessment forms; 60-90 minutes for team form (completed during a team meeting) |
| Scores provided: |
Overall ratings in 10 key areas to identify 3 or more priorities for improvement |
| Norm-referenced and criterion-referenced? |
Yes |
| Standardization sample: |
23 schools, with 150 individual staff members |
| Components: |
Manual and tool |
Purchase both the Manual and the Tool for complete implementation of SAPR™-PBIS
Reviews
Review: Midwest Book Review, Education Shelf
“A strongly recommended pick for educational reference collections aimed at guidance counselors and other individuals who take charge of school behavior.”
Review by: Howard Muscott, Director, NH Center for Effective Behavioral Interventions and Supports at SERESC, Bedford, New Hampshire
“By creating one assessment tool to address all three tiers of behavior support, Cheney and Walker have developed an invaluable resource . . . will help improve school climate and family engagement and enhance the social, emotional, and behavioral development of students.”
Review by: Kent McIntosh, University of Oregon
“An ideal guidebook for school teams working toward deep, collaborative implementation of evidence-based practices in schools, with an emphasis on using communication and understanding resistance to guide consensus.”
Review by: George Sugai, University of Connecticut, Storrs
“The SAPR-PBIS process is action-based, team-guided, self-assessment driven, and data-informed . . . provides the scaffold for school teams to truly operationalize response-to-intervention for behavior and PBIS within a continuous improvement and capacity building framework.”
Review by: Jerry Bloom, PBIS Maryland
“The SAPR-PBIS collaborative process moves the team towards cohesion and facilitates a forward momentum in their PBIS initiative.”
Review by: Donald Kincaid, University of South Florida
“A wonderful tool . . . brings together all the pieces of the puzzle to implement an effective school-wide positive behavior interventions and supports system.”
Table of Contents
About the Authors
Foreword:
Robert H. HornerPreface
SAPR-PBIS at a Glance
Acknowledgments
- School Improvement and the Three-Level Support Model
- The SAPR-PBIS and How It Supports School Improvement
- Beginning the SAPR-PBIS Process
- Conducting the SAPR-PBIS Team Meeting
- Practices and Resources
- Building Action Plans for Sustainable Improvement
References
Appendix A: Sample Individual and Team Meeting Forms
Appendix B: Summary of Technical Development
Index