School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant and positive impact on schools, including lower suspensions and higher reading and mathematics achievement. A critical component of this research is…

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to…

Compared to typical schools, implementation of Positive Behavioral Interventions and Supports (PBIS) remains in its early stages with juvenile justice and alternative education settings, whether residential or day programs. As interest and support grows for implementation within juvenile justice and alternative education settings, the creation of…

School-wide positive behavior interventions and supports (SWPBIS) relies on the implementation efforts of frontline service providers such as teachers, administrators, and staff. The full version of the positive behavior interventions and supports--action and commitment tool (PBIS-ACT Full) measures the individual implementer variable of…

The first step in the Validity and Reliability Study summarizes the history and purpose of California's quality rating and improvement system (QRIS), reviews findings from other QRIS evaluation studies, and describes the approach to validating the system in California. The majority of this report focuses on providing context for the California…

Differential response (DR), also referred to as alternative response (AR), family assessment response (FAR), or multiple track response, was developed to incorporate family-centered, strengths-based practices into child protective services (CPS), primarily by diverting lower risk families into an assessment track rather than requiring the…

The new "Mathematics Framework for California Public Schools" identifies complex instructional activities and student performance, and requires new assessment methods to reveal that performance. One of the goals of the California Assessment Collaborative (CAC) is to study the effects of local assessment development and implementation…