Panorama's Social-Emotional Learning surveys help educators measure many topics that are closely aligned to elements of PBIS, including the Tiered Fidelity Inventory (TFI), that are essential to equitable outcomes for students.
Positive Behavior Interventions and Supports (PBIS) is an evidence-based, three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. It is a way to support everyone – especially students with disabilities – to create the kinds of schools where all students are successful. Learn more about PBIS here.
The goal of PBIS is to enhance the capacity of schools, families, and communities to create and maintain positive school environments so all students can achieve academically and socially.
Another valuable tool that provides a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of School-Wide PBIS is the Tiered Fidelity Inventory (TFI). Many districts that work with Panorama use TFI as a way to measure the effectiveness of their PBIS programming. Learn more about Panorama's alignment with TFI here.
The table below outlines how some topics from Panorama's Student Social-Emotional Learning Survey align with PBIS. Please note that this resource was developed in partnership with a school district and does not address all potential topics you might choose for your student SEL survey. To view all available questions and topics, you can review Panorama's SEL User Guide.
If you'd like to see more detailed, question level alignments, you can review this document from one of our partner districts that discusses PBIS and restorative practices.
| Panorama Survey Topic | Example Questions from Topic | Alignment to PBIS/RP |
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Growth Mindset Student perceptions of whether they have the potential to change those factors that are central to their performance in school. |
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PBIS not only teaches behavior, but reteaches, scaffolds, and supports it so that students not only learn collective responsibility, good citizenship and civic-mindedness, but also understand the control that they can exercise over their own actions to better meet their needs for belongingness and positive recognition. The safe environments developed through PBIS support a mindset where mistakes and productive failure are no longer a source of shame, but rather a natural part of learning and development so students can take risks, be creative, and push the envelope of the Zone of Proximal Development/Difficulty. The responsible, collegial, community-oriented, and team dynamics of also enhance effort because teachers and peers are with students throughout this endeavoring. |
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Social Awareness How well students consider the perspectives of others and empathize with them. |
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Respect, kindness, care, and empathy explicitly value the worth of others. Sharing of self, or vulnerability, encourages the same in others, creating a sense of community. To sit in circle with others, as a part of a community, promotes this respect and acknowledgement of value in our shared humanity. These elements are the hallmark of PBIS - respect for boundaries, and expectations. PBIS explicitly teaches and reinforce that difference invites dialogue - seek first to understand and then to be understood. |
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Self-Efficacy How much students believe they can succeed in achieving academic outcomes. |
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The “safe” environments developed through PBIS support a Growth Mindset where mistakes/productive failure are no longer a source of shame but rather a natural part of learning and development and where students can take risks, be creative, and push the envelope of the Zone of Proximal Development/Difficulty. Moreover the structural elements inherent to PBIS - boundaries and expectations - and the “With” elements of High Control/Expectations and High Support/Feedback central to RP both encourage student goal setting, time-management, and self-efficacy. It should be noted that the structure and order built through PBIS create environments that enhance learning. |
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Emotion Regulation How well students regulate their emotions. |
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PBIS enhances these elements within a realm of broader social awareness. Knowing our self and understanding the situation, helps us to respond thoughtfully rather than emotionally, contributing to our self-awareness, regulation, and management. |
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Sense of Belonging How much students feel that they are valued members of the school community. |
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PBIS develops belongingness through their shared emphasis on positive relationships and actions within the boundaries and expectations established for a safe and healthy environment. Affective language and inquiry support the development of positive behavior and interactions supporting empathy, inclusiveness and care, borne of respect and through responsible citizenship. |
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School Safety Perceptions of student physical and psychological safety while at school. |
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Respect, responsibility, and safety are the core tenets of PBIS school-wide expectations. 96% of Partner District schools explicitly promote RESPECT as a central feature of their schoolwide expectations and respect is implicit at other schools where values like kindness encompass respectful behavior. PBIS also explicitly teaches, reteaches, and supports positive behavior within an environment of expectations/control and feedback/support. PBIS seeks to ameliorate the potential for bullying across contexts with their emphasis on developing and supporting communities of Trust, Relationship, Care, Respect, and Kindness informed by enhanced empathy. |