Welcoming Walkthrough

What is the Welcoming Walkthrough?

  • A team of family members, community partners, and school personnel conducts a tour of the school.
  • The team looks at specific elements of the school using the Welcoming Walkthrough Tool Kit.
  • Based on their observations, the team develops a report highlighting commendations and recommendations for action.

View the full Welcoming WalkThrough

Welcoming Walkthroughs: Focus Areas for Improvement

Out of the 83 Welcoming Walkthrough indicators, CT SPDG is focusing on the following 15 areas for improvement as well as gains in scores for each component.

  • Physical Environment
    • 16 – Student work is displayed throughout the building to show what students are learning in class.
  • School-wide Practices and Policies
    • 4 – How often do teachers make a personal contact with students’ families early in the school year to report something positive?
    • 5 – How often do teachers make a personal contact with students’ families during the school year to report something positive?
    • 7 – How are the expectations about what students should be learning in each grade communicated to families (e.g., a school-parent compact linked to learning)?
    • 8 – How does your school utilize alternative communication methods with parents who are English learners in order for them to understand what students are learning and how they can participate in activities?
    • 9 – Is there an established process for students and families to communicate concerns, including racial or cultural issues?
    • 13 – What sorts of resources are available for parents to gain access to information about events, enrichment activities, and/or curricula (e.g., homework hotline, teacher message boxes, event line, website)?
    • 17 – Do you have translators for families in your school?
    • 18 – What procedure is in place to contact non-custodial parents regularly?
    • 20 – How does your school assist parent in choosing additional educational programs for their children (e.g., after school programs, summer programs, or enrichment activities)?
    • 23 – How often does your school survey parents regarding their concerns and/or suggestions for the school?  Are these surveys available in a variety of languages?
  • Welcoming School Staff
    • 12 – Confidential information is not addressed in an area where others can overhear?
  • Written Materials
    • 5 – There is evidence of collaboration with the community.
    • 10 – Student work is highlighted in publications and is representative of all student groups and grades.
    • 12 – Your school’s educational and extra-curricular programs are explained.  There is an equal process for involvement.

PBIS Assessments

BoQ: Benchmarks of Quality

Benchmarks of Quality (Revised) for School-wide Positive Behavior Support should be completed at least annually by each school. The Benchmarks are used by teams to identify areas of success, areas for improvement, and by districts and states to guide training and technical assistance and to identify model/exemplar schools.

Please click here for more information about BoQ

SAS: Self-Assessment Survey

The Self-Assessment Survey is used by school staff for initial and annual assessment of effective behavior support systems in their school. The survey examines the status and need for improvement of four behavior support systems: (a) school-wide discipline systems, (b) non-classroom management systems (e.g., cafeteria, hallway, playground), (c) classroom management systems, and (d) systems for individual students engaging in chronic problem behaviors. Each question in the survey relates to one of the four systems. Schools implementing PBIS need to fill this out in April. This needs to be completed by ALL staff (including but not limited to; food service staff, paraprofessionals, custodians, office staff).

Please click here for more information about SAS

SET: School-wide Evaluation Tool

The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. The SET results are used to:

  1. assess features that are in place,
  2. determine annual goals for school-wide effective behavior support,
  3. evaluate on-going efforts toward school-wide behavior support,
  4. design and revise procedures as needed, and
  5. compare efforts toward school-wide effective behavior support from year to year.

Completed by an outside evaluator or an in-district person trained person once a year, usually in May.

Please click here for more information about SET

SWIS: School-Wide Information System

The School-Wide Information System (SWIS) is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions. The three primary elements of SWIS are:

  • An efficient system for gathering information
  • A web-based computer application for data entry and report generation
  • A practical process for using information for decision making

These three elements give school personnel the capability to evaluate individual student behavior, the behavior of groups of students, behaviors occurring in specific settings, and behaviors occurring during specific time periods of the school day. SWIS reports indicate times and/or locations prone to elicit problem behaviors, and allow teachers and administrators to shape school-wide environments to maximize students’ academic and social achievements.

Please click here for more information about SWIS

TIC: Team Implementation Checklist

This checklist is designed to be completed by the PBIS Team once a quarter to monitor activities for implementation of PBIS in a school. The team should complete the Action Plan at the same time to track items that are In Progress or Not Yet Started items. PBIS teams fill out the Team Implementation Checklist (TIC) as a team in October, December, February, April, and June.

Please click here for more information about TIC


SERC has developed an Individualized Education Program (IEP) Rubric that measures the quality of IEP development for students with disabilities. The rubric is constructed on the premise that all students are entitled to the general education curriculum within the least restrictive environment, and therefore the design of an IEP is focused on student outcomes based in the general education curriculum. The rubric provides educators and families a means to assess the quality of an IEP by shifting the IEP from a mere list of legal or compliance tasks to an instructional tool, supporting a student in achieving the same general education standards as non-disabled peers.

Visit SERC on the Web