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This study examined data from 96 schools in a Southeastern U.S.state participating in training and/or coaching on School-Wide Positive BehavioralInterventions and Supports (SWPBIS) provided by the State Personnel Development Grant(SPDG) in their state. Schools studied either received training only (“non-intensive”sites) or training and on-site coaching (“intensive” sites). Fidelity of implementationwas self-evaluated by both types of schools using the Benchmarks of Quality (BOQ). Someschools were also externally evaluated using the School-Wide Evaluation Tool (SET), withthose scoring 80% or higher determined “model sites.” Using an independent samplet-test, analyses revealed statistically significant differences between intensive andnonintensive schools’ Quality of Distribution Index (QDI) scores and between model sitesand nonmodel sites on QDI scores. Correlations were performed to determine whether thefidelity of implementation of SWPBIS as measured by the BOQ was related to any of thestate’s accountability measures: performance classification, QDI, or growth

The Relationship Between Implementation of School-Wide Positive Behavior Intervention and Supports and Performance on State Accountability Measures