Tier 1 Team Training

Day 2:

Welcome Back!�

What is one key take away you had yesterday as you worked on your TFI, your workbook, and/or your matrix. Be prepared to share.

​

PBIS

Community Agreements

PBIS

Check-in for Today

• Which blob best represents how you are feeling today?

​

• In the chat box, enter the number

​

• Do not hit enter until I ask you to

PBIS

Tier 1 Training

PBIS

Feedback and Acknowledgment

• Encourages desired behavior
• Supports staff in developing relationships and creating a nurturing environment
• Helps build self-esteem

PBIS

TFI 1.9 Purpose & Outcomes

Purpose:

Prepare and plan for implementation a system to acknowledge behaviors

​

Outcomes and Fidelity:

1.9 Feedback and Acknowledgement: A formal system (i.e., written set of procedures for specific behavior feedback that is [a] linked to school-wide expectations and [b] used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students.

PBIS

Definition

Positive acknowledgement is the presentation of something reinforcing or rewarding immediately following a behavior.

​

It can be verbal, �it can be tangible, or �it can include both.

​

(SBCUSD Positive Behavior Support Initiative)

PBIS

Rationales for acknowledgments

• It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.
• Create positive interactions, rapport, and relationships with students.
• Spending time on acknowledgements focus the attention on positive behaviors, and minimizes attention to negative behaviors.
• It increases instructional time, and minimizes time students are out of the classroom.
• Acknowledgment systems prompt adults to recognize expected behaviors

(Cameron, 2002; Cameron & Pierce, 1994, 2001;

Cameron, Banko, & Pierce, 2001)

Every time any adult interacts with any student, �it is an instructional moment.

PBIS

What is the Purpose of an Acknowledgement System?

• To Increase student and staff success with the 3-5 schoolwide expectations
• To shape behavior
• To demonstrate a growth Mindset (5:1 ratio, praise approximations)
• To give the most attention to the behaviors you want to see; minimize attention to incorrect behaviors
• To communicate to students:
• I see you
• I care about you
• Keep up the work
• Increase student and staff satisfaction
• Set the tone and the climate you want
• To give to the staff tools to accomplish all of the above
• To give to the staff tools to replace deficit thinking,
• To serve as the foundation for what all students get, and establish capacity to do more at Tier 2
• To use extrinsic feedback to shape challenging behaviors and reinforce new skills, over time leading to sustainability through intrinsic motivation

​

PBIS

“Why Should I acknowledge Students for �Something They Should Be Doing Anyway?”

How do rewards shape our behavior?

PBIS

Quickest Way to Change Behavior �in Anyone is to…

Point out what they’re

doing right!

Laura Riffel, OSEP

PBIS

… Receive Frequent Feedback and Acknowledgement�(across ALL school settings)

(Scott, 2008)

Remember, a token/reinforcement practice is a system to remind adults to praise and have positive interactions with students, boosting relationships.

A 5:1 ratio also communicates an adult’s growth mindset toward students, and builds a growth mindset in the student too.

MWPBIS Rev 2-17-21

PBIS

Examples of Individual acknowledgements: Gotchas, ticket lottery, special announcements, positive calls home, Hi-five button, raffles, rotating trophy, etc.

Rev 4-21-20 Midwest PBIS Network

Components of a Layered Class/School-Wide Acknowledgement System (Praise, Reinforcers, and Group Contingencies)

Components

​

• High frequency/Predictable Praise�Delivered at a high rate for a short period. 5:1 Ratio to correction.
• Intermittent and/or Unexpected Praise�Bring “surprise” attention to certain behaviors or at scheduled intervals

​

• Short-term Celebrations
• E.g. Weekly or bi-weekly whole class or whole school rewards
• DJ Friday’s, Game choice, free time in class, Lunchroom Music, etc.

​

• Mid-term Celebrations
• E.g. monthly activities
• Assemblies, yoga in the yard before school, fancy lunch day, field trips

Example of a Layered Plan

1. Individuals: Tiger tokens (prompt adults) to use behavior specific praise with students. (e.g. Approx 10 per day)
2. Classroom Group Contingencies: Classes collect tiger tokens. Every 25 earned = whole-class social reinforcer (approx. 1-2 per week)
3. Grade Level or School-wide Group Contingencies: School tracks each whole-class reward earned, and every 20 = school-wide social reinforcer (approx. 1-2 per month)

​

PBIS

How to Acknowledge

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

​

​

​

Non-examples:

• “Brian is sitting in his seat.”
• Saying “good job” without connecting to school-rule.
• Giving ticket without saying anything
• Only giving a ticket for “above and beyond” behavior

​

​

MS Before and After Video Example: https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

PBIS

Physical and Digital Versions

​

Remember: Digital tokens, given without specific praise, do not teach or shape behavior

Tangible Reward, delivered with Behavior Specific Praise

Teacher digital entry form of tangibles given:�

1. Efficient reward drawings,
2. Fidelity progress monitoring,
3. Tier 1 Data-based decision making.

Shared courtesy of: Perry High School Pittsburgh, PA

PBIS

Frequently Asked Questions:

Q: Why should I reinforce students who are

already doing well behaviorally?

​

A: School-wide acknowledgements are a level

of intervention for all students. Reinforcing

students already displaying school-wide

expectations shows them appreciation for

their efforts, acknowledges their presence,

provides example to other students, creates

opportunities to build rapport with them, and

encourages them to keep up the great work.

PBIS

Frequently Asked Questions:

​

Q: The student started misbehaving after I

gave them the acknowledgement. Can I

take it back?

A: No – once they’ve earned one it’s theirs to

keep; however, you can re-teach or give a

related consequence if necessary to address

the current misbehavior.

PBIS

Frequently Asked Questions:

Q: What if a student doesn’t want or care about the token reinforcer?

​

A: The reinforcement system is primarily shaping adult behavior, to prompt adults to have positive and specific interactions with students, and keep the focus on the school expectations.

​

The most important outcome of the praise interaction is the positive specific feedback to the student, which also is a driver for relationship building.

Consider this scenario:

​

Ms Jones: “Brian, you sat down, opened your book, and are ready to learn. Awesome job showing Be Responsible! You earned a Tiger Token.

​

Brian: ”That’s ok Ms Jones, I don’t need one.

​

Ms Jones: “No problem. I just want you to know what a great job you did, and how it stands out. Keep it up!”

PBIS

Discuss: Behavior Specific Praise

What does your school already have in place?

​

How can you increase teachers’ use of behavior specific verbal praise (5:1)?

​

How will you monitor the fidelity?

​

How will you get staff and student input?

​

Sample Card for Staff Lanyard

Mooseheart School, IL

PBIS

School-wide and Classroom Group Contingencies

Whole Classroom Example:

After 10 “PAWs” are earned by individuals within the group for Be Respectful by Using Kind Words, everyone gets a 5-10 min social reward.

Why?

• Keeps a focus on growth mindset.
• Use the benefits of social rewards to emphasize desired behaviors, build relationships, and build community.

What is it?

1. Identify target behavior (positive example)
2. Set collective goal for group celebration.
3. Layer larger/less-frequent rewards on top for bigger celebrations.

Tips:

• Get student input on a menu of short/long term rewards in advance.
• Everyone is included in group celebrations
• Once earned, acknowledgements/rewards are never taken away
• Address inappropriate behaviors using continuum of strategies
• Deliver reward as quickly as possible.

Small Groups Example:

Table points are earned for demonstrating Responsibility by Staying on Task. First group to earn 5 points picks the reward for the whole class.

Talk it out

School-wide Example:

Once 150 “PAWs” are earned school-wide for Be Respectful, PE teachers will lead the whole community in a before-school yoga session in the yard.

PBIS

School or Community-wide Acknowledgement System

PBIS

Visit our Classroom Practices Page, and see Practice #4 for PD module on Encouraging Appropriate Behaviors: http://www.midwestpbis.org/materials/classroom-practices

PBIS

Choose Your Own Adventure

Use team time to work on/action plan for one or more of the three key artifacts: [Workbook: TFI 1.9 Activities 2 & 3]

2. Design a Token Reinforcer

1. Develop a PD Plan to teach staff Behavior Specific Praise
• When
• Who
• Coaching
• Fidelity Checks

3. Complete your Acknowledgement System

PBIS

Suggested TFI 1.9 Action Items

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For TFI Item: 1.9 Feedback & Acknowledgments…

(TFI 3.0: 1.5, 1.9, 1.10)

2. What is your current status? (Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?

PBIS

15 Min Intermission!

Stretch

Food

Water

10 Rhythmic Slow Deep Breaths

Jumping Jacks

Bathroom

PBIS

Problem Behavior Definitions�Discipline Policies (and Classroom Procedures)

• Supports a safe environment
• Creates predictability
• Cultivates a growth mindset and strengthens relationships and community

PBIS

TFI 1.5 & 1.6 Purpose & Outcomes

Purpose:

Prepare and plan for facilitating implementation �of effective discipline procedures �

Outcomes and Fidelity:

​

1.5 Problem Behavior Definitions:

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems

​

1.6 Discipline Policies:

School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently

​

1.8 Classroom Procedures:

Tier I features (school-wide expectations, routines, acknowledgements, in-class continuum of responses) are implemented within classrooms and consistent with school-wide systems.

PBIS

��

“When everyone handles infractions with instructional correction procedures, students learn that what happens when they misbehave is procedure not personal.”��

~Bob Algozzine

​

PBIS

Responsibility for Behaviors

​

​

How does your school/district differentiate between classroom and office managed behaviors?

PBIS

“T-Chart” School Example

Teacher Managed Behavior (Minor)�

• Attendance/Tardy – Inform parents �on effect on academic performance
• Profanity directed at student
• Gum chewing
• Homework
• No supplies
• Tattling
• Non-compliance
• Name calling
• Lying
• Minor stealing
• Cheating
• Dress Code Violations
• Minor Harassment
• Disrespect
• Disruption
• Defiance

​

Office Managed Behavior (Major)�

• Attendance/Tardy
• Vandalism
• Substances
• Weapons
• Profanity directed at Adults
• Fighting
• Verbal/Physical intimidation
• Major stealing
• Cutting school
• Wanderers
• Gang Related Activity
• Chronic Dress Code Violation
• Harassment (including sexual)
• Disrespect
• Disruption
• Defiance

What about these examples?

PBIS

Link: https://files.pbisapps.org/pub/pdf/Referral-Category-Definitions.pdf

PBIS

Do your data collection tools have all the information to make data-informed decisions?

• Student’s Name
• Date
• Time of Incident
• Location of Incident
• Student’s Teacher
• Student’s Grade Level
• Referring Staff
• Others Involved

​

• Problem Behavior
• Possible Motivation
• What was happening before the behavior (antecedent)?
• Possible consequences
• Administrative Decision
• Other Comments

Workbook: TFI 1.5, 1.6 Activity 7

PBIS

���What is your tool used for discipline documentation?���

Sample

• Do see perceive it as an intervention?
• Is it used to collect data?
• Is it fast (<60 seconds)?
• Are we consistent in using it

PBIS

All Behavior is a Form of Communication

• The purpose may be getting someone’s attention, stopping an activity they don’t like, or satisfying sensory needs — but there is always a reason behind the behavior.

​

• Punishing a child for a behavior may stop the behavior for the moment, but it does not give the child support or provide alternate ways to act in difficult situations.

PBIS

Team Time: What is needed to implement or improve…

Discpline Referral Tool/System

(Workbook: TFI 1.5, 1.6 Activity 7)

System for Teacher vs Office Managed Behaviors

(Workbook: TFI 1.5, 1.6 Activities 1 & 2)

PBIS

Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Midwest PBIS Network. Rev 2-01-20

Lets look at 1 strategy from the continuum: �Specific and Contingent Error Correction:

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

PBIS

Where do you document the process and practices for how staff prevent and respond to problem behaviors?

PBIS

Frequently Asked Questions

Q: I currently have a home behavior management system (color cards, move your clothespin, stones in jar, numbers up, names on a wall, class dojo)… Can I still use this?

​

​

PBIS

Frequently Asked Questions:

Q: I currently have my own classroom management system (iPhone app, color cards, move your clothespin, stones in jar, numbers up, names written on the board, etc.)… Can I still use this?�

A: Compare your practice to PBIS:

• Does your system publicly shame students?
• Pro-active or reactive?
• Does your system include teaching, pre-correcting, subtle re-directs before consequence?
• Does your system include re-teaching as part of consequence?
• Does your system acknowledge students when they are displaying appropriate behaviors?
• Do you take acknowledgments away once they are earned?
• Are acknowledgements delivered with specific praise statements?

Resources: See “Reconsidering Response Cost” Resources on the Classroom Practices Page: http://www.midwestpbis.org/materials/classroom-practices

PBIS

“Our reactions to student behaviors affect our relationships with those students.”�(Souers and Hall, 2016)

Un-Satisfactory

Needs Improvement

Accomplished

Distinguished

MR. SMITH

MRS. MARKS

MRS. SUN

MR. KLEIN

How would colleagues respond if you used public shame to improve their behavior?

PBIS

Frequently Asked Questions:

Q: Can we exclude students who had a behavior problem from school-wide celebrations?

​

A: Based on what we learned today, what rationales would you provide for why we don’t want to exclude students?

PBIS

What effective strategies are currently in place for responding to a minor/teacher managed behavior problems in your school?

1. Identify your continuum of strategies
• Include prevention strategies
• Include re-teaching and other classroom management practices
2. Add your continuum to the flowchart to document the process for responding to behavior.
• Avoid “3 minors equals a major” logic
3. When do staff complete a minor ODR form?

Establishing a Discipline Flowchart

Workbook: TFI 1.5, 1.6 Activity 3

PBIS

Visit our Classroom Practices Page, and see Practice #5 for PD module on establishing a Continuum of Responses to Inappropriate Behaviors: http://www.midwestpbis.org/materials/classroom-practices

PBIS

Choose Your Own Adventure!

Use team time to work on and action plan for either: �1) Continuum of Response Strategies and Flow-Chart, or �2) Continue with previous breakout discussion (T-Chart/ODR Tool)

T-Chart (all-behaviors), or for defining a Specific Behavior

Discipline Referral Tool

TFI 1.5, 1.6 Activity 7

Workbook: TFI 1.5, 1.6 Activities 1 & 2

​

1. Discipline Flow-Chart

Workbook: TFI 1.5, 1.6 Activities 3-6

PBIS

Suggested TFI 1.5 & 1.6 Action Items

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For Item: 1.5 Problem Behavior Definitions & 1.6 Discipline Policies…

(TFI 3.0: 1.6, 1.7, 1.9)

2. What is your current status? (Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?

PBIS

Faculty & Vested Partner Involvment

• Aligning priorities of community members
• Capturing vested partners’ voice

PBIS

�TFI 1.10 & 1.11 Purpose & Outcomes�

Purpose:

• Prepare and plan for involving faculty and stakeholders in the development of Tier 1 universal foundations.

​

Outcomes and Fidelity:

• TFI 1.10 Faculty Involvement: Faculty are shown school- wide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least every 12 months.
• TFI 1.11 Student/Family/Community Involvement: Stakeholders (students, families, and community members) provide input on universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months.

​

PBIS

�Faculty Involvement �Involves at least 80% buy-in�

Collectively, staff will:

• identify focus
• identify ways to monitor progress
• identify goals
• Identify ways to evaluate outcomes
• Identify how to engage resistant staff

Why do we need faculty involvement?

PBIS

How will you engage staff in the implementation of PBIS?

Virtual Tier 1 Day 4

• Building a shared vision
• Rethinking Discipline Article/Activity
• Staff Survey
• Showing success
• Sharing data
• Encouraging input and feedback
• Implementation prompts/reminders for staff
• Establishing a communication system

​

Workbook: TFI 1.10, 1.11 Activity 1a

PBIS

How Do You Get Feedback From Staff?

Self-Assessment Survey (SAS)

PBIS

How You Get Feedback From Staff?

PBIS

Self-Assessment Survey (SAS)

• WHAT: Annual assessment of staff perception of PBIS implementation
• WHO: All school staff
• WHEN: Annually – preferably spring
• WHY: Identifies implementation status and improvement priority for School Wide, Classroom, Non-classroom and Individual Student Systems
• WHERE: www.PBISApps.org

​

​

PBIS

TFI 1.11: Student/Family/Community Involvement

TFI 1.11 Criteria:

Stakeholders (students, families, and community members) provide input on universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months.

PBIS

Student Engagement

• High School/MS: Student Voice is essential for social validity

​

• Students teaching students is powerful

​

• Student clubs (e.g. the Expect Respect club) can develop curriculum and social media

​

• Students can help problems solve behaviors

​

Virtual Tier 1 Day 4

58

Remember these Guidelines for who needs to be on the Tier 1 team?

​

TFI 1.1 Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.

PBIS

How You Get Feedback From Students & Families?

School Climate Survey

PBIS

How You Get Feedback From Students & Families?

PBIS

PBIS

PBIS

PBIS

PBIS

PBIS

PBIS

Introducing PBIS to Families

Methods of communication:

• Written
• Letters, newsletters, marques
• Face-to-Faces
• School and/or community events
• Other:
• Hold message when they call into the office
• Video demonstrations
• Website blurbs

Why introduce PBIS to your Families?

PBIS

Virtual Tier 1 Day 4

68

Family Building Walkthrough Survey

PBIS

Sample Home and Community Matrix

Tips:

• Everyone in the family must be involved.
• Include children in decision-making
• As a family, resolve disagreements, and agree on clear rules.
• Rules should then be practiced, nurtured, and acknowledged.

PBIS

Continuing to Seek Feedback

PBIS

Communities

Local resources are crucial�

1. Political Support
2. Business Investment
3. Media Coverage
4. Alumni

PBIS

posters

PBIS

Business Investment

Celebration night at a local restaurant for all students who received 35 gotchas in a month. Students bring in gotcha tickets and family receives one free entre

Teacher supply and bookstore discounts or gift certificates for for giving out the most gotcha tickets

​

PBIS

Access this new brief for families…

https://www.pbis.org/resource/supporting-families-with-pbis-at-home

​

…to learn more about:

Setting home expectations

Setting routines

Teaching, Reminding, and Rewarding behaviors

74

Today,

We will walk you though how to set home expectations

Center on Positive Behavioral Interventions and Supports, Center for Parent Information & Resources. (March, 2020). Supporting Families with PBIS at Home. University of Oregon. www.pbis.org.

PBIS

Setting Home Expectations

Developing a Family Expectations Matrix

Click here for video recording of this PowerPoint you can share with Families Directly!

PBIS

Sample 1

Virtual Tier 1 Day 4

76

�

�

​

The Johnson Family Expectations

PBIS

Keys for Success

If you want a behavior teach it.

If you like the behavior recognize it.

Teach the new behavior rather than reacting to the unwanted behavior.

Patience is important when teaching a new behavior.

PBIS

Plan for Stakeholder Input …

Workbook: TFI 1.10. 1.11 Activity 2

PBIS

Suggested TFI 1.10/1.11 Action Items

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For TFI Items: 1.10 Faculty & 1.11 Partner…

(TFI 3.0: 1.14, 1.15, 1.16)

Virtual Tier 1 Day 4

80

2. What is your current status? (Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?

PBIS

Professional Development

• Professional Development
• Training, coaching and on-going support

PBIS

TFI 1.7 Professional Development

Purpose:

Organize the PBIS features�into a cohesive plan

​

Outcomes and Fidelity:

TFI 1. 7 Professional Development: A written process is used for orienting all faculty/staff on 4 core Tier I PBIS practices:

(a) teaching school-wide expectations,

(b) acknowledging appropriate behavior,

(c) correcting errors, and

(d) requesting assistance.

​

PBIS

Managing Complex Change

Source: Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.Original Model: Dr. Mary Lippitt (1987) Enterprise Group Ltd.

PBIS

Training Outcomes Related to Training Components

Joyce & Showers, 2002

PBIS

Classroom Teaching Matrix PD Planning

PBIS

PBIS Roadmap with dates & entry points

How do you also orient new people to your school community?

How will you share your School-wide PBIS plan with:

• Short-term and long-term substitutes?
• Staff starting after your school’s kick-off?
• Students starting after your school’s kick-off?
• Guest teachers or presenters?
• Volunteers?

​

PBIS

Ensure PD in included throughout your action plan; Prioritize next steps for your team after training

B1

A1

B2

C1

B3

ABC Priority Method:

• Put an A, B, or C next to each line on your action plan.
• Use A for items of highest priority
• Use B for items of moderate priority
• Use C for items of lower priority
• Review the A’s, and then sub-prioritize those into A1, A2, A3. Repeat for the B’s and C’s.
• Assign roles and timelines for the work, starting with A1, A2, etc.

​

PBIS

Professional Development/ Training Timelines

Brainstorm!

We need a timeline that is reasonable and allows us to teach and train all staff and students on the core features (expectations, acknowledgements, and discipline).

• What are all the components we are covering in our PD Plan?
• Who do we train first?
• When do we hold “boosters”?
• Document in the ”PD Plan” �section of each corresponding �TFI Item

Workbook: TFI 1.7 Activities 3 and 4

PBIS

Suggested TFI 1.7 Action Items

PBIS

Suggested TFI 1.10/1.11 Action Items

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For TFI Items: 1.7 Professional Development…

(TFI 3.0: 1.12, 1.13)

Virtual Tier 1 Day 4

92

2. What is your current status? (Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For TFI Items: 1.10 Faculty & 1.11 Partner…

(TFI 3.0: 1.14, 1.15, 1.16)

Virtual Tier 1 Day 4

93

2. What is your current status? (Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?

PBIS

Virtual Tier 1 Day 4

94

Stretch

Food

Water

10 Rhythmic Slow Deep Breaths

Jumping Jacks

Bathroom

15 Min Intermission!

PBIS

Make sure we do what we say we are going to do, and report out to stakeholders

Virtual Tier 1 Day 4

95

Ensure fidelity; Efficient and effective processes for making decisions with data

PBIS

TFI 1.14 Fidelity Data & 1.15 Annual Evaluation

Purpose:

• Ensure fidelity and evaluate at least annually

​

Outcomes and Fidelity:

• 1.14 Fidelity Data: Tier I team reviews and uses PBIS fidelity (e.g., Tiered Fidelity Inventory (TFI), SAS) data at least annually.

​

• 1.15 Annual Evaluation: Tier I team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including year-by-year comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format.

​

Evaluation Definition

Evaluation is the iterative process for determining (a) how successful we are at implementing PBIS, and guiding (b) our planning to continue or improve that success.

PBIS

Fidelity Definition

Fidelity means assessing if you are implementing the way you are supposed to be implementing.  Or to put it another way, “doing what you say you are going to do.”  As teams problem solve their PBIS efforts, the first question they should always ask is about fidelity.

�Examples of monitoring fidelity in schools:

Tiered Fidelity Inventory (TFI): The TFI measures if your school team is implementing PBIS as it is aligned to the research.  This is the overall PBIS fidelity measure. There are sections for Tier 2 and Tier 3 as well.  Aim for 70% or higher on Tier 1. 80% or higher on Tiers 2/3.

• Overall PBIS Systems Fidelity (Districts/States): Check out PBIS.org for new District (DSFI) and State (SSFI) Systems Fidelity Inventory measures!

Classroom Practice Fidelity: A fidelity tool is attached to each classroom practices snapshot.  These tools measure if teachers are implementing each classroom practice as it is designed.

Tier 1 Team Meeting Fidelity: The TIPS Fidelity Implementation Checklist (TIPS-FIC) measures if teams are running their team meetings in the most effective and efficient way.

PBIS

How You Get Fidelity Data?

PBIS

Sample TFI Report - Scale

What do you see? How is this helpful?

TFI Tip:

Fidelity Cut Scores:

• Tier 1 ≥70%
• Tiers 2/3 ≥80%

Washington School

PBIS

Sample TFI Report - SubScale

What do you see? How is this helpful?

Washington School

PBIS

Sample TFI Report - Items

What do you see? How is this helpful?

Virtual Tier 1 Day 4

102

Hamilton School

PBIS

Tiered Fidelity Inventory (TFI) �Walk-through Tool

Virtual Tier 1 Day 4

PBIS

Sample SAS Item Analysis Report

What do you see? How is this helpful?

Virtual Tier 1 Day 4

104

PBIS

Sample SAS Sub-Scale Report

What do you see? How is this helpful?

PBIS

Sample Annual Summary

What do you see? How is this helpful?

PBIS

PBIS

PBIS

Suggested TFI 1.14/1.15 Action Items

PBIS

1.14, 1.15 Activity

1. What are the different types of data your team will be using to make decisions about the PBIS implementation?
2. What “messages” do you need to be able to share to stakeholders regarding your data?

- What needs to be done to support those messages?

• What is your elevator speech for when colleagues ask you about “all this data collection”?

Workbook: TFI 1.14, 1.15 Activity 2

PBIS

In Your Workbook, Assess Your Fidelity and then Action Plan

For Items: 1.14 Fidelity Data & 1.15 Annual Evaluation…

(TFI 3.0: 1.19, 1.20)

​

​

Virtual Tier 1 Day 4

2. What is your current status? (Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?

PBIS

WRAP-UP ACTIVITIES

1. Feedback and Reflection
2. Entering Your Self-Assessment into PBIS Apps! (One rep from each school)
3. Remaining Team Time for Action Planning

PBIS

Exit Ticket

Q1: How has this training challenged or reinforced your thinking?

​

Q2: What other questions do you have?

​

PBIS

Finalize ALL TFI Scores, Continue Action Planning

BREAKOUT Activity:

1. Tier 1 Team Leader, review with your team the final TFI scores from pages 2-4 of your workbook.
2. Have one rep (Diane will tell you who!), STAY back in the main room and we will demonstrate how to enter your TFI results on-line.
3. Rest of the team: Continue to use the time to action plan as needed!

Virtual Tier 1 Day 4

114

PBIS

Participants:

Please complete the Evaluation after each training

(2 options to complete - pick one!)

1. Scan QR Code for online evaluation

OR

1. Click this link for online evaluation:

https://forms.gle/fHxNohBm1tLTxrWJ9

​

Participants:

Thank you for your feedback!

​

​

Enter TFI from Team Training

www.pbisapps.org

PBIS

Enter TFI from Team Training

PBIS

Enter TFI from Team Training

PBIS

Enter TFI from Team Training

PBIS