�School-wide PBIS�Tiered Fidelity Inventory (TFI)�Tier I Items Analysis�

Version 3.0

February 2019

Access the audio on the slides by clicking on the audio icon

Intended Use of the Training Materials

• Training materials and documents regarding administration of the School-wide PBIS Tiered Fidelity Inventory (TFI) are intended to be used to prepare coaches and facilitators who will be guiding administration and use of the TFI with school teams.

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Purpose of this Video:

• Tier I Item Analysis: Understand each of the items in the TFI to assist in coaching teams to complete the TFI.
• Tier I: 15 Items
• Tier II: 13 Items
• Tier III: 17 Items

TFI Format: Feature Name

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Main idea:

An explanation of the main idea for this feature

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Quick Check: Feature Name

Team Assessment:

• Question
• Documentation
• Process
• Product
• Data

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Scoring:

0 = Description of feature not being implemented

1 = Description of feature being partially implemented

2 = Description of the feature being fully implemented

Reflective questions to focus the conversation:

Tier 1: Building a Strong Foundation

Subscale: Teams

• Item 1.1: Team Composition
• Item 1.2: Team Operating Procedures

Subscale: Implementation

• Item 1.3: Behavioral Expectations
• Item 1.4: Teaching Expectations
• Item 1.5: Problem Behavior Definitions
• Item 1.6: Discipline Policies
• Item 1.7: Professional Development
• Item 1.8: Classroom Procedures
• Item 1.9: Feedback & Acknowledgement
• Item 1.10: Faculty Involvement
• Item 1.11: Student/Family/Community
• Item 1.12: Discipline Data

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Subscale: Evaluation

• Item 1.13: Data-based Decision Making
• Item 1.14: Fidelity Data
• Item 1.15: Annual Evaluation

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Click on each item you want to focus on, or go through the entire PowerPoint:

Questions?

TFI Item: 1.1 Team Composition

Main Idea:

Teams need people with multiple skills and perspectives to implement PBIS well. In order to score a 2 on this item, the team must include someone who will coordinate the team, an administrator, a family member, and individuals with the described skills who attend 80% of the meetings.

Quick Check: Team Composition

Team Assessment:

• Coordinator
• Behavioral expertise
• Administrative authority
• Family member
• Coaching expertise
• Knowledge about academic/ behavior outcomes
• Knowledge about school operations
• Student perspective included

Scoring:

0 = Tier I team does not exist or does not include coordinator, school administrator, or individuals with applied behavioral expertise.

1 = Tier I team exists, but does not include all identified roles or attendance of these members is below 80%.

2 = Tier I team exists with coordinator, administrator, and all identified roles represented, AND attendance of all roles is at or above 80%.

Are all necessary roles and functions represented on the team?

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TFI Item 1.2: Team Operating Procedures

Main Idea:

Specific features are necessary to ensure meetings are effective for action planning and tracking progress.

Quick Check: Team Operating Procedures

Team Assessment:

• Regular, monthly meetings
• Consistently follow meeting format
• Minutes taken during and disseminated after each meeting (or at least action plan items are disseminated)
• Participant roles are clearly defined
• Action plan current to the school year

Scoring:

0 = Tier I team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan.

1 = Tier I team has at least two but not all four features.

2 = Tier I team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan.

What meeting procedures are currently in place at the Tier I level?

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TFI Item 1.3: Behavioral Expectations

Main Idea:

Having school-wide, positive expectations is among the best ways to establish a positive social culture.

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TFI Walkthrough: Appendix A

Quick Check: Team Behavioral Expectations

Team Assessment:

• Has the team identified five or fewer behavioral expectations?
• Do they include examples by location/setting?
• Are they publicly posted throughout the school?

Scoring:

0 = Behavioral expectations have not been identified, are not all positive, or are more than five in number.

1 = Behavioral expectations are identified but may not include a teaching matrix or be posted.

2 = Five or fewer behavioral expectations exist that are positive, posted, and identified for specific settings (i.e., teaching matrix), AND at least 90% of staff can list at least 67% of the expectations.

Does the school have positive behavioral expectations?

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TFI Item 1.4: Teaching Expectations

Main Idea:

Teaching the expected behaviors to students is critical in establishing a positive school culture.

Quick Check: Teaching Expectations

Team Assessment:

• Are regularly scheduled times identified for teaching expectations at least once per school year?
• Is there a documented teaching schedule?
• Are the behavioral expectations taught to all students across all school settings (e.g., cafeteria, hallways, classrooms, etc.)?

Scoring:

0 = Expected behaviors are not taught.

1 = Expected behaviors are taught informally or inconsistently.

2 = Formal system with written schedules is used to teach expected behaviors directly to students across classroom and campus settings, AND at least 70% of students can list at least 67% of the expectations.

What is the system for teaching behavioral expectations to all students?

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TFI Item 1.5: Problem Behavior Definitions

Main Idea:

Operational definitions of problem behavior and consistent processes for responding to problem behavior improve the “predictability” of social expectations in the school.

Quick Check: Problem Behavior Definitions

Team Assessment:

• Are problem behavior definitions written down and documented?
• Do the definitions clearly differentiate between staff-managed and office-managed problem behaviors?
• Are all staff and faculty members trained on the definitions?
• Are the definitions shared with families?

Scoring:

0 = No clear definitions exist, and procedures to manage problems are not clearly documented.

1 = Definitions and procedures exist but are not clear and/or not organized by staff- versus office-managed problems.

2 = Definitions and procedures for managing problems are clearly defined, documented, trained, and shared with families.

What is the process for identifying problem behavior?

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TFI Item 1.6: Discipline Policies

Main Idea:

Preventative and positive approaches to discipline are the most effective.

Quick Check: Discipline Policies

Team Assessment:

• Are disciplinary practices proactive and preventative?
• Do they help keep children in school and in the classroom, or is there a reliance on exclusionary practices?
• Is there clear documentation of discipline policies?
• Do administrators report consistent use of proactive, preventative approaches?

Scoring:

0 = Documents contain only reactive and punitive consequences.

1 = Documentation includes and emphasizes proactive approaches.

2 = Documentation includes and emphasizes proactive approaches, AND administrator reports consistent use.

Do the discipline policies emphasize proactive, preventative disciplinary measures?

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TFI Item 1.7: Professional Development

Main idea:

The key to PBIS implementation and sustainability is staff consistency. All staff members need to be informed and aware of goals, process, and measures.

Quick Check: Professional Development

Team Assessment:

• Is there a faculty-wide orientation attended by all staff?
• Does the orientation/training include all four core Tier I practices?
• Teaching expectations
• Acknowledging appropriate behavior
• Correcting errors
• Requesting assistance

Scoring:

0 = No process for teaching staff is in place.

1 = Process is informal/unwritten, not part of professional development calendar, and/or does not include all staff or all four core Tier I practices.

2 = Formal process is in place for teaching all staff all aspects of Tier I system, including all four core Tier I practices.

What is the system for training all staff members?

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TFI Item 1.8: Classroom Procedures

Main Idea:

PBIS expectations and consequences need to be integrated into the classroom systems. This improves consistency in behavior support practices across all adults.

Quick Check: Classroom Procedures

Team Assessment:

• Do classroom procedures match proactive school-wide disciplinary practices?
• Are all four core features of Tier I supports visible in the classroom?
• System for teaching school-wide expectations
• System for acknowledging appropriate behavior
• In-class system for responding to inappropriate behavior
• System for requesting assistance

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Scoring:

0 = Classrooms are not implementing Tier I.

1 = Classrooms are informally implementing Tier I, but no formal system exists.

2 = Classrooms are formally implementing all core Tier I features consistent with school-wide expectations.

How has the school-wide system translated to classrooms?

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TFI Item 1.9: Feedback & Acknowledgement

Main Idea:

Students will sustain positive behavior only if there are regular strategies for continuous re-teaching and rewarding appropriate behavior. Formal systems are easier for teachers/staff to implement.

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Quick Check: Feedback & Acknowledgement

Team Assessment:

• Are students and staff interviewed at least once per year to see if they are receiving and distributing acknowledgements?
• Are the acknowledgements linked to the school-wide expectations?
• Are they distributed across all school settings?
• When interviewed, do 90% of staff and 50% of the students report giving/receiving them?

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Scoring:

0 = No formal system exists for acknowledging students.

1 = Formal system is in place and is used by at least 90% of staff OR received by at least 50% of students.

2 = Formal system for acknowledging student behavior is used by at least 90% of staff AND received by at least 50% of students.

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What is the integrity of the school-wide system of acknowledgement?

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TFI Item 1.10: Faculty Involvement

Main Idea:

The single factor most related to high sustainability of school-wide PBIS is the frequency with which DATA are presented to all school staff.

Quick Check: Faculty Involvement

Team Assessment:

• Have the staff members been shown school-wide data at least four times during the year?
• Have the staff members had an opportunity to provide feedback about the Tier I practices at least once a year?

Scoring:

0 = Faculty are not shown data at least yearly and do not provide input.

1 = Faculty have been shown data more than yearly OR have provided feedback on Tier I foundations within the past 12 months but not both.

2 = Faculty are shown data at least four times per year AND have provided feedback on Tier I practices within the past 12 months.

What are the feedback systems to regularly involve faculty?

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TFI Item 1.11: Student/Family/Community Involvement

Main Idea:

Schools need active engagement of students, families and faculty to be successful.

Quick Check: Student/Family/Community Involvement

Team Assessment:

• Is there documentation of a process for receiving feedback at least annually from stakeholders about Tier I supports?
• Does the documentation include input from students, families, and community members?
• Was the most recent feedback within the past 12 months?

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Scoring:

0 = No documentation (or no opportunities) exist for stakeholder feedback on Tier I foundations.

1 = Documentation of input on Tier I foundations exists, but not within the past 12 months, or input exists but not from all types of stakeholders.

2 = Documentation exists that students, families, and community members have provided feedback on Tier I practices within the past 12 months.

What are the feedback systems to regularly involve stakeholders?

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TFI Item 1.12: Discipline Data

Main Idea:

Teams need the right information in the right form at the right time to make effective decisions.

Quick Check: Discipline Data

Team Assessment:

• Is there a centralized data system to collect and organize behavioral data?
• Does the system allow for instantaneous graphs of behavioral data?
• Are the data organized to review all of the following: frequency of problem behavior, location, time of day, and student?

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Scoring:

0 = No centralized data system with ongoing decision making exists.

1 = Data system exists but does not allow instantaneous access to full set of graphed reports.

2 = Discipline data system exists that allows instantaneous access to graphs of frequency of problem behavior events by behavior, location, time of day, and student.

How is data collected, organized and summarized for decision making?

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TFI Item 1.13: Data-based Decision Making

Main Idea:

When teams have access to reliable data, they are able to make better decisions that will enhance or modify Tier I systems.

Quick Check: Data-based Decision Making

Team Assessment:

• Does the team have access to school-wide discipline data?
• Does the team review the data at least monthly?
• Is an action plan developed when data indicate an academic or behavioral problem?

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Scoring:

0 = No process or protocol exists, or data are reviewed but not used.

1 = Data are reviewed and used for decision making but less than monthly.

2 = Team reviews discipline data and uses data for decision making at least monthly. If data indicate an academic or behavior problem, an action plan is developed to enhance or modify Tier I supports.

What is the system for accessing data necessary for decision making?

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TFI Item 1.14: Fidelity Data

Main Idea:

Measuring fidelity is essential for maintaining high implementation of PBIS. Any Tier I fidelity measure is acceptable. Completing this Tiered Fidelity Inventory and creating an action plan meets the criteria for a “2” score.

Quick Check: Fidelity Data

Team Assessment:

• Is the team assessing fidelity of implementation for Tier I?
• Is the assessment completed at least annually?
• Is the data used for decision making at least annually?

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Scoring:

0 = No Tier I SWPBIS fidelity data are collected.

1 = Tier I fidelity data are collected informally and/or less often than annually.

2 = Tier I fidelity data are collected and used for decision making annually.

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What role does fidelity data play in the actions of the Tier I team?

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TFI Item 1.15: Annual Evaluation

Main Idea:

Implementation of the core components of PBIS is more likely if the Tier I team assesses the implementation status at least annually and provides “snapshot” reports to the staff, community, school board, etc.

Quick Check: Annual Evaluation

Team Assessment:

• Is there an evaluation conducted of Tier I systems?
• Does this happen annually?
• Are the outcomes shared with all stakeholders (staff, families, community, district)?
• Are the outcomes clearly linked to an action plan?

Scoring:

0 = No evaluation takes place, or evaluation occurs without data.

1 = Evaluation is conducted but not annually, or outcomes are not used to shape the Tier I process and/or not shared with stakeholders.

2 = Evaluation is conducted at least annually, and outcomes (including academics) are shared with stakeholders, with clear alterations in process based on evaluation.

What is the process for regularly assessing Tier I?

Evaluation Example

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Questions?

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Contact:

training@pbisapps.org

855-455-8194

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