PBIS Fundamentals:
A Learning Series
Fidelity Data
Annual Evaluation
What is PBIS?
a data-informed decision making framework for establishing the social culture and behavioral and academic supports needed for a school to be an effective learning environment for all students.
COMPASS to 2025: GOAL 2
Student Well-being
Create an inclusive learning environment that supports the physical and mental health of all students and strengthens the social emotional skills they need to become balanced, resilient learners who are personally and socially responsible.
VBCPS
Strategic Framework
Goal 2: Equity Emphasis
Engage in culturally responsive practices divisionwide. Identify and address inequities in discipline practices by investigating and implementing best practices and seeking innovative solutions.
Through PBIS, VBCPS has a desire to:
~80% - Tier 1
Core, universal practices for all students and staff
~15% - Tier 2
Supplemental, targeted for some
~5% - Tier 3
Intensive, individualized for few
PBIS
Tiered Framework for Support
Relationship and community building
Common language of expectations
Student engagement
Prosocial behavior acknowledgement
Effective responses to inappropriate behavior
Consistent structure and routines
Tier 1 Supports
LEARNING INTENTIONS
Understand the purpose of the Tiered Fidelity Inventory (TFI) within the PBIS evaluation process
Identify ways to share evaluation data with various stakeholder groups
Learn the process for data collection that informs the Tiered Fidelity Inventory (TFI)
Tier 1 Professional Learning Roadmap
TFI Sub-Scale: Team | |
TFI 1.1 | Team Composition |
TFI 1.2 | Team Operating Procedures |
TFI Sub-Scale: Implementation | |
TFI 1.3 | Behavioral Expectations |
TFI 1.4 | Teaching Expectations |
TFI 1.5 | Problem Behavior Definitions |
TFI 1.6 | Discipline Policies |
TFI 1.7 | Professional Development |
TFI 1.8 | Classroom Procedures |
TFI 1.9 | Feedback and Acknowledgement |
TFI 1.10 | Faculty Involvement |
TFI 1.11 | Student/Family/Community Involvement |
TFI Sub-Scale: Evaluation | |
TFI 1.12 | Discipline Data |
TFI 1.13 | Data-based Decision Making |
TFI 1.14 | Fidelity Data |
TFI 1.15 | Annual Evaluation |
Classroom Behavioral Supports | |
1 | Arrange orderly physical environment |
2 | Define, Teach, Acknowledge Rules and Expectations |
3 | Define, Teach Classroom Routines |
4 | Employ Active Supervision |
5 | Provide Specific Acknowledgement for Behavior |
6 | Continuum of Response Strategies for Inappropriate Behaviors |
7 | Class-Wide Group Contingency |
8 | Provide Multiple Opportunities to Respond |
Rationale
Evaluation systems are a way to…
Evaluation helps us see the big picture and fit in all the small details.
Lucky | Sustaining |
Positive outcomes, low understanding of how they were achieved Replication of success is unlikely | Positive outcomes, high understanding of how they were achieved Replication of success likely |
Losing Ground | Learning |
Undesired outcomes, low understanding of how they were achieved Replication of failure likely | Undesired outcomes, high understanding of how they were achieved Replication of mistakes unlikely |
Outcomes
Fidelity
Connecting Fidelity & Outcome Data
Fidelity Data
1.14 Fidelity Data:
Tier I team reviews and uses PBIS fidelity (Tiered Fidelity Inventory) at least annually.
2 = Tier I fidelity data collected and used for decision making annually
1 = Tier I fidelity collected informally and/or less often than annually
0 = No Tier I fidelity data collected
Tiered Fidelity Inventory (TFI)
Administrative Interview
Data to inform SW Expectations and
Feedback & Acknowledgment
Classroom Practices
Sample School TFI: Action Planning
Annual Evaluation
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.
2 = Evaluation conducted at least annually, and outcomes (including academics) shared with stakeholders, with clear alterations in process based on evaluation
1 = Evaluation conducted, but not annually, or outcomes are not used to shape Tier I process and/or not shared with stakeholders
0 = No evaluation takes place, or evaluation occurs without data
Implementation: Classroom Procedures
Feature | Possible Artifacts | Scoring | ||
2018-2019 | 2019-2020 | 2020-2021 | ||
1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgments, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. ●Expectations / Routines ●Praise / Correction ●Supervision / Arrangement ●Opportunities to Respond ●Group Contingencies* | Classroom Observations: ✔Student Engagement ✔SW Matrix in all classrooms Procedures aligned with expectations Acknowledgment to Error Correction ratio
| 1 | 1 | 1 |
Implementation: Feedback & Acknowledgment
Feature | Possible Artifacts | Scoring | ||
2018-2019 | 2019-2020 | 2020-2021 | ||
1.9 Feedback and Acknowledgment: A formal system (i.e., written set of procedures for a 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 staff and received by at least 50% of a sample of students. | Acknowledgment Systems ✔Gotcha slips (Individual) ✔School wide celebration Utilization 80% % of staff interviewed had given acknowledgment 45% of students interviewed received acknowledgment
| 2 | 1 | 1 |
Implementation: Engagement
Sharing with Students
Sharing with Families & the Community
Sundevil L.E.A.D. update!
_ _ _ _
Celebrations!
Goals for next year!
Areas of Growth...
Overall Implementation: Year by Year
Fidelity of Implementation | ||
2018-2019 | 2019-2020 | 2020-2021 |
73% | 80% | 90% |
Sharing Division-level Data
Thank you for participating in
Fidelity Data
Annual Evaluation
TFI Features 1.14 & 1.15
PBIS Fundamentals:
A Learning Series