TFI 2.1 Tier 1

TFI 3.0 Tier 1

1.1 Team Composition

1.1 Team Composition

1.2 Team Operating Procedures

1.2 Team Operating Procedures

1.3 Behavioral Expectations

1.3 Schoolwide Expectations

1.4 Teaching Expectations

1.4 Schoolwide Expectations Taught

1.5 Problem Behavior Definitions

1.6 Contextually Inappropriate Behavior Definitions

1.6 Discipline Policies

1.7 Responses to Contextually Inappropriate Behavior

1.8 Crisis and Emergency Response Plan Linked to Schoolwide Supports

1.7 Professional Development

1.12 Schoolwide Professional Development and Coaching

1.13 Classroom Professional Development and Coaching

1.8 Classroom Procedures

1.9 Schoolwide Practices used in Classrooms

1.10 Classroom Practices

1.11 Established Priority

1.9 Feedback and Acknowledgement

1.5 Schoolwide Acknowledgement

1.10 Faculty Involvement

1.14 Faculty and Staff Engagement

1.11 Student/Family/Community Involvement

1.15 Student Engagement

1.16 Family and Community Engagement

1.12 Discipline Data

1.17 Decision making with Behavior Data

1.13 Data-based Decision Making

1.18 Using School and Community Data to inform Tier 1

1.14 Fidelity Data

1.19 Decision Making with Fidelity Data

1.15 Annual Evaluation

1.20 Evaluation Plan

TFI 2.1 Tier 2

TFI 3.0 Tier 2

2.1 Team Composition

2.1 Team Composition

2.2 Team Operating Procedures

2.2 Team Operating Procedures

2.3 Screening

2.3 Screening

2.4 Request for Assistance

2.4 Request for Assistance

2.5 Options for Tier 2 Interventions

2.5 Options for Tier 2 Interventions

2.6 Tier 2 Critical Features

2.7 Practices Matched to Student Need

2.6 Decision Rules for Assigning and Exiting Students for Intervention

2.8 Access to Tier 1 Supports

2.7 Access to Tier 1 Supports

2.9 Professional Development

2.8 Orientation and Training

2.10 Level of Use

2.9 Level of Use

2.11 Student Performance Data

2.13 Decision Making with Student Performance Data

2.12 Fidelity Data

2.14 Decision Making with Fidelity Data

2.13 Annual Evaluation

2.15 Evaluation plan

2.10 Student Engagement

2.11 Family and Community Engagement

2.12 Faculty and Staff Engagement

TFI 2.1 Tier 3

TFI 3.0 Tier 3

3.1 Team Composition

3.1 Team Composition

3.2 Team Operating Procedures

3.2 Team Operating Procedures

3.3 Screening

3.3 Screening

3.4 Student Support Team

3.15 Individual Support Team

3.16 Individual Assessment Plans

3.17 Individual Support Plans

3.18 Individual Support Plan Orientation and Training

3.5 Staffing

3.9 Staffing

3.6 Student Family Community Involvement

3.10 Student Engagement

3.11 Family and Community Engagement

3.12 Faculty and Staff Engagement

3.7 Professional Development

3.7 Leadership Team Professional Development and Coaching

3.8 Quality of Life Indicators

3.4 Comprehensive Assessment Protocol

3.9 Academic Social and Physical Indicators

3.10 Hypothesis Statement

3.11 Comprehensive Support

3.5 Individual Support Plan Protocol

3.12 Formal and Natural Supports

3.13 Access to Tier 1 and Tier 2 Supports

3.6 Access to Tier 1 and Tier 2 Supports

3.14 Data System

3.13 Decision Making with Aggregated Student Performance Data and Fidelity Data

3.15 Data-based Decision Making

3.19 Individualized Data-Based Decision Making

3.16 Level of Use

3.8 Level of Use

3.17 Annual Evaluation

3.14 Evaluation Plan

TFI Item

Question

1.3

What are the schoolwide expectations or values ?

1.4

Have you taught the behavioral expectations defined in the schoolwide matrix this year?

1.9

If staff person is a classroom teacher:

• Have you also defined and taught these behavioral expectations for each of your classroom routines (Classroom Matrix)?
• Have you integrated the schoolwide expectations into your academic and social emotional behavioral (SEB) curriculum
• If yes, can you give an example of one way you have done this?

1.5

Have you acknowledged students for demonstrating behaviors or skills reflected on the schoolwide matrix within the last week?

1.6

Do you know the schoolwide procedures for handling contextually inappropriate behavior, including what behaviors are office supported vs. teacher/staff supported?

1.7

Are the established procedures for responding to contextually inappropriate behavior used consistently across the school?

1.11

Does PBIS implementation support school improvement goals

TFI Item

Question

1.4

What are the schoolwide expectations or values ?

1.4

Can you give an example of ________(school expectation) in the _______ (current setting or routine)?

1.5

Have you been acknowledged (or earned ______) for demonstrating the schoolwide expectations or values in the last 2 weeks?

1.5

Are you acknowledged or rewarded in ways that you like (elementary) or are meaningful to you (secondary

0

1

2

3

4

Schoolwide expectations are not taught.

Schoolwide expectations are taught informally or inconsistently.

A written process for scheduled delivery of lesson plans is used to directly teach, practice, actively supervise, and prompt academic/SEB competencies and routines as defined in the schoolwide teaching matrix across all settings, and at least 80% of students can list at least 100% of the expectations and give an example of at least one expectation within a particular setting or routine.

A written process for scheduled delivery of lesson plans is used to directly teach, practice, actively supervise and prompt, academic/SEB competencies and routines as defined in the schoolwide teaching matrix across all settings, at least 80% of students can list at least all of the expectations and give an example of at least one expectation within a particular setting or routine, and at least 50% of educators can give an example of how schoolwide expectations are monitored, prompted, reviewed, or reinforced within SEB or academic instruction.

A written process for scheduled delivery of lesson plans is used to directly teach, practice, actively supervise and prompt, academic/SEB competencies and routines as defined in the schoolwide teaching matrix across all settings, at least 80% of students can list all of the expectations and give an example of at least one expectation within a particular setting or routine, and at least 80% of educators can give an example of how schoolwide expectations are monitored, prompted, reviewed, or reinforced within SEB or academic instruction.

Reflective questions to focus the conversation:

• 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.)?
• Are students fluent in the schoolwide expectations?
• Are the adults fluent in the system for teaching, promoting, and reinforcing schoolwide expectations?