Brockton PBIS: Tier 2 Coaches Meeting March 2014 Adam Feinberg adam.feinberg@umb.edu

Brockton PBIS:Tier 2 Coaches MeetingMarch 2014

Adam Feinberg adam.feinberg@umb.edu

Agenda Items:

Housekeeping Items

Tier 2 Social Skills Check-

in

TFI Glows & Grows

Housekeeping Items

Coaching Schedule

SWIS Access

• Any SWIS Questions?

Coaching ScheduleTier 1 Coaches Meeting Dates9:30 to 11am

Tier 2 Coaches Meeting Dates9:30 to 11am

October 1st – Baker Elementary November 5th

December 3rd January 7th

February 4th March 4th

April 1st May 6th – HOST??

June 3rd  

Data: FidelityBenchmarks of Quality (BoQ)

Pros• We’ve been using it• Comprehensive• Research-Based

Cons• Long• Really only for Coaches

Tiered Fidelity Inventory (TFI)

Pros• Will be the new standard in the

future• Briefer• Has multiple tiers in on measure• Research-basedCons• Change• Difficult to compare to BoQ

(Macintosh apples to honey crisp apples)

PBIS Assessment School CodesArnone

Comm School 100029  

Barrett Russell 145475

Edgar B Davis 161164

Downey 620593

Goddard Alternative

School 100773

Hancock 196504

Huntington Elementary

School 117146

John F Kennedy 182980

Louis F Angelo

Elementary School 196450

Manthala George Jr

School 810500

Mary E. Baker School 828896

Oscar F Raymond 104677

Tiered Fidelity Inventory

Why Another Fidelity Measure?

SETTIC

BoQ SAS

ISSETBAT

MATT

Phases of Implementation (POI)

Tiered Fidelity

Inventory(TFI)

• The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school.

– Tier I (Universal PBIS)

– Whole School Universal Prevention

– Tier II (Targeted PBIS)

– Secondary, Small Group Prevention

– Tier III (Intensive PBIS)

– Tertiary, Individual Support Prevention

Purpose of the PBIS Tiered Fidelity Inventory

• Primary purpose of the instrument is to help school teams improve

• Primary audience for instrument results is the team, faculty, families and administrators of the school.

• Effective use of the instrument requires multiple administrations (progress monitoring)

SWPBIS Tiered Fidelity Inventory is a Self-Assessment (done with a COACH)

• Formative Assessment

– Determine current PBIS practices in place and needed prior to launching implementation

• Progress monitoring

– Self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier

– Build action plan to focus implementation efforts

• Annual Self-Assessment

– Self-assess annually to facilitate sustained implementation of PBIS

• State Recognition

– Determine schools warranting recognition for their fidelity of PBIS implementation.

Uses of the SWPBIS Tiered Fidelity Inventory

Technical Adequacy

Time for Completion (average): Tier I: 15 minutes Tier II: 11 minutes Tier III: 12.5 minutes Inter-rater Reliability (IRR): Coaches completed the TFI alone prior to meeting with school teams. Then, the school teams completed the initial administration of the TFI. These results were compared to determine IRR (see Table 1). Table 1. Inter-Rater Reliability (Pearson Correlations)

Tier I Scale Tier II Scale Tier III Scale Overall 0.950 0.964 0.892 0.955

1. Content Validity Study (COMPLETE). Results showed strong content validity for the measure (average CVI = .93), and items with lower CVIs were changed based on feedback.

Test-retest Reliability (TRR): School teams completed an initial TFI administration and a follow-up administration two weeks later. These results were compared to determine TRR (see Table 2). Table 2. Test-Retest Reliability (Pearson Correlations)

Tier I Scale Tier II Scale Tier III Scale Overall 0.975 0.992 0.985 0.995

Usability Testing On-Going

• Total Score

• Subscale

• Sub-subscale

• Individual Items

Summary Data and ReportsNote: Pending Beta Test we

continue to use the 80% benchmark at each tier to

indicate “implementation at criterion”

Total score (TFI)

Sub-scale report

Sub-subscale report

Tier ITeamsImplementationEvaluation

Tier IITeamsInterventionsEvaluation

Tier IIITeamsResourcesAssessmentSupport planMonitoring and adaptation

Item Report

Action Planning

TFI Administration and Action Planning

TFI Walkthrough Tool

Tier I: Teams

• Composition• Operating

Procedures

Tier I: Implementation

• Behavioral Expectations

• Teaching Expectations

• Problem Behavior Definitions

• Discipline Policies• Professional

Development• Classroom

Procedures• Feedback &

Acknowledgement• Faculty Involvement• Student/Family/

Community Involvement

Tier I: Evaluation

• Discipline Data• Data-based Decision

Making• Fidelity Data• Annual Evaluation

Tier II: Teams

• Composition• Operating

Procedures• Screening• Request for

Assistance

Tier II: Interventions

• Tier II Intervention Options

• Tier II Critical Features

• Practices Matched to Student Need

• Access to Tier I Supports

• Professional Development

Tier II: Evaluation

• Level of Use• Student

Performance Data

• Fidelity Data• Annual

Evaluation

Tier III: Teams

• Composition• Operating

Procedures• Screening• Student

Support Team

Tier III: Interventions

• Staffing• Student/

Family/Community Involvement

• Professional Development

Tier III: Support Plans

• Quality of Life Indicators

• Academic, Social, Physical Indicators

• Hypothesis Statement

• Comprehensive Support

• Formal & Natural Supports

• Access to Tier I & Tier II Supports

Tier III: Evaluation

• Data System• Data-based

Decision Making

• Level of Use• Annual

Evaluation

TFI Tier III Support Plan Scoring

ItemCurren

t Score

Action WhoWhe

n

1.1 Team Composition

1.2 Team Operating Procedures

1.3 Behavioral Expectations

1.4 Teaching Expectations

1.5 Problem Behavior Definitions

1.6 Discipline Policies

1.7 Professional Development

1.8 Classroom Procedures

1.9 Feedback & Acknowledgment

1.10 Faculty Involvement

1.11 Student/Family/Community Involvement1.12 Discipline Data

1.13 Data-based Decision Making

1.14 Fidelity Data1.15 Annual Evaluation

ItemCurrent Score

Action WhoWhe

n

2.1 Team Composition

2.2 Team Operating Procedures

2.3 Screening2.4 Request for Assistance

2.5 Options for Tier II Interventions

2.6 Tier II Critical Features

2.7 Practices Matched to Student Need

2.8 Access to Tier I Supports

2.9 Professional Development

2.10 Level of Use2.11 Student Performance Data

2.12 Fidelity Data2.13 Annual Evaluation

Item Current Score Action Who When

3.1 Team Composition

3.2 Team Operating Procedures

3.3 Screening

3.4 Student Support Team

3.5 Staffing

3.6 Student/Family/Community Involvement

3.7 Professional Development

3.8 Quality of Life Indicators

3.9 Academic, Social, & Physical Indicators

3.10 Hypothesis Statement

3.11 Comprehensive Support

3.12 Formal & Natural Supports

3.13 Access to Tier I & Tier II Supports

3.14 Data System

3.15 Data-based Decision Making

3.16 Level of Use

3.17 Annual Evaluation

Jan-14 May-14 Sep-140

10

20

30

40

50

60

70

80

90

100

36

62

71

Riverbend ElementarySubscales

Tier ITier IITier III

Evaluation—SWIS was installed for

data collection and analysis

Riverbend Action Planning• TFI “subgroup” completed the TFI and developed goals and

action items for subcommittees

• Subcommittees for:1.3 & 1.4 Behavioral Expectations & Teaching Expectations

1.6 Discipline Policies

1.9 Feedback & Acknowledgement

1.11 Student/Family/Community Involvement

• TFI “subgroup” members led subcommittee work– Communication

– Recruiting workers

– Setting meetings

Riverbend Action Planning• Behavioral Expectations

– Established school-wide behavior matrix– Drafted lesson plans– Designed and ordered signage

• Discipline Policies– Established a response to problem behavior flowchart– Established a student-friendly flowchart– Developed training on referral form completion and problem behavior definitions

• Feedback & Acknowledgement– Established a system for how an individual’s acknowledgement benefits the group (e.g., Party in a

Bucket)– Created signage to advertise the acknowledgement system – Established language to be used by all staff when delivering acknowledgement

• Student/Family/Community Involvement– Established calendars that can be distributed to all families; each month of the calendar highlights a

different PBIS component– Developed a survey to garner community feedback

Subcommittees prepared 20-30 minute rollout trainings for all

staff

Jan-14 May-14 Sep-140

10

20

30

40

50

60

70

80

90

100

36

71

62

46

7165

Riverbend Elementary Subscales

Tier ITier IITier III

Jan-14 May-14 Sep-140

10

20

30

40

50

60

70

80

90

100

36

71

90

62

46

7165

Riverbend ElementarySubscales

Tier ITier IITier III

Jan-14 May-14 Sep-140

10

20

30

40

50

60

70

80

90

100

39

54

32

Hamlin Middle SchoolSubscales

Tier ITier IITier III

Evaluation—SWIS was installed for

data collection and analysis

Hamlin Action Planning• PBIS Team used TFI results to identify items of importance

1.3 & 1.4 Behavioral Expectations & Teaching Expectations

1.6 Discipline Policies (e.g., flowchart)

1.9 Feedback & Acknowledgement (e.g., menu of reinforcers)

• PBIS Team worked on items during team meetings– Solicited feedback from whole faculty

– Revised as needed

• Created lesson plans to teach all staff the aspects of school-wide PBIS during in-service week

Jan-14 May-14 Sep-140

10

20

30

40

50

60

70

80

90

100

39

71

54

46

32

65

Hamlin Middle School Subscales

Tier ITier IITier III

Jan-14 May-14 Sep-140

10

20

30

40

50

60

70

80

90

100

39

71

90

5450

32

44

Hamlin Middle SchoolSubscales

Tier ITier IITier III

Training & Administration Resources• Tier I—TFI Walkthrough Tool

• Tier III—Student Support Plan Scoring Guide

• PowerPoint Training Slides

Glows & Grows: CICO Re-Roll out