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Agenda Items:
Housekeeping Items
Tier 2 Social Skills Check-
in
TFI Glows & Grows
Housekeeping Items
Coaching Schedule
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
