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Using the PBIS Tiered Fidelity Inventory (TFI) E-12 Rob Horner & Kelsey Morris University of Oregon www.pbis.org.

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Presentation on theme: "Using the PBIS Tiered Fidelity Inventory (TFI) E-12 Rob Horner & Kelsey Morris University of Oregon www.pbis.org."— Presentation transcript:

1 Using the PBIS Tiered Fidelity Inventory (TFI) E-12 Rob Horner & Kelsey Morris University of Oregon

2 Goals Introduce a new PBIS Fidelity Measure Purpose, Format, Functions of TFI Provide examples of how TIF is being use o With schools o To define “exemplars”

3 Maximizing Your Session Participation Work with your team Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned? Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned?

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5 Why Another Fidelity Measure? SET TIC BoQ SAS ISSET BAT MATT Phases of Implementation (POI) Tiered Fidelity Inventory (TFI)

6  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

7  The School-wide PBIS Tiered Fidelity Inventory (TFI) is intended to fulfill the same functions as the:  Team Implementation Checklist (TIC)  Benchmarks of Quality (BoQ)  Benchmarks of Advanced Tiers (BAT)  PBIS Self-Assessment Inventory (SAS)  Phases of Implementation (POI)  The TFI addresses all three tiers, and focuses on those elements of PBIS that are most “core” to achieving student outcomes.  There is no problem continuing to use prior measures. The TFI is intended to be more efficient, but other measures may be more comprehensive, and will remain available. Fit with Existing Assessment Instruments Note: At this time SET, ISSET and BoQ remain the preferred research- quality fidelity measures

8  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)

9  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

10  Currently on  Will be transitioned to  Access

11 Technical Adequacy

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13  Total Score  Subscale  Sub-subscale  Individual Items Summary Data and Reports Note: Pending Beta Test we continue to use the 80% benchmark at each tier to indicate “implementation at criterion”

14 Total score (TFI)

15 Sub-scale report

16 Sub-subscale report Tier I Teams Implementation Evaluation Tier II Teams Interventions Evaluation Tier III Teams Resources Assessment Support plan Monitoring and adaptation

17 Item Report

18 Action Planning

19 TFI Administration and Action Planning

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22 TFI Walkthrough Tool

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27 TFI Tier III Support Plan Scoring

28 Item Current Score ActionWhoWhen 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 Involvement 1.12 Discipline Data 1.13 Data-based Decision Making 1.14 Fidelity Data 1.15 Annual Evaluation

29 Item Current Score ActionWhoWhen 2.1 Team Composition 2.2 Team Operating Procedures 2.3 Screening 2.4 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 Use 2.11 Student Performance Data 2.12 Fidelity Data 2.13 Annual Evaluation

30 ItemCurrent ScoreActionWhoWhen 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

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32 Evaluation— SWIS was installed for data collection and analysis

33 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

34 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 minute rollout trainings for all staff

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38 Evaluation— SWIS was installed for data collection and analysis

39 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

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42 Training & Administration Resources Tier I—TFI Walkthrough Tool Tier III—Student Support Plan Scoring Guide PowerPoint Training Slides


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