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Using the PBIS Tiered Fidelity Inventory (TFI) E-12

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Presentation on theme: "Using the PBIS Tiered Fidelity Inventory (TFI) E-12"— 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 With schools 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?


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

6 Purpose of the PBIS Tiered Fidelity Inventory
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

7 Fit with Existing Assessment Instruments
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. Note: At this time SET, ISSET and BoQ remain the preferred research-quality fidelity measures

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

9 Uses of the SWPBIS Tiered Fidelity Inventory
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.

10 Access Currently on
Will be transitioned to

11 Technical Adequacy

12 Usability Testing On-Going

13 Summary Data and Reports
Total Score Subscale Sub-subscale Individual Items 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
Interventions Evaluation Tier III Teams Resources Assessment Support plan Monitoring and adaptation

17 Item Report

18 Action Planning

19 TFI Administration and Action Planning



22 TFI Walkthrough Tool


24 Tier I: Implementation
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

25 Tier II: Interventions
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

26 Tier III: Interventions Tier III: Support Plans
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

27 TFI Tier III Support Plan Scoring

28 Item Current Score Action Who When
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 Action Who When
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 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


32 SWIS was installed for data collection and analysis
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




38 SWIS was installed for data collection and analysis
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



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

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