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Understanding Tiered Fidelity Inventory (TFI): Enhancing PBIS Implementation

Learn about the components and functions of the Tiered Fidelity Inventory (TFI) for effective PBIS implementation. Explore its uses for intervention, alignment, and assessment.

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Understanding Tiered Fidelity Inventory (TFI): Enhancing PBIS Implementation

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  1. Fall In LOVE with the TFI Ali Hearn, LCSW Technical Assistance Director Midwest PBIS Network

  2. What kind of relationship are you in with the Tiered Fidelity Inventory (TFI)? • (1) In an Open Relationship (dating other people) • (2) It’s Complicated • (3) Dating • (4) In a Committed Relationship • (5) Married and IN LOVE

  3. Objectives for the Session • Gain knowledge around the components and the primary functions of the TFI • Consider using the TFI with respect to specific interventions to enhance implementation • Consider using the TFI for overall alignment of initiatives

  4. Tiered Fidelity inventory 101 Breaking it Down

  5. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm Supporting Student Behavior

  6. Purpose of the School-wide 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. Uses of the SWPBIS Tiered Fidelity Inventory What is the main reason that YOU complete the TFI? • 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.

  8. The TFI is our… BEST of the Best 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.

  9. Tiered Fidelity Inventory

  10. Total Score (TFI)

  11. Teams Implementation Evaluation Resources Support Plans Subscales (TFI)

  12. What Questions Do You Have on Any of the Items?

  13. Who is it for?

  14. The TFI is intended to be completed by members of a school Systems Planning Team, with (ideally) the active presence and guidance of an external SWPBIS coach.

  15. Internal vs. External Coaches Horner, 2009

  16. We ALL know what can happen when we self-assess!

  17. Things to be aware of… • Teams may rush through this assessment at times • Teams (or individuals) may think of this as just a checklist or documentation to fill out because they have to • Teams may feel they need to inflate their answers as a result of needing to report them out to key stakeholders • Teams may use the voice of oneto represent the ALL (for example, classroom item #1.8) Coaches can HELP!

  18. Who needs to know? Sharing Outcomes with Key Stakeholders

  19. SWPBIS Tiered Fidelity Inventory is a Self-Assessment • 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)

  20. Reporting Out on Data • Staff • Families • Students • Board • When? • How? • Why do they need to know?

  21. Action planning Tiered Fidelity Inventory

  22. Sample TFI Action Plan(Wauconda Middle School- District #118, IL)

  23. Sample TFI Action Plan(Wauconda Middle School- District #118, IL)

  24. Sample TFI Action Plan(Wauconda Middle School- District #118, IL)

  25. Don’t forget about… Tier I Walkthrough and Tier III Plan Evaluations

  26. Tier I Walkthrough

  27. Tier III Support Plan Evaluation

  28. Don’t forget to provide professional development to your staff (especially thesystems team members) on: The purpose of this tool The data that will be gathered from utilizing this tool How often this data will be gathered The next steps that will be taken once the data is gathered

  29. TFI to support alignment Tiered Fidelity Inventory

  30. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS RESTORATIVEPRACTICES PRACTICES Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm Supporting Student Behavior

  31. Restorative Practices Lens SW-PBIS Tiered Fidelity Inventory • Individual(s) with knowledge, expertise, and ability to provide coaching/support around Restorative Practices • A regular agenda item for Restorative Practices (including data, systems, and practices) • 1.1 Team Composition • Tier I team includes a TierI systems coordinator, aschool administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation. • 1.2 Team Operating Procedures • Tier I team meets at least monthly and has (a) regular meeting format/agenda, • (b) minutes, (c) defined meeting roles, and (d) a current action plan.

  32. Restorative Practices Lens SW-PBIS Tiered Fidelity Inventory • Expectations regarding when RP will be utilized has been established, and the practices themselves are clearly defined and aligned to the school-wide expectations (fair process) • The expectations regarding RP have been explicitly taught to staff and students • 1.3 Behavioral Expectations • School has five or fewer positively stated behavioral expectations and examples by setting/location for student and sta behaviors (i.e., school teaching matrix) defined and in place. • 1.4 Teaching Expectations • Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.

  33. Restorative Practices Lens SW-PBIS Tiered Fidelity Inventory • Definitions of problem behaviors and procedures for when/how to respond are clearly defined (when to use RP and/or what type to use • Discipline handbooks and other documentation include and emphasize Restorative Practices approach and Admin report consistent use • 1.5 Problem Behavior Definitions • School has clear definitionsfor behaviors that interferewith academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus teacher-managed problems • 1.6 Discipline Policies • School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently.

  34. Restorative Practices Lens SW-PBIS Tiered Fidelity Inventory • 1.7 Professional Development • A written process is used for orienting all faculty/staff on 4 core Tier I SWPBIS practices: (a) teaching school-wide expectations, (b) acknowledging appropriate behavior, (c) correcting errors, and (d) requesting assistance. • 1.8 Classroom Procedures • Tier I features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. • A written process is used for orienting all staff, students, and community/families to the process of how, when, where, and why to use RP • Affective language, pro-active circles, and impromptu conferencing are systematically used in the classroom by all teachers

  35. Consider Overall Alignment of Initiatives

  36. TFI Companion Guides Supporting the work of the TFI

  37. Sample TFI Companion Guides • PBIS Cultural Responsiveness https://www.pbis.org/Common/Cms/files/pbisresources/PBIS%20Cultural%20Responsiveness%20Field%20Guide.pdf • PBIS Cultural ResponsivenessRP in PBIS TFI Companion (Sprague & Tobin) • Interconnected Systems Framework (ISF) (Mental Health Integration)SF Action Planning Companion Guide to SWPBIS-TFI

  38. Reminders(how are you doing) • Fill out the TFI as a Team • Make sure that Administration is involved in the process • Complete the TFI as often as necessary (at least 1-2 times a year) • Report data out to necessary stakeholders • Prioritize and Action Plan around items Not in Place • Use the TFI for systems considerations on any intervention being installed • Consider the TFI for overall alignment considerations

  39. Wrap Up Questions, Follow-up, Final Comments

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