Culturally Responsive Tiered Fidelity Inventory CR-TFI (v2 ... · PDF file1 CR-TFI 2.1.7...

Citeas:Algozzine,B.,Barrett,S.,Eber,L.,George,H.,Horner,R.,Lewis,T.,Putnam,B.,Swain-Bradway,J.,McIntosh,K.,&Sugai,G(2014).School-widePBISTieredFidelityInventory.OSEPTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupports.www.pbis.org.

TheCenterissupportedbyagrantfromtheOfficeofSpecialEducationPrograms,USDepartmentofEducation(H326S980003)OpinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyreflectthepositionoftheUSDepartmentofEducation,andsuchendorsementsshouldnotbeinferred

From:OSEPTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupports.AdaptedbyPortlandPublicSchoolstoreflectCulturallyRelevantPractices.

CulturallyResponsiveTieredFidelityInventory

CR-TFI(v2.1.7)

TFI2.1.5

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Introduction and Purpose ThepurposeoftheSWPBISTieredFidelityInventory(TFI)istoprovideavalid,reliable,andefficientmeasureoftheextenttowhichschoolpersonnelareapplyingthecorefeaturesofschool-widepositivebehavioralinterventionsandsupports(SWPBIS).TheTFIisdividedintothreesections(TierI:UniversalSWPBISFeatures;TierII:TargetedSWPBISFeatures;and,TierIII:IntensiveSWPBISFeatures)thatcanbeusedseparatelyorincombinationtoassesstheextenttowhichcorefeaturesareinplace.

TheTFIisbasedonthefeaturesanditemsofexistingSWPBISfidelitymeasures(e.g.,SET,BoQ,TIC,SAS,BAT,MATT).ThepurposeoftheTFIistoprovideoneefficientyetvalidandreliableinstrumentthatcanbeusedovertimetoguidebothimplementationandsustaineduseofSWPBIS.TheTFImaybeused(a)forinitialassessmenttodetermineifaschoolisusing(orneeds)SWPBIS,(b)asaguideforimplementationofTierI,TierII,andTierIIIpractices,(c)asanindexofsustainedSWPBISimplementation,or(d)asametricforidentifyingschoolsforrecognitionwithintheirstateimplementationefforts.

TheTFIiscompletedbyaschoolSystemsPlanningTeam(typically3-8individualsincludingabuildingadministratorandexternalcoachordistrictcoordinator),oftenwithinputfromTierI,IIand/orIIIteamsiftheseareindependentgroups.ItisstronglyrecommendedthattheTFIbecompletedwithanexternalSWPBIScoachasfacilitator.ValidityresearchontheTFIshowsthatschoolteamsaremoreaccuratewhenanexternalcoachfacilitatesTFIcompletion.

ThefirsttimetheTFIisused,werecommendthatateamexamineallthreetiers.Iftheresultingactionplanfocusesonlyononeortwotiers,thenprogressmonitoring(useoftheTFIevery3-4months)mayonlyincludethosetiersaddressedintheactionplan.NotethattheTFImaybeusedtoassessonlyoneortwoofthetiers.Inmostcasesitwillbeusefultohavetheend-of-the-yearadministrationoftheTFIincludescoringforallthreetiers.

CompletionoftheTFIproducesscaleandsubscalescoresindicatingtheextenttowhichTierI,TierIIandTierIIIcorefeaturesareinplace.Asageneralrule,ascoreof80%foreachtierisacceptedasalevelofimplementationthatwillresultinimprovedstudentoutcomes,butresearchiscurrentlyunderwaytoidentifyaspecificcriterionforeachtieroftheTFI.

TheTFIisintendedtoguidebothinitialimplementationandsustaineduseofSWPBIS.EachadministrationoftheTFIresultsnotonlyscalescoresforTierI,TierII,and/orTierIII,butalsoinformationfordevelopinganactionplanthatguidesimplementation.

TheTFImaybecompletedusingpaperandpencil,orbyaccessingtheformsonwww.pbisapps.org.AnyschoolworkingwithastatePBIScoordinatormayaccessthewebsite,TFIcontent,andreports.TheTFImayalsobedownloadedfromwww.pbis.org.

CostThereisnocosttousetheTFIoritsonlinescoringandreportingfeatures.TheTFIisaproductdevelopedaspartoftheU.S.DepartmentofEducation’sOfficeofSpecialEducationProgramsNationalTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupports.

IntendedParticipantsTheTFIisintendedtobecompletedbymembersofaschool’sSystemPlanningTeam,withtheactivepresenceandguidanceofanexternalSWPBIScoach.

ScheduleofAdministrationSchoolteamsareencouragedtoself-assessSWPBISimplementationwhentheyinitiallylaunchimplementationofSWPBIS,andtheneverythirdorfourthmeetinguntiltheyreachatleast80%fidelityacrossthreeconsecutiveadministrations.Oncefidelityonatierismet,theteammaychoosetoshifttoannualTFIassessmentforthepurposeofevaluatingsustainedimplementation.NotethatschoolsnewtoSWPBISmaystartbyusingonlytheTierIsectionofSWPBISTieredFidelityInventorytheTFI,andastheyimprovetheirimplementationofTierI,theymayaddassessmentofTierIIand/orTierIIIfeatures.

PreparationforAdministration/CompletionTimeSchoolteamscompletingtheTierIscaleshouldarrangeaTFIWalkthrough(seeAppendixA)beforecompletingtheTFI.WerecommendthatanexternalcoachcompletetheTFIWalkthrough,althoughteamscompletingtheTierIscalemorethanonceperyear(i.e.,forprogressmonitoring)mayhaveaschoolstaffmembercompleteit.

ThetimetocompletetheTFIdependson(a)theexperiencethattheteamandcoachhavewiththeprocess,(b)theextentofpreparationforTFIcompletion,and(c)thenumberoftiersassessed.

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SchoolteamsnewtotheTFIshouldschedule30minforTierI,30minforTierII,and30minforTierIII.Ifteamleadershaveassembledrelevantsourcesofinformationpriortothemeeting,and,iftheteamandcoachhavealreadycompletedtheTFIatleasttwice,thetimerequiredforimplementationmaybeapproximately15minforeachtier.

OutcomesCriteriaforscoringeachitemoftheTFIreflectdegreesofimplementation(0=Notimplemented,1=Partiallyimplemented,2=Fullyimplemented)ofTier1:UniversalSWPBISFeatures,TierII:TargetedSWPBISFeatures,andTierIII:IntensiveSWPBISFeatures.AcompleteadministrationoftheTFIproducesthreescalescores:PercentageofSWPBISimplementationforTierI,PercentageofSWPBISimplementationforTierII,andPercentageofSWPBISimplementationforTierIII,aswellassubscaleanditemscoresforeachtier.Thesubscaleanditemreportsareproducedtoguidecoachingsupportandteamactionplanning.

GlossaryandAcronymKeyAggregatedData:Individualdatathatareaveragedattheschoolordistrictlevel(e.g.,thepercentofallstudentsoncheck-incheck-outmeetingtheirdailypointgoals).

FTE(Full-TimeEquivalent):Fundingallocatedtoanindividualforspecificresponsibilities(e.g.,behaviorconsultant),with1.0=fulltimework.AllocatedFTEmaybeanindividual’spositionorofficialreleasetimefortasks.

LifeDomain:Eachareaofastudent’slifetoconsiderwhenplanningcomprehensivesupport,suchaseducational/vocational,emotional/psychological,family,medical,residence,safety,andsocial.

NaturalandFormalSupports:Naturalsupportsaretherelationshipsthatoccurineverydaylife,usuallyinvolvingrelationshipswithfamily,friends,co-workers,neighbors,andacquaintances.FormalSupportsusuallyinvolvesomesortofpaymentandmayincluderelationshipswithserviceproviderssuchasteachers,otherschoolstaff,orcommunityagencyrepresentatives.

PersonCenteredPlanning:Ateam-basedapproachinvolvingarangeofstrategiesandactivitiesdesignedtohelpassiststudentsinplanningtheirlifeandsupports.Thefocusisonpersonalself-determinationandenhancingindependence.

QualityofLife:Theextenttowhichphysical,mental,social,andemotionalfunctioningisconsistentwithpersonalpreferences.Itisdeterminedbythestudentandfamily.

RENEW(RehabilitationforEmpowerment,Naturalsupports,Education,andWork):Awraparound-basedprocessspecificallydesignedforadolescentsandyoungadultsthatemphasizesself-determinationandstudentvoice.ThefocusofRENEWisonhighschoolcompletion,employment,post-secondaryeducationandtraining,andcommunityintegration.

TargetedInterventionsReferenceGuide:Amatrixusedtoindicateaschool’sTierIIinterventionsandindicatewhichstudentneeds(e.g.,functionofproblembehavior)theycansupport.ItisincludedinAppendixB.

TieredFidelityInventory(TFI):AvalidatedSWPBISfidelityofimplementationmeasurethatassessesallthreetiersofsupport(thismeasure).

TFIBehaviorSupportPlanWorksheet:Asheetusedtoscoretheschool’sexistingbehaviorsupportplansfortheTierIIIscale.ItisnotneededfortheTierIorIIscales.ItisincludedinAppendixC.

TFIWalkthroughTool:AninterviewformusedfortheTierIscalethatincludesquestionsforrandomlyselectedstaffandstudents.Completedbyanexternalreviewer(forevaluationpurposes)oramemberoftheschoolteam(forprogressmonitoringpurposes).ItisnotneededfortheTierIIorIIIscales.ItisincludedinAppendixA.

Walkthrough(informal):Anytypeofwalkthroughusedtoassessqualityofinstruction(nottheTFIWalkthroughTool).

Wraparound:Aperson-centeredprocessfordevelopingandimplementingindividualizedcareplansforyouthatriskofemotionalandbehavioraldisorders.Wraparoundbringsthestudent,family,school,agencystaffmembersandinformalsupporterstogetherasateamtodevelopcoordinatedsupports.

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Tier I: Universal SWPBIS Features ThissectionmaybecompletedindividuallyorwithothertiersaspartofthefullTieredFidelityInventory

Subscale Feature PossibleDataSources

ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented

1.1TeamCompositionTierIteamincludesaTierIsystemscoordinator,aschooladministrator,afamilymember,andindividualsabletoprovide(a)appliedbehavioralexpertise,(b)coachingexpertise,(c)knowledgeofstudentacademicandbehaviorpatterns,(d)knowledgeabouttheoperationsoftheschoolacrossgradelevelsandprograms,andforhighschools,(e)studentrepresentation,(f)thatreflectstudentandcommunitydemographics.

• Schoolorganizationalchart

• TierIteammeetingminutes

0=TierIteamdoesnotexistordoesnotincludecoordinator,schooladministrator,orindividualswithappliedbehavioralexpertise

1=TierIteamexists,butdoesnotincludeallidentifiedrolesorattendanceofthesemembersisbelow80%

2=TierIteamexistswithcoordinator,administrator,andallidentifiedrolesrepresented,ANDattendanceofallrolesisatorabove80%.Membershipmirrorscommunity.

1.2TeamOperatingProceduresTierIteammeetsatleastmonthlyandhas(a)regularmeetingformat/agenda,(b)minutes,(c)definedmeetingroles,and(d)acurrentactionplan.

• TierIteammeetingagendasandminutes

• TierImeetingrolesdescriptions

• TierIactionplan

0=TierIteamdoesnotuseregularmeetingformat/agenda,minutes,definedroles,oracurrentactionplan

1=TierIteamhasatleast2butnotall4features

2=TierIteammeetsatleastmonthlyandusesregularmeetingformat/agenda,minutes,definedroles,ANDhasacurrentactionplan

1.3BehavioralExpectationsSchoolhasfiveorfewerpositivelystatedbehavioralexpectationsandexamplesbysetting/locationforstudentandstaffbehaviors(i.e.,schoolteachingmatrix)definedandinplace,postedbyarea,bilingualwhenrelevant.Expectationsareinclusiveandaffirmingofallqualitiesofourstudents,andaredevelopedwithstudentandfamilyinput.

• TFIWalkthroughTool

• Staffhandbook• Studenthandbook

0=Behavioralexpectationshavenotbeenidentified,arenotallpositive,oraremorethan5innumber

1=Behavioralexpectationsidentifiedbutmaynotincludeamatrixorbeposted

2=Fiveorfewerbehavioralexpectationsexistthatarepositive,posted,andidentifiedforspecificsettings(i.e.,matrix)ANDatleast90%ofstaffcanlistatleast67%oftheexpectations,developedwithstudentandfamilyinput.

1.4TeachingExpectationsExpectedacademicandsocialbehaviorsaretaughtdirectlytoallstudentsinclassroomsandacrossothercampussettings/locations.Lessonplansareinclusiveandaffirmingofallqualitiesofourstudents.LessonplansincorporatesupportforEnglishLanguageLearners.Familiesareincludedincommunicationaboutschool-wideexpectations.


• Professionaldevelopmentcalendar

• Lessonplans• Informalwalkthroughs

0=Expectedbehaviorsarenottaught1=Expectedbehaviorsaretaught

informallyorinconsistently2=Formalsystemwithwrittenschedules

isusedtoteachexpectedbehaviorsdirectlytostudentsacrossclassroomandcampussettingsANDatleast70%ofstudentscanlistatleast67%oftheexpectations.LessonplansaddressengagementforALLracial,cultural,ethnicandlinguisticbackgrounds.

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1.5ProblemBehaviorDefinitionsSchoolhascleardefinitionsforbehaviorsthatinterferewithacademicandsocialsuccess,thatreflectstudentandfamilyvoice.Thereisaclearpolicy/procedure(e.g.,flowchart)foraddressingoffice-managedversusstaff-managedproblems.

• Staffhandbook• Studenthandbook

• Schoolpolicy• Disciplineflowchart

0=Nocleardefinitionsexist,andprocedurestomanageproblemsarenotclearlydocumented

1=Definitionsandproceduresexistbutarenotclearand/ornotorganizedbystaff-versusoffice-managedproblems

2=Definitionsandproceduresformanagingproblemsareclearlydefined,documented,trained,andincorporatesstudentandfamilyvoice.

1.6DisciplinePoliciesSchoolpoliciesandproceduresdescribeandemphasizeproactive,instructive,and/orrestorativeapproachestostudentbehaviorthatareimplementedconsistently,andreflectunderstandingofcommunityvaluesandpractices.

• Disciplinepolicy• Studenthandbook

• Codeofconduct• Informaladministratorinterview

0=Documentscontainonlyreactiveandpunitiveconsequences

1=Documentationincludesandemphasizesproactiveapproaches

2=DocumentationincludesandemphasizesproactiveapproachesANDadministratorreportsconsistentuse.Thereisevidenceofcommunityvoice.

1.7ProfessionalDevelopmentAwrittenprocessisusedfororientingallfaculty/staffon5coreTierISWPBISpractices:(a)teachingschool-wideexpectations,(b)acknowledgingappropriatebehavior,(c)correctingerrors,(d)requestingassistance,and(e)understandingtheinfluenceofrace,culture,andlanguageonstudentbehaviorandchoices.


• Staffhandbook

0=Noprocessforteachingstaffisinplace1=Processisinformal/unwritten,notpart

ofprofessionaldevelopmentcalendar,and/ordoesnotincludeallstafforall5coreTierIpractices

2=FormalprocessforteachingallstaffallaspectsofTierIsystem,includingall5coreTierIpractices

1.8ClassroomProceduresTierIfeatures(school-wideexpectations,routines,acknowledgements,in-classcontinuumofconsequences)areimplementedwithinclassroomsandconsistentwithschool-widesystems.StudentsofALLracial,cultural,ethnicandlinguisticbackgroundsfeelwelcomedandvaluedintheclassroom.

• Staffhandbook• Informalwalkthroughs

• Progressmonitoring

• Individualclassroomdata

0=ClassroomsarenotformallyimplementingTierI

1=ClassroomsareinformallyimplementingTierIbutnoformalsystemexists

2=ClassroomsareformallyimplementingallcoreTierIfeatures,consistentwithschool-wideexpectations,andthereisevidenceofinclusivepractices.

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1.9FeedbackandAcknowledgementAformalsystem(i.e.,writtensetofproceduresforspecificbehaviorfeedbackthatis[a]linkedtoschool-wideexpectationsand[b]usedacrosssettingsandwithinclassrooms)isinplaceandusedbyatleast90%ofasampleofstaffandreceivedbyatleast50%ofasampleofstudents.


0=Noformalsystemforacknowledgingstudents

1=Formalsystemisinplacebutisnotusedbyatleast90%ofstaffand/orreceivedbyatleast50%ofstudents

2=Formalsystemforacknowledgingstudentbehaviorisusedbyatleast90%ofstaffANDreceivedbyatleast50%ofstudents

1.10FacultyInvolvementFacultyareshowndisaggregatedschool-widedataregularlyandprovideinputonuniversalfoundations(e.g.,expectations,acknowledgements,definitions,consequences)atleastevery12months.

• PBISSelf-AssessmentSurvey

• Informalsurveys• Staffmeetingminutes

• Teammeetingminutes

0=Facultyarenotshowndataatleastyearlyanddonotprovideinput

1=FacultyhavebeenshowndatamorethanyearlyORhaveprovidedfeedbackonTierIfoundationswithinthepast12monthsbutnotboth

2=Facultyareshowndisaggregateddataatleast4timesperyearANDhaveprovidedfeedbackonTierIpracticeswithinthepast12months

1.11Student/Family/CommunityInvolvementStakeholders(students,families,andcommunitymembersofallracial,cultural,ethnicandlinguisticbackgrounds)provideinputonuniversalfoundations(e.g.,expectations,consequences,acknowledgements)atleastevery12months.

• Surveys• Votingresultsfromparent/familymeeting


0=Nodocumentation(ornoopportunities)forstakeholderfeedbackonTierIfoundations

1=DocumentationofinputonTierIfoundations,butnotwithinthepast12monthsorinputbutnotfromalltypesofstakeholders

2=Documentationexiststhatstudents,families,andcommunitymembersofallracial,cultural,ethnicandlinguisticbackgroundshaveprovidedfeedbackonTierIpracticeswithinthepast12months

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ScoringCriteria

0=Notimplemented1=Partiallyimplemented2=Fullyimplemented

1.12DisciplineDataTierIteamhasinstantaneousaccesstographedreportssummarizingdisciplinedataorganizedbythefrequencyofproblembehavioreventsbybehavior,location,timeofday,andbyindividualstudent.Dataisdisaggregatedbyrace,language,exceptionality,SPED,etc.

• Schoolpolicy• Teammeetingminutes

• Studentoutcomedata

0=Nocentralizeddatasystemwithongoingdecisionmakingexists

1=Datasystemexistsbutdoesnotallowinstantaneousaccesstofullsetofgraphedreports

2=Disaggregateddisciplinedatasystemexiststhatallowsinstantaneousaccesstographsoffrequencyofproblembehavioreventsbybehavior,location,timeofday,andstudent

1.13Data-basedDecisionMakingTierIteamreviewsandusesdisciplinedataandacademicoutcomedata(e.g.,Curriculum-BasedMeasures,statetests)atleastmonthlyfordecision-making,dataisdisaggregatedbyrace,language,exceptionality,SPED,etc.receivedbyatleast50%ofasampleofstudents.

• Datadecisionrules• Staffprofessionaldevelopmentcalendar

• Staffhandbook• Teammeetingminutes

0=Noprocess/protocolexists,ordataarereviewedbutnotused

1=Datareviewedandusedfordecision-making,butlessthanmonthly

2=Teamreviewsdisaggregateddisciplinedataandusesdatafordecision-makingatleastmonthly.Ifdataindicateanacademicorbehaviorproblem,anactionplanisdevelopedtoenhanceormodifyTierIsupports

1.14FidelityDataTierIteamreviewsandusesSWPBISfidelity(e.g.,SET,BoQ,TIC,SAS,TieredFidelityInventory)dataatleastannually.

• Schoolpolicy• Staffhandbook• Schoolnewsletters• Schoolwebsite

0=NoTierISWPBISfidelitydatacollected1=TierIfidelitycollectedinformallyand/orlessoftenthanannually

2=TierIfidelitydatacollectedandusedfordecisionmakingannually

1.15AnnualEvaluationTierIteamdocumentsfidelityandeffectiveness(includingonacademicoutcomes)ofTierIpracticesatleastannually(includingyear-by-yearcomparisons)thataresharedwithstakeholders(staff,families,community,district)inausableformat.Assessmentofschoolsuccessincludesstudentandfamilyvoice(survey,focusgroups,etc.).

• Staff,student,andfamilysurveys

• TierIhandbook• Fidelitytools• Schoolpolicy• Studentoutcomes• Districtreports• Schoolnewsletters

0=Noevaluationtakesplace,orevaluationoccurswithoutdata

1=Evaluationconducted,butnotannually,oroutcomesarenotusedtoshapetheTierIprocessand/ornotsharedwithstakeholders

2=Evaluationconductedatleastannually,reflectingstudentandfamilyvoices,andoutcomes(includingacademics)sharedwithstakeholders,withclearalterationsinprocessbasedonevaluation

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Tier II: Targeted SWPBIS FeaturesThissectionmaybecompletedindividuallyorwithothertiersaspartofthefullTieredFidelityInventory



2.1TeamCompositionTierII(orcombinedTierII/III)teamincludesaTierIIsystemscoordinatorandindividualsabletoprovide(a)appliedbehavioralexpertise,(b)administrativeauthority,(c)knowledgeofstudents,and(d)knowledgeaboutoperationofschoolacrossgradelevelsandprograms,(e)Membersreflectstudentandcommunitydemographics.


• TierIIteammeetingminutes

0=TierIIteamdoesnotincludecoordinatororall4coreareasofTierIIteamexpertise

1=TierIIteamdoesnotincludecoordinatorandall5coreareasofTierIIteamexpertiseORattendanceofthesemembersisbelow80%

2=TierIIteamiscomposedofcoordinatorandindividualswithall4areasofexpertise,ANDattendanceofthesemembersisatorabove80%.Membershipmirrorscommunity.

2.2TeamOperatingProceduresTierIIteammeetsatleastmonthlyandhas(a)regularmeetingformat/agenda,(b)minutes,(c)definedmeetingroles,and(d)acurrentactionplan.

• TierIIteammeetingagendasandminutes

• TierIImeetingrolesdescriptions

• TierIIactionplan

0=TierIIteamdoesnotuseregularmeetingformat/agenda,minutes,definedroles,oracurrentactionplan

1=TierIIteamhasatleast2butnotall4features

2=TierIIteammeetsatleastmonthlyandusesregularmeetingformat/agenda,minutes,definedroles,ANDhasacurrentactionplan

2.3ScreeningTierIIteamusesdecisionrulesandmultiplesourcesofdata(e.g.,ODRs,academicprogress,screeningtools,attendance,teacher/family/studentnominations)toidentifystudentswhorequireTierIIsupports.Screeningelementsarereviewedannuallyforsensitivity:culture,language,gender,exceptionality,internalizing/externalizing,etc.

• Multipledatasourcesused(e.g.,ODRs,timeoutofinstruction,attendance,academicperformance)

• Teamdecisionrubric


• Schoolpolicy

0=NospecificrulesforidentifyingstudentswhoqualifyforTierIIsupports

1=Datadecisionrulesestablishedbutnotconsistentlyfollowedorusedwithonlyonedatasource

2=Writtenpolicyexiststhat(a)usesmultipledatasourcesforidentifyingstudents,(b)screeningmeasuressensitiveforALLstudents,and(c)ensuresthatfamiliesarenotifiedpromptlywhenstudentsentersupports

2.4RequestforAssistanceTierIIplanningteamuseswrittenrequestforassistanceformandprocessthataretimelyandavailabletoallstaff,families,andstudents.Referraldocumentsarebilingualwhenappropriate.

• Schoolhandbook• Requestforassistanceform

• Familyhandbook

0=Noformalprocess1=Informalprocessinplaceforstaffandfamiliestorequestassistance

2=Writtenrequestforassistanceformandprocessareinplaceandteamrespondstorequestwithin3days,bilingualformsavailable.

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2.5OptionsforTierIIInterventionsTierIIteamhasmultipleongoingbehaviorsupportinterventionswithdocumentedevidenceofeffectivenessmatchedtostudentneed.

• SchoolTierIIhandbook

• TargetedInterventionsReferenceGuide

0=NoTierIIinterventionswithdocumentedevidenceofeffectivenessareinuse

1=Only1TierIIinterventionwithdocumentedevidenceofeffectivenessisinuse

2=MultipleTierIIinterventionswithdocumentedevidenceofeffectivenessmatchedtostudentneed

2.6TierIICriticalFeaturesTierIIbehaviorsupportinterventionsprovide(a)additionalinstruction/timeforstudentskilldevelopment,(b)additionalstructure/predictability,and/or(c)increasedopportunityforfeedback(e.g.,dailyprogressreport).

• Universallessonplans

• TierIIlessonplans

• Daily/weeklyprogressreport

• Schoolschedule• SchoolTierIIhandbook

0=TierIIinterventionsdonotpromoteadditionalinstruction/time,improvedstructure,orincreasedfeedback

1=AllTierIIinterventionsprovidesomebutnotall3coreTierIIfeatures

2=AllTierIIinterventionsincludeall3coreTierIIfeatures

2.7PracticesMatchedtoStudentNeedAformalprocessisinplacetoselectTierIIinterventionsthatare(a)matchedtostudentneed(e.g.,behavioralfunction),and(b)adaptedtoimprovecontextualfit(e.g.,culture,developmentallevel,andlanguage).

• Datasourcesusedtoidentifyinterventions

• Schoolpolicy• TierIIhandbook• Needsassessment

• TargetedInterventionsReferenceGuide

0=Noprocessinplace1=ProcessforselectingTierIIinterventionsdoesnotincludedocumentationthatinterventionsarematchedtostudentneed

2=Formalprocessinplacetoselectpracticesthatmatchstudentneedandhavecontextualfit(e.g.,developmentallyandculturally,andlinguisticallyappropriate)

2.8AccesstoTierISupportsTierIIsupportsareexplicitlylinkedtoTierIsupports,andstudentsreceivingTierIIsupportshaveaccessto,andareincludedin,TierIsupports.Tier1supportsareavailableandsupportiveofstudentsofALLracial,cultural,ethnicandlinguisticbackgrounds.

• Universallessonplansandteachingschedule

• TierIIlessonplans

• Acknowledgementsystem

• Studentofthemonthdocumentation

• Familycommunication

0=NoevidencethatstudentsreceivingTierIIinterventionshaveaccesstoTierIsupports

1=TierIIsupportsarenotexplicitlylinkedtoTierIsupportsand/orstudentsreceivingTierIIinterventionshavesome,butnotfullaccesstoTierIsupports

2=TierIIsupportsareexplicitlylinkedtoTierIsupports,andstudentsofALLracial,cultural,ethnicandlinguisticbackgroundsreceivingTierIIinterventionshavefullaccesstoallTierIsupports

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2.9ProfessionalDevelopmentAwrittenprocessisfollowedforteachingallrelevantstaffhowtoreferstudentsandimplementeachTierIIinterventionthatisinplace.Culture,exceptionality,andlanguagearepartoftrainingcontent.


• Staffhandbook• Lessonplansforteachertrainings

• Schoolpolicy

0=Noprocessforteachingstaffinplace1=Professionaldevelopmentandorientationprocessisinformal

2=Writtenprocessusedtoteachandcoachallrelevantstaffinallaspectsofinterventiondelivery,includingrequestforassistanceprocess,usingprogressreportasaninstructionalprompt,deliveringfeedback,culturalconsiderations,andmonitoringstudentprogress

2.10LevelofUseTeamfollowswrittenprocesstotrackproportionofstudentsparticipatinginTierIIsupports,andaccessisproportionatebyrace,exceptionality,gender,language,etc.

• TierIIenrollmentdata

• TierIIteammeetingminutes

• Progressmonitoringtool

0=TeamdoesnottracknumberofstudentsreceivingTierIIsupports

1=TeamdefinescriteriaforrespondingtoeachTierIIinterventionandtracksnumberofstudents,butfewerthan5%ofstudentsarereceivingTierIIsupports

2=Teamdefinescriteriaandtracksnumberofstudents,withatleast5%ofstudentsreceivingTierIIsupports,accessandparticipationisproportionatebyrace,exceptionality,gender,language,etc.

2.11StudentPerformanceDataTierIIteamtracksproportionofstudentsexperiencingsuccess(%ofparticipatingstudentsbeingsuccessful)andusesdisaggregatedTierIIinterventionoutcomesdataanddecisionrulesforprogressmonitoringandmodification.

• Studentprogressdata(e.g.,%ofstudentsmeetinggoals)

• InterventionTrackingTool

• Daily/WeeklyProgressReportsheets

• Familycommunication

0=Studentdatanotmonitored1=Studentdatamonitoredbutnodatadecisionrulesestablishedtoalter(e.g.,intensifyorfade)support

2=Disaggregatedstudentdata(%ofstudentsbeingsuccessful)monitoredandusedatleastmonthly,withdatadecisionrulesestablishedtoalter(e.g.,intensifyorfade)support,andsharedwithstakeholders

2.12FidelityDataTierIIteamhasaprotocolforongoingreviewoffidelityforeachTierIIpractice.

• TierIIcoordinatortraining

• Districttechnicalassistance

• FidelityprobestakenmonthlybyaTierIIteammember

0=Fidelitydataarenotcollectedforanypractice

1=Fidelitydata(e.g.,direct,self-report)collectedforsomebutnotallTierIIinterventions

2=Periodic,directassessmentsoffidelitycollectedbyTierIIteamforallTierIIinterventions

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2.13AnnualEvaluationAtleastannually,TierIIteamassessesoveralleffectivenessandefficiencyofstrategies,includingdata-decisionrulestoidentifystudents,rangeofinterventionsavailable,fidelityofimplementation,andon-goingsupporttoimplementers;andevaluationsaresharedwithstaffanddistrictleadership.DatameasuresproportionalityofoutcomesforALLstudents(byrace,language,gender,exceptionality,etc.)

• Staffandstudentsurveys

• TierIIhandbook• Fidelitytools• Schoolpolicy• Studentoutcomes

• Districtreports

0=Nodata-basedevaluationtakesplace1=Evaluationconducted,butoutcomesnotusedtoshapetheTierIIprocess

2=Evaluationconductedatleastannually,datameasuresproportionality,andoutcomessharedwithstaffanddistrictleadership,plusclearalterationsinprocessproposedbasedonevaluation

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Tier III: Intensive SWPBIS FeaturesThissectionmaybecompletedindividuallyorwithothertiersaspartofthefullTieredFidelityInventory



3.1 TeamCompositionTierIIIsystemsplanningteam(orcombinedTierII/IIIteam)includesaTierIIIsystemscoordinatorandindividualswhocanprovide(a)appliedbehavioralexpertise,(b)administrativeauthority,(c)multi-agencysupports(e.g.,personcenteredplanning,wraparound,RENEW)expertise,(d)knowledgeofstudents,(e)knowledgeabouttheoperationsoftheschoolacrossgradelevelsandprograms,and(f)understandingandincorporationoftheinfluenceofcultureonthestudent’sbehavior.


• TierIIIteammeetingminutes

0=TierIIIteamdoesnotincludeatrainedsystemscoordinatororall5identifiedfunctions

1=TierIIIteammembershavesomebutnotall5functions,and/orsomebutnotallmembershaverelevanttrainingorattendatleast80%ofmeetings

2=TierIIIteamhasacoordinatorandall6functions,ANDattendanceofthesemembersisatorabove80%

3.2TeamOperatingProceduresTierIIIteammeetsatleastmonthlyandhas(a)regularmeetingformat/agenda,(b)minutes,(c)definedmeetingroles,and(d)acurrentactionplan.

• TierIIIteammeetingagendasandminutes

• TierIIImeetingrolesdescriptions

• TierIIIactionplan

0=TierIIIteamdoesnotuseregularmeetingformat/agenda,minutes,definedroles,oracurrentactionplan

1=TierIIIteamhasatleast2butnotall4features

2=TierIIIteammeetsatleastmonthlyandusesregularmeetingformat/agenda,minutes,definedroles,ANDhasacurrentactionplan

3.3 ScreeningTierIIIteamusesdecisionrulesanddata(e.g.,ODRs,TierIIperformance,academicprogress,absences,teacher/family/studentnominations)toidentifystudentswhorequireTierIIIsupports.Screeningelementsarereviewedannuallyforsensitivity:culture,language,exceptionality,gender,internalizing/externalizing,etc.

• Schoolpolicy• Teamdecisionrubric


0=NodecisionrulesforidentifyingstudentswhoshouldreceiveTierIIIsupports

1=InformalprocessoronedatasourceforidentifyingstudentswhoqualifyforTierIIIsupports

2=WrittendatadecisionrulesusedwithmultipledatasourcesforidentifyingstudentswhoqualifyforTierIIIsupports,screeningmeasuressensitiveforALLstudents,andevidencethepolicy/rubricincludesoptionforteacher/family/studentnominations

3.4 StudentSupportTeam:Foreachindividualstudentsupportplan,auniquelyconstructedteamexists(withinput/approvalfromstudent/familyaboutwhoisontheteam)todesign,implement,monitor,andadaptthestudent-specificsupportplan.

• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)

0=Individualstudentsupportteamsdonotexistforallstudentswhoneedthem

1=Individualstudentsupportteamsexist,butarenotuniquelydesignedwithinputfromstudent/familyand/orteammembershiphaspartialconnectiontostrengthsandneeds

2=Individualstudentsupportteamsexist,areuniquelydesignedwithactiveinput/approvalfromstudent/family(withaclearlinkofteammembershiptostudentstrengthsandneeds),andmeetregularlytoreviewprogressdata

Team

s

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3.5StaffingAnadministrativeplanisusedtoensureadequatestaffandtimeisassignedtofacilitateindividualizedplansforthestudentsenrolledinTierIIIsupports.

• Administrativeplan


• FTE(i.e.,paidtime)allocatedtoTierIIIsupports

0=Personnelarenotassignedtofacilitateindividualstudentsupportteams

1=Personnelareassignedtofacilitatesomeindividualsupportteams,butnotatleast1%ofenrollment

2=PersonnelandtimeareassignedtofacilitateindividualizedplansforallstudentsenrolledinTierIIIsupports

3.6Student/Family/CommunityInvolvementTierIIIteamhasdistrictcontactperson(s)withaccesstoexternalsupportagenciesandresourcesforplanningandimplementingnon-school-basedinterventions(e.g.,intensivementalhealth)asneeded.Externalagencieshavethecapacitytosupportstudentsandfamiliesfrommultiplecultures.


0=Districtcontactpersonnotestablished1=Districtcontactpersonestablishedwithexternalagencies,ORresourcesareavailableanddocumentedinsupportplans

2=Districtcontactpersonestablishedwithexternalagencies,ANDresourcesareavailableanddocumentedinsupportplans.Externalagencieshavethecapacitytosupportstudentsandfamiliesfrommultiplecultures.

3.7ProfessionalDevelopmentAwrittenprocessisfollowedforteachingallrelevantstaffaboutbasicbehavioraltheory,functionofbehavior,andfunction-basedintervention.Culture,exceptionality,andlanguagearepartoftrainingcontent.


• Staffhandbook• Lessonplansforteachertrainings

• Schoolpolicy

0=Noprocessforteachingstaffinplace1=Professionaldevelopmentandorientationprocessisinformal

2=Writtenprocessusedtoteachandcoachallrelevantstaffinbasicbehavioraltheory,functionofbehavior,function-basedintervention,andtheinfluenceonbehaviorofculture,exceptionality,andlanguage.

3.8QualityofLifeIndicatorsAssessmentincludesstudentstrengthsandidentificationofstudent/familypreferencesforindividualizedsupportoptionstomeettheirstatedneedsacrosslifedomains(e.g.,academics,health,career,social/cultural).


0=Qualityoflifeneeds/goalsandstrengthsnotdefined,ortherearenoTierIIIsupportplans

1=Strengthsandlargerqualityoflifeneedsandrelatedgoalsdefined,butnotbystudent/familyornotreflectedintheplan

2=Allplansdocumentstrengthsandqualityoflifeneedsandrelatedgoalsdefinedbystudent/family

Resources

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3.9Academic,Social,andPhysicalIndicatorsAssessmentdataareavailableforacademic(e.g.,reading,math,writing),behavioral(e.g.,attendance,functionalbehavioralassessment,suspension/expulsion),medical,mentalhealth,andsocial(includingculturalcongruenceofstudent’sschoolcontext)strengths/needsacrosslifedomainswhererelevant.


0=Studentassessmentissubjectiveordonewithoutformaldatasources,ortherearenoTierIIIsupportplans

1=Plansincludesomebutnotallrelevantlife-domaininformation(e.g.,medical,mentalhealth,behavioral,academic)

2=Allplansincludemedical,mentalhealthinformation,completeacademic,andculturalcongruence(ofstudent’sschoolcontext)datawhereappropriate

3.10HypothesisStatementBehaviorsupportplansincludeahypothesisstatement,including(a)operationaldescriptionofproblembehavior,(b)identificationofcontextwhereproblembehaviorismostlikely,and(c)maintainingreinforcers(e.g.,behavioralfunction)inthiscontext.(d)Contextassessmentincludesquestionsofculturalcongruity.


0=Noplansincludeahypothesisstatementwithall3components,ortherearenoTierIIIsupportplans

1=1or2plansincludeahypothesisstatementwith3components

2=Allplansincludeahypothesisstatementwithall4components

3.11ComprehensiveSupport:Behaviorsupportplansincludeorconsider(a)preventionstrategies,(b)teachingstrategies,(c)strategiesforremovingrewardsforproblembehavior,(d)specificrewardsfordesiredbehavior,(e)safetyelementswhereneeded,(f)asystematicprocessforassessingfidelityandimpact,and(g)theactionplanforputtingthesupportplaninplace.


0=Noplansincludeall7coresupportplanfeatures,ortherearenoTierIIIsupportplans

1=1or2plansincludeall7coresupportplanfeatures

2=Allplansincludeall7coresupportplanfeatures

Supp

ortP

lans

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3.12FormalandNaturalSupportsBehaviorsupportplan(s)requiringextensiveandcoordinatedsupport(e.g.,personcenteredplanning,wraparound,RENEW)documentsqualityoflifestrengthsandneedstobecompletedbyformal(e.g.,school/districtpersonnel)andnatural(e.g.,family,friends)supporters.

• AtleastoneTierIIIbehaviorsupportplanrequiringextensivesupport(seeTFITierIIISupportPlanWorksheet)

0=Plandoesnotincludespecificactions,ortherearenoplanswithextensivesupport

1=Planincludesspecificactions,buttheyarenotrelatedtothequalityoflifeneedsand/ordonotincludenaturalsupports

2=Planincludesspecificactions,linkedlogicallytothequalityoflifeneeds,andtheyincludenaturalsupports

3.13AccesstoTierIandTierIISupportsStudentsreceivingTierIIIsupportshaveaccessto,andareincludedin,availableTierIandTierIIsupports.Tier1andTier2supportsareavailableandsupportiveofALLstudents.


0=IndividualstudentsupportplansdonotmentionTierIand/orTierIIsupports,ortherearenoTierIIIsupportplans

1=IndividualsupportsincludesomeaccesstoTierIand/orTierIIsupports

2=TierIIIsupportsincludefullaccesstoanyappropriateTierIandTierIIsupportsanddocumenthowaccesswilloccur

3.14DataSystemAggregated(i.e.,overallschool-level)TierIIIdataaresummarizedandreportedtostaffatleastmonthlyon(a)fidelityofsupportplanimplementation,and(b)impactonstudentoutcomes.

• Reportstostaff• Staffmeetingminutes

• Staffreport

0=Noquantifiabledata1=Dataarecollectedonoutcomesand/orfidelitybutnotreportedmonthly

2=DataarecollectedonstudentoutcomesANDfidelityandarereportedtostaffatleastmonthlyforallplans

3.15Data-basedDecisionMakingEachstudent’sindividualsupportteammeetsatleastmonthly(ormorefrequentlyifneeded)andusesdatatomodifythesupportplantoimprovefidelityofplanimplementationandimpactonqualityoflife,academic,andbehavioroutcomes.

• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)Teammeetingschedules

0=Studentindividualsupportteamsdonotreviewplansorusedata

1=Eachstudent’sindividualsupportteamreviewsplan,butfidelityandoutcomedataarenotbothusedfordecisionmakingornotallteamsreviewplans

2=Eachstudent’sindividualsupportteamcontinuouslymonitorsdataandreviewsplanatleastmonthly,usingbothfidelityandoutcomesdatafordecisionmaking

3.16LevelofUseTeamfollowswrittenprocesstotrackproportionofstudentsparticipatinginTierIIIsupports,andaccessisproportionate.

• Studentprogressdata


0=SchooldoesnottrackproportionornostudentshaveTierIIIplans

1=Fewerthan1%ofstudentshaveTierIIIplans

2=AllstudentsrequiringTierIIIsupports(andatleast1%ofstudents)haveplans

3.17AnnualEvaluationAtleastannually,theTierIIIsystemsteamassessestheextenttowhichTierIIIsupportsaremeetingtheneedsofstudents,families,andschoolpersonnel;andevaluationsareusedtoguideactionplanning.DatameasuresproportionalityofoutcomesforALLstudents(byrace,language,gender,exceptionality,etc.)


• TierIIIteamactionplan

• Teammemberverbalreports

0=Noannualreview1=Reviewisconductedbutlessthanannually,ordonewithoutimpactonactionplanning

2=WrittendocumentationofanannualreviewofTierIIIsupports,withspecificdecisionsrelatedtoactionplanning

Evalua

tion

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AppendixA:SWPBISTieredFidelityInventoryWalkthroughToolOverview

Purpose

ThisformisusedaspartofcompletingtheSWPBISTieredFidelityInventory’sTierIsubscale.Usethisformtointerviewarandomselectionofstaff(atleast10%ofstafforatleast5forsmallerschools)andstudents(minimumof10).Thisprocessshouldtakenomorethan15minutes.WhoShouldCompletetheTool

Itisrecommendedthatthistooliscompletedbyanindividualwhoisexternaltotheschool(e.g.,externalcoach,coordinator,evaluator).ThisuseallowsfortheTieredFidelityInventorytoserveasmoreofanexternalevaluationthanself-assessment.Alternatively,anindividualfromtheschoolteammaycompletethistoolifthepurposeofassessmentisforprogressmonitoringbetweenexternalevaluations.Procedure

Randomlyselectstaffandstudentsasyouwalkthroughtheschool.Usethispageasareferenceforallotherinterviewquestions.Usetheinterviewformtorecordstaffandstudentresponses.Staffandstudentsamplesshouldincludemultipleperspectives(e.g.bycolor,gender,language,exceptionality)thatrepresentthemake-upoftheschoolcommunity.StaffInterviewQuestions

Interviewatleast10%ofstafforatleast5forsmallerschools1.Whatarethe__________________(schoolrules,high5’s,3be’s,etc.)2.Haveyoutaughttheschoolrules/behavioralexpectationsthisyear?3.Haveyougivenoutany________________________since________________?

(rewardsforappropriatebehavior)(2monthsago)

StudentInterviewQuestions

Interviewaminimumof10students1.Whatarethe__________________(schoolrules,high5’s,3bee’s)?(Definewhattheacronymmeans)2.Haveyoureceivedany_______________________________since________________?

(rewardsforappropriatebehavior)(2monthsago)

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28SWPBIS Tiered Fidelity Inventory

SWPBIS Tiered Fidelity Inventory Walkthrough Tool Interview and Observation Form

School ________________________________________ Date __________

District _______________________________________ State __________

Data collector ________________________________

School-wide Expectations: Name of School-wide Expectations:

1. _______________________________________ ____________________________________________

2. _______________________________________ Name of Acknowledgment System:

3. _______________________________________ ____________________________________________

4. _______________________________________

5. _______________________________________

Staff Questions (Interview 10% or at least 5 staff members)

Student Questions (at least 10 students)

What are the

(school rules)?

Record the # of

rules known.

Have you taught the

school rules/ behavior

expectations to

students this year?

Have you given out

any ________

since _______?

(2 mos.)

What are the

(school rules)?

Record the # of

rules known

Have you

received a

________ since

________?

1 Y N Y N 1 Y N

2 Y N Y N 2 Y N

3 Y N Y N 3 Y N

4 Y N Y N 4 Y N

5 Y N Y N 5 Y N

6 Y N Y N 6 Y N

7 Y N Y N 7 Y N

8 Y N Y N 8 Y N

9 Y N Y N 9 Y N

10 Y N Y N 10 Y N

11 Y N Y N 11 Y N

12 Y N Y N 12 Y N

13 Y N Y N 13 Y N

14 Y N Y N 14 Y N

15 Y N Y N 15 Y N

Total Total

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Appendix B: Targeted Interventions Reference GuideA Reference Guide for Function-Based Support Options (Horner & Todd, 2002)

Purpose of Reference Guide

This Reference Guide is designed to be used as a map when discussing function based support needs for students. Use this reference guide when trying to determine intervention options for individual students.

Targeted Interventions Defined

Components of a targeted intervention include (a) increased structure & prompts, (b) instruction on skills, (c) increased regular feedback, and (d) the intervention is available to anyone at anytime.

Instructions

List the targeted interventions that are available in your school. Identify the possible functions that the intervention is de-signed to deliver by putting an X in the cell of the matrix.

Examples

• Check In-Check Out may offer predictable adult attention, organizational structure, and an option for accessing

choices through the day.

• Social Skills Club participation may offer opportunities for instruction and practice on skills, choice, peer and adult

attention and individualized support.

• Reading Buddies may offer access to peer attention, choice, option to avoid aversive situation, and

individualized support.

Targeted InterventionCheck in, Check out

Social Skills Club

Reading Buddies

Homework Club

Lunch Buddies

Access to Adult Attention yes yes yes yes yes

Access to Peer Attention yes yes yes yes

Access to Choice of Alternatives/Activities yes yes yes yes yes

Option for Avoiding Aversive Activities yes yes yes yes

Option for Avoiding Aversive Social Peer/

Adult Attentionyes yes

Structural Prompts for ‘What To Do’

Throughout the Dayyes yes

At Least 5 Times During the Day When

Positive Feedback is Set Upyes

A School-Home Communication System yes yes

Opportunity for Adaptation into a

Self-Management Systemyes yes yes yes yes

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Targeted Interventions Reference Guide Map

This Reference Guide is designed to be used as a map when discussing function based support needs for students. Use this Reference Guide when trying to determine intervention options for individual students.

School: _____________________________________________________________________ Date: __________________

Targeted Intervention

Access to Adult Attention

Access to Peer Attention

Access to Choice of Alternatives/Activities

Option for Avoiding Aversive Activities

Option for Avoiding Aversive Social Peer/

Adult Attention

Structural Prompts for ‘What To Do’

Throughout the Day

At Least 5 Times During the Day When

Positive Feedback is Set Up

A School-Home Communication System

Opportunity for Adaptation into a

Self-Management System

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