2. Tiered Fidelity Inventory (TFI)
Stephanie Skolasinski, Wisconsin RtI Center

3. Poll

4. Why Self-Assess?

5. Why the TFI?

6. Tiered Fidelity Inventory Replaces

7. At least annually for tiers in place Up to four times a year for tiers being scaled up

8. Total Score Report

9. Scale/Tier Report

10. Sub-scale and Item Reports

11. Typical Sequence of TFI Administration

12. Suggestions for Teaming

13. Data Sources

14. Possible Pre-Administration Documentation at Tier 1

15. Administration Protocol for Inventory Assessment

16. Create an Action Plan The purpose of assessing is to provide data to action plan!

17. Using the TFI to Progress Monitor

18. Progress Monitoring

19. Action Plan Example

20. TFI Action Plan

21. Resources

22. TFI Training Deck

23. PBIS Fidelity Tool Resources

24. What Questions Do You Have?

25. Tips from The Field

26. TFI: My Process, Insights, and Lessons Learned
David Stanley
PBIS District Coach
West Allis-West Milwaukee School District

27. An Introduction - Dave Stanley
PBIS District Coach PBIS Tier 1 trainer for PBIS Network SWIS Facilitator Classroom Teacher for 17 prior to current position - Regular and Special Ed -Taught at elementary, middle, and high school level

28. West Allis-West Milwaukee School District
18 schools 2 Traditional High Schools, 1 Alternative High School 4 Intermediate Schools 11 Elementary 8,000 students

29. PBIS in WA-WM (Currently)
All Schools Implementing Tier 1 17 of 18 Schools Implementing Tier 2 10 Schools Implementing Tier WRAParound; 2 RENEW 2 Schools completed Complex FBA-BIP training (fully Tier 3 trained) Starting year 4 of School Climate Transformation Grant

30. TFI History
Starting using TFI in fall of School Year Completed “2 rounds” in School Year Planned “3 rounds” for School Year -Completed only 2 rounds Planning “2 rounds” with an optional third round for School Year

31. SAS/TFI Schedule
Schools complete SAS late September to mid-October TFI Walkthroughs - October/November TFI Team Meeting Rnd 1 - November/December TFI Team Meeting Rnd 2 - Late January to Early March TFI Team Meeting Rnd 3 (Optional) - Mid-April through May

32. Walk Through
Walk Through is to be completed prior to do the TFI meeting with the school. Walk Through should be completed by an “outside” person – external coach

33. Walk Through
Contacted the administrator and coaches to let them know what day and time I will be in their building conducting the walk through. Note: If staff is unfamiliar with you, have administration notify the staff you are coming and purpose of your visit

34. Walk Through
The Walk Through Tool can be found on page 28 of the TFI PDF Walk Through typically took 1 ½ - 2 hours to complete (suggest going at lunch time) Note: If not overly familiar with the building, make notes of PBIS visibility- visibility is part of the TFI rubric, but not part of the Walk Through Tool

35. Walk Through - Staff Survey
Interview 10% or at least 5 staff members *What are the school wide expectations? -90% of staff can state 67% of expectations *Have you taught the students the expectations? *Have you give out any “acknowledgements” in the past two months? -Acknowledgements have been given out by 90% of the staff

36. Walk Through - Student Survey
Interview at least 10 students
*What are the School Wide Expectations?
-70% of students can state 67% of the expectations
*Have you received any “acknowledgements” in the past two months?
-Acknowledgements received by at least 50% of students

37. Meeting Set-Up
Scheduled meeting with each school Who should be there: - Administrator - T1/T2 Coaches - Any other key PBIS people - External Coach (completes the TFI) Scheduled 1 hour

38. Meeting Set-Up
Tier 1 Scoring Rubric: pages Items Tier 2 Scoring Rubric: pages Items I provided a “hard copy”of the rubric for each team member at the meeting

39. Meeting
Opened assessment window and completed as we went through the assessment as a team Provided a hard copy of the assessment for the team members – many took notes as we went through the assessment Items scored on a scale – always scored lower when in doubt

40. Meeting
Average meeting took minutes to complete – no meeting went over 60 minutes Meeting included: *Completing Tier 1 and Tier 2 Rubric *Reviewing TFI Results *Developing Action Plan

41. Meeting - Action Plan
Two forms available: Option 1 is part of the TFI PDF (page 25-26) Option 2 is a separate form available on the PBISAPPS site as (DOCX) Does not matter which one you use – personal preference. I prefer the (DOCX) version – more room to write

42. Meeting - Action Plan
Teams would chose a tier to focus on and 2 or 3 items (no more than 3) from that tier to create an action plan Action Plan had a 3 month operational window

43. Follow-Up Meeting: Round 2
Approx. 3 months after Round 1 meetings, I met with the teams again. We reviewed the progress on the action plans that we developed.

44. Follow-up Meeting
Schools fell into three categories: Goal Met Goal Not Met Both - Met and not met

45. Follow-up Meeting: Goal Met
If teams met the goals set in the action plan, we reviewed that portion of the TFI Rubric. If progress was made, we updated the score at pbisapps.org Teams then set up a new action plan goal based on the previous assessment. Teams may change which Tier they focused on.

46. Follow-up Meeting: Goal not Met
If teams did not meet the goals set in the action plan, we discussed what progress was made, any possible support or resources they may need to meet the goal.

47. Follow-up Meeting: Both
Some teams completed on action plan item, but not the other. If this was the case, the team would continue the one not completed and create a new action plan goal to work on. Teams always had at least 2 action plan goals in place.

48. TFI Insights
My Coaches/Teams really liked the TFI, specifically the action plan piece. They were excited after the initial meetings – they felt they had specific tasks/projects to work on that were obtainable.

49. TFI Insights
Coaches were able to set specific, short term goals for the teams to work on. Teams felt they made more progress with the more frequent check-ins (progress monitoring)

50. TFI Insights
My overall familiarity of each school and their systems was helpful during the TFI process. If unfamiliar or new systems are being developed/refined, have teams bring examples of work/guidelines to the meeting to assist in scoring.

51. TFI - Moving Forward TFI Field Guide: New for 2017-18 School year
Used by each school for each tier of implementation
New for School year

52. Feel free to contact me:
David Stanley

53. TFI

54. TFI in Practice: Common Questions and Lessons Learned
Mandy Hughes
External Coach & SCTG Project Director
Berlin Area School District

55. Berlin Area School District
Berlin, Wisconsin (west of Oshkosh)
1517 students K-12
80% White
15% Hispanic
2.6% Multi-Racial
<1% each Asian, Black, Pacific Islander/Native Hawaiian
15.4% Special Education
44.2% Free/Reduced Lunch

56. Berlin Area School District
Clay Lamberton Elementary School (since 2011)
Implementing Tiers 1, 2, 3
Berlin Middle School (since 2013)
Implementing Tiers 1, 2
Berlin High School (since 2014)
Implementing Tier 1
School Climate Transformation Grant (2014-current)
WI School Mental Health Project (2014-current)
Project AWARE Grant ( )

57. Berlin’s PBIS Assessment Schedule
Summer:
TFI Review (Leadership Boot Camp)
Fall:
SAS (Whole School)
Winter:
TFI (Coaches/Administrators)
Spring:
TFI (Leadership Team)
Optional: SAS Follow-up (specific items only)

58. Responding to Assessment Questions
Common questions:
Why are we assessing so much?
Are these “have to” things, or “want to” things?
Do we even do anything with this information?
Does anyone look at this?

59. Responding to Assessment Questions
Why are we assessing so much?
Parallel to student academic work – want to know if and how we need to adjust our teaching to reach desired results
Continuous improvement as a guiding principle
Pro Tip:
Put these on the calendar (yours, admin, and school) NOW before the year gets too busy

60. Responding to Assessment Questions
Is this a “have to” or a “want to” thing?
Both!
Have to:
Road map to fidelity – Stay on the path!
Accountability to each other, whole school, school board, students
Reporting for grants and board
Recognition eligibility
Want to:
Continuous improvement
Refining practice
Good to great!
Pro Tip:
Language and attitude matters! “Get to” vs. “Have to”

61. Responding to Assessments
Do we even do anything with this information?
All a matter of practice
Intentions are awesome, and ACTION is BETTER
Dynamic vs. static action plans
Progress monitoring vs. one-time checks
Pro Tip:
Plan NOW how you will determine action plans
Plan NOW how you will keep action plans in the front of everyone’s mind
Add Action Item Due Dates to your calendar

62. EX - Add Action Plan Steps to Every Agenda

63. EX – Use Action Plan Template on PBISassessments
EX – Use Action Plan Template on PBISassessments.org and share as GoogleDoc
Add columns for each assessment to see progress throughout the year

64. Responding to Assessment Questions
Does anyone even look at this?
All a matter of practice
Schedule a time to share with school, administrative team, school board
Item #15: Annual Evaluation of academic AND behavior data is shared with all stakeholders
Pro Tip:
Plan NOW how you will share the information
Create/use a consistent reporting format (PBIS Evaluation Blueprint on PBIS.org is a great start!)
Add dates for sharing evaluation data to your calendar
External Coaches: Be the EXTERNAL BRAIN on this—it is hard for building-level people to remember/plan/have the 10,000 ft. view of the whole system

65. EX – Evaluation Blueprint from PBIS.org

66. EX – BASD Evaluation Report

67. Lessons Learned WHO: Share the Wealth Knowledge – by one or by all?
Action and Ownership – a few champions or all?
Passion – use the language of the school to light the fire for this work vs. technical terms/acronyms

68. Lessons Learned WHAT: Honesty and Transparency
WHERE: Find a place for this information to “LIVE”
WHEN: Continuously – not an isolated “thing”
WHY:
Passion and Action for STAFF 
Passion and Action for STUDENTS

69. Questions?
Mandy Hughes – LINK TO EXAMPLES: goo.gl/9XmhjU

70. session-e.questionpro.com