2. Team Self-Assessment to Action: Effective Use of the TFI
Yuliana Manríquez
Kent Smith
@Yuli
@kent1915

3. Assessment Connection
The content of this session connects to TFI, items 1.2, 1.14, 1.15, 2.2, 2.12, 2.13, 3.2, 3.17

4. Why do we assess? Continuous Improvement!
-A major feature of SWPBIS is the commitment to ongoing assessment of implementation.
-PBIS Assessment provides surveys for teams to take as they examine their level of SWPBIS adoption and guides them through the process for how to improve implementation to benefit students, their families, and the overall school culture. 
More speaker Notes:
When planning and making data-based changes, we strategically use data in an on-going continuous improvement process in which schools and districts deliberately and strategically collaborate to understand, replicate and scale up successes as well as plan for and address areas of concern. When implemented effectively, the continuous improvement process leads to long-term, embedded, positive change and progress in the school or district, thereby improving student outcomes. 
Moreover, this process leverages the adults in the system to make changes that are measurable to affect student outcomes.

5. Use of Data Leads to Sustainability
Teams who regularly use data to plan and make changes are more likely to sustain implementation!
recognize improved outcomes
collect observable, measurable implementation and outcome data
share data with all staff
monitor data continuously
-Staff are more likely to continue implementation when they recognize improved outcomes and perceive them to be directly related to the practice
-Teams regularly collect observable, measurable implementation and outcome data
-Teams regularly share data with all staff, who then use it to plan and make changes
-Staff monitor data continuously and have feedback systems in place
More speaker Notes:
Research shows that a main factor that facilitates sustained implementation of an EMLSS is that leadership teams use data to plan and make changes.

6. What do we mean by “Data”?
Guides decision-making processes
Types
Practice data (fidelity)
System data (implementation)
Outcome data (student-level)
aggregate
disaggregated
Practice Data: Measures the extent to which staff are able to use practices as intended
Assesses use of skills that have been trained and supported
Helps to assure sustained implementation of practices
Not a reflection on teachers, staff, or students
“The most effective intervention will not produce positive effects if it is not implemented.”
Systems Data
PBIS Assessment
Assists in supporting high fidelity, sustained implementation of PBIS
Online
Surveys
Tiered Fidelity Inventory (TFI)
Self Assessment Survey (SAS)
Reports
Supports action
planning to improve
implementation
Outcome Data
Informal data sources
Minors (ongoing)
Majors
Attendance
Grades
Angel List
Teacher request for assistance
Health room visits
Pupil Service request for assistance
Dropout Early Warning System / Early Warning System
Disciplinary actions (time out of class, detentions, missed recesses, ISS, OOSS, etc.)

7. What is the TFI?
The TFI gives teams a single, efficient, valid, reliable survey to guide implementation and sustained use of SWPBIS. Using the TFI, teams measure the extent to which school personnel apply the core features of SWPBIS at all three tiers – either individually or collectively.

8. What’s the difference?
The TFI is based on the features and items of existing SWPBIS fidelity surveys (e.g., SET, BoQ, TIC, SAS, BAT*, MATT*) and can be used to replace any or all of them. Tier 1 - Walkthrough Tool
How is TFI different from other assessments?

9. What’s it Good For? An initial assessment A guide for implementation
An index of sustained SWPBIS implementation
A metric for state recognition
-An initial assessment to determine if they are using, or need, SWPBIS
-A guide for implementation of Tier I, Tier II, and/or Tier III practices
-An index of sustained SWPBIS implementation
-A metric for identifying schools for recognition within their state implementation efforts

10. What’s it Tell Us?

11. How do we use it?
Assess the overall functioning of your systems at all three tiers for alignment to research
Identify strengths and needs around systems and practices
Action plan for growth and sustainability

12. Walkthrough at Tier 1 External coach/evaluator
Use TFI Walkthrough Tool
Interview 10% or at least 5 staff
Interview at least 10 students
15 minutes

13. Benefits of an External Audit
Provides more objective overview of what your team believes, practices from the past year
Discovers errors
Identifies internal weaknesses
Lend themselves to being impartial/ less biased

14. Use of Data: Interpretation
What areas are solid, what need maintenance and what are areas for growth?
Why do we think that?
What do we do?

15. Use of Data – Application (Action Plan!)
Why do we think there is a need for growth
Not just score, what is it about our climate and culture?
What will we do about it
Teach staff? Clarify with staff? More practices? Error correct?
Who will do it?
When will be done by?
How do we know it worked?

16. Robust Action Planning
Review and triangulate existing data related to
Practice data (fidelity)
System data (implementation)
Outcome data (student-level)
aggregate
disaggregated
Strategically and explicitly bridge and incorporate to school and/or district improvement planning/goal setting
Review existing data related to (a) student behavior (e.g., suspension/expulsions, screening outcomes, behavior incidents, discipline referrals, attendance, achievement scores, dropout rates, school climate, student/family surveys) and (b) implementation fidelity

17. Barriers to Assessment
Why?
How?
What?
Access?
Turnover
Not sure of why to take it
Not sure of how to use it
Not sure what to take
Access to surveys to complete them
Turnover in coordinators/facilitators

18. Barriers: Why? Helps you build and maintain fidelity of your systems
Fidelity means that your system has enough of the research based changes in place to expect to see the outcomes you desire
Allows teams to identify areas of strength, maintenance and need within systems to be able to action plan based on the results
Allows teams to examine systems in relation to perception and outcome
Add? This is on-going support (along hopefully with coaching) after training is completed

19. Barriers: How?
Identify areas that are critical to vision and mission and action plan for development.
Staff development generally falls into:
1) Teaching and building fluency around new skills or ideas
2) Engaging in fluency and fidelity checks (are we doing it the way we should?)
3) Error correction (something isn’t being implemented as it should)
4) Maintenance (keep those skills strong!)
Add? Team needs to pre-plan why they will carves out time to 1) take, and then 2) action plan instead of this being an after thought, an addition to, etc.

20. Barriers: What?

21. Barrier: Access

22. OR…
Team members and participants will get a link to survey (SAS) when a survey window is open. Click link to take survey!
Coordinators -

23. Barriers: Turnover Turnover in coordinators/facilitators
If the school/team knows there will be shifts, then they should proactively revise this role

24. Audience Experts
What questions have come up for you? How have your teams overcome barriers presented? Other?

25. csession.questionpro.com