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 www.fieldtest.pbisassessment.org
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