2 = Documentation includes and emphasizes proactive approaches AND administrator reports consistent use 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. Professional development calendar Staff handbook 0 = No process for teaching staff is in place 1 = Process is informal/unwritten, not part of professional development calendar, and/or does not include all staff or all 4 core Tier I practices 2 = Formal process for teaching all all aspects of Tier I system, including all 4 core Tier I practices Subscale Feature Possible Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = Fully implemented Implementation Classroom Procedures: Tier I features (school-wide expectations, routines, acknowledgements, continuum of consequences) are implemented within classrooms and consistent with school-wide systems. Staff handbook Informal walkthroughs Progress monitoring Individual classroom data 0 = Classrooms are not formally implementing Tier I 1 = Classrooms are informally implementing Tier I but no formal system exists 2 = Classrooms are formally implementing all core Tier I features, consistent with school-wide expectations Feedback and Acknowledgement: A formal system (i.e., written set of procedures for specific behavior feedback that is [a] linked to school-wide expectations and [b] used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students. TFI Walkthrough Tool 0 = No formal system for acknowledging students 1 = Formal system is in place but is not used by at least 90% of staff and/or received by at least 50% of students 2 = Formal system for acknowledging student behavior is used by at least 90% of staff AND received by at least 50% of students Faculty Involvement: Faculty are shown school-wide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least every 12 months. PBIS Survey Informal surveys Staff meeting minutes Team meeting minutes 0 = Faculty are not shown data at least yearly and do not provide input 1 = Faculty have been shown data more than yearly OR have provided feedback on Tier I foundations within the past 12 months but not both 2 = Faculty are shown data at least 4 times per year AND Assessment
have provided feedback on Tier I practices within the past 12 months Student/Family/Community Involvement: Stakeholders (students, families, and community members) provide input on universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months. Surveys Voting results from parent/family meeting Team meeting minutes 0 = No documentation (or no opportunities) for stakeholder feedback on Tier I foundations 1 = Documentation of input on Tier I foundations, but not within the past 12 months or input but not from all types of stakeholders 2 = Documentation exists that students, families, and community members have provided feedback on Tier I practices within the past 12 months Subscale Feature Possible Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = Fully implemented Evaluation Discipline Data: Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student. School policy Team meeting minutes Student outcome data 0 = No centralized data system with ongoing decision making exists 1 = Data system exists but does not allow instantaneous access to full set of graphed reports 2 = Discipline data system exists that allows instantaneous access to graphs of frequency of problem behavior events by behavior, location, time of day, and student Data-based Decision Making: Tier I team reviews and uses discipline data and academic outcome data (e.g., Measures, state tests) at least monthly for Data decision rules professional development calendar Staff handbook Team meeting minutes 0 = No process/protocol exists, or data are reviewed but not used 1 = Data reviewed and used for decision-making, but less than monthly 2 = Team reviews discipline data and uses data for at least monthly. If data indicate an academic or behavior problem, an action plan is developed to enhance or modify Tier I supports Fidelity Data: Tier I team reviews and uses SWPBIS fidelity School policy Staff handbook 0 = No Tier I SWPBIS fidelity data collected
2.12 Fidelity Data: Tier II team has a protocol for ongoing review of fidelity for each Tier II practice. Tier II coordinator training District technical assistance Fidelity probes taken monthly by a Tier II team member 0 = Fidelity data are not collected for any practice 1 = Fidelity data (e.g., direct, self-report) collected for some but not all Tier II interventions 2 = Periodic, direct assessments of fidelity collected by Tier II team for all Tier II interventions 2.13 Annual Evaluation: At annually, Tier II team assesses overall effectiveness and efficiency of strategies, including data-decision rules to identify students, range of interventions available, fidelity of implementation, and on-going support to implementers; and evaluations are shared with staff and district leadership. Staff and student surveys Tier II handbook Fidelity tools School policy Student outcomes District reports 0 = No data-based evaluation takes place 1 = Evaluation conducted, but outcomes not used to the Tier II process 2 = Evaluation conducted at least annually, and outcomes shared with staff and district leadership, plus clear alterations in process proposed based on evaluation Tier III: Intensive SWPBIS Features NOTE: This section may be completed individually or with other tiers as part of the full Tiered Fidelity Inventory Subscale Feature Possible Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = implemented Teams 3.1 Team Composition: Tier III systems planning team (or combined Tier II/III team) includes a Tier III systems coordinator and individuals who can provide (a) applied behavioral expertise, (b) administrative authority, (c) supports (e.g., person centered planning, wraparound, RENEW) expertise, (d) knowledge of students, and (e) knowledge about the operations of the school across grade levels and programs. School organizational chart Tier III team meeting minutes 0 = Tier III team does not include a trained systems coordinator or all 5 identified functions 1 = Tier III team members have some but not all 5 functions, and/or some but not all members have relevant training or attend at least 80% of meetings 2 = Tier III team has a coordinator and all 5 functions, AND attendance of these members is at or above 80%
2 = Fully implemented Resources 3.5 Staffing: An administrative plan is used to ensure adequate staff is assigned to facilitate individualized plans for the students enrolled in Tier III supports. Administrative plan Tier III team meeting minutes FTE (i.e., paid time) allocated to Tier III supports 0 = Personnel are not assigned to facilitate individual student support 1 = Personnel are assigned to facilitate some individual support teams, but not at least 1% of enrollment 2 = Personnel are assigned to facilitate individualized plans for all students enrolled in Tier III supports 3.6 Student/Family/Community Involvement: Tier III team has district contact person(s) with access to external support agencies and resources for planning and implementing interventions (e.g., intensive mental health) as needed. Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet) 0 = District contact person not established 1 = District contact person established with external agencies, OR resources are available and documented in support 2 = District contact person established with external agencies, AND resources are available and documented in support 3.7 Professional Development: A written process is followed for teaching all relevant staff about basic behavioral theory, function of behavior, and function-based intervention. Professional development calendar handbook Lesson plans for teacher trainings School policy 0 = No process for teaching in place 1 = Professional development and orientation process is informal 2 = Written process used to teach and coach all relevant staff in basic behavioral theory, function of behavior, and function-based intervention 3.8 Quality of Life Indicators: includes student strengths and identification of student/family preferences for individualized support options to meet stated needs across life domains (e.g., academics, health, career, social). randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet) 0 = Quality of life needs/goals and strengths not defined, or there are no Tier III support plans 1 = Strengths and larger quality of life needs and related goals defined, but not by student/family or not reflected in the plan 2 = All plans document strengths and quality of life needs and related goals defined by student/family Subscale Feature Possible Scoring Criteria
Data Sources 0 = Not implemented 1 = Partially implemented 2 = Fully implemented Support Plans 3.9 Academic, Social, and Physical Indicators: Assessment data are available for academic (e.g., reading, math, writing), behavioral (e.g., attendance, functional behavioral assessment, suspension/expulsion), medical, and mental health strengths and across life domains where relevant. Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet) 0 = Student assessment is subjective or done without formal data sources, or there are no Tier III support plans 1 = Plans include some but not all relevant life-domain information (e.g., medical, mental health, behavioral, academic) 2 = All plans include medical, mental health information, and complete academic data where appropriate 3.10 Hypothesis Statement: Behavior support plans include a hypothesis statement, including (a) operational description of problem behavior, (b) identification of context where problem behavior is most likely, and (c) maintaining reinforcers (e.g., behavioral function) in this context. Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet) 0 = No plans include a hypothesis statement with all 3 components, or there are no Tier III support plans 1 = 1 or 2 plans include a hypothesis statement with all 3 components 2 = All plans include a hypothesis statement with all 3 components 3.11 Comprehensive Support: Behavior support plans include or consider (a) prevention strategies, (b) teaching strategies, (c) strategies for removing rewards for problem behavior, (d) specific rewards for desired behavior, (e) safety elements where needed, (f) a systematic process for assessing fidelity and impact, and (g) the action plan for putting the support plan in place. randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet) 0 = No plans include all 7 core support plan features, or there are no Tier III support plans 1 = 1 or 2 plans include all 7 core support plan features 2 = All plans include all 7 core support plan features Subscale Feature Possible Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = implemented