Behavioral Expectations: School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (i.e., school teaching matrix) defined and in place. TFI Walkthrough Tool Staff handbook Student handbook 0 = Behavioral expectations have not been identified, are not all positive, or are more than 5 in number 1 = Behavioral expectations identified but may not include a matrix or be posted 2 = Five or fewer behavioral expectations exist that are positive, posted, and identified for specific settings (i.e., matrix) AND at least 90% of staff can list at least 67% of the expectations Teaching Expectations: Expected academic and social behaviors are taught directly to all students in classrooms and across campus settings/locations. TFI Walkthrough Tool Professional development calendar Lesson plans Informal walkthroughs 0 = Expected behaviors are not taught 1 = Expected behaviors are taught informally or inconsistently 2 = Formal system with written schedules is used to teach expected behaviors directly to students across classroom and campus settings AND at least 70% of students can list at least 67% of the expectations Problem Behavior Definitions: School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing versus staff-managed problems. handbook Student handbook School policy Discipline flowchart 0 = No definitions exist, and procedures to manage problems are not clearly documented 1 = Definitions and procedures exist but are not clear and/or not organized by staff- versus office-managed problems 2 = Definitions and procedures for managing problems are clearly
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., Curriculum-Based Measures, state tests) at least monthly for decision-making. Data decision rules professional development calendar 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 decision-making 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 (e.g., SET, BoQ, TIC, SAS, Tiered Fidelity Inventory) data at least annually. School policy handbook School newsletters School website 0 = No Tier I SWPBIS fidelity data collected 1 = Tier I fidelity collected informally and/or less often than annually 2 = Tier I fidelity data collected and used for decision making annually Annual Evaluation: Tier I team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including year-by-year comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format. Staff, student, and family surveys Tier I handbook Fidelity School policy Student outcomes District reports School newsletters 0 = No evaluation place, or evaluation occurs without data 1 = Evaluation conducted, but not annually, or outcomes are not used to the Tier I process and/or not shared with stakeholders 2 = Evaluation conducted at least annually, and outcomes (including academics) shared with
2.2 Team Operating Procedures: Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan. Tier II team meeting agendas and minutes Tier II meeting roles descriptions Tier II action plan 0 = Tier II team does not use regular meeting format/agenda, minutes, defined or a current action plan 1= Tier II team has at least 2 but not all 4 features 2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan 2.3 Screening: Tier II team uses decision and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/family/student nominations) to identify students who require Tier II supports. Multiple data sources used (e.g., ODRs, time out of instruction, attendance, academic performance) Team decision rubric Team meeting minutes School policy 0 = No specific rules for identifying students who qualify for Tier II supports 1 = Data decision rules established but not consistently followed or used with only one data source 2 = Written policy exists that (a) uses multiple data sources for identifying students, and (b) ensures that families are notified promptly when students enter Tier II supports Subscale Feature Possible Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = Fully implemented 2.4 Request for Assistance: Tier II planning team uses written request for assistance form and process that are timely and School handbook Request for assistance form Family handbook 0 = No formal process 1 = Informal process in place for staff and families to request assistance
2.7 Practices Matched to Student Need: A formal process is in place to select Tier II interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e.g., culture, developmental level). Data sources used to identify interventions School policy Tier II handbook assessment Targeted Interventions Reference Guide 0 = No process in 1 = Process for selecting Tier II interventions does not include documentation that interventions are matched to student need 2 = Formal process in place to select practices that match student need and have contextual fit (e.g., developmentally and culturally appropriate) 2.8 Access to Tier I Supports: Tier II supports are explicitly linked to Tier I supports, and students receiving Tier II supports have access to, and are included in, Tier I supports. Universal lesson plans and teaching schedule Tier II lesson plans Acknowledgement system Student of the month documentation Family communication 0 = No evidence that students receiving Tier II interventions have access to Tier I supports 1 = Tier II supports are not explicitly linked to Tier I supports and/or students receiving Tier II interventions have some, but not full access to Tier I supports 2 = Tier II supports are explicitly linked to Tier I supports, and students receiving Tier II interventions have full access to all Tier I supports Subscale Feature Possible Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = Fully implemented
2.11 Student Performance Data: Tier II team tracks proportion of students experiencing success (% of participating students being successful) and uses Tier II intervention outcomes data and decision rules for progress monitoring and modification. Student progress data (e.g., % of students meeting Intervention Tracking Tool Daily/Weekly Progress Report sheets Family communication 0 = Student data not monitored 1 = Student data monitored but no data decision rules established to alter (e.g., intensify or fade) support 2 = Student data (% of students being successful) monitored and used at least monthly, with data decision rules established to alter (e.g., intensify or fade) support, and shared with stakeholders Subscale Feature Possible Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = Fully implemented 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
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). Three 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 document strengths and quality of life needs and related goals defined by student/family Subscale Feature Possible Data Sources Scoring Criteria 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 needs, across life domains where relevant. 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
III supports are meeting the needs of students, families, and school personnel; and evaluations are used to guide action planning. Tier III team action plan Team member verbal reports without impact on action planning 2 = Written documentation of an annual review of Tier III supports, with specific decisions related to action planning