Citeas:Algozzine,B.,Barrett,S.,Eber,L.,George,H.,Horner,R.,Lewis,T.,Putnam,B.,Swain-Bradway,J.,McIntosh,K.,&Sugai,G(2014).School-widePBISTieredFidelityInventory.OSEPTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupports.www.pbis.org.
TheCenterissupportedbyagrantfromtheOfficeofSpecialEducationPrograms,USDepartmentofEducation(H326S980003)OpinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyreflectthepositionoftheUSDepartmentofEducation,andsuchendorsementsshouldnotbeinferred
From:OSEPTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupports.AdaptedbyPortlandPublicSchoolstoreflectCulturallyRelevantPractices.
CulturallyResponsiveTieredFidelityInventory
CR-TFI(v2.1.7)
TFI2.1.5
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CR-TFI2.1.7
Introduction and Purpose ThepurposeoftheSWPBISTieredFidelityInventory(TFI)istoprovideavalid,reliable,andefficientmeasureoftheextenttowhichschoolpersonnelareapplyingthecorefeaturesofschool-widepositivebehavioralinterventionsandsupports(SWPBIS).TheTFIisdividedintothreesections(TierI:UniversalSWPBISFeatures;TierII:TargetedSWPBISFeatures;and,TierIII:IntensiveSWPBISFeatures)thatcanbeusedseparatelyorincombinationtoassesstheextenttowhichcorefeaturesareinplace.
TheTFIisbasedonthefeaturesanditemsofexistingSWPBISfidelitymeasures(e.g.,SET,BoQ,TIC,SAS,BAT,MATT).ThepurposeoftheTFIistoprovideoneefficientyetvalidandreliableinstrumentthatcanbeusedovertimetoguidebothimplementationandsustaineduseofSWPBIS.TheTFImaybeused(a)forinitialassessmenttodetermineifaschoolisusing(orneeds)SWPBIS,(b)asaguideforimplementationofTierI,TierII,andTierIIIpractices,(c)asanindexofsustainedSWPBISimplementation,or(d)asametricforidentifyingschoolsforrecognitionwithintheirstateimplementationefforts.
TheTFIiscompletedbyaschoolSystemsPlanningTeam(typically3-8individualsincludingabuildingadministratorandexternalcoachordistrictcoordinator),oftenwithinputfromTierI,IIand/orIIIteamsiftheseareindependentgroups.ItisstronglyrecommendedthattheTFIbecompletedwithanexternalSWPBIScoachasfacilitator.ValidityresearchontheTFIshowsthatschoolteamsaremoreaccuratewhenanexternalcoachfacilitatesTFIcompletion.
ThefirsttimetheTFIisused,werecommendthatateamexamineallthreetiers.Iftheresultingactionplanfocusesonlyononeortwotiers,thenprogressmonitoring(useoftheTFIevery3-4months)mayonlyincludethosetiersaddressedintheactionplan.NotethattheTFImaybeusedtoassessonlyoneortwoofthetiers.Inmostcasesitwillbeusefultohavetheend-of-the-yearadministrationoftheTFIincludescoringforallthreetiers.
CompletionoftheTFIproducesscaleandsubscalescoresindicatingtheextenttowhichTierI,TierIIandTierIIIcorefeaturesareinplace.Asageneralrule,ascoreof80%foreachtierisacceptedasalevelofimplementationthatwillresultinimprovedstudentoutcomes,butresearchiscurrentlyunderwaytoidentifyaspecificcriterionforeachtieroftheTFI.
TheTFIisintendedtoguidebothinitialimplementationandsustaineduseofSWPBIS.EachadministrationoftheTFIresultsnotonlyscalescoresforTierI,TierII,and/orTierIII,butalsoinformationfordevelopinganactionplanthatguidesimplementation.
TheTFImaybecompletedusingpaperandpencil,orbyaccessingtheformsonwww.pbisapps.org.AnyschoolworkingwithastatePBIScoordinatormayaccessthewebsite,TFIcontent,andreports.TheTFImayalsobedownloadedfromwww.pbis.org.
CostThereisnocosttousetheTFIoritsonlinescoringandreportingfeatures.TheTFIisaproductdevelopedaspartoftheU.S.DepartmentofEducation’sOfficeofSpecialEducationProgramsNationalTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupports.
IntendedParticipantsTheTFIisintendedtobecompletedbymembersofaschool’sSystemPlanningTeam,withtheactivepresenceandguidanceofanexternalSWPBIScoach.
ScheduleofAdministrationSchoolteamsareencouragedtoself-assessSWPBISimplementationwhentheyinitiallylaunchimplementationofSWPBIS,andtheneverythirdorfourthmeetinguntiltheyreachatleast80%fidelityacrossthreeconsecutiveadministrations.Oncefidelityonatierismet,theteammaychoosetoshifttoannualTFIassessmentforthepurposeofevaluatingsustainedimplementation.NotethatschoolsnewtoSWPBISmaystartbyusingonlytheTierIsectionofSWPBISTieredFidelityInventorytheTFI,andastheyimprovetheirimplementationofTierI,theymayaddassessmentofTierIIand/orTierIIIfeatures.
PreparationforAdministration/CompletionTimeSchoolteamscompletingtheTierIscaleshouldarrangeaTFIWalkthrough(seeAppendixA)beforecompletingtheTFI.WerecommendthatanexternalcoachcompletetheTFIWalkthrough,althoughteamscompletingtheTierIscalemorethanonceperyear(i.e.,forprogressmonitoring)mayhaveaschoolstaffmembercompleteit.
ThetimetocompletetheTFIdependson(a)theexperiencethattheteamandcoachhavewiththeprocess,(b)theextentofpreparationforTFIcompletion,and(c)thenumberoftiersassessed.
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CR-TFI2.1.7
SchoolteamsnewtotheTFIshouldschedule30minforTierI,30minforTierII,and30minforTierIII.Ifteamleadershaveassembledrelevantsourcesofinformationpriortothemeeting,and,iftheteamandcoachhavealreadycompletedtheTFIatleasttwice,thetimerequiredforimplementationmaybeapproximately15minforeachtier.
OutcomesCriteriaforscoringeachitemoftheTFIreflectdegreesofimplementation(0=Notimplemented,1=Partiallyimplemented,2=Fullyimplemented)ofTier1:UniversalSWPBISFeatures,TierII:TargetedSWPBISFeatures,andTierIII:IntensiveSWPBISFeatures.AcompleteadministrationoftheTFIproducesthreescalescores:PercentageofSWPBISimplementationforTierI,PercentageofSWPBISimplementationforTierII,andPercentageofSWPBISimplementationforTierIII,aswellassubscaleanditemscoresforeachtier.Thesubscaleanditemreportsareproducedtoguidecoachingsupportandteamactionplanning.
GlossaryandAcronymKeyAggregatedData:Individualdatathatareaveragedattheschoolordistrictlevel(e.g.,thepercentofallstudentsoncheck-incheck-outmeetingtheirdailypointgoals).
FTE(Full-TimeEquivalent):Fundingallocatedtoanindividualforspecificresponsibilities(e.g.,behaviorconsultant),with1.0=fulltimework.AllocatedFTEmaybeanindividual’spositionorofficialreleasetimefortasks.
LifeDomain:Eachareaofastudent’slifetoconsiderwhenplanningcomprehensivesupport,suchaseducational/vocational,emotional/psychological,family,medical,residence,safety,andsocial.
NaturalandFormalSupports:Naturalsupportsaretherelationshipsthatoccurineverydaylife,usuallyinvolvingrelationshipswithfamily,friends,co-workers,neighbors,andacquaintances.FormalSupportsusuallyinvolvesomesortofpaymentandmayincluderelationshipswithserviceproviderssuchasteachers,otherschoolstaff,orcommunityagencyrepresentatives.
PersonCenteredPlanning:Ateam-basedapproachinvolvingarangeofstrategiesandactivitiesdesignedtohelpassiststudentsinplanningtheirlifeandsupports.Thefocusisonpersonalself-determinationandenhancingindependence.
QualityofLife:Theextenttowhichphysical,mental,social,andemotionalfunctioningisconsistentwithpersonalpreferences.Itisdeterminedbythestudentandfamily.
RENEW(RehabilitationforEmpowerment,Naturalsupports,Education,andWork):Awraparound-basedprocessspecificallydesignedforadolescentsandyoungadultsthatemphasizesself-determinationandstudentvoice.ThefocusofRENEWisonhighschoolcompletion,employment,post-secondaryeducationandtraining,andcommunityintegration.
TargetedInterventionsReferenceGuide:Amatrixusedtoindicateaschool’sTierIIinterventionsandindicatewhichstudentneeds(e.g.,functionofproblembehavior)theycansupport.ItisincludedinAppendixB.
TieredFidelityInventory(TFI):AvalidatedSWPBISfidelityofimplementationmeasurethatassessesallthreetiersofsupport(thismeasure).
TFIBehaviorSupportPlanWorksheet:Asheetusedtoscoretheschool’sexistingbehaviorsupportplansfortheTierIIIscale.ItisnotneededfortheTierIorIIscales.ItisincludedinAppendixC.
TFIWalkthroughTool:AninterviewformusedfortheTierIscalethatincludesquestionsforrandomlyselectedstaffandstudents.Completedbyanexternalreviewer(forevaluationpurposes)oramemberoftheschoolteam(forprogressmonitoringpurposes).ItisnotneededfortheTierIIorIIIscales.ItisincludedinAppendixA.
Walkthrough(informal):Anytypeofwalkthroughusedtoassessqualityofinstruction(nottheTFIWalkthroughTool).
Wraparound:Aperson-centeredprocessfordevelopingandimplementingindividualizedcareplansforyouthatriskofemotionalandbehavioraldisorders.Wraparoundbringsthestudent,family,school,agencystaffmembersandinformalsupporterstogetherasateamtodevelopcoordinatedsupports.
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CR-TFI2.1.7
Tier I: Universal SWPBIS Features ThissectionmaybecompletedindividuallyorwithothertiersaspartofthefullTieredFidelityInventory
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
1.1TeamCompositionTierIteamincludesaTierIsystemscoordinator,aschooladministrator,afamilymember,andindividualsabletoprovide(a)appliedbehavioralexpertise,(b)coachingexpertise,(c)knowledgeofstudentacademicandbehaviorpatterns,(d)knowledgeabouttheoperationsoftheschoolacrossgradelevelsandprograms,andforhighschools,(e)studentrepresentation,(f)thatreflectstudentandcommunitydemographics.
• Schoolorganizationalchart
• TierIteammeetingminutes
0=TierIteamdoesnotexistordoesnotincludecoordinator,schooladministrator,orindividualswithappliedbehavioralexpertise
1=TierIteamexists,butdoesnotincludeallidentifiedrolesorattendanceofthesemembersisbelow80%
2=TierIteamexistswithcoordinator,administrator,andallidentifiedrolesrepresented,ANDattendanceofallrolesisatorabove80%.Membershipmirrorscommunity.
1.2TeamOperatingProceduresTierIteammeetsatleastmonthlyandhas(a)regularmeetingformat/agenda,(b)minutes,(c)definedmeetingroles,and(d)acurrentactionplan.
• TierIteammeetingagendasandminutes
• TierImeetingrolesdescriptions
• TierIactionplan
0=TierIteamdoesnotuseregularmeetingformat/agenda,minutes,definedroles,oracurrentactionplan
1=TierIteamhasatleast2butnotall4features
2=TierIteammeetsatleastmonthlyandusesregularmeetingformat/agenda,minutes,definedroles,ANDhasacurrentactionplan
1.3BehavioralExpectationsSchoolhasfiveorfewerpositivelystatedbehavioralexpectationsandexamplesbysetting/locationforstudentandstaffbehaviors(i.e.,schoolteachingmatrix)definedandinplace,postedbyarea,bilingualwhenrelevant.Expectationsareinclusiveandaffirmingofallqualitiesofourstudents,andaredevelopedwithstudentandfamilyinput.
• TFIWalkthroughTool
• Staffhandbook• Studenthandbook
0=Behavioralexpectationshavenotbeenidentified,arenotallpositive,oraremorethan5innumber
1=Behavioralexpectationsidentifiedbutmaynotincludeamatrixorbeposted
2=Fiveorfewerbehavioralexpectationsexistthatarepositive,posted,andidentifiedforspecificsettings(i.e.,matrix)ANDatleast90%ofstaffcanlistatleast67%oftheexpectations,developedwithstudentandfamilyinput.
1.4TeachingExpectationsExpectedacademicandsocialbehaviorsaretaughtdirectlytoallstudentsinclassroomsandacrossothercampussettings/locations.Lessonplansareinclusiveandaffirmingofallqualitiesofourstudents.LessonplansincorporatesupportforEnglishLanguageLearners.Familiesareincludedincommunicationaboutschool-wideexpectations.
• TFIWalkthroughTool
• Professionaldevelopmentcalendar
• Lessonplans• Informalwalkthroughs
0=Expectedbehaviorsarenottaught1=Expectedbehaviorsaretaught
informallyorinconsistently2=Formalsystemwithwrittenschedules
isusedtoteachexpectedbehaviorsdirectlytostudentsacrossclassroomandcampussettingsANDatleast70%ofstudentscanlistatleast67%oftheexpectations.LessonplansaddressengagementforALLracial,cultural,ethnicandlinguisticbackgrounds.
Team
sIm
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CR-TFI2.1.7
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
1.5ProblemBehaviorDefinitionsSchoolhascleardefinitionsforbehaviorsthatinterferewithacademicandsocialsuccess,thatreflectstudentandfamilyvoice.Thereisaclearpolicy/procedure(e.g.,flowchart)foraddressingoffice-managedversusstaff-managedproblems.
• Staffhandbook• Studenthandbook
• Schoolpolicy• Disciplineflowchart
0=Nocleardefinitionsexist,andprocedurestomanageproblemsarenotclearlydocumented
1=Definitionsandproceduresexistbutarenotclearand/ornotorganizedbystaff-versusoffice-managedproblems
2=Definitionsandproceduresformanagingproblemsareclearlydefined,documented,trained,andincorporatesstudentandfamilyvoice.
1.6DisciplinePoliciesSchoolpoliciesandproceduresdescribeandemphasizeproactive,instructive,and/orrestorativeapproachestostudentbehaviorthatareimplementedconsistently,andreflectunderstandingofcommunityvaluesandpractices.
• Disciplinepolicy• Studenthandbook
• Codeofconduct• Informaladministratorinterview
0=Documentscontainonlyreactiveandpunitiveconsequences
1=Documentationincludesandemphasizesproactiveapproaches
2=DocumentationincludesandemphasizesproactiveapproachesANDadministratorreportsconsistentuse.Thereisevidenceofcommunityvoice.
1.7ProfessionalDevelopmentAwrittenprocessisusedfororientingallfaculty/staffon5coreTierISWPBISpractices:(a)teachingschool-wideexpectations,(b)acknowledgingappropriatebehavior,(c)correctingerrors,(d)requestingassistance,and(e)understandingtheinfluenceofrace,culture,andlanguageonstudentbehaviorandchoices.
• Professionaldevelopmentcalendar
• Staffhandbook
0=Noprocessforteachingstaffisinplace1=Processisinformal/unwritten,notpart
ofprofessionaldevelopmentcalendar,and/ordoesnotincludeallstafforall5coreTierIpractices
2=FormalprocessforteachingallstaffallaspectsofTierIsystem,includingall5coreTierIpractices
1.8ClassroomProceduresTierIfeatures(school-wideexpectations,routines,acknowledgements,in-classcontinuumofconsequences)areimplementedwithinclassroomsandconsistentwithschool-widesystems.StudentsofALLracial,cultural,ethnicandlinguisticbackgroundsfeelwelcomedandvaluedintheclassroom.
• Staffhandbook• Informalwalkthroughs
• Progressmonitoring
• Individualclassroomdata
0=ClassroomsarenotformallyimplementingTierI
1=ClassroomsareinformallyimplementingTierIbutnoformalsystemexists
2=ClassroomsareformallyimplementingallcoreTierIfeatures,consistentwithschool-wideexpectations,andthereisevidenceofinclusivepractices.
Implem
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CR-TFI2.1.7
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
1.9FeedbackandAcknowledgementAformalsystem(i.e.,writtensetofproceduresforspecificbehaviorfeedbackthatis[a]linkedtoschool-wideexpectationsand[b]usedacrosssettingsandwithinclassrooms)isinplaceandusedbyatleast90%ofasampleofstaffandreceivedbyatleast50%ofasampleofstudents.
• TFIWalkthroughTool
0=Noformalsystemforacknowledgingstudents
1=Formalsystemisinplacebutisnotusedbyatleast90%ofstaffand/orreceivedbyatleast50%ofstudents
2=Formalsystemforacknowledgingstudentbehaviorisusedbyatleast90%ofstaffANDreceivedbyatleast50%ofstudents
1.10FacultyInvolvementFacultyareshowndisaggregatedschool-widedataregularlyandprovideinputonuniversalfoundations(e.g.,expectations,acknowledgements,definitions,consequences)atleastevery12months.
• PBISSelf-AssessmentSurvey
• Informalsurveys• Staffmeetingminutes
• Teammeetingminutes
0=Facultyarenotshowndataatleastyearlyanddonotprovideinput
1=FacultyhavebeenshowndatamorethanyearlyORhaveprovidedfeedbackonTierIfoundationswithinthepast12monthsbutnotboth
2=Facultyareshowndisaggregateddataatleast4timesperyearANDhaveprovidedfeedbackonTierIpracticeswithinthepast12months
1.11Student/Family/CommunityInvolvementStakeholders(students,families,andcommunitymembersofallracial,cultural,ethnicandlinguisticbackgrounds)provideinputonuniversalfoundations(e.g.,expectations,consequences,acknowledgements)atleastevery12months.
• Surveys• Votingresultsfromparent/familymeeting
• Teammeetingminutes
0=Nodocumentation(ornoopportunities)forstakeholderfeedbackonTierIfoundations
1=DocumentationofinputonTierIfoundations,butnotwithinthepast12monthsorinputbutnotfromalltypesofstakeholders
2=Documentationexiststhatstudents,families,andcommunitymembersofallracial,cultural,ethnicandlinguisticbackgroundshaveprovidedfeedbackonTierIpracticeswithinthepast12months
Implem
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CR-TFI2.1.7
Subscale Feature PossibleDataSources
ScoringCriteria
0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
1.12DisciplineDataTierIteamhasinstantaneousaccesstographedreportssummarizingdisciplinedataorganizedbythefrequencyofproblembehavioreventsbybehavior,location,timeofday,andbyindividualstudent.Dataisdisaggregatedbyrace,language,exceptionality,SPED,etc.
• Schoolpolicy• Teammeetingminutes
• Studentoutcomedata
0=Nocentralizeddatasystemwithongoingdecisionmakingexists
1=Datasystemexistsbutdoesnotallowinstantaneousaccesstofullsetofgraphedreports
2=Disaggregateddisciplinedatasystemexiststhatallowsinstantaneousaccesstographsoffrequencyofproblembehavioreventsbybehavior,location,timeofday,andstudent
1.13Data-basedDecisionMakingTierIteamreviewsandusesdisciplinedataandacademicoutcomedata(e.g.,Curriculum-BasedMeasures,statetests)atleastmonthlyfordecision-making,dataisdisaggregatedbyrace,language,exceptionality,SPED,etc.receivedbyatleast50%ofasampleofstudents.
• Datadecisionrules• Staffprofessionaldevelopmentcalendar
• Staffhandbook• Teammeetingminutes
0=Noprocess/protocolexists,ordataarereviewedbutnotused
1=Datareviewedandusedfordecision-making,butlessthanmonthly
2=Teamreviewsdisaggregateddisciplinedataandusesdatafordecision-makingatleastmonthly.Ifdataindicateanacademicorbehaviorproblem,anactionplanisdevelopedtoenhanceormodifyTierIsupports
1.14FidelityDataTierIteamreviewsandusesSWPBISfidelity(e.g.,SET,BoQ,TIC,SAS,TieredFidelityInventory)dataatleastannually.
• Schoolpolicy• Staffhandbook• Schoolnewsletters• Schoolwebsite
0=NoTierISWPBISfidelitydatacollected1=TierIfidelitycollectedinformallyand/orlessoftenthanannually
2=TierIfidelitydatacollectedandusedfordecisionmakingannually
1.15AnnualEvaluationTierIteamdocumentsfidelityandeffectiveness(includingonacademicoutcomes)ofTierIpracticesatleastannually(includingyear-by-yearcomparisons)thataresharedwithstakeholders(staff,families,community,district)inausableformat.Assessmentofschoolsuccessincludesstudentandfamilyvoice(survey,focusgroups,etc.).
• Staff,student,andfamilysurveys
• TierIhandbook• Fidelitytools• Schoolpolicy• Studentoutcomes• Districtreports• Schoolnewsletters
0=Noevaluationtakesplace,orevaluationoccurswithoutdata
1=Evaluationconducted,butnotannually,oroutcomesarenotusedtoshapetheTierIprocessand/ornotsharedwithstakeholders
2=Evaluationconductedatleastannually,reflectingstudentandfamilyvoices,andoutcomes(includingacademics)sharedwithstakeholders,withclearalterationsinprocessbasedonevaluation
Evalua
tion
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CR-TFI2.1.7
Tier II: Targeted SWPBIS FeaturesThissectionmaybecompletedindividuallyorwithothertiersaspartofthefullTieredFidelityInventory
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
2.1TeamCompositionTierII(orcombinedTierII/III)teamincludesaTierIIsystemscoordinatorandindividualsabletoprovide(a)appliedbehavioralexpertise,(b)administrativeauthority,(c)knowledgeofstudents,and(d)knowledgeaboutoperationofschoolacrossgradelevelsandprograms,(e)Membersreflectstudentandcommunitydemographics.
• Schoolorganizationalchart
• TierIIteammeetingminutes
0=TierIIteamdoesnotincludecoordinatororall4coreareasofTierIIteamexpertise
1=TierIIteamdoesnotincludecoordinatorandall5coreareasofTierIIteamexpertiseORattendanceofthesemembersisbelow80%
2=TierIIteamiscomposedofcoordinatorandindividualswithall4areasofexpertise,ANDattendanceofthesemembersisatorabove80%.Membershipmirrorscommunity.
2.2TeamOperatingProceduresTierIIteammeetsatleastmonthlyandhas(a)regularmeetingformat/agenda,(b)minutes,(c)definedmeetingroles,and(d)acurrentactionplan.
• TierIIteammeetingagendasandminutes
• TierIImeetingrolesdescriptions
• TierIIactionplan
0=TierIIteamdoesnotuseregularmeetingformat/agenda,minutes,definedroles,oracurrentactionplan
1=TierIIteamhasatleast2butnotall4features
2=TierIIteammeetsatleastmonthlyandusesregularmeetingformat/agenda,minutes,definedroles,ANDhasacurrentactionplan
2.3ScreeningTierIIteamusesdecisionrulesandmultiplesourcesofdata(e.g.,ODRs,academicprogress,screeningtools,attendance,teacher/family/studentnominations)toidentifystudentswhorequireTierIIsupports.Screeningelementsarereviewedannuallyforsensitivity:culture,language,gender,exceptionality,internalizing/externalizing,etc.
• Multipledatasourcesused(e.g.,ODRs,timeoutofinstruction,attendance,academicperformance)
• Teamdecisionrubric
• Teammeetingminutes
• Schoolpolicy
0=NospecificrulesforidentifyingstudentswhoqualifyforTierIIsupports
1=Datadecisionrulesestablishedbutnotconsistentlyfollowedorusedwithonlyonedatasource
2=Writtenpolicyexiststhat(a)usesmultipledatasourcesforidentifyingstudents,(b)screeningmeasuressensitiveforALLstudents,and(c)ensuresthatfamiliesarenotifiedpromptlywhenstudentsentersupports
2.4RequestforAssistanceTierIIplanningteamuseswrittenrequestforassistanceformandprocessthataretimelyandavailabletoallstaff,families,andstudents.Referraldocumentsarebilingualwhenappropriate.
• Schoolhandbook• Requestforassistanceform
• Familyhandbook
0=Noformalprocess1=Informalprocessinplaceforstaffandfamiliestorequestassistance
2=Writtenrequestforassistanceformandprocessareinplaceandteamrespondstorequestwithin3days,bilingualformsavailable.
Team
s
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CR-TFI2.1.7
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
2.5OptionsforTierIIInterventionsTierIIteamhasmultipleongoingbehaviorsupportinterventionswithdocumentedevidenceofeffectivenessmatchedtostudentneed.
• SchoolTierIIhandbook
• TargetedInterventionsReferenceGuide
0=NoTierIIinterventionswithdocumentedevidenceofeffectivenessareinuse
1=Only1TierIIinterventionwithdocumentedevidenceofeffectivenessisinuse
2=MultipleTierIIinterventionswithdocumentedevidenceofeffectivenessmatchedtostudentneed
2.6TierIICriticalFeaturesTierIIbehaviorsupportinterventionsprovide(a)additionalinstruction/timeforstudentskilldevelopment,(b)additionalstructure/predictability,and/or(c)increasedopportunityforfeedback(e.g.,dailyprogressreport).
• Universallessonplans
• TierIIlessonplans
• Daily/weeklyprogressreport
• Schoolschedule• SchoolTierIIhandbook
0=TierIIinterventionsdonotpromoteadditionalinstruction/time,improvedstructure,orincreasedfeedback
1=AllTierIIinterventionsprovidesomebutnotall3coreTierIIfeatures
2=AllTierIIinterventionsincludeall3coreTierIIfeatures
2.7PracticesMatchedtoStudentNeedAformalprocessisinplacetoselectTierIIinterventionsthatare(a)matchedtostudentneed(e.g.,behavioralfunction),and(b)adaptedtoimprovecontextualfit(e.g.,culture,developmentallevel,andlanguage).
• Datasourcesusedtoidentifyinterventions
• Schoolpolicy• TierIIhandbook• Needsassessment
• TargetedInterventionsReferenceGuide
0=Noprocessinplace1=ProcessforselectingTierIIinterventionsdoesnotincludedocumentationthatinterventionsarematchedtostudentneed
2=Formalprocessinplacetoselectpracticesthatmatchstudentneedandhavecontextualfit(e.g.,developmentallyandculturally,andlinguisticallyappropriate)
2.8AccesstoTierISupportsTierIIsupportsareexplicitlylinkedtoTierIsupports,andstudentsreceivingTierIIsupportshaveaccessto,andareincludedin,TierIsupports.Tier1supportsareavailableandsupportiveofstudentsofALLracial,cultural,ethnicandlinguisticbackgrounds.
• Universallessonplansandteachingschedule
• TierIIlessonplans
• Acknowledgementsystem
• Studentofthemonthdocumentation
• Familycommunication
0=NoevidencethatstudentsreceivingTierIIinterventionshaveaccesstoTierIsupports
1=TierIIsupportsarenotexplicitlylinkedtoTierIsupportsand/orstudentsreceivingTierIIinterventionshavesome,butnotfullaccesstoTierIsupports
2=TierIIsupportsareexplicitlylinkedtoTierIsupports,andstudentsofALLracial,cultural,ethnicandlinguisticbackgroundsreceivingTierIIinterventionshavefullaccesstoallTierIsupports
Interven
tions
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CR-TFI2.1.7
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
2.9ProfessionalDevelopmentAwrittenprocessisfollowedforteachingallrelevantstaffhowtoreferstudentsandimplementeachTierIIinterventionthatisinplace.Culture,exceptionality,andlanguagearepartoftrainingcontent.
• Professionaldevelopmentcalendar
• Staffhandbook• Lessonplansforteachertrainings
• Schoolpolicy
0=Noprocessforteachingstaffinplace1=Professionaldevelopmentandorientationprocessisinformal
2=Writtenprocessusedtoteachandcoachallrelevantstaffinallaspectsofinterventiondelivery,includingrequestforassistanceprocess,usingprogressreportasaninstructionalprompt,deliveringfeedback,culturalconsiderations,andmonitoringstudentprogress
2.10LevelofUseTeamfollowswrittenprocesstotrackproportionofstudentsparticipatinginTierIIsupports,andaccessisproportionatebyrace,exceptionality,gender,language,etc.
• TierIIenrollmentdata
• TierIIteammeetingminutes
• Progressmonitoringtool
0=TeamdoesnottracknumberofstudentsreceivingTierIIsupports
1=TeamdefinescriteriaforrespondingtoeachTierIIinterventionandtracksnumberofstudents,butfewerthan5%ofstudentsarereceivingTierIIsupports
2=Teamdefinescriteriaandtracksnumberofstudents,withatleast5%ofstudentsreceivingTierIIsupports,accessandparticipationisproportionatebyrace,exceptionality,gender,language,etc.
2.11StudentPerformanceDataTierIIteamtracksproportionofstudentsexperiencingsuccess(%ofparticipatingstudentsbeingsuccessful)andusesdisaggregatedTierIIinterventionoutcomesdataanddecisionrulesforprogressmonitoringandmodification.
• Studentprogressdata(e.g.,%ofstudentsmeetinggoals)
• InterventionTrackingTool
• Daily/WeeklyProgressReportsheets
• Familycommunication
0=Studentdatanotmonitored1=Studentdatamonitoredbutnodatadecisionrulesestablishedtoalter(e.g.,intensifyorfade)support
2=Disaggregatedstudentdata(%ofstudentsbeingsuccessful)monitoredandusedatleastmonthly,withdatadecisionrulesestablishedtoalter(e.g.,intensifyorfade)support,andsharedwithstakeholders
2.12FidelityDataTierIIteamhasaprotocolforongoingreviewoffidelityforeachTierIIpractice.
• TierIIcoordinatortraining
• Districttechnicalassistance
• FidelityprobestakenmonthlybyaTierIIteammember
0=Fidelitydataarenotcollectedforanypractice
1=Fidelitydata(e.g.,direct,self-report)collectedforsomebutnotallTierIIinterventions
2=Periodic,directassessmentsoffidelitycollectedbyTierIIteamforallTierIIinterventions
Interven
tions
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CR-TFI2.1.7
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
2.13AnnualEvaluationAtleastannually,TierIIteamassessesoveralleffectivenessandefficiencyofstrategies,includingdata-decisionrulestoidentifystudents,rangeofinterventionsavailable,fidelityofimplementation,andon-goingsupporttoimplementers;andevaluationsaresharedwithstaffanddistrictleadership.DatameasuresproportionalityofoutcomesforALLstudents(byrace,language,gender,exceptionality,etc.)
• Staffandstudentsurveys
• TierIIhandbook• Fidelitytools• Schoolpolicy• Studentoutcomes
• Districtreports
0=Nodata-basedevaluationtakesplace1=Evaluationconducted,butoutcomesnotusedtoshapetheTierIIprocess
2=Evaluationconductedatleastannually,datameasuresproportionality,andoutcomessharedwithstaffanddistrictleadership,plusclearalterationsinprocessproposedbasedonevaluation
Interven
tions
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CR-TFI2.1.7
Tier III: Intensive SWPBIS FeaturesThissectionmaybecompletedindividuallyorwithothertiersaspartofthefullTieredFidelityInventory
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
3.1 TeamCompositionTierIIIsystemsplanningteam(orcombinedTierII/IIIteam)includesaTierIIIsystemscoordinatorandindividualswhocanprovide(a)appliedbehavioralexpertise,(b)administrativeauthority,(c)multi-agencysupports(e.g.,personcenteredplanning,wraparound,RENEW)expertise,(d)knowledgeofstudents,(e)knowledgeabouttheoperationsoftheschoolacrossgradelevelsandprograms,and(f)understandingandincorporationoftheinfluenceofcultureonthestudent’sbehavior.
• Schoolorganizationalchart
• TierIIIteammeetingminutes
0=TierIIIteamdoesnotincludeatrainedsystemscoordinatororall5identifiedfunctions
1=TierIIIteammembershavesomebutnotall5functions,and/orsomebutnotallmembershaverelevanttrainingorattendatleast80%ofmeetings
2=TierIIIteamhasacoordinatorandall6functions,ANDattendanceofthesemembersisatorabove80%
3.2TeamOperatingProceduresTierIIIteammeetsatleastmonthlyandhas(a)regularmeetingformat/agenda,(b)minutes,(c)definedmeetingroles,and(d)acurrentactionplan.
• TierIIIteammeetingagendasandminutes
• TierIIImeetingrolesdescriptions
• TierIIIactionplan
0=TierIIIteamdoesnotuseregularmeetingformat/agenda,minutes,definedroles,oracurrentactionplan
1=TierIIIteamhasatleast2butnotall4features
2=TierIIIteammeetsatleastmonthlyandusesregularmeetingformat/agenda,minutes,definedroles,ANDhasacurrentactionplan
3.3 ScreeningTierIIIteamusesdecisionrulesanddata(e.g.,ODRs,TierIIperformance,academicprogress,absences,teacher/family/studentnominations)toidentifystudentswhorequireTierIIIsupports.Screeningelementsarereviewedannuallyforsensitivity:culture,language,exceptionality,gender,internalizing/externalizing,etc.
• Schoolpolicy• Teamdecisionrubric
• Teammeetingminutes
0=NodecisionrulesforidentifyingstudentswhoshouldreceiveTierIIIsupports
1=InformalprocessoronedatasourceforidentifyingstudentswhoqualifyforTierIIIsupports
2=WrittendatadecisionrulesusedwithmultipledatasourcesforidentifyingstudentswhoqualifyforTierIIIsupports,screeningmeasuressensitiveforALLstudents,andevidencethepolicy/rubricincludesoptionforteacher/family/studentnominations
3.4 StudentSupportTeam:Foreachindividualstudentsupportplan,auniquelyconstructedteamexists(withinput/approvalfromstudent/familyaboutwhoisontheteam)todesign,implement,monitor,andadaptthestudent-specificsupportplan.
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)
0=Individualstudentsupportteamsdonotexistforallstudentswhoneedthem
1=Individualstudentsupportteamsexist,butarenotuniquelydesignedwithinputfromstudent/familyand/orteammembershiphaspartialconnectiontostrengthsandneeds
2=Individualstudentsupportteamsexist,areuniquelydesignedwithactiveinput/approvalfromstudent/family(withaclearlinkofteammembershiptostudentstrengthsandneeds),andmeetregularlytoreviewprogressdata
Team
s
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Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
3.5StaffingAnadministrativeplanisusedtoensureadequatestaffandtimeisassignedtofacilitateindividualizedplansforthestudentsenrolledinTierIIIsupports.
• Administrativeplan
• TierIIIteammeetingminutes
• FTE(i.e.,paidtime)allocatedtoTierIIIsupports
0=Personnelarenotassignedtofacilitateindividualstudentsupportteams
1=Personnelareassignedtofacilitatesomeindividualsupportteams,butnotatleast1%ofenrollment
2=PersonnelandtimeareassignedtofacilitateindividualizedplansforallstudentsenrolledinTierIIIsupports
3.6Student/Family/CommunityInvolvementTierIIIteamhasdistrictcontactperson(s)withaccesstoexternalsupportagenciesandresourcesforplanningandimplementingnon-school-basedinterventions(e.g.,intensivementalhealth)asneeded.Externalagencieshavethecapacitytosupportstudentsandfamiliesfrommultiplecultures.
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)
0=Districtcontactpersonnotestablished1=Districtcontactpersonestablishedwithexternalagencies,ORresourcesareavailableanddocumentedinsupportplans
2=Districtcontactpersonestablishedwithexternalagencies,ANDresourcesareavailableanddocumentedinsupportplans.Externalagencieshavethecapacitytosupportstudentsandfamiliesfrommultiplecultures.
3.7ProfessionalDevelopmentAwrittenprocessisfollowedforteachingallrelevantstaffaboutbasicbehavioraltheory,functionofbehavior,andfunction-basedintervention.Culture,exceptionality,andlanguagearepartoftrainingcontent.
• Professionaldevelopmentcalendar
• Staffhandbook• Lessonplansforteachertrainings
• Schoolpolicy
0=Noprocessforteachingstaffinplace1=Professionaldevelopmentandorientationprocessisinformal
2=Writtenprocessusedtoteachandcoachallrelevantstaffinbasicbehavioraltheory,functionofbehavior,function-basedintervention,andtheinfluenceonbehaviorofculture,exceptionality,andlanguage.
3.8QualityofLifeIndicatorsAssessmentincludesstudentstrengthsandidentificationofstudent/familypreferencesforindividualizedsupportoptionstomeettheirstatedneedsacrosslifedomains(e.g.,academics,health,career,social/cultural).
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)
0=Qualityoflifeneeds/goalsandstrengthsnotdefined,ortherearenoTierIIIsupportplans
1=Strengthsandlargerqualityoflifeneedsandrelatedgoalsdefined,butnotbystudent/familyornotreflectedintheplan
2=Allplansdocumentstrengthsandqualityoflifeneedsandrelatedgoalsdefinedbystudent/family
Resources
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CR-TFI2.1.7
Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
3.9Academic,Social,andPhysicalIndicatorsAssessmentdataareavailableforacademic(e.g.,reading,math,writing),behavioral(e.g.,attendance,functionalbehavioralassessment,suspension/expulsion),medical,mentalhealth,andsocial(includingculturalcongruenceofstudent’sschoolcontext)strengths/needsacrosslifedomainswhererelevant.
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)
0=Studentassessmentissubjectiveordonewithoutformaldatasources,ortherearenoTierIIIsupportplans
1=Plansincludesomebutnotallrelevantlife-domaininformation(e.g.,medical,mentalhealth,behavioral,academic)
2=Allplansincludemedical,mentalhealthinformation,completeacademic,andculturalcongruence(ofstudent’sschoolcontext)datawhereappropriate
3.10HypothesisStatementBehaviorsupportplansincludeahypothesisstatement,including(a)operationaldescriptionofproblembehavior,(b)identificationofcontextwhereproblembehaviorismostlikely,and(c)maintainingreinforcers(e.g.,behavioralfunction)inthiscontext.(d)Contextassessmentincludesquestionsofculturalcongruity.
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)
0=Noplansincludeahypothesisstatementwithall3components,ortherearenoTierIIIsupportplans
1=1or2plansincludeahypothesisstatementwith3components
2=Allplansincludeahypothesisstatementwithall4components
3.11ComprehensiveSupport:Behaviorsupportplansincludeorconsider(a)preventionstrategies,(b)teachingstrategies,(c)strategiesforremovingrewardsforproblembehavior,(d)specificrewardsfordesiredbehavior,(e)safetyelementswhereneeded,(f)asystematicprocessforassessingfidelityandimpact,and(g)theactionplanforputtingthesupportplaninplace.
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)
0=Noplansincludeall7coresupportplanfeatures,ortherearenoTierIIIsupportplans
1=1or2plansincludeall7coresupportplanfeatures
2=Allplansincludeall7coresupportplanfeatures
Supp
ortP
lans
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Subscale Feature PossibleDataSources
ScoringCriteria0=Notimplemented1=Partiallyimplemented2=Fullyimplemented
3.12FormalandNaturalSupportsBehaviorsupportplan(s)requiringextensiveandcoordinatedsupport(e.g.,personcenteredplanning,wraparound,RENEW)documentsqualityoflifestrengthsandneedstobecompletedbyformal(e.g.,school/districtpersonnel)andnatural(e.g.,family,friends)supporters.
• AtleastoneTierIIIbehaviorsupportplanrequiringextensivesupport(seeTFITierIIISupportPlanWorksheet)
0=Plandoesnotincludespecificactions,ortherearenoplanswithextensivesupport
1=Planincludesspecificactions,buttheyarenotrelatedtothequalityoflifeneedsand/ordonotincludenaturalsupports
2=Planincludesspecificactions,linkedlogicallytothequalityoflifeneeds,andtheyincludenaturalsupports
3.13AccesstoTierIandTierIISupportsStudentsreceivingTierIIIsupportshaveaccessto,andareincludedin,availableTierIandTierIIsupports.Tier1andTier2supportsareavailableandsupportiveofALLstudents.
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)
0=IndividualstudentsupportplansdonotmentionTierIand/orTierIIsupports,ortherearenoTierIIIsupportplans
1=IndividualsupportsincludesomeaccesstoTierIand/orTierIIsupports
2=TierIIIsupportsincludefullaccesstoanyappropriateTierIandTierIIsupportsanddocumenthowaccesswilloccur
3.14DataSystemAggregated(i.e.,overallschool-level)TierIIIdataaresummarizedandreportedtostaffatleastmonthlyon(a)fidelityofsupportplanimplementation,and(b)impactonstudentoutcomes.
• Reportstostaff• Staffmeetingminutes
• Staffreport
0=Noquantifiabledata1=Dataarecollectedonoutcomesand/orfidelitybutnotreportedmonthly
2=DataarecollectedonstudentoutcomesANDfidelityandarereportedtostaffatleastmonthlyforallplans
3.15Data-basedDecisionMakingEachstudent’sindividualsupportteammeetsatleastmonthly(ormorefrequentlyifneeded)andusesdatatomodifythesupportplantoimprovefidelityofplanimplementationandimpactonqualityoflife,academic,andbehavioroutcomes.
• ThreerandomlyselectedTierIIIstudentbehaviorsupportplanscreatedinthelast12months(seeTFITierIIISupportPlanWorksheet)Teammeetingschedules
0=Studentindividualsupportteamsdonotreviewplansorusedata
1=Eachstudent’sindividualsupportteamreviewsplan,butfidelityandoutcomedataarenotbothusedfordecisionmakingornotallteamsreviewplans
2=Eachstudent’sindividualsupportteamcontinuouslymonitorsdataandreviewsplanatleastmonthly,usingbothfidelityandoutcomesdatafordecisionmaking
3.16LevelofUseTeamfollowswrittenprocesstotrackproportionofstudentsparticipatinginTierIIIsupports,andaccessisproportionate.
• Studentprogressdata
• TierIIIteammeetingminutes
0=SchooldoesnottrackproportionornostudentshaveTierIIIplans
1=Fewerthan1%ofstudentshaveTierIIIplans
2=AllstudentsrequiringTierIIIsupports(andatleast1%ofstudents)haveplans
3.17AnnualEvaluationAtleastannually,theTierIIIsystemsteamassessestheextenttowhichTierIIIsupportsaremeetingtheneedsofstudents,families,andschoolpersonnel;andevaluationsareusedtoguideactionplanning.DatameasuresproportionalityofoutcomesforALLstudents(byrace,language,gender,exceptionality,etc.)
• TierIIIteammeetingminutes
• TierIIIteamactionplan
• Teammemberverbalreports
0=Noannualreview1=Reviewisconductedbutlessthanannually,ordonewithoutimpactonactionplanning
2=WrittendocumentationofanannualreviewofTierIIIsupports,withspecificdecisionsrelatedtoactionplanning
Evalua
tion
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AppendixA:SWPBISTieredFidelityInventoryWalkthroughToolOverview
Purpose
ThisformisusedaspartofcompletingtheSWPBISTieredFidelityInventory’sTierIsubscale.Usethisformtointerviewarandomselectionofstaff(atleast10%ofstafforatleast5forsmallerschools)andstudents(minimumof10).Thisprocessshouldtakenomorethan15minutes.WhoShouldCompletetheTool
Itisrecommendedthatthistooliscompletedbyanindividualwhoisexternaltotheschool(e.g.,externalcoach,coordinator,evaluator).ThisuseallowsfortheTieredFidelityInventorytoserveasmoreofanexternalevaluationthanself-assessment.Alternatively,anindividualfromtheschoolteammaycompletethistoolifthepurposeofassessmentisforprogressmonitoringbetweenexternalevaluations.Procedure
Randomlyselectstaffandstudentsasyouwalkthroughtheschool.Usethispageasareferenceforallotherinterviewquestions.Usetheinterviewformtorecordstaffandstudentresponses.Staffandstudentsamplesshouldincludemultipleperspectives(e.g.bycolor,gender,language,exceptionality)thatrepresentthemake-upoftheschoolcommunity.StaffInterviewQuestions
Interviewatleast10%ofstafforatleast5forsmallerschools1.Whatarethe__________________(schoolrules,high5’s,3be’s,etc.)2.Haveyoutaughttheschoolrules/behavioralexpectationsthisyear?3.Haveyougivenoutany________________________since________________?
(rewardsforappropriatebehavior)(2monthsago)
StudentInterviewQuestions
Interviewaminimumof10students1.Whatarethe__________________(schoolrules,high5’s,3bee’s)?(Definewhattheacronymmeans)2.Haveyoureceivedany_______________________________since________________?
(rewardsforappropriatebehavior)(2monthsago)
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28SWPBIS Tiered Fidelity Inventory
SWPBIS Tiered Fidelity Inventory Walkthrough Tool Interview and Observation Form
School ________________________________________ Date __________
District _______________________________________ State __________
Data collector ________________________________
School-wide Expectations: Name of School-wide Expectations:
1. _______________________________________ ____________________________________________
2. _______________________________________ Name of Acknowledgment System:
3. _______________________________________ ____________________________________________
4. _______________________________________
5. _______________________________________
Staff Questions (Interview 10% or at least 5 staff members)
Student Questions (at least 10 students)
What are the
(school rules)?
Record the # of
rules known.
Have you taught the
school rules/ behavior
expectations to
students this year?
Have you given out
any ________
since _______?
(2 mos.)
What are the
(school rules)?
Record the # of
rules known
Have you
received a
________ since
________?
1 Y N Y N 1 Y N
2 Y N Y N 2 Y N
3 Y N Y N 3 Y N
4 Y N Y N 4 Y N
5 Y N Y N 5 Y N
6 Y N Y N 6 Y N
7 Y N Y N 7 Y N
8 Y N Y N 8 Y N
9 Y N Y N 9 Y N
10 Y N Y N 10 Y N
11 Y N Y N 11 Y N
12 Y N Y N 12 Y N
13 Y N Y N 13 Y N
14 Y N Y N 14 Y N
15 Y N Y N 15 Y N
Total Total
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29SWPBIS Tiered Fidelity Inventory
Appendix B: Targeted Interventions Reference GuideA Reference Guide for Function-Based Support Options (Horner & Todd, 2002)
Purpose of Reference Guide
This Reference Guide is designed to be used as a map when discussing function based support needs for students. Use this reference guide when trying to determine intervention options for individual students.
Targeted Interventions Defined
Components of a targeted intervention include (a) increased structure & prompts, (b) instruction on skills, (c) increased regular feedback, and (d) the intervention is available to anyone at anytime.
Instructions
List the targeted interventions that are available in your school. Identify the possible functions that the intervention is de-signed to deliver by putting an X in the cell of the matrix.
Examples
• Check In-Check Out may offer predictable adult attention, organizational structure, and an option for accessing
choices through the day.
• Social Skills Club participation may offer opportunities for instruction and practice on skills, choice, peer and adult
attention and individualized support.
• Reading Buddies may offer access to peer attention, choice, option to avoid aversive situation, and
individualized support.
Targeted InterventionCheck in, Check out
Social Skills Club
Reading Buddies
Homework Club
Lunch Buddies
Access to Adult Attention yes yes yes yes yes
Access to Peer Attention yes yes yes yes
Access to Choice of Alternatives/Activities yes yes yes yes yes
Option for Avoiding Aversive Activities yes yes yes yes
Option for Avoiding Aversive Social Peer/
Adult Attentionyes yes
Structural Prompts for ‘What To Do’
Throughout the Dayyes yes
At Least 5 Times During the Day When
Positive Feedback is Set Upyes
A School-Home Communication System yes yes
Opportunity for Adaptation into a
Self-Management Systemyes yes yes yes yes
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30SWPBIS Tiered Fidelity Inventory
Targeted Interventions Reference Guide Map
This Reference Guide is designed to be used as a map when discussing function based support needs for students. Use this Reference Guide when trying to determine intervention options for individual students.
School: _____________________________________________________________________ Date: __________________
Targeted Intervention
Access to Adult Attention
Access to Peer Attention
Access to Choice of Alternatives/Activities
Option for Avoiding Aversive Activities
Option for Avoiding Aversive Social Peer/
Adult Attention
Structural Prompts for ‘What To Do’
Throughout the Day
At Least 5 Times During the Day When
Positive Feedback is Set Up
A School-Home Communication System
Opportunity for Adaptation into a
Self-Management System