Introduction to Model School & the Tiered
Fidelity Inventory (TFI)
This product was developed by Florida’s Positive Behavior
Support Project through the University of South Florida,
Louis de la Parte Florida Mental Health Institute funded by
the State of Florida, Department of Education, Bureau of
Exceptional Education and Student Services, through
federal assistance under the Individuals with Disabilities
Education Act (IDEA), Part B.
2014-2015 Model Schools
91% of 161 Applicants
Awarded MS Status
• 52 % awarded Gold
• 15 % awarded Silver
• 25% awarded Bronze
Model School banners,
stickers and certificates
were ordered upon DC
confirmation of awardlevels and should take
about 6 weeks to arrive.
Overview
Prerequisites
• Mid year PIC (Fall, Spring)
• End Year
• BoQ (no changes)
• ODS including equity profile
• TFI (just tier 2, 3)
• Walkthrough
15-16 Application
Resources
Q&A
Pre-requisites: Outcome Data Summary
Equity Profile only required if applying for Model Schools; due 6/15/16
Page 1:
ALL schools
Page 2:
Required for
Model
School
applicants
Pre-requisites: Outcome Data Summary Equity Profile
Pre-requisites: Outcome Data Summary Equity Profile
Pre-requisites: Outcome Data Summary Equity Profile
Pre-requisites: Outcome Data Summary Equity Profile
Tiered Fidelity Inventory:
Tier 2 & Tier 3 Domains
• Data will be considered as part of your
model school application.
Walkthrough
http://flpbs.fmhi.usf.edu/pdfs/12_13_Walkthrough_
1_16_2013_Final[1].pdf
• Completed by a peer
PBIS:MTSS Coach or District
Coordinator
15-16 Application Changes
• Why?!
– Expectations for FLPBIS model schools evolve in response to:
• Recent research and our understanding of PBIS implementation
• The needs of FL students based on outcome data
• Feedback from applicants and DCs
• What?
– Increased emphasis on student outcomes, fluency and mastery of problem-solving, and
effective tiered behavioral supports
• Question 1: Improved ODR,OSS, ISS outcomes
– Increased expectations for addressing disproportionate discipline
• Question 2: Equitable disciplinary outcomes
– Outcomes associated with tier 2 and tier 3 systems of support
• Question 3: Effective tier 2 behavior systems
• Question 4: Effective tier 3 behavior systems
– Removed requirement for artifacts but schools are agreeing to follow-up via TA specialists
(emails, phone interviews, etc.).
Implications for Districts and Schools during the 2015-2016
School Year
1. Ensure access to data needed to complete Equity Profile as part
of the Outcome Data Summary
2. Encourage all schools to begin accessing the School Equity
Profile/ Excel Template to begin exploring potential areas of
disproportionality and problem-solving when necessary.
3. Ensure training to complete the Tier 2 and Tier 3 sections of
TFI is provided
Equity Profile Template
August Online Chat
Implementation Fidelity Data for Tier 2/3 Systems
Tier 2 and Tier 3 Sections of the TFI – Tiered Fidelity Inventory
• Completed by the same team
that would’ve completed the
BAT
• Completed at the end of the
year (but can be completed
more often if desired)
• Approx. 1 hour to complete (30
min. for tier 2 administration; 30
min. for tier 3)
Purpose of the School-wide 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
Fit with Existing Assessment Instruments
• In Florida the School-wide PBIS Tiered Fidelity
Inventory (TFI) is intended to fulfill the same
functions as the:
– Benchmarks of Advanced Tiers (BAT)
• The TFI addresses 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.
• This is why we have not yet switched for Tier 1
SWPBIS Tiered Fidelity Inventory is a
Self-Assessment
• Primary audience for instrument results is
the team, faculty, families and
administrators of the school.
• Primary purpose of the instrument is to
help school teams improve tiered supports
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”
Subscale Reports
100
77
80
84
92 89
88
57
60
94 92
56
44
40
35
32
23
20
0 0
0
Tier I
Time 1
0 0 0
Tier II
Time 2
Time 3
Time 4
Tier III
Time 5
Time 6
Sub-subscale and Item Reports
• Sub-subscale
Tier II
– Tier II
• Teams
• Interventions
• Evaluation
Teams
– Tier III
•
•
•
•
•
Teams
Resources
Assessment
Teams
Support plan
Monitoring and adaptation
• Item Report
Interventions
Evaluation
Tier III
Resources Assessment Support
Plan
Monitoring
Adaptation
Administration Protocol
• School-wide PBIS Tiered Fidelity Inventory is completed by a
school team with a PBIS coach/facilitator.
• Before Inventory Assessment: Schedule team time and
obtain relevant permanent products. You may wish to
provide an advanced copy to all team members.
• During Inventory Assessment: For each item, review
purpose, data sources, and standard. All team members
vote to whether the item is not implemented, partially
implemented, or fully implemented. The majority vote is
recorded following an opportunity for discussion.
• After Inventory Assessment: Conduct action planning to
improve or sustain implementation. Enter scores in PBSES.
Typical Sequence of Administration
• Schedule date and define expectations—time,
people, materials
– Determine at this point which tiers will be
reviewed –
• may want to do Tier 2 and Tier 3 separately
• Administration of Inventory
– 30-60 min per tier reviewed
• Action Plan Development
– May be done at same time or at a later meeting
– 20 min per tier reviewed
• Enter scores in PBSES
Possible Pre-Administration Documentation
• Tier II
Tier II team meeting minutes (last two)
Rubric for selecting students for Tier II support
Tier II strategy handbooks, or procedures (i.e.,
CICO)
Available Tier II data summaries (if possible for 2
months)
Family communication systems
Most recent fidelity measures for Tier II
strategies
Possible Pre-Administration Documentation
• Tier III
Tier III team meeting minutes (last two meetings)
Decision rules for selecting students for Tier III
Assessment tools for Tier III (i.e., functional behavioral assessment,
mental health, medical records, etc.)
Three student support plans (randomly selected)
Tier III data summary (last two reports)
Feature Name
Scoring Criteria
Feature
Data Sources
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
 Possible 0 = descriptors of the feature
Feature Name:
data
not being implemented
Detailed
sources
description of the
1 = descriptors of the feature
being partially
feature.
implemented
Main Idea:
the essence of the feature
2 = descriptors of the feature
being fully implemented
Quick Check: Feature Name
Reflective question to focus the conversation
• Self-Assessment
 Question
 Documentation
 Process
 Product
 Data
• Scoring
0 = descriptors of the feature not being
implemented
1 = descriptors of the feature being partially
implemented
2 = descriptors of the feature being fully
implemented
Tier II
School-wide PBIS Tiered Fidelity Inventory
This product was developed by Florida’s Positive Behavior
Support Project through the University of South Florida,
Louis de la Parte Florida Mental Health Institute funded by
the State of Florida, Department of Education, Bureau of
Exceptional Education and Student Services, through
federal assistance under the Individuals with Disabilities
Education Act (IDEA), Part B.
2.1 Team Composition
Scoring Criteria
0 = Not implemented
Feature
Data Sources
1 = Partially implemented
2 = Fully implemented
2.1 Team Composition: Tier II (or
 School
0 = Tier II team does not include
combined Tier II/III) team includes a
organizational
coordinator or all 4 core areas of
Tier II systems coordinator and
chart
Tier II team expertise
individuals able to provide (a)
 Tier II team
1 = Tier II team does not include
applied behavioral expertise, (b)
meeting
coordinator and all 4 core areas
administrative authority, (c)
minutes
of Tier II team expertise OR
knowledge of students, and (d)
attendance of these members is
knowledge about operation of school
below 80%
across grade levels and programs.
Main Idea: Tier II team needs
individuals with specific skills and
perspectives to implement Tier II
supports.
2 = Tier II team is composed of
coordinator and individuals with
all 4 areas of expertise, AND
attendance of these members is
at or above 80%
Quick Check: Team Composition
Are all necessary roles/functions represented on the team?
• Self-Assessment
 Coordinator
 Applied behavioral expertise
 Administrative authority
 Knowledge about students
 Knowledge about school
operations
• Scoring
0 = Tier II team does not include coordinator
or all 4 core areas of Tier II team expertise
1 = Tier II team does not include coordinator
and all 4 core areas of Tier II team expertise
OR attendance of these members is below
80%
2 = Tier II team is composed of coordinator
and individuals with all 4 areas of expertise,
AND attendance of these members is at or
above 80%
Item Considerations
• Tier II team does not need to be large.
Even 2-4 people may be sufficient.
• The key is to ensure that the authority to
make decisions exist, and the behavioral
expertise is present to guide adaptations.
Tier III
School-wide PBIS Tiered Fidelity Inventory
This product was developed by Florida’s Positive Behavior
Support Project through the University of South Florida,
Louis de la Parte Florida Mental Health Institute funded by
the State of Florida, Department of Education, Bureau of
Exceptional Education and Student Services, through
federal assistance under the Individuals with Disabilities
Education Act (IDEA), Part B.
3.1 Team Composition
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
3.1 Team Composition: Tier III
 School
0 = Tier III team does not include
systems planning team (or
organizational
a trained systems coordinator
combined Tier II/III team)
chart
or all 5 identified functions
includes a Tier III systems
 Tier III team 1 = Tier III team members have
coordinator and individuals who
meeting
some but not all 5 functions,
can provide (a) applied behavioral minutes
and /or some but not all
expertise, (b) administrative
members have relevant
authority, (c) multi-agency
Main Idea: Tier III
training or attend at least 80%
supports (e.g., person centered
teams need
of meetings
planning, wraparound, RENEW)
individuals with 2 = Tier III team has a
expertise, (d) knowledge of
specific skills and
coordinator and all 5
students, and (e) knowledge
perspectives to
functions and attendance of
about the operations of the
effectively
these members is at or above
school across grade levels and
provide and
80%
programs.
implement Tier III
supports.
Quick Check: Team Composition
Are all necessary roles/functions represented on the team?
• Self-Assessment
 Coordinator
 Applied behavioral
expertise
 Administrative authority
 Intensive support expertise
 Knowledge about students
 Knowledge about school
operations
• Scoring
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%
3.2 Team Operating Procedures
Scoring Criteria
Feature
3.2 Team Operating Procedures: 
Tier III team meets at least
monthly and has (a) regular
meeting format/agenda, (b)
minutes, (c) defined meeting

roles, and (d) a current action
plan.
Data Sources
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Tier III team 0 = Tier III team does not use
meeting
regular meeting
agendas and
format/agenda, minutes,
minutes
defined roles, or a current
Tier III
action plan
meeting
1= Tier III team has at least 2 but
roles
not all 4 features
descriptions
 Tier III action 2 = Tier III team meets at least
plan
monthly and uses regular
Main Idea: Tier III teams need
meeting format/agenda,
meeting foundations in order
minutes, defined roles, AND
operate efficiently and to
has a current action plan
implement effective supports.
Quick Check: Team Operating Procedures
What meeting procedures are currently in place at the Tier III level?
• Self-Assessment
 Regular, monthly meetings
 Consistently followed
meeting format
 Minutes taken during and
disseminated after each
meeting (or at least action
plan items are disseminated)
 Participant roles are clearly
defined
 Action plan current to the
school year
• Scoring
0 = Tier III team does not use
regular meeting format/agenda,
minutes, defined roles, or a
current action plan
1= Tier III team has at least 2
but not all 4 features
2 = Tier III team meets at least
monthly and uses regular
meeting format/agenda,
minutes, defined roles, AND has
a current action plan
Tier II: Teams
• Composition
• Operating
Procedures
• Screening
• Request for
Assistance
Tier II:
Interventions
Tier II:
Evaluation
• Tier II
Intervention
Options
• Tier II Critical
Features
• Practices
Matched to
Student Need
• Access to Tier
I Supports
• Professional
Development
• Level of Use
• Student
Performance
Data
• Fidelity Data
• Annual
Evaluation
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
TFI Tier III Support Plan Scoring
Title
Item
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
Current
Score
Action
Who
When
Title
Item
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
Current Score
Action
Who
When
Title
Link to TFI
http://miblsi.cenmi.org/LinkClick.aspx?fileticket=W94BIukQCpY%3d&tabid=2448
Additional Resources for Model
School Application Process
This product was developed by Florida’s Positive Behavior
Support Project through the University of South Florida,
Louis de la Parte Florida Mental Health Institute funded by
the State of Florida, Department of Education, Bureau of
Exceptional Education and Student Services, through
federal assistance under the Individuals with Disabilities
Education Act (IDEA), Part B.
15-16 Model School Supports: Question 1
• Problem-Solving Process:
–
–
–
–
http://flpbs.fmhi.usf.edu/dc_corner.cfm
http://usf.adobeconnect.com/p69hkrf88ke/
(Secondary): http://usf.adobeconnect.com/p2t2524yybb/
Elementary: http://usf.adobeconnect.com/p2lywacurzf/
• Tier 1 fidelity resources:
– http://flpbs.fmhi.usf.edu/Archived_Monthly_Online_Chats.cfm
– http://flpbs.fmhi.usf.edu/resources_schoolwide.cfm
• Alternatives to suspensions:
– http://usf.na4.acrobat.com/p44641448/
• Restorative Practices:
– http://usf.adobeconnect.com/p6toy6vjzkp/
15-16 Model School Supports: Question 2
• Step 1 Problem Identification and Step 4 Evaluation
– Equity Profile (Excel)
• Automatically calculate multiple measures of disproportionality so that schools
may see if their discipline outcomes are equitable across racial/ethnic and
educational categories (Special Education and General Education).
– Understanding multiple measures of disproportionality (PDF
handout)
• This resource summarizes the different measures provided in the School Data
Template and explains how they may be used.
– Using data to address disproportionality (recorded module)
• This recording provides in-depth instruction and examples of the different
metrics for identifying and monitoring disproportionality.
15-16 Model School Supports: Question 2
• Step 2 and 3: Problem Analysis and Intervention
Development
– Overview of culturally-responsive PBIS (recorded module)
• This recorded FLPBIS:MTSS chat provides an introduction to Culturally
Responsive-PBIS, and ideas for culturally-responsive Tier 1 implementation
strategies.
– The CARED series describing domains for problem analysis to address
disproportionate discipline that directly inform intervention strategies:
http://flpbs.fmhi.usf.edu/Archived_Monthly_Online_Chats.cfm
•
•
•
•
•
Curriculum and Instruction: http://usf.adobeconnect.com/p5rriqgr36f/
Awareness: http://usf.adobeconnect.com/p3q1928t7ud/
Relationships: http://usf.adobeconnect.com/pzhpv0kzvh/
Environment: (posted this week)
Discipline: http://usf.adobeconnect.com/p35twevnuvd/
15-16 Model School Supports: Question 3 and 4
• Tier 2 and Tier 3 Behavioral Support Systems
– Screening: http://usf.adobeconnect.com/p7iuvgtcj7a/
– Grouping (see next chat)
– Progress monitoring: http://usf.adobeconnect.com/p51vxfkxlk1/
– Decision Points: (coming soon, link to be posted this week)