Brockton PBIS:
Tier 2 Coaches
Meeting
March 2014
Adam Feinberg
[email protected]
Agenda Items:
Housekeeping
Items
Tier 2 Social
Skills Check-in
TFI
Glows &
Grows
Housekeeping Items
Coaching
Schedule
SWIS Access
• Any SWIS Questions?
Coaching Schedule
Tier 1 Coaches Meeting Dates
9:30 to 11am
October 1st – Baker Elementary
December 3rd
February 4th
April 1st
June 3rd
Tier 2 Coaches Meeting Dates
9:30 to 11am
November 5th
January 7th
March 4th
May 6th – HOST??
Data: Fidelity
Benchmarks of Quality (BoQ)
Tiered Fidelity Inventory (TFI)
Pros
Pros
• We’ve been using it
• Comprehensive
• Research-Based
• Will be the new standard in the future
• Briefer
• Has multiple tiers in on measure
• Research-based
Cons
• Long
• Really only for Coaches
Cons
• Change
• Difficult to compare to BoQ
(Macintosh apples to honey crisp
apples)
PBIS Assessment School Codes
Arnone
Comm School
100029
Barrett Russell
145475
Edgar B Davis
161164
Downey
620593
Goddard
Alternative
School 100773
Hancock
196504
Huntington
Elementary
School 117146
John F
Kennedy
182980
Louis F Angelo
Elementary
School 196450
Manthala
George Jr
School 810500
Mary E. Baker
School 828896
Oscar F
Raymond
104677
Tiered Fidelity
Inventory
Why Another Fidelity Measure?
ISSET
BAT
MATT
Phases of
Implementation (POI)
SET
TIC
BoQ
SAS
Tiered Fidelity
Inventory
(TFI)
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
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)
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.
Technical Adequacy
1. Content Validity Study (COMPLETE). Results showed strong content
validity for the measure (average CVI = .93), and items with lower CVIs
were changed based on feedback.
Time for Completion (average):
Tier I: 15 minutes
Tier II: 11 minutes
Tier III: 12.5 minutes
Inter-rater Reliability (IRR): Coaches completed the TFI alone prior to meeting
with school teams. Then, the school teams completed the initial administration of
the TFI. These results were compared to determine IRR (see Table 1).
Table 1. Inter-Rater Reliability (Pearson Correlations)
Tier I Scale
0.950
Tier II Scale
0.964
Tier III Scale
0.892
Overall
0.955
Test-retest Reliability (TRR): School teams completed an initial TFI
administration and a follow-up administration two weeks later. These results were
compared to determine TRR (see Table 2).
Table 2. Test-Retest Reliability (Pearson Correlations)
Tier I Scale
0.975
Tier II Scale
0.992
Tier III Scale
0.985
Overall
0.995
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”
Total score (TFI)
Sub-scale report
Sub-subscale report
Tier I
Teams
Implementation
Evaluation
Tier II
Tier III
Teams
Teams
Interventions
Resources
Evaluation
Assessment
Item Report
Action Planning
TFI
Administration
and
Action
Planning
TFI Walkthrough Tool
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
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
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
Item
1.1 Team Composition
1.2 Team Operating
Procedures
1.3 Behavioral
Expectations
1.4 Teaching
Expectations
1.5 Problem Behavior
Definitions
Current
Score
Action
Who
When
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
Current
Score
Action
Who
When
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
Current Score
Action
Who
When
100
90
Riverbend Elementary
Subscales
80
71
70
62
60
Tier I
50
40
Tier II
Tier III
36
30
20
10
0
Jan-14
May-14
Sep-14
Evaluation—
SWIS was installed for data
collection and analysis
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
Riverbend Action Planning
• Behavioral Expectations
– Established school-wide behavior matrix
– Drafted lesson plans
– Designed and ordered signage
• Discipline Policies
Subcommittees
prepared 20-30 minute
rollout trainings for all
staff
– 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
100
90
80
Riverbend Elementary
Subscales
71
70
71
65
62
60
Tier I
50
40
46
Tier II
Tier III
36
30
20
10
0
Jan-14
May-14
Sep-14
100
90
80
Riverbend Elementary
Subscales
71
70
90
71
65
62
60
Tier I
50
40
46
Tier II
Tier III
36
30
20
10
0
Jan-14
May-14
Sep-14
100
90
80
Hamlin Middle School
Subscales
70
60
54
Tier I
50
40
Tier II
Tier III
39
32
30
20
10
0
Jan-14
May-14
Sep-14
Evaluation—
SWIS was installed for data
collection and analysis
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
100
90
80
Hamlin Middle School
Subscales
71
70
65
60
54
Tier I
50
40
46
Tier II
Tier III
39
32
30
20
10
0
Jan-14
May-14
Sep-14
100
90
80
Hamlin Middle School
Subscales
71
70
60
54
Tier I
50
50
40
90
Tier II
44
Tier III
39
32
30
20
10
0
Jan-14
May-14
Sep-14
Training & Administration
Resources
• Tier I—TFI Walkthrough Tool
• Tier III—Student Support Plan Scoring Guide
• PowerPoint Training Slides
Glows & Grows: CICO Re-Roll out