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TFI 1.15 Big Ideas
TFI 1.15 Big Ideas
In TFI 1.13 the Team established a system for regularly reviewing student discipline/academic outcome data for the purpose of developing action/solution plans to improve student student performance.
In TFI 1.13 the Team established a system for regularly reviewing student discipline/academic outcome data for the purpose of developing action/solution plans to improve student student performance.
of determining the impact of staff actions on student performance. In addition to the typical data sources of referrals, suspensions and state standardized test results, the Team also committed to additional sources including: student climate & culture surveys, attendance rates, curriculum-based measures, the number of referrals to the counselor/nurse, etc.
of determining the impact of staff actions on student performance. In addition to the typical data sources of referrals, suspensions and state standardized test results, the Team also committed to additional sources including: student climate & culture surveys, attendance rates, curriculum-based measures, the number of referrals to the counselor/nurse, etc.
In TFI 1.14, the Team established a system to regularly monitor fidelity ("cause") data to evaluate the depth and integrity of implementation efforts. This involved reviewing data such as Self-Assessment Survey (SAS), the Tiered Fidelity Inventory (TFI), and other site-generated measures in the form of walkthroughs and observations.
In TFI 1.14, the Team established a system to regularly monitor fidelity ("cause") data to evaluate the depth and integrity of implementation efforts. This involved reviewing data such as Self-Assessment Survey (SAS), the Tiered Fidelity Inventory (TFI), and other site-generated measures in the form of walkthroughs and observations.
In this element, TFI 1.15, the Team will identify the stakeholders that should receive the annual fidelity and program effectiveness results and next steps with a variety of stakeholders.
In this element, TFI 1.15, the Team will identify the stakeholders that should receive the annual fidelity and program effectiveness results and next steps with a variety of stakeholders.
On-Your-Own Learning
On-Your-Own Learning
Coming Soon!!
Action planning includes: Identifying stakeholders who should be informed of annual implementation fidelity and effectiveness progress and using a variety of methods to communicate results in a meaningful and usable format stakeholders.
Action planning includes: Identifying stakeholders who should be informed of annual implementation fidelity and effectiveness progress and using a variety of methods to communicate results in a meaningful and usable format stakeholders.
Schools are accountable to their communities and stakeholders and have an obligation to report the fidelity and effectiveness of their implementation.
Schools are accountable to their communities and stakeholders and have an obligation to report the fidelity and effectiveness of their implementation.
Culturally Responsive - TFI 1.15 Elaboration
Teams and school staff understand that schools play a critical role in and are accountable to the communities they serve. Annual evaluation procedures are used to engage a wide and representative range of stakeholders in two-way communication regarding goals and progress.
Communicating with Stakeholders
Communicating with Stakeholders
Because schools are accountable to stakeholders to report the fidelity and effectiveness of their implementation efforts, it will be necessary to identify which stakeholders to communicate the annual PBIS evaluation results.
Stakeholders to consider:
District Level: school board, superintendent's cabinet, departments, cluster schools, parent groups & advisory committees
School Level: administration, leadership, instructional staff, non-instructional staff, students, parents/caregivers, advisories/councils
Community Level: community-based organizations (CBOs), mental health organizations, foundations, neighborhood organization, homeowner's assiations, community members, youth service groups, elected officials
Methods of Communication
Methods of Communication
When communicating with stakeholders it is important to tailor the information to address the unique interests and questions of the audience. Intentionally creating a system to produce an end-of year report will assist the Team in dedicating adequate time to ensure the information is distributed to all the appropriate forums, is presented in a usable format, and has been translated into all necessary languages.
When communicating with stakeholders it is important to tailor the information to address the unique interests and questions of the audience. Intentionally creating a system to produce an end-of year report will assist the Team in dedicating adequate time to ensure the information is distributed to all the appropriate forums, is presented in a usable format, and has been translated into all necessary languages.
Hard copies: Office, Wellness Center, Family Engagement Center, Health & Wellness Fair
Digital: emails, ClassDojo (announcement), school website, social media, Peachjar, etc.
Meetings & Events:
Back to School Night, Open House, Parent-Teacher Conferences, etc.
African-America Parent Advisory Council (AAPAC), English Learner Advisory Committee (ELAC), School-Site Council, Parent-Teacher Association (PTA), etc.
School Board
Communicating Annual Results - Criteria & Examples
Communicating Annual Results - Criteria & Examples
According to TFI 1.15, staff, families, the community and district should be updated at least annually regarding the school's Tier 1 implementation progress and plans. Results should be communicated in an easily accessible format and include the following information:
According to TFI 1.15, staff, families, the community and district should be updated at least annually regarding the school's Tier 1 implementation progress and plans. Results should be communicated in an easily accessible format and include the following information:
- current fidelity and effectiveness of Tier 1 practices with year-by-year comparisons (TFI results for three years), and
- a clear statement of the alterations that will be made as a result of the findings.
Additional Data Sources to Share: Depending on the stakeholder group being targeted, additional implementation specifics as well as data sources may be shared. These include: Panorama Climate & Culture, Average Daily Attendance (ADA), academic outcomes, suspension rates (by subgroup), and office referral totals.
Additional Data Sources to Share: Depending on the stakeholder group being targeted, additional implementation specifics as well as data sources may be shared. These include: Panorama Climate & Culture, Average Daily Attendance (ADA), academic outcomes, suspension rates (by subgroup), and office referral totals.
The goal when communicating annual fidelity and effectiveness results is to keep the interests of the stakeholder group in mind.
The goal when communicating annual fidelity and effectiveness results is to keep the interests of the stakeholder group in mind.
The example of the left may be appropriate for staff, school clusters, and principal evaluators who are familiar with implementation tools and data sources.
The example of the left may be appropriate for staff, school clusters, and principal evaluators who are familiar with implementation tools and data sources.
The example on the right may be appropriate for posts on social media platforms or at meetings with parents, community members, or board members.
The example on the right may be appropriate for posts on social media platforms or at meetings with parents, community members, or board members.
Example: Digital
2 Point:
2 Point:
Evaluation conducted at least annually, and outcomes shared with stakeholders, with clear alternations in process based on evaluation.
Evaluation conducted at least annually, and outcomes shared with stakeholders, with clear alternations in process based on evaluation.
1 Point:
1 Point:
Evaluation conducted, but not annually, or outcomes are not used to shape the Tier 1 process and/or not shared with stakeholders.
Evaluation conducted, but not annually, or outcomes are not used to shape the Tier 1 process and/or not shared with stakeholders.
0 Point:
0 Point:
No evaluation takes place, or evaluation occurs without data.
No evaluation takes place, or evaluation occurs without data.
Possible Data Sources: Staff, student, and family surveys, Fidelity tools, School policy, Student outcomes, District reports, School newsletters
Possible Data Sources: Staff, student, and family surveys, Fidelity tools, School policy, Student outcomes, District reports, School newsletters
SWSS Department: S. Johns, J. Patrick 2020
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or created by Johns/Patrick
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