Embedded Files
Resource: Tiered Fidelity Inventory Version 2.1
1.11 Student/Family/Community Involvement
Stakeholders (faculty, families, and students) provide input on universal foundations (e.g., expectations, consequences, and acknowledgements at least) every 12 months.
Date Sources
- Surveys
- Voting results from parent/family meeting
- Team meeting minutes
Scoring Criteria
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 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
Main Idea
Schools need active engagement of students, families and faculty to be successful.
Guiding Questions
- Are plans for involving families/communities developed and implemented?
- Are surveys developed with dates to administer to staff, students, and families?
- Is feedback obtained from school community (e.g., staff, students, families) to ensure cultural relevancy?
- Are strategies to share key features with families/community developed and implemented?
- Has a student PBIS team been established to help with implementation?
Surface Level to meet criteria
- Is there documentation of a process for receiving feedback on Tier I supports?
- Does that documentation include input from faculty, students and families?
- Was the most recent feedback within the past 12 months?
Deeper Level for a stronger program
- Report PBIS/MTSS progress and monitoring data at PTO Meetings to receive feedback from members.
- Rationale: Engaging parents at PTO meetings with PBIS/MTSS data allows parents to feel a meaningful connection and ownership of the process.
- Report PBIS/MTSS progress and monitoring data to student council.
- Rationale: Students can give their perspective on strengths and weaknesses of PBIS/MTSS implementation, it will also give the Tier I Team a clear picture where students are lacking in understanding specific processes and procedures.
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