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Fidelity of Implementation. John Hill and Jon Jagemann August 8 th , 2013. Fidelis = Faithful. Comprehensive Evaluation Blueprint. Which of the following did your school team take last year? TIC MATT BoQ BAT SAS SET. What did your school team do with the results of these FOI tools?.

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Fidelity of Implementation

John Hill and Jon Jagemann

August 8th, 2013

pbis tools self assessment
PBIS Tools – Self Assessment
  • Schools implementing PBIS use a number of nationally recognized fidelity of implementation (FOI) tools.
  • Most of the FOI tools are self-assessment tools that are done by the school team(s).
    • Benchmarks of Quality (BoQ) for Tier 1
    • Benchmarks of Advanced Tiers (BAT) for Tier 2 & 3
    • Self Assessment Survey (SAS) for Tier 1 – all staff
  • Progress monitoring tools are self-assessed by the school team(s)
    • Team Implementation Checklist (TIC) for Tier 1
    • Monitoring Advanced Tiers Tool (MATT) for Tier 2 & 3
completing the foi tools
Completing the FOI Tools
  • Team members complete individually
  • All questions given a 0,1,2, or 3
  • Rubric provided
  • Teams meet together and collaborate on a consensus for each question
  • One final FOI Tool is completed and submitted online
team implementation checklist tic
Team Implementation Checklist (TIC)
  • Progress monitoring tool for Tier 1 implementation.
    • Self-Assessment
    • Informs the team of how they are implementing Tier 1
      • Identifies what is going well
      • Identifies what needs improvement
  • Establish Commitment
  • Establish & Maintain a Team
  • Self-Assessment
  • School-Wide Expectations
  • Classroom Systems
  • Data Systems
  • Each question marked as Achieved, In Progress, or Not Yet Started
  • Create an action plan for all items not marked as Achieved.
self assessment survey
Self Assessment Survey
  • Survey is taken by the entire staff.
    • The goal is 75% participation
  • Survey results inform the team how the rest of the school staff perceives the implementation of Tier 1.
    • Online survey
    • 15 to 20 minutes
  • Expectations Defined
  • Expectations Taught
  • Acknowledgment System
  • Violations System
  • Monitoring
  • Management
  • District Support
  • Implementation Average
benchmarks of quality boq
Benchmarks of Quality (BoQ)
  • Lists components of PBIS framework that address the critical elements of PBIS implementation
  • Completed by school teams on a yearly basis to assess how they score with regard to developing and implementing school-wide PBIS
  • Useful in developing action plans for following year
  • Used to identify Schools of Merit and Distinction for state awards
components of benchmarks of quality
Components of Benchmarks of Quality
  • Team Member Rating Form
    • Completed by team members independently
    • Returned to coach
  • Scoring Form
    • Completed by coach using Scoring Guide
    • Used for reporting back to team
  • Scoring Guide
    • Describes procedure for completing BOQ
    • Includes a rubric for scoring each item
boq will provide
BOQ Will Provide:
  • Summary of team members’ perceptions of PBIS implementation

(scored: ++ in place, + needs improvement, and - not in place)

  • Objective assessment of school’s implementation based on criteria described in a rubric (100 point scale)
  • Comparison between the above factors which will encourage discussion of strengths and weaknesses and provides ideas for action planning
  • PBIS Team
  • Faculty Commitment
  • Effective Procedures for Dealing with Discipline
  • Data Entry & Analysis Plan
  • Expectations & Rules Developed
  • Acknowledgement Program
  • Lesson Plans for Teaching Expectations
  • Implementation Plan
  • Classroom Systems
  • Evaluation
how will you use boq results
How will you use BoQ Results?
  • To make decisions at the school level?
  • Share with staff members?
  • As a means to assess needs?
  • Other?
monitoring advanced tiers tool matt
Monitoring Advanced Tiers Tool (MATT)
  • Progress monitoring tool for Tier 2 and 3 implementation.
    • Self-Assessment
    • Informs the team of how they are implementing Tier 2 and 3
      • Identifies what is going well
      • Identifies what needs improvement
    • Similar to the TIC but for Tier 2/3
benchmarks for advanced tiers bat
Benchmarks for Advanced Tiers (BAT)
  • The Benchmarks for Advanced Tiers (BAT) allows school teams to self-assess the implementation status of Tiers 2 (secondary, targeted) and 3(tertiary, intensive) behavior support systems within their school and is designed to answer three questions:

1. Are the foundational (organizational) elements in place for implementing secondary and tertiary behavior support practices?

2. Is a Tier 2 support system in place?

3. Is a Tier 3 system in place?

bat sections
BAT Sections
  • Tier 1: Implementation of School-wide PBS
  • Tier 2-3 Foundations
    • Commitment
    • Student Identification
    • Monitoring and Evaluation
  • Tier 2: Support Systems
  • Main Tier 2 Intervention (CICO)
    • Strategy Implementation
    • Strategy Monitoring and Evaluation
  • Tier 3: Intensive Support Systems
  • Tier 3: Assessment and Plan Development
  • Read through the items to determine who at school will be likely to have knowledge of the topic(s).
  • Since the BAT covers several topic areas and usually requires input from multiple people it is best to work from a paper copy until all items have been scored.
  • The BAT assumes separate teams address Tier 2 and Tier 3. Schools may need to adapt for use with single advanced Tiers team structure.
how will you use bat results
How will you use BAT Results?

To make decisions at the school level?

Share with staff members?

As a means to assess needs?


implementation integrity tools
Implementation Integrity Tools
  • How will you use the results to make decisions?
  • How will you be involved in the process?
  • How will you share results with all staff members?
in summary
In Summary…
  • You can improve what you don’t assess.
  • FOI works best when administration and entire team is involved.
  • FOI needs to be completed honestly.
  • Action Plans should always be completed and used throughout the year.
  • Address systems issues that may impact implementation success
evaluation instruments
Evaluation Instruments
  • PBIS website:
  • FLPBS:RtIB Project Coach’s Corner:
  • PBS Surveys
  • Additional Ideas:
    • MPS RtI Website (under Resources)
    • MPS PBIS YouTube Channel
    • MPS PBIS Pinterest Page
    • External Coach

Danielson and PBIS

  • Domain 1 Component B: Demonstrating Knowledge of Students
  • Domain 1 D: Demonstrating Knowledge of Resources
  • Domain 2 A: Creating an environment of Respect and Rapport
  • Domain 2 B: Establishing a Culture of Learning
  • Domain 2 C: Managing Classroom Procedures
  • Domain 2 D: Managing Student Behavior
  • Domain 3 C: Engaging Students in Learning
  • Domain 3 D: Providing Feedback to Students
  • Domain 4 C: Communicating with Families
  • Domain 4 D: Contributing to the School and Community
using pbis in the classroom
Using PBIS in the Classroom
  • Active Supervision
  • Pre-correcting
  • Re-directing
  • Building Relationships
active supervision
Active Supervision
  • Monitor all students
  • 5 positives for 1 negative interaction
  • Move through area
    • constantly and randomly
  • Scan area
  • Acknowledge behaviors Positively
  • Set Routines
  • Staff Behavior (lead by example)
danielson domain 1 behavioral engagement at tier 1
Danielson Domain 1Behavioral Engagement at Tier 1
  • Pre-correcting
    • Going over the expectations with the students before transitioning
    • Before passing out a test, going into groups, dismissing to lunch, etc
  • Re-directing
    • Reminding students of the expectations when they fail to meet them
    • Reminding students to get to class on time, stay quiet during a test, or put electronics away
pre correction
  • When you see a movie it pre-corrects every person every time about turning off your cell phone
  • When entering an area
    • hallway, cafeteria, students entering school, etc
  • When transitioning within a classroom
    • Starting a quiz, going to small groups, etc
  • Stop, teach the expectations (use poster)
  • Wait to see students meet the expectations
re direction
  • When student not reaching expectations
  • Repeat expectations in a positive manner
  • Give students a chance to meet expectations
  • Guide students toward reaching expectations
  • Acknowledge when meeting expectations
  • Remind students what expectations are
  • More start requests than stop requests
  • Watch your tone/ decorum
building relationships
Building Relationships
  • Smile/ Greet others (staff and students)
  • Look for commonalities/ speak on differences
  • Be yourself/ open up to staff and students
  • Honestly ask how others are doing
  • Be interested in other’s interests
  • Showing and telling others they can do well
  • Develop school pride
  • Displaying positives
  • Tone of voice/ decorum
discuss and share
Discuss and Share
  • How will you use pre-corrections to ensure students understand the expectations?
  • How can you (how do you) regularly provide professional development to your staff on classroom PBIS best practices?
    • Active supervision
    • Pre-correction and re-directing
    • Building relationships
tier 1 at a glance
Tier 1 At A Glance
  • Complete for your school
  • Any answers you are unsure of, go back to your build and find out the answer.
  • Page 2 should be completed monthly to summarize and be shared with entire staff.

Look to a neighbor-

  • “Thank you for showing responsibility by attending this meeting.”
  • “Thank you for showing respect by listening and taking this seriously.”
  • How could PBIS culture look, feel, and sound like in your building?
  • Additional Ideas:
    • MPS RtI Website (under Resources)
    • MPS PBIS YouTube Channel
    • MPS PBIS Pinterest Page
    • External Coach

Fidelity of Implementation

MPS Board of School Directors

Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8

Mark Sain, District 1

Jeff Spence, District 2

Annie Woodward, District 4

Larry Miller, District 5

Tatiana Joseph, Ph.D., District 6

Claire Zautke, District 7

Terrence Falk, At-Large

Senior Team

Gregory E. Thornton, Ed.D., Superintendent

Naomi Gubernick, Chief of Staff

Darienne Driver, Chief Innovation Officer

Tina Flood, Chief Academic Officer

Karen Jackson, Ph.D., Chief Human Capital Services Officer

Michelle Nate, Chief Operations Officer

Gerald Pace, Esq., Chief Financial Officer

Keith Posley, Ed.D., Chief School Administration Officer

Denise Callaway,Executive Director, Community Engagement

Patricia Gill, Executive Director, Family Services

Sue Saller, Executive Coordinator, Superintendent’s Initiatives