RTI Implementation Fidelity Rubric
The Response to Intervention (RTI) Fidelity Rubric is for use by schools to support fidelity of RTI implementation. The rubric is aligned with the essential components of RTI and the infrastructure that is necessary for successful implementation. It is accompanied by a worksheet with guiding questions and score points for use with a school’s RTI leadership team.
PBIS District Systems Fidelity Inventory
The purpose of the District Systems Fidelity Inventory (DSFI) is to guide District Leadership Teams in the assessment, development, and execution of action plans that promote the capacity for sustainable, culturally and contextually relevant, and high-fidelity implementation of multi-tiered social, emotional, and behavioral systems of support and practices. The DSFI and process have been designed to serve as a guide for initial action planning, progress monitoring and annual evaluation of fidelity of implementation and impact.
Tiered Fidelity Inventory
The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier 1: Universal SWPBIS Features; Tier 2: Targeted SWPBIS Features; and, Tier 3: Intensive SWPBIS Features) that can be used separately or in combination to assess the extent to which core features are in place.
School Climate Survey
The School Climate Survey Suite is a set of four multidimensional surveys to measure student, teacher, administrator, faculty, and family perceptions of school climate: elementary, middle/high, school personnel, and family. The surveys are brief, reliable, and valid for assessing perceived school climate among students in Grades 3-12. Teams can use each survey separately or in combination to assess perceptions. Each survey includes a set of demographic questions about the participant and a number of questions related to school climate with Likert-scale response option.
Considerations for Maintaining Screening and Progress Monitoring Practices in Virtual and Remote Settings
The purpose of the resource Considerations for Maintaining Screening and Progress Monitoring Practices in Virtual and Remote Settings is to leverage existing systems and tools to implement screening and progress monitoring virtually. Teams use guiding questions and considerations to develop an implementation process.
Returning to School During and After Crisis: A Guide to Supporting States, Districts, Schools, Educators, and Students through a Multi-Tiered Systems of Support Framework
Returning to School During and After Crisis: A Guide to Supporting States, Districts, Schools, Educators, and Students through a Multi-Tiered Systems of Support Framework describes the use of a multi-tiered systems of support (MTSS) framework, like positive behavioral interventions and supports (PBIS), to restart classrooms and schools in a manner that all students, families, and educators are supported effectively, efficiently, and relevantly. This guide is a set of considerations for experienced leadership teams to enhance, adjust, or adapt state, district, school, and classroom action plans to meet the current context.