2 = Fully implemented 3.5 Staffing: An administrative plan Administrative plan 0 = Personnel are not assigned to is used to ensure adequate staff is Tier III team facilitate individual student assigned to facilitate meeting minutes support individualized plans for the FTE (i.e., paid time) 1 = Personnel are assigned to students enrolled in Tier III allocated to Tier III facilitate some individual supports. supports support teams, but not at least 1% of enrollment 2 = Personnel are assigned to facilitate individualized plans for all students enrolled in Tier III supports Three randomly 0 = District contact person not 3.6 Student/Family/Community Tier III team has selected Tier III established Involvement: district contact person(s) with student behavior 1 = District contact person access to external support support plans created established with external agencies and resources for in the last 12 months agencies, OR resources are planning and implementing (see TFI Tier III available and documented in interventions (e.g., Support Plan support intensive mental health) as Worksheet) 2 = District contact person Resources needed. established with external agencies, AND resources are available and documented in support A Professional 0 = No process for teaching 3.7 Professional Development: written process is followed for development in place teaching all relevant staff about calendar 1 = Professional development and basic behavioral theory, function handbook orientation process is informal of behavior, and function-based Lesson plans for 2 = Written process used to teach intervention. teacher trainings and coach all relevant staff in School policy basic behavioral theory, function of behavior, and function-based intervention 3.8 Quality of Life Indicators: randomly 0 = Quality of life needs/goals and includes student selected Tier III strengths not defined, or there strengths and identification of student behavior are no Tier III support plans student/family preferences for support plans created 1 = Strengths and larger quality of individualized support options to in the last 12 months life needs and related goals meet stated needs across life (see TFI Tier III defined, but not by domains (e.g., academics, health, Support Plan student/family or not reflected career, social). Worksheet) in the plan 2 = All plans document strengths and quality of life needs and related goals defined by student/family Subscale Feature Possible Scoring Criteria
2 = Fully implemented Resources 3.5 Staffing: An administrative plan is used to ensure adequate staff is assigned to facilitate individualized plans for the students enrolled in Tier III supports. Administrative plan Tier III team meeting minutes FTE (i.e., paid time) allocated to Tier III supports 0 = Personnel are not assigned to facilitate individual student support 1 = Personnel are assigned to facilitate some individual support teams, but not at least 1% of enrollment 2 = Personnel are assigned to facilitate individualized plans for all students enrolled in Tier III supports 3.6 Student/Family/Community Involvement: Tier III team has district contact person(s) with access to external support agencies and resources for planning and implementing interventions (e.g., intensive mental health) as needed. Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet) 0 = District contact person not established 1 = District contact person established with external agencies, OR resources are available and documented in support 2 = District contact person established with external agencies, AND resources are available and documented in support 3.7 Professional Development: A written process is followed for teaching all relevant staff about basic behavioral theory, function of behavior, and function-based intervention. Professional development calendar handbook Lesson plans for teacher trainings School policy 0 = No process for teaching in place 1 = Professional development and orientation process is informal 2 = Written process used to teach and coach all relevant staff in basic behavioral theory, function of behavior, and function-based intervention 3.8 Quality of Life Indicators: includes student strengths and identification of student/family preferences for individualized support options to meet stated needs across life domains (e.g., academics, health, career, social). randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet) 0 = Quality of life needs/goals and strengths not defined, or there are no Tier III support plans 1 = Strengths and larger quality of life needs and related goals defined, but not by student/family or not reflected in the plan 2 = All plans document strengths and quality of life needs and related goals defined by student/family Subscale Feature Possible Scoring Criteria
2014_09-29_Tiered_Fidelity_Inventory_Version_2_1.docx