Why was the TFI 3.0 created?

Modified on Wed, 2 Apr at 8:16 AM

Just as districts and schools engage in a continuous improvement cycle, so does the Center on PBIS. We revised the TFI 3.0 to more accurately align with center guidance on supporting classroom implementation, promoting family and student voice, integrating mental health and wellness, connecting crisis and emergency planning to schoolwide supports, and prioritizing equity. Table 1 offers some examples of these content changes. Additionally, the TFI 3.0 has an expanded 5-point scoring rubric that allows teams to measure their implementation more accurately and offers more room for growth to support action planning. Appendix A provides an item crosswalk.

Table 1. Examples of Content Changes in the TFI

Content Area	TFI 3.0
Classroom Implementation	Educators consistently and equitably use proactive and preventative classroom practices (Item 1.10) Tier 1 includes a comprehensive, data-driven, and differentiated professional development system to support educators’ implementation of classroom practices (Item 1.12) Classroom observation and data collection supports the assessment of the classroom features (Walkthrough Tool)
Family and Student Voice	Representative groups of students, families, and community members are regularly engaged in: Co-designing and actively revising the content and the implementation of foundational Tier 1 practices and Tier 2 interventions (Items 1.15, 1.16, 2.10, 2.11) Identifying any systemic barriers that may contribute to over or under representation of student groups in Tier 2 or 3 supports (Items 2.10, 2.11, 3.10, 3.11) Students are asked if they are acknowledged or rewarded in ways that are meaningful to them (Walkthrough Tool)
Mental Health and Wellness	Comprehensive schoolwide (e.g., school climate surveys, attendance, nurse or counselor visit logs, exclusionary discipline) and community data (e.g., community resource profiles, health care access) are used to develop and regularly re-evaluate a profile of overall strengths and needs that inform the development and delivery of equitable Tier 1 foundational and classroom practices (Item 1.18)
Crisis and Emergency Planning	Schoolwide expectations for crisis procedures are linked to schoolwide procedures (Item 1.8) Crisis response plans include differentiated wellness support planning for all (Item 1.8)
Equity	All leadership teams are representative of the school community and inclusive teaming procedures are more clearly defined (Items 1.1, 2.1, 3.1) Data used for decision making is disaggregated throughout all tiers to support and monitor equitable use of PBIS practices (Items 1.17, 1.18, 2.9, 2.13, 3.8, 3.13)