Change contrast:

Reading Tiered Fidelity Inventory (R-TFI)

School leadership teams assess the fidelity of implementation to identify what parts of their MTSS are already in place, what needs to be improved, and what still needs to be done.

Overview

School leadership teams need to know how well their MTSS for reading is implemented in their school. The Reading Tiered Fidelity Inventory (R-TFI) lists the core features of MTSS for each of the three tiers. Each tier can be assessed separately.

The school leadership team and other invited respondents review and score the features.

There are two R-TFIs – one for School-wide Reading (elementary level) and one for Secondary Content Area Reading (secondary level). Conducting the assessment helps teams examine their reading MTSS in the following areas:

  • Evidence-based practices for improving student reading.
  • Systems that create a continuum of supports to meet the variety of reading needs among students.
  • Data and evaluation for reading.

The R-TFI was designed primarily for use in schools that are engaged in an intensive professional learning scope and sequence to implement an integrated reading and behavior MTSS model (MIBLSI). If you are interested in using the R-TFI and are not participating with MIBLSI, please contact Dr. Kimberly St. Martin (kstmartin@miblsimtss.org) for resources and potential participation in research.

Administering the Assessment

A trained R-TFI facilitator administers the assessment at a school leadership team meeting. The team should invite other staff members to participate if they are knowledgeable about the features being assessed at the meeting.

The school leadership team and other respondents participate in the assessment as a group, reviewing each item listed in the tier that is being assessed. The respondents use a simultaneous public voting protocol (so everyone shares their score at the same time) to determine a score for each item.

Assessment Schedule

  • Before implementation: Administer the assessment for a tier right before its implementation. Use the data to help develop an action plan.
    • For schools participating in the MIBLSI training:
      • Elementary Tier 1 – After the Elementary Reading Systems training.
      • Secondary Tier 1 – After the Secondary Content Area Reading Day 2 training.
      • Elementary and Secondary Tiers 2 and 3 – After the Managing Tier 2 and 3 Reading Interventions Day 2 training.
  • During implementation: After the initial assessment, administer at least annually in the spring. Additional progress monitoring throughout the year may also be appropriate. Continue with progress monitoring until the tier is implemented with fidelity. Until further validation research is conducted, a total and tier score of 80 percent is suggested for indicating implementation with fidelity. After each assessment, revise the action plan as needed.
  • After implementation: Continue to administer the assessment annually each spring and check for sustained implementation.

Estimated Time

  • Allow approximately 1 hour to complete Tier 1 of the R-TFI.
  • Allow up to 2.5 hours for assessing all three tiers at one time.

Data Entry

  • The designated MIDATA user enters item scores in MIDATA (the MIBLSI database).
  • Each item is grouped into one of three scales (the three tiers) that make up the R-TFI. The scales are further broken down by subscales. MIDATA reports and dashboards generate the subscale, scale, and total scores.

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