District Systems Fidelity Inventory (DSFI)

Purpose: The DSFI tool helps the district community leadership team determine if it is doing what is needed to do in order to ensure fidelity of a Multi-Tiered System of Support (MTSS) for Social-Emotional-Behavioral (SEB) wellness.

Who Completes the Tool:

The DSFI is to be completed by a district-community leadership team, who is steering the effort to implement the district-wide multi-tiered systems of social, emotional, and behavioral supports in schools. 

Stakeholders should include individuals who are: a) able to influence district-level professional development b) knowledgeable about the operations of the district across grade level and programs c) have access to district-level executive leadership d) coordinating community and family engagement e) having special education administrative authority f) having administrative authority with social-emotional-behavioral support providers such as counselors, social workers, school psychologists, etc. g) representing the local community (e.g., community center leader, school board member). 

For example:  

• Superintendent 

• Assistant Superintendents 

• Community provider partners 

• School board representation 

• Director of Student Services

• *DCLT Coordinator(s) (identified team member who facilitates the team, has designated time, is experienced in databased decision making, has authority to implement team decisions, and has access to district-level data (academic and social-emotional-behavioral). 

• An equitable representation of the voices of building and community stakeholders.

* The DSFI will be facilitated by the DCLT Coordinator 

Tips:

At first look, the tool may feel overwhelming. Here are some considerations for how to proceed:

1. Identify an internal (e.g. the district MTSS/PBIS Coordinator) and an external (e.g. the Midwest PBIS Network) facilitator to collaborate.

2. Gather your leadership team (see "Who Completes This Tool" above), and discuss the tool in advance so they understand its purpose and your approach.

3. Using a spreadsheet or table like the one in the RESOURCES section below,
   Ask each team member to:

   1. score the items from their understanding on their own (outside of a meeting),

   2. send the facilitator their scores,

   3. then the facilitator compiles all scores together to determine consensus and items with a gap in understanding

4. Re-convene the team, and facilitate a discuss on the consensus scores, discuss areas of focus, and identify their short-term (this year) and long-term (3-5 years) action steps.

5. Final scores should be entered into PBIS Assessments by your Midwest PBIS TA provider, so the district can monitor progress year over year.

6. Add the action steps to the team's agenda and task list

7. Review progress toward action plan activities and outcomes on a regular basis (e.g., monthly or quarterly)

8. Monitor implementation and outcomes.

9. Repeat the assessment each year