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Systems support the accurate and durable implementation of practices by staff, the efficient use of data for decision-making, and achievement of outcomes. Staff are trained to prevent many student behavior problems as well as to deal with disruptive behaviors in a proactive and positive manner. Systems provide the procedures and infrastructure to support and maintain new evidence-based practices.
Systems support the accurate and durable implementation of practices by staff, the efficient use of data for decision-making, and achievement of outcomes. Staff are trained to prevent many student behavior problems as well as to deal with disruptive behaviors in a proactive and positive manner. Systems provide the procedures and infrastructure to support and maintain new evidence-based practices.
TFI 1.1 Big Ideas
TFI 1.1 Big Ideas
In this element, TFI 1.1, the site administrator will form a Tier 1 Climate and Culture Team to lead implementation efforts. One of the initial challenges will be to ensure that it is diverse enough to adequately represent the school community yet small enough to function efficiently.
In this element, TFI 1.1, the site administrator will form a Tier 1 Climate and Culture Team to lead implementation efforts. One of the initial challenges will be to ensure that it is diverse enough to adequately represent the school community yet small enough to function efficiently.
When building a team, keep in mind that members should have specific areas of expertise - applied behavior, coaching, data analysis - academic/behavior patterns, school operations
When building a team, keep in mind that members should have specific areas of expertise - applied behavior, coaching, data analysis - academic/behavior patterns, school operations
Action planning includes: gaining commitment, identifying areas of expertise, assigning roles, scheduling monthly meetings, and adopting a sign-in sheet.
Action planning includes: gaining commitment, identifying areas of expertise, assigning roles, scheduling monthly meetings, and adopting a sign-in sheet.
Big Ideas - TFI 1.1.pptx
Culturally Responsive - TFI 1.1 Elaboration
School SWPBIS leadership teams not only include stakeholders as team members but also actively elicit ownership, voice, and broad representation of their families and communities, especially underserved families and cultures. Although teams should be small enough to be efficient, family voice is critical. If team size is a concern, consider the use of subcommittee structures and have families represented on the sub-committees.
Climate & Culture Team (Tier 1) Members
Climate & Culture Team (Tier 1) Members
Team members are encouraged to make a 2-3 year commitment with one-third of the Team rotating off each year. This supports implementation continuity while also providing an opportunity for new Team members (with fresh perspectives) to join each year.
Team members are encouraged to make a 2-3 year commitment with one-third of the Team rotating off each year. This supports implementation continuity while also providing an opportunity for new Team members (with fresh perspectives) to join each year.
At the start of each year, the Team determines individual areas of expertise and assigns TFI required roles. One Team member can fill more than one role at a time (i.e., the Historian may also be the Data Analyst).
At the start of each year, the Team determines individual areas of expertise and assigns TFI required roles. One Team member can fill more than one role at a time (i.e., the Historian may also be the Data Analyst).
Regardless of the role they play or expertise they bring, all Team members are valuable because they:
Regardless of the role they play or expertise they bring, all Team members are valuable because they:
Bring a unique perspective and content knowledge,
Bring a unique perspective and content knowledge,
Facilitate two-way communication between the Team and school community,
Facilitate two-way communication between the Team and school community,
Assist in completing Team tasks,
Assist in completing Team tasks,
Support the writing of school policy, and
Support the writing of school policy, and
Influence professional development priorities.
Influence professional development priorities.
Administrator Role - Knowledge of School Operations
Administrator Role - Knowledge of School Operations
The role of the Administrator is to provide the Tier 1 Climate & Culture Team with access to the schools budgets, policies, and programs, in order to support the building of PBIS/RJ systems within a community that values and models the development of social-emotional-behavioral skills. Outside of Team meetings, the Administrator ensures the work of the Climate & Culture Team integrates with the work of the School Leadership Team, and acknowledges the accomplishments of both.
The role of the Administrator is to provide the Tier 1 Climate & Culture Team with access to the schools budgets, policies, and programs, in order to support the building of PBIS/RJ systems within a community that values and models the development of social-emotional-behavioral skills. Outside of Team meetings, the Administrator ensures the work of the Climate & Culture Team integrates with the work of the School Leadership Team, and acknowledges the accomplishments of both.
Applied Behavior Expertise
Applied Behavior Expertise
The role of the Team member with Applied Behavior Expertise is to bring an understanding and appreciation of how the interplay of Antecedents, Behaviors, and Consequences (The ABC's of Behavior) drive human actions. Function-based thinking is fundamental to all aspects of implementation (TFI 2.0, TFI 3.0).
The role of the Team member with Applied Behavior Expertise is to bring an understanding and appreciation of how the interplay of Antecedents, Behaviors, and Consequences (The ABC's of Behavior) drive human actions. Function-based thinking is fundamental to all aspects of implementation (TFI 2.0, TFI 3.0).
Coaching Expertise
Coaching Expertise
Pre-requisite: training in and/or experience with peer-to-peer coaching (i.e., Cognitive Coaching)
Pre-requisite: training in and/or experience with peer-to-peer coaching (i.e., Cognitive Coaching)
Coordinator/Facilitator Role
Coordinator/Facilitator Role
The role of the Coordinator/Facilitator includes leading monthly Team meetings and collaborating with other site personnel to support implementation of school-wide systems - Administrator(s), PD Team, Data Analyst, Recording Secretary, and Coach.
The role of the Coordinator/Facilitator includes leading monthly Team meetings and collaborating with other site personnel to support implementation of school-wide systems - Administrator(s), PD Team, Data Analyst, Recording Secretary, and Coach.
Data Analyst - Knowledge of Academic/Behavior Patterns
Data Analyst - Knowledge of Academic/Behavior Patterns
Family Member
Family Member
As a Team member, families have a different/outsiders perspective regarding safety, orderliness and inclusivity of the school culture. Their role is to provide input when developing/evaluating policies as they relate to school-wide expectations (TFI 1.3, TFI 1.4), consequences (TFI 1.5), and acknowledgement systems (TFI 1.9).
As a Team member, families have a different/outsiders perspective regarding safety, orderliness and inclusivity of the school culture. Their role is to provide input when developing/evaluating policies as they relate to school-wide expectations (TFI 1.3, TFI 1.4), consequences (TFI 1.5), and acknowledgement systems (TFI 1.9).
Teams are encouraged to intentionally elicit ownership, voice, and broad representation of families, especially underserved families and cultures.
Teams are encouraged to intentionally elicit ownership, voice, and broad representation of families, especially underserved families and cultures.
This resource shows families how to set routines, establish expectations, and teach-remind-reward expected behaviors. Examples are given to support both distance learning and home routines.
This resource shows families how to set routines, establish expectations, and teach-remind-reward expected behaviors. Examples are given to support both distance learning and home routines.
Historian/Archivist
Historian/Archivist
The role of the Historian/Archivist is to create and maintain a permanent record of the Team's accomplishments year to year. The Historian/Archivist is someone who enjoys organizing materials/resources and is always on the look-out for evidence of implementation (i.e., during Team meetings, staff PD's, Parent/Community gatherings, etc.) to collect and add to the Team Tier 1 Notebook.
The role of the Historian/Archivist is to create and maintain a permanent record of the Team's accomplishments year to year. The Historian/Archivist is someone who enjoys organizing materials/resources and is always on the look-out for evidence of implementation (i.e., during Team meetings, staff PD's, Parent/Community gatherings, etc.) to collect and add to the Team Tier 1 Notebook.
Recording Secretary
Recording Secretary
The role of the Recording Secretary is to document, store, and distribute Team meeting minutes. Recording Secretaries are comfortable with technology, can identify the main point during complex conversations, and are adept at documenting the actions/decisions taken by the Team.
The role of the Recording Secretary is to document, store, and distribute Team meeting minutes. Recording Secretaries are comfortable with technology, can identify the main point during complex conversations, and are adept at documenting the actions/decisions taken by the Team.
Team Members
Team Members
The role of all Team Members is to attend and actively participate, follow norms, assist in Team efforts, participate in data review and analysis, act a liaison between the Team and peers, and assist with staff PD, as needed.
The role of all Team Members is to attend and actively participate, follow norms, assist in Team efforts, participate in data review and analysis, act a liaison between the Team and peers, and assist with staff PD, as needed.
Additional Readings and Supports
Additional Readings and Supports
2 Point:
2 Point:
Tier 1 Team exists with coordinator, administrator, and all identified roles represented, AND attendance of all roles is at or >80%.
Tier 1 Team exists with coordinator, administrator, and all identified roles represented, AND attendance of all roles is at or >80%.
1 Point:
1 Point:
Tier 1 Team exists, but does not include all identified roles or attendance of these members is below 80%.
Tier 1 Team exists, but does not include all identified roles or attendance of these members is below 80%.
0 Point:
0 Point:
Tier 1 Team does not exist or does not include coordinator, school administrator, or individuals with applied behavior expertise.
Tier 1 Team does not exist or does not include coordinator, school administrator, or individuals with applied behavior expertise.
Possible Data Sources: School Organizational Chart, Tier 1 Team Meeting Minutes
Possible Data Sources: School Organizational Chart, Tier 1 Team Meeting Minutes
SWSS Department: S. Johns, J. Patrick - 2020
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/ Tier One Implementation GuideImages obtained from Google Images and/or created by Johns/Patrick
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