TFI 1.2 TEAMS: Team Operating Procedures
Tier 1 team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.
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 1.2 Big Ideas
TFI 1.2 Big Ideas
In the previous element, TFI 1.1, the Tier 1 Climate and Culture Team was established. Team members - committed to attend at least >80% of all meetings, identified areas of expertise, and were assigned roles and responsibilities.
In the previous element, TFI 1.1, the Tier 1 Climate and Culture Team was established. Team members - committed to attend at least >80% of all meetings, identified areas of expertise, and were assigned roles and responsibilities.
In this element, TFI 1.2, Team norms and operating procedures will be formally adopted. This will position the Team to efficiently identify priorities, establish action plans, and work together to complete short and long-term goals.
In this element, TFI 1.2, Team norms and operating procedures will be formally adopted. This will position the Team to efficiently identify priorities, establish action plans, and work together to complete short and long-term goals.
Reading for new Teams - What is PBIS
Reading for new Teams - What is PBIS
Action planning includes: setting annual implementation goals, developing yearly action plans, establishing subcommittees, scheduling meetings, establishing norms, and adopting agenda/minutes templates.
Action planning includes: setting annual implementation goals, developing yearly action plans, establishing subcommittees, scheduling meetings, establishing norms, and adopting agenda/minutes templates.
Big Ideas - TFI 1.2.pptx
Culturally Responsive - TFI 1.2 Elaboration
Team procedures include structures and practices that prompt the use of data for decision making and communication to ensure transparency of the system and to enable all stakeholders to have a voice in the process and outcomes. During data analysis, team members examine the system and policies for potential changes, rather than placing the responsibility for change on families and students. Having a defined set of procedures holds the team responsible for ensuring equitable SWPBIS implementation and assessing student data for equitable impact.
The Role of the Team
The Role of the Team
The Climate & Culture Team facilitates development of policies and procedures to support implementation of evidence-based practices. They accomplish this by meeting regularly, reviewing data, and developing action plans.
The Climate & Culture Team facilitates development of policies and procedures to support implementation of evidence-based practices. They accomplish this by meeting regularly, reviewing data, and developing action plans.
Team responsibilities include:
Team responsibilities include:
a) Gathering input from staff, families, and students to evaluate the effectiveness of current policies and practices,
a) Gathering input from staff, families, and students to evaluate the effectiveness of current policies and practices,
b) Gaining staff commitment to the needed changes and developing a common philosophy/purpose, and
b) Gaining staff commitment to the needed changes and developing a common philosophy/purpose, and
c) Assisting staff to utilize best practices for developing student's social, emotional, behavioral skills.
c) Assisting staff to utilize best practices for developing student's social, emotional, behavioral skills.
Identifying Where to Start
Identifying Where to Start
At the beginning of each school year, the Team should dedicate time to consider which TFI elements will need to be addressed throughout the year. The following set of questions, along with the Tier 1 Planning - Annual Calendar of Task worksheet, have been created to support Team goal setting and action planning.
At the beginning of each school year, the Team should dedicate time to consider which TFI elements will need to be addressed throughout the year. The following set of questions, along with the Tier 1 Planning - Annual Calendar of Task worksheet, have been created to support Team goal setting and action planning.
Begin by answering the following questions. If Team members respond 'no', consider focusing on that specific element prior to proceeding to the next question.
Begin by answering the following questions. If Team members respond 'no', consider focusing on that specific element prior to proceeding to the next question.
Determining the Scope of the Annual Work - Tier 1 Planning Worksheet
Determining the Scope of the Annual Work - Tier 1 Planning Worksheet
The Tier 1 Planning - Annual Calendar of Tasks is a worksheet designed to support Teams in organizing monthly, quarterly and yearly actions. This worksheet supports sustainability and continuous regeneration of implementation in accordance with the TFI, and assumes the majority of Tier 1 TFI elements have been established.
The Tier 1 Planning - Annual Calendar of Tasks is a worksheet designed to support Teams in organizing monthly, quarterly and yearly actions. This worksheet supports sustainability and continuous regeneration of implementation in accordance with the TFI, and assumes the majority of Tier 1 TFI elements have been established.
Teams in the early stages of implementation (answered "NO" to the majority of questions above), may choose to set this worksheet aside and start by focusing on one TFI element at a time.
Teams in the early stages of implementation (answered "NO" to the majority of questions above), may choose to set this worksheet aside and start by focusing on one TFI element at a time.
Team Worksheet
Team Worksheet
TFI 1.2 (UPDATED - New Form) Tier 1 Planning Annual Calendar of Tasks.pptxThe Menu of Team Tasks supports the Team in implementing Tier 1 elements which have been identified as an area of focus through fidelity measures - Self-Assessment Survey (SAS) and Tiered Fidelity Inventory (TFI) annual evaluation; and/or the Tier 1 Planning - Annual Calendar of Tasks worksheet.
The Menu of Team Tasks supports the Team in implementing Tier 1 elements which have been identified as an area of focus through fidelity measures - Self-Assessment Survey (SAS) and Tiered Fidelity Inventory (TFI) annual evaluation; and/or the Tier 1 Planning - Annual Calendar of Tasks worksheet.
For a list of possible action steps Teams could take for each Tier 1 TFI element, review the resources below:
For a list of possible action steps Teams could take for each Tier 1 TFI element, review the resources below:
TFI 1.10: Faculty Involvement
TFI 1.10: Faculty Involvement
TFI 1.11: Family/Community Involvement
TFI 1.11: Family/Community Involvement
TFI 1.13: Data-based Decision Making
TFI 1.13: Data-based Decision Making
TFI 1.14: Fidelity Data
TFI 1.14: Fidelity Data
TFI 1.15: Annual Evaluation
TFI 1.15: Annual Evaluation
Action (Solution) Plan
Action (Solution) Plan
An Action or Solution Plan is a way to identify what needs to be done to implement strategies and provides a system for the Team to hold themselves accountable for completing a series of steps. Action plans indicate what needs to be done, who is responsible, and by when tasks will be completed.
Tully, 2008; McIntosh and Goodman, 2016An Action or Solution Plan is a way to identify what needs to be done to implement strategies and provides a system for the Team to hold themselves accountable for completing a series of steps. Action plans indicate what needs to be done, who is responsible, and by when tasks will be completed.
A good action plan includes a defined outcome, action steps, timelines, and evidence of completion. Tier 1 Climate and Culture Teams will develop and implement two types of action plans. Teams in advanced implementation will likely have both an Implementation and Student Outcome Action Plan running at the same time.
A good action plan includes a defined outcome, action steps, timelines, and evidence of completion. Tier 1 Climate and Culture Teams will develop and implement two types of action plans. Teams in advanced implementation will likely have both an Implementation and Student Outcome Action Plan running at the same time.
Action/Solution Plans support the Team in addressing student behavior concerns which have been identified through student outcome data - office referrals, suspensions, referrals to counselor/outside agencies, school climate surveys (student/parent), and/or attendance reports. Estimated timeline for this type of plan is anywhere from a few weeks to a few months.
Action/Solution Plans support the Team in addressing student behavior concerns which have been identified through student outcome data - office referrals, suspensions, referrals to counselor/outside agencies, school climate surveys (student/parent), and/or attendance reports. Estimated timeline for this type of plan is anywhere from a few weeks to a few months.
Once the Team has agreed upon which student outcome data they will support, they will begin by writing a stated outcome goal. Next the Team will identify a staff strategy/practice to modify, create action steps, assign responsibilities, set timelines and determine what type of evidence will be used to measure goal attainment.
Once the Team has agreed upon which student outcome data they will support, they will begin by writing a stated outcome goal. Next the Team will identify a staff strategy/practice to modify, create action steps, assign responsibilities, set timelines and determine what type of evidence will be used to measure goal attainment.
Team Operating Procedures
Team Operating Procedures
Scheduling Meeting Dates
Scheduling Meeting Dates
The TFI recommends the Tier 1 Climate and Culture Team meets, at least monthly.
The TFI recommends the Tier 1 Climate and Culture Team meets, at least monthly.
However, how often (1x/month, 2x/month, etc.) and how long (1 hour, 1.5 hrs., 2hrs., etc.) each Team meets can only be determined once the Team has developed their annual goals and established a scope and sequence of action steps. Whether the Team is focused on implementing a single Tier 1 element or ensuring sustainability and continuous regeneration of all Tier 1 elements (as recommended by the TFI - see Tier 1 Planning - Annual Calendar of Tasks), the work of the Tier 1 Climate and Culture Team is a heavy lift and should be taken with serious consideration.
However, how often (1x/month, 2x/month, etc.) and how long (1 hour, 1.5 hrs., 2hrs., etc.) each Team meets can only be determined once the Team has developed their annual goals and established a scope and sequence of action steps. Whether the Team is focused on implementing a single Tier 1 element or ensuring sustainability and continuous regeneration of all Tier 1 elements (as recommended by the TFI - see Tier 1 Planning - Annual Calendar of Tasks), the work of the Tier 1 Climate and Culture Team is a heavy lift and should be taken with serious consideration.
School Master Calendar
Sub-Committees: Many Teams find it helpful to form sub-committees to ensure the work is completed within their projected action plan timeline(s) (Implementation Action Plan and/or Student Outcome Action Plan). This not only allows for more frequent meetings, but also allows a small group of people (Team member[s] and invited staff/family/students) to hone in on a specific goal and/or action steps. It is the responsibility of each sub-committee to report progress back to the Tier 1 Climate and Culture Team.
Sub-Committees: Many Teams find it helpful to form sub-committees to ensure the work is completed within their projected action plan timeline(s) (Implementation Action Plan and/or Student Outcome Action Plan). This not only allows for more frequent meetings, but also allows a small group of people (Team member[s] and invited staff/family/students) to hone in on a specific goal and/or action steps. It is the responsibility of each sub-committee to report progress back to the Tier 1 Climate and Culture Team.
Master Calendar: It is recommended that all meetings are entered onto the school master calendar early in the school year so other activities do not crowd out these important meetings. Additionally, Teams are encouraged to schedule meetings at times/locations that allow for ample uninterrupted time to work together.
Master Calendar: It is recommended that all meetings are entered onto the school master calendar early in the school year so other activities do not crowd out these important meetings. Additionally, Teams are encouraged to schedule meetings at times/locations that allow for ample uninterrupted time to work together.
Team Norms - Working Agreements
Team Norms - Working Agreements
A group is two or more people who interact with each other to accomplish certain goals or meet certain needs. A team is a group of people who work intensely with each other to achieve a specific, common goal or objective. All teams are groups but not all groups are teams. Teams are often difficult to form, and it takes time for members to learn HOW to work together.
A group is two or more people who interact with each other to accomplish certain goals or meet certain needs. A team is a group of people who work intensely with each other to achieve a specific, common goal or objective. All teams are groups but not all groups are teams. Teams are often difficult to form, and it takes time for members to learn HOW to work together.
Jones & George - Understanding and Managing Organizational Behavior, 5th Edition
Many Teams find it helpful to have clearly defined working agreements. By intentionally building norms together, members are more likely to care enough about the Team and its work to confront each other, with care, compassion, and purpose, when a member fails to demonstrate the agreed upon norms.
Many Teams find it helpful to have clearly defined working agreements. By intentionally building norms together, members are more likely to care enough about the Team and its work to confront each other, with care, compassion, and purpose, when a member fails to demonstrate the agreed upon norms.
Norms provide guidelines on HOW the Team will: 1) interact and communicate with each other, and 2) hold each other accountable for keeping commitments
Norms provide guidelines on HOW the Team will: 1) interact and communicate with each other, and 2) hold each other accountable for keeping commitments
Readings to support team building:
Readings to support team building:
Agendas and Minutes
Agendas and Minutes
The TFI recommends the Tier 1 Climate and Culture Team uses regular meeting format/agenda and minutes. It is the Team's responsibility to adopt a template for both at the start of each year.
The TFI recommends the Tier 1 Climate and Culture Team uses regular meeting format/agenda and minutes. It is the Team's responsibility to adopt a template for both at the start of each year.
Agendas
Agendas
Creating an effective agenda is one of the most important elements for running a productive meeting. The agenda typically communicates: topics for discussion, a time allotment for each topic, and the person responsible for reporting or leading the topic.
Creating an effective agenda is one of the most important elements for running a productive meeting. The agenda typically communicates: topics for discussion, a time allotment for each topic, and the person responsible for reporting or leading the topic.
Agendas also let participants know in advance what topics will be discussed and the order in which they will transpire. This gives the entire Team an opportunity to come to the meeting prepared for the upcoming discussions and/or decisions that will need to be made.
Agendas also let participants know in advance what topics will be discussed and the order in which they will transpire. This gives the entire Team an opportunity to come to the meeting prepared for the upcoming discussions and/or decisions that will need to be made.
Minutes
Minutes
Documenting the meeting provides a permanent record of the Team's actions, progress, and outcomes. Minutes should include: who was present, what was decided, and what actions must be taken, by whom/when.
Documenting the meeting provides a permanent record of the Team's actions, progress, and outcomes. Minutes should include: who was present, what was decided, and what actions must be taken, by whom/when.
In short, minutes should be thorough enough to provide those unable to attend an understanding of the business that transpired in their absence, yet not so detailed they recount the conversation verbatim.
In short, minutes should be thorough enough to provide those unable to attend an understanding of the business that transpired in their absence, yet not so detailed they recount the conversation verbatim.
Note to Teams who struggle getting through the agenda in a timely manner: One way to avoid unfocused, long‐winded discussions of topics is to create agenda items with action verbs in front of each task, i.e., “review expectations by location,” "edit cafeteria expectations" “discuss where to post expectations,” “draft a plan for teaching expectations in context,” etc. By crafting agenda items in this way, the Facilitator is primed to quickly bring conversations back on topic.
Note to Teams who struggle getting through the agenda in a timely manner: One way to avoid unfocused, long‐winded discussions of topics is to create agenda items with action verbs in front of each task, i.e., “review expectations by location,” "edit cafeteria expectations" “discuss where to post expectations,” “draft a plan for teaching expectations in context,” etc. By crafting agenda items in this way, the Facilitator is primed to quickly bring conversations back on topic.
Embedding SEL into the Work of the Climate & Culture Team
Embedding SEL into the Work of the Climate & Culture Team
In addition to implementing the Tier 1 elements of PBIS/RJ the Tier 1 Climate Culture Team is primed to support Social Emotional Learning.
In addition to implementing the Tier 1 elements of PBIS/RJ the Tier 1 Climate Culture Team is primed to support Social Emotional Learning.
Choosing to implement SEL through the Tier 1 Climate & Culture Team benefits both SEL and the PBIS/RJ initiatives. The PBIS Framework provides a means for SEL values and content to be infused in all aspects of the school community. Understanding how staff and students manage their emotions, set and achieve goals, feel and show empathy, establish/maintain relationships, and make responsible decisions enhances the ability of the Tier 1 Climate & Culture Team to effectively implement change.
Choosing to implement SEL through the Tier 1 Climate & Culture Team benefits both SEL and the PBIS/RJ initiatives. The PBIS Framework provides a means for SEL values and content to be infused in all aspects of the school community. Understanding how staff and students manage their emotions, set and achieve goals, feel and show empathy, establish/maintain relationships, and make responsible decisions enhances the ability of the Tier 1 Climate & Culture Team to effectively implement change.
As defined by the Tiered Fidelity Inventory in TFI 1.1 & TFI 1.2, all schools should have a Tier 1 Climate & Culture Team that is representative of the school culture and meets monthly to review data in order to develop school-wide systems of behavior support. Because this Team is responsible for establishing policy (TFI 1.6), collaborating with the PDTeam to provide staff development (TFI 1.7, TFI 1.8), and selecting/creating instructional resources (TFI 1.4), it makes sense this Team should oversee the SEL initiative.
As defined by the Tiered Fidelity Inventory in TFI 1.1 & TFI 1.2, all schools should have a Tier 1 Climate & Culture Team that is representative of the school culture and meets monthly to review data in order to develop school-wide systems of behavior support. Because this Team is responsible for establishing policy (TFI 1.6), collaborating with the PDTeam to provide staff development (TFI 1.7, TFI 1.8), and selecting/creating instructional resources (TFI 1.4), it makes sense this Team should oversee the SEL initiative.
Additional Readings and Supports
Additional Readings and Supports
2 Point:
2 Point:
Tier 1 team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan.
Tier 1 team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan.
1 Point:
1 Point:
Tier 1 team has at least 2 but not all 4 features.
Tier 1 team has at least 2 but not all 4 features.
0 Point:
0 Point:
Tier 1 team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan.
Tier 1 team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan.
Possible Data Sources: Meeting Agendas, Minutes, Meeting Roles Descriptions, Action Plan(s)
Possible Data Sources: Meeting Agendas, Minutes, Meeting Roles Descriptions, Action Plan(s)
SWSS Department: S. Johns, J. Patrick - 2020
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier 1 Implementation GuideImages obtained from Google Images and/or created by Johns/Patrick