TFI 1.7 IMPLEMENTATION: Professional Development
A written process is used for orienting all faculty/staff on 4 core Tier 1 SWPBIS practices: (a) teaching school-wide expectations, (b) acknowledging appropriate behavior, (c) correcting errors, and (d) requesting assistance.
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 1.7 Big Ideas
TFI 1.7 Big Ideas
In this element, TFI 1.7, the Team will develop a formal process to orient and/or train staff on 4 Core Tier 1 SWPBIS practices and all other aspects of the Tier 1 System (TFI: Teams: 1.1-1.2 & Evaluation: 1.12-1.15).
In this element, TFI 1.7, the Team will develop a formal process to orient and/or train staff on 4 Core Tier 1 SWPBIS practices and all other aspects of the Tier 1 System (TFI: Teams: 1.1-1.2 & Evaluation: 1.12-1.15).
By establishing an on-going, comprehensive orientation and professional development schedule and training materials, both new and returning staff will be positioned to implement all aspects of the school's Tier 1 system.
By establishing an on-going, comprehensive orientation and professional development schedule and training materials, both new and returning staff will be positioned to implement all aspects of the school's Tier 1 system.
Action planning includes: determining the level of training required for each of the 4 Core Tier 1 Features - Orientation or Professional Development, developing training sequences and instructional resources to support staff on the 4 Core Tier Practices, and meeting with PD Team to share the proposed scope and sequence.
Action planning includes: determining the level of training required for each of the 4 Core Tier 1 Features - Orientation or Professional Development, developing training sequences and instructional resources to support staff on the 4 Core Tier Practices, and meeting with PD Team to share the proposed scope and sequence.
Culturally Responsive - TFI 1.7 Elaboration
Professional development processes and procedures focus on: (1) implementation of the SWPBIS framework, (2) the cultural responsiveness core components described in this guide, and (3) historic context and present-day issues specific to the school’s underserved populations.
Educators have social and emotional assets and needs as well, and educators—especially those working in the most disadvantaged schools and those in the poorest neighborhoods—can experience secondary traumatic stress from supporting students in crisis.
Educators have social and emotional assets and needs as well, and educators—especially those working in the most disadvantaged schools and those in the poorest neighborhoods—can experience secondary traumatic stress from supporting students in crisis.
Teachers and administrators must be emotionally and physically healthy themselves in order to help students develop social and emotional competencies and school and system leaders can do more to understand and attend to this issue by ensuring that educators have agency of their own, feel connected to their values, and have growth mindsets.
Teachers and administrators must be emotionally and physically healthy themselves in order to help students develop social and emotional competencies and school and system leaders can do more to understand and attend to this issue by ensuring that educators have agency of their own, feel connected to their values, and have growth mindsets.
Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action
Throughout the training process opportunities will be provided to develop an understanding that how staff implement Tier 1 Systems and how students respond to the expectations are all influenced by the traumatic events one has experienced, as well as their race, culture and language. Therefore, content will be developed and presented with a Trauma-Informed and Culturally Proficient frame of reference.
Throughout the training process opportunities will be provided to develop an understanding that how staff implement Tier 1 Systems and how students respond to the expectations are all influenced by the traumatic events one has experienced, as well as their race, culture and language. Therefore, content will be developed and presented with a Trauma-Informed and Culturally Proficient frame of reference.
Strategies Include:
Strategies Include:
Allowing space for connection, listening, and healing among all adults in the school community: When educators have an opportunity to engage in self-care and process their own emotions, they are more likely to co-regulate, relate, and communicate in ways that help students express and manage their emotions, make sense of their experiences, and decrease the likelihood that a stressful event becomes traumatizing. To support healing and self-care, design safe and responsive spaces for educators to build relationships, support and reinvigorate one another, and collectively process their emotions and experiences.
Allowing space for connection, listening, and healing among all adults in the school community: When educators have an opportunity to engage in self-care and process their own emotions, they are more likely to co-regulate, relate, and communicate in ways that help students express and manage their emotions, make sense of their experiences, and decrease the likelihood that a stressful event becomes traumatizing. To support healing and self-care, design safe and responsive spaces for educators to build relationships, support and reinvigorate one another, and collectively process their emotions and experiences.
Establishing dedicated space, time, and agreements for staff to come together to build relationships and engage in collective healing.
Establishing dedicated space, time, and agreements for staff to come together to build relationships and engage in collective healing.
Creating opportunities for quick individual staff check-ins with school leaders.
Creating opportunities for quick individual staff check-ins with school leaders.
Ensuring new staff are paired with existing staff members to support their welcome into the community.
Ensuring new staff are paired with existing staff members to support their welcome into the community.
Fostering a culture of staff self-care. For example, ask all staff to assess their current self-care needs and develop a plan, including setting realistic boundaries around work. Engage community partners in providing selfcare activities (e.g., yoga, exercise, mindfulness). Encourage “self-care in the background,” such as different music, fragrances, or art that provide a source of stress relief.
Fostering a culture of staff self-care. For example, ask all staff to assess their current self-care needs and develop a plan, including setting realistic boundaries around work. Engage community partners in providing selfcare activities (e.g., yoga, exercise, mindfulness). Encourage “self-care in the background,” such as different music, fragrances, or art that provide a source of stress relief.
CASEL: SEL Roadmap for Reopening School (2.1)
Policy - Professional Development
Policy - Professional Development
The Professional Development Policy is a written statement that establishes the approaches, practices and procedures trainers will use when developing and delivering content.
The Professional Development Policy is a written statement that establishes the approaches, practices and procedures trainers will use when developing and delivering content.
The policy should answer the following questions:
The policy should answer the following questions:
WHY is a Professional Development Policy that includes the 4 Core Tier 1 Features a site priority?
WHY is a Professional Development Policy that includes the 4 Core Tier 1 Features a site priority?
HOW do proactive, instructive, and/or restorative approaches support the Professional Development Policy?
HOW do proactive, instructive, and/or restorative approaches support the Professional Development Policy?
WHICH Proactive, Instructive, and/or Restorative Practices are necessary to support implementation of the Professional Development Policy?
WHICH Proactive, Instructive, and/or Restorative Practices are necessary to support implementation of the Professional Development Policy?
WHAT procedures are necessary to implement the Professional Development Policy?
WHAT procedures are necessary to implement the Professional Development Policy?
Two Levels of Training: Orientation & Professional Development
Two Levels of Training: Orientation & Professional Development
In TFI 1.7, the Team has the option to provide Orientation and/or Professional Development to support Tier 1 implementation.
In TFI 1.7, the Team has the option to provide Orientation and/or Professional Development to support Tier 1 implementation.
Orientation
Orientation
Orientation supports staff in successfully navigating cultural norms and expectations. It may be an introduction for new hires, or as a refresher course for returning staff. Orientations establish the values of the school, alert staff of their obligations within the culture, and/or provide a mechanism to find resources and access additional support.
Orientation supports staff in successfully navigating cultural norms and expectations. It may be an introduction for new hires, or as a refresher course for returning staff. Orientations establish the values of the school, alert staff of their obligations within the culture, and/or provide a mechanism to find resources and access additional support.
Orientation may be accomplished in various ways including: providing overview sessions to new hires, distributing a comprehensive staff handout that outlines policies and procedures, directing staff to a library of professional and instructional resources (e.g., readings, informational handouts, Tier 1 Intervention Log, Request for Individual Student Assistance, Request for Implementation Assistance, lesson plan templates, student PowerPoints, etc.)
Orientation may be accomplished in various ways including: providing overview sessions to new hires, distributing a comprehensive staff handout that outlines policies and procedures, directing staff to a library of professional and instructional resources (e.g., readings, informational handouts, Tier 1 Intervention Log, Request for Individual Student Assistance, Request for Implementation Assistance, lesson plan templates, student PowerPoints, etc.)
Orientation
Orientation
Build staff knowledge
Staff Professional Development - SBCUSD Professional Learning Cycle
Staff Professional Development - SBCUSD Professional Learning Cycle
Professional Development supports staff to improve their knowledge, competence, skill, and effectiveness. In SBCUSD, this means following the SBCUSD Professional Learning Cycle:
Professional Development supports staff to improve their knowledge, competence, skill, and effectiveness. In SBCUSD, this means following the SBCUSD Professional Learning Cycle:
LEARN - Introduce a new concept, skill or standard. Adopt frameworks, establish definitions and common language.
LEARN - Introduce a new concept, skill or standard. Adopt frameworks, establish definitions and common language.
PLAN - Process and discuss the new concept, skill or standard. Collaborate with peers to deepen individual and collective understanding in order to prepare for implementation (Effective Classroom Practices - Self-Monitoring Plan).
PLAN - Process and discuss the new concept, skill or standard. Collaborate with peers to deepen individual and collective understanding in order to prepare for implementation (Effective Classroom Practices - Self-Monitoring Plan).
PRACTICE - Conduct targeted observations for the purpose of providing rigorous, meaningful, and impactful feedback and coaching support to teachers specific to the learned content (Effective Classroom Practices - Self-Monitoring Plan).
PRACTICE - Conduct targeted observations for the purpose of providing rigorous, meaningful, and impactful feedback and coaching support to teachers specific to the learned content (Effective Classroom Practices - Self-Monitoring Plan).
REFINE - Provide opportunities to replicate effective practice through model lessons, co-teaching, lesson study, coaching cycles, and classroom visitations. (Data Collection Forms: Developing & Teaching School-Wide Expectations, Acknowledging Appropriate Behavior, Correcting Errors)
REFINE - Provide opportunities to replicate effective practice through model lessons, co-teaching, lesson study, coaching cycles, and classroom visitations. (Data Collection Forms: Developing & Teaching School-Wide Expectations, Acknowledging Appropriate Behavior, Correcting Errors)
Professional Development
Professional Development
Build staff skills
In order for staff to confidently implement Effective Classroom Practices (Proactive, Instructive, Restorative), it will be necessary to provide Professional Development that allows time for staff to systematically work through the PD Cycle. In TFI 1.7, the Team will develop a staff training scope and sequence that is included in the annual PD calendar. This may include the following steps:
In order for staff to confidently implement Effective Classroom Practices (Proactive, Instructive, Restorative), it will be necessary to provide Professional Development that allows time for staff to systematically work through the PD Cycle. In TFI 1.7, the Team will develop a staff training scope and sequence that is included in the annual PD calendar. This may include the following steps:
Step 1: identifying the 4 Core Tier 1 practices and any additional Tier 1 systems that will be directly supported through staff training.
Step 1: identifying the 4 Core Tier 1 practices and any additional Tier 1 systems that will be directly supported through staff training.
Step 2: determining who will receive the training and whether they will be Orientations and/or Professional Developments.
Step 2: determining who will receive the training and whether they will be Orientations and/or Professional Developments.
Step 3: sharing the proposed scope/sequence with the PDTeam to seek feedback prior to finalizing the annual staff development calendar.
Step 3: sharing the proposed scope/sequence with the PDTeam to seek feedback prior to finalizing the annual staff development calendar.
The 4 Core Tier 1 Features
The 4 Core Tier 1 Features
By this point in the implementation process, staff will have participated in the development of multiple Tier 1 elements, and should have an understanding of the following 4 Core PBS Tier 1 systems, as outlined in the policies/procedures created thus far.
By this point in the implementation process, staff will have participated in the development of multiple Tier 1 elements, and should have an understanding of the following 4 Core PBS Tier 1 systems, as outlined in the policies/procedures created thus far.
Good policies, however, do not make culture; consistent staff practices do. Therefore, the work of the Team in TFI 1.7 will be to bring policy off the page into an everyday reality that any student or visitor to the school can experience.
Good policies, however, do not make culture; consistent staff practices do. Therefore, the work of the Team in TFI 1.7 will be to bring policy off the page into an everyday reality that any student or visitor to the school can experience.
Transforming policy into reality requires on-going staff orientation/PD in an environment where staff feel safe enough to ask questions and make mistakes as they learn new skills together. Often, this is where Tier 1 implementation is at greatest risk of sinking back into a set of posters and forms that staff feel compelled to use but fail to see as relevant or effective.
Transforming policy into reality requires on-going staff orientation/PD in an environment where staff feel safe enough to ask questions and make mistakes as they learn new skills together. Often, this is where Tier 1 implementation is at greatest risk of sinking back into a set of posters and forms that staff feel compelled to use but fail to see as relevant or effective.
The following four sections assist the Team in organizing their actions as they develop thoughtful professional development to support implementation of the 4 Core Tier 1 SWPBS Features.
The following four sections assist the Team in organizing their actions as they develop thoughtful professional development to support implementation of the 4 Core Tier 1 SWPBS Features.
1st Core Tier 1 Feature - Teaching School-Wide Expectations (TFI 1.3, 1.4)
1st Core Tier 1 Feature - Teaching School-Wide Expectations (TFI 1.3, 1.4)
In this element, TFI 1.7, the Team will assist staff in taking the commitments and work accomplished above to create a culture where students consistently receive high-quality behavior Instruction, supported by Pre-correction (Effective Classroom Practices - Instructive).
In this element, TFI 1.7, the Team will assist staff in taking the commitments and work accomplished above to create a culture where students consistently receive high-quality behavior Instruction, supported by Pre-correction (Effective Classroom Practices - Instructive).
Below are topics to consider when developing an annual plan to support the 1st Core Tier 1 System - Teaching School-Wide Expectations.
Below are topics to consider when developing an annual plan to support the 1st Core Tier 1 System - Teaching School-Wide Expectations.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
School-Wide Expectations - Training Options
School-Wide Expectations - Training Options
Teaching School-Wide Expectations
Teaching School-Wide Expectations
Behavior Lesson Planning & Instruction
Behavior Lesson Planning & Instruction
Acquisition LP, Fluency LP (Templates)
Community Building Circles:
Community Building Circles:
Mechanics
Staff Community Building Circles (Examples)
Teaching the 16 Classroom Social/Survival Skills
Teaching the 16 Classroom Social/Survival Skills
Annual School-Wide Instructional Schedule
Annual School-Wide Instructional Schedule
Bully Prevention in a PBIS Model:
Bully Prevention in a PBIS Model:
Elementary (Curriculum)
Secondary (Curriculum)
SBCUSD SEL Standards & K-12 Benchmarks
The Five SEL Competencies, Self-Awareness & Self-Management, Social-Awareness & Relationship Skills (PPTs)
Second Step Curriculum K-8 - Elementary School Overview (PPT)
2nd Core Tier 1 Feature - Acknowledging Appropriate Behaivor (TFI 1.6, 1.9)
2nd Core Tier 1 Feature - Acknowledging Appropriate Behaivor (TFI 1.6, 1.9)
In TFI 1.7, the Team will assist staff in taking the commitments and work accomplished above to create a culture where students receive high rates of acknowledgement (4+ to 1-).
In TFI 1.7, the Team will assist staff in taking the commitments and work accomplished above to create a culture where students receive high rates of acknowledgement (4+ to 1-).
Below are topics to consider when developing an annual plan to support the 2nd Core Tier 1 Feature - Acknowledging Appropriate Behavior.
Below are topics to consider when developing an annual plan to support the 2nd Core Tier 1 Feature - Acknowledging Appropriate Behavior.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
Acknowledging Appropriate Behavior - Training Options
Acknowledging Appropriate Behavior - Training Options
Proximity - to support Acknowledgements
Proximity - to support Acknowledgements
Active Supervision - to support Acknowledgements
Active Supervision - to support Acknowledgements
Positive Contacts - to support connection
Positive Contacts - to support connection
Affective Statements - to build connection
Affective Statements - to build connection
School-Wide Acknowledgement System
School-Wide Acknowledgement System
Creating an In-Class Acknowledgement System (Teacher PPT)
Creating an In-Class Acknowledgement System (Teacher PPT)
Acknowledgements
Acknowledgements
4+ to 1-
4+ to 1-
4+ to 1- Ratio (Reading)
3rd Core Tier 1 Feature - Correcting Errors (TFI 1.5, 1.6)
3rd Core Tier 1 Feature - Correcting Errors (TFI 1.5, 1.6)
In TFI 1.7, the Team will assist staff in taking the commitments and work accomplished above to create a culture where students receive instructional, restorative correction.
In TFI 1.7, the Team will assist staff in taking the commitments and work accomplished above to create a culture where students receive instructional, restorative correction.
Below are topics to consider when developing an annual plan to support the 3rd Core Tier 1 System - Correcting Errors.
Below are topics to consider when developing an annual plan to support the 3rd Core Tier 1 System - Correcting Errors.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
Correcting Errors - Training Options
Correcting Errors - Training Options
Trauma-Responsive PBIS & RJ
Trauma-Responsive PBIS & RJ
Regulation Strategies
Regulation Strategies
Problem Behavior Policy & Procedures
Problem Behavior Policy & Procedures
Pre-Corrections, Cues, Prompts
Tier 1 Intervention Log
Tier 1 Intervention Log
Tier 1 Intervention Log Overview (PPT)
Office Referral Form
Office Referral Form
Proximity to Provide Corrective Statements
Proximity to Provide Corrective Statements
Active Supervision to Support Corrective Statements
Active Supervision to Support Corrective Statements
Creating an In-Class Continuum of Consequences (Teacher PPT)
Creating an In-Class Continuum of Consequences (Teacher PPT)
Corrective Statements at a rate of 4+ to 1-
Corrective Statements at a rate of 4+ to 1-
Affective Statements
Affective Statements
Restorative Questions
Restorative Conversations
4th Core Tier 1 Feature - Requesting Assistance (TFI 1.5, 1.6)
4th Core Tier 1 Feature - Requesting Assistance (TFI 1.5, 1.6)
In TFI 1.7, the Team will assist in creating a culture where staff feel safe enough to ask for help from peers and administration.
In TFI 1.7, the Team will assist in creating a culture where staff feel safe enough to ask for help from peers and administration.
Below are topics to consider when developing a annual plan to support the 4th core Tier 1 System - Requesting Assistance.
Below are topics to consider when developing a annual plan to support the 4th core Tier 1 System - Requesting Assistance.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
What type of support (Orientation vs. PD) and who receives it (new teachers vs. all staff vs. classified vs. certificated) will vary depending on site needs.
Requesting Assistance - Training Options
Requesting Assistance - Training Options
Requesting Assistance for an Individual Student
Requesting Assistance for an Individual Student
Requesting Implementation Support
Requesting Implementation Support
Requesting Implementation Support
Requesting Implementation Support
Staff may seek implementation assistance from the Tier 1 Climate and Culture Coach. Together they will identify a practice to implement/improve and develop a Self-Monitoring Plan. Additional support may include:
Staff may seek implementation assistance from the Tier 1 Climate and Culture Coach. Together they will identify a practice to implement/improve and develop a Self-Monitoring Plan. Additional support may include:
Readings, one-on-one/small group instruction
Readings, one-on-one/small group instruction
Opportunity to observe the practice being utilized in another setting
Opportunity to observe the practice being utilized in another setting
Coach feedback
Coach feedback
Collecting and/or charting data
Collecting and/or charting data
In TFI 1.7 The Effective Classroom Practices: Self-Monitoring Plan will be embedded into the Professional Development Cycle (Learn-Plan-Practice-Refine) to also support skill development.
In TFI 1.7 The Effective Classroom Practices: Self-Monitoring Plan will be embedded into the Professional Development Cycle (Learn-Plan-Practice-Refine) to also support skill development.
Additional Readings and Supports
Additional Readings and Supports
2 Point:
2 Point:
Formal process for teaching all staff all aspects of Tier 1 system, including all 4 core Tier 1 practices.
Formal process for teaching all staff all aspects of Tier 1 system, including all 4 core Tier 1 practices.
1 Point:
1 Point:
Process is informal/unwritten, not part of professioanl development calendar, and/or does not include all staff or all 4 core Tier 1 practices.
Process is informal/unwritten, not part of professioanl development calendar, and/or does not include all staff or all 4 core Tier 1 practices.
0 Point:
0 Point:
No process for teaching staff is in place.
No process for teaching staff is in place.
Possible Data Sources: Professional Development Calendar, Staff Handbook
Possible Data Sources: Professional Development Calendar, Staff Handbook
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