Embedded Files
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
TFI 1.8 Big Ideas
TFI 1.8 Big Ideas
In this feature, TFI 1.8, the Team assists teachers in developing classroom expectations, routines, acknowledgements, and an in-class continuum of consequences which are aligned to the school-wide systems, policies and practices developed in TFI 1.3, 1.4, 1.5, 1.6, & 1.9.
In this feature, TFI 1.8, the Team assists teachers in developing classroom expectations, routines, acknowledgements, and an in-class continuum of consequences which are aligned to the school-wide systems, policies and practices developed in TFI 1.3, 1.4, 1.5, 1.6, & 1.9.
To ensure the classroom practices are aligned to school-wide systems and sustained over time, the Team will commit to: capacity building, continuous measurement, and data-based problem-solving.
To ensure the classroom practices are aligned to school-wide systems and sustained over time, the Team will commit to: capacity building, continuous measurement, and data-based problem-solving.
Action planning to REFINE implementation includes: collecting classroom data to support implementation, surveying teachers, providing peer coaching, and adjusting training schedules.
Action planning to REFINE implementation includes: collecting classroom data to support implementation, surveying teachers, providing peer coaching, and adjusting training schedules.
Culturally Responsive - TFI 1.8 Elaboration
Teams support classroom teachers in the implementation of SWPBIS in classrooms. Classroom routines and expectations are taught explicitly and are connected to school-wide systems and students’ prior knowledge and home lives. Classroom teachers ensure that all students in the class can see their lives, histories, cultures, and home languages incorporated into the classroom environment, curricula, and instructional practices on a daily basis.
The Tier 1 Features were developed in TFI 1.3, 1.4, 1.5, 1.6, 1.9 and staff were trained in TFI 1.7. Now, in TFI 1.8 the focus shifts to ensure these Core Features are consistently implemented across classrooms, can be sustained over time, and can evolve to meet the demands of a changing context (new staff/student/family perspective, research, etc.). In order to support implementation, sustainability and regeneration, it will be necessary to create forums where staff feel emotionally safe enough to reflect on:
The Tier 1 Features were developed in TFI 1.3, 1.4, 1.5, 1.6, 1.9 and staff were trained in TFI 1.7. Now, in TFI 1.8 the focus shifts to ensure these Core Features are consistently implemented across classrooms, can be sustained over time, and can evolve to meet the demands of a changing context (new staff/student/family perspective, research, etc.). In order to support implementation, sustainability and regeneration, it will be necessary to create forums where staff feel emotionally safe enough to reflect on:
a) their own learning styles, skill strengths/growth areas, and the accompanying emotions (Self-Awareness)
a) their own learning styles, skill strengths/growth areas, and the accompanying emotions (Self-Awareness)
b) how effectively they are managing their own stress and anxiety (Self-Management)
b) how effectively they are managing their own stress and anxiety (Self-Management)
c) how well the Core Features represent the perspectives and meet the needs of current staff/students/families (Social-Awareness)
c) how well the Core Features represent the perspectives and meet the needs of current staff/students/families (Social-Awareness)
d) the strength of their connections to each other, their students & families (Relationship Skills)
d) the strength of their connections to each other, their students & families (Relationship Skills)
e) their participation in the development, implementation, evaluation, and reconceptualize of the Core Features (Responsible Decision Making)
e) their participation in the development, implementation, evaluation, and reconceptualize of the Core Features (Responsible Decision Making)
Social-Emotional Learning
Social-Emotional Learning
Classroom Expectations & Routines - Aligned to School-wide Expectations
Classroom Expectations & Routines - Aligned to School-wide Expectations
Teacher Training Series
Teacher Training Series
Part 1 of 3: This presentation assists teachers in aligning classroom systems to school-wide systems - TFI 1.3 & 1.4
Part 1 of 3: This presentation assists teachers in aligning classroom systems to school-wide systems - TFI 1.3 & 1.4
Each teacher explicitly teaches classroom expectations.
Each teacher explicitly teaches classroom expectations.
Measure Implementation Regularly
Measure Implementation Regularly
Classroom Acknowledgements - Aligned to School-wide Acknowledgment System
Classroom Acknowledgements - Aligned to School-wide Acknowledgment System
Teacher Training Series
Teacher Training Series
Part 2 of 3: This presentation assists teachers in aligning their classroom acknowledgements to the school-wide acknowledgement system - TFI 1.9
Part 2 of 3: This presentation assists teachers in aligning their classroom acknowledgements to the school-wide acknowledgement system - TFI 1.9
Each teacher creates a continuum of responses to acknowledge positive behaviors.
Each teacher creates a continuum of responses to acknowledge positive behaviors.
Measure Implementation Regularly
Measure Implementation Regularly
In-Class Continuum of Consequences - Aligned to School-Wide Problem Behavior Policy
In-Class Continuum of Consequences - Aligned to School-Wide Problem Behavior Policy
Teacher Training Series
Teacher Training Series
Part 3 of 3: This presentation assists teachers in aligning classroom corrections to school-wide correction systems - TFI 1.5
Part 3 of 3: This presentation assists teachers in aligning classroom corrections to school-wide correction systems - TFI 1.5
Each teacher creates a continuum of responses to correct problem behaviors.
Each teacher creates a continuum of responses to correct problem behaviors.
Measure Implementation Regularly
Measure Implementation Regularly
Implementation Goal: Sustainability & Regeneration
Implementation Goal: Sustainability & Regeneration
Three processes which encourage sustainability.
Three processes which encourage sustainability.
Sustained implementation can be defined as continued use of an intervention or prevention program, with on-going fidelity to the core program principles, even when external supports have been removed (Han and Weis, 2005; McIntosh, Horner & Sugai, 2009).
Sustained implementation can be defined as continued use of an intervention or prevention program, with on-going fidelity to the core program principles, even when external supports have been removed (Han and Weis, 2005; McIntosh, Horner & Sugai, 2009).
Sustainability occurs through three processes:
Sustainability occurs through three processes:
1) Build the capacity of all staff by developing and scaling-up expertise
1) Build the capacity of all staff by developing and scaling-up expertise
2) Review implementation regularly by measuring both intended outcomes and implementation fidelity
2) Review implementation regularly by measuring both intended outcomes and implementation fidelity
3) Utilize data-based problem solving by analyzing data to improve system function in relation to valued outcomes.
3) Utilize data-based problem solving by analyzing data to improve system function in relation to valued outcomes.
Continuous regeneration includes on-going adaptations to enhance a practice’s effectiveness, efficiency, and contextual fit.
Continuous regeneration includes on-going adaptations to enhance a practice’s effectiveness, efficiency, and contextual fit.
Elias, Zins, Graczyk, & Weissburg, 2003; McLaughlin & Mitra, 2001
Additional Readings and Supports
Additional Readings and Supports
Classroom Guide/Strategies (Teachers): Supporting & Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
2 Point:
2 Point:
Classrooms are formally implementing all core Tier 1 features, consistent with school-wide expectations.
Classrooms are formally implementing all core Tier 1 features, consistent with school-wide expectations.
1 Point:
1 Point:
Classrooms are informally implementing Tier 1 but no formal systems exists.
Classrooms are informally implementing Tier 1 but no formal systems exists.
0 Point:
0 Point:
Classrooms are not implementing Tier 1.
Classrooms are not implementing Tier 1.
Possible Data Sources: Staff Handbook, Informal Walkthroughs, Progress Monitoring, Individual Classroom Data
Possible Data Sources: Staff Handbook, Informal Walkthroughs, Progress Monitoring, Individual Classroom Data
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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