Tier 1
School-Wide Systems to Support All
What is Tier 1?
What is Tier 1?
Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.
Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.
Tier 1 PBiS is grounded in a set of shared beliefs that, together we can: a) Effectively teach appropriate behavior to all children; b) Intervene early before unwanted behaviors escalate; c) Use research-based, scientifically validated interventions whenever possible; d) Monitor student progress; e) Use data to make decisions.
Tier 1 PBiS is grounded in a set of shared beliefs that, together we can: a) Effectively teach appropriate behavior to all children; b) Intervene early before unwanted behaviors escalate; c) Use research-based, scientifically validated interventions whenever possible; d) Monitor student progress; e) Use data to make decisions.
Systems to Support ALL Students
Data, Practices & Systems > Outcomes
Data, Practices & Systems > Outcomes
DATA to Support Decision Making.
DATA to Support Decision Making.
Data are used to develop plans and actions that respond to what is really occurring in the school rather than reaching at straws and making assumptions. Data that are kept current provide a real-time look at your school climate. Data is used to select, monitor, and evaluate outcomes, practices and systems. TFI 1.12, TFI 1.13, & TFI 1.14
Data are used to develop plans and actions that respond to what is really occurring in the school rather than reaching at straws and making assumptions. Data that are kept current provide a real-time look at your school climate. Data is used to select, monitor, and evaluate outcomes, practices and systems. TFI 1.12, TFI 1.13, & TFI 1.14
PRACTICES to Support Student Behavior.
PRACTICES to Support Student Behavior.
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 1.3, TFI 1.4, TFI 1.5, TFI 1.8, & TFI 1.9
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 1.3, TFI 1.4, TFI 1.5, TFI 1.8, & TFI 1.9
SYSTEMS to Support Staff Behavior.
SYSTEMS to Support Staff Behavior.
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, TFI 1.2, TFI 1.6, TFI 1.7
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, TFI 1.2, TFI 1.6, TFI 1.7
Core Tier One Features
Core Tier One Features
Positive Behavioral Interventions & Supports - Tier 1 systems support staff to:
Positive Behavioral Interventions & Supports - Tier 1 systems support staff to:
Teach School-wide Expectations
Teach School-wide Expectations
Acknowledge Appropriate (Expected) Behaviors
Acknowledge Appropriate (Expected) Behaviors
Correct Errors
Correct Errors
Request Assistance
Request Assistance
Restorative Practices/Justice - Positive Affective Statements and Community Building Circles provide opportunities to:
Restorative Practices/Justice - Positive Affective Statements and Community Building Circles provide opportunities to:
Express Emotions
Express Emotions
Establish Trust and Relationships
Establish Trust and Relationships
Build Community
Build Community
The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections: Tier 1) Universal SWPBIS Features; Tier 2) Targeted SWPBIS Features; and, Tier 3) Intensive SWPBIS Features) that can be used separately or in combination to assess the extent to which core features are in place.
The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections: Tier 1) Universal SWPBIS Features; Tier 2) Targeted SWPBIS Features; and, Tier 3) Intensive SWPBIS Features) that can be used separately or in combination to assess the extent to which core features are in place.
The TFI is completed by the Climate & Culture Team (typically 3-8 individuals including a building administrator and external coach or district coordinator), often with input from Tier 1, 2, and/or 3 teams if these are independent groups. It is strongly recommended that the TFI be completed with an external SWPBIS coach as facilitator. Validity research on the TFI shows that school teams are more accurate when an external coach facilitates TFI completion.
The TFI is completed by the Climate & Culture Team (typically 3-8 individuals including a building administrator and external coach or district coordinator), often with input from Tier 1, 2, and/or 3 teams if these are independent groups. It is strongly recommended that the TFI be completed with an external SWPBIS coach as facilitator. Validity research on the TFI shows that school teams are more accurate when an external coach facilitates TFI completion.
The TFI is intended to guide both initial implementation and sustained use of SWPBIS. Each administration of the TFI results not only scales scores for Tier 1, Tier 2, and/or Tier 3, but also information for developing an Implementation Action Plan.
The TFI is intended to guide both initial implementation and sustained use of SWPBIS. Each administration of the TFI results not only scales scores for Tier 1, Tier 2, and/or Tier 3, but also information for developing an Implementation Action Plan.
Tier 1 of the TFI: Building School-Wide Systems of Practice
Tier 1 of the TFI: Building School-Wide Systems of Practice
Tier 1 of the Tiered Fidelity Inventory (TFI) consists of 15 Features which are organized into TEAM building, IMPLEMENTATION, and on-going EVALUATION of student outcomes and implementation fidelity.
The TFI may be thought of as a roadmap by which teams navigate through the process of building school-wide systems of practice.
TEAMS
TEAMS
TFI 1.1 - Team Composition: Effective Tier 1 Climate & Culture Teams are knowledgeable, representative of stakeholders (students, families, community, staff), and have administrative authority.
TFI 1.1 - Team Composition: Effective Tier 1 Climate & Culture Teams are knowledgeable, representative of stakeholders (students, families, community, staff), and have administrative authority.
TFI 1.2 - Team Operating Procedures: Teams with defined roles, consistent procedures, and an on-going action plan make effective and efficient decisions.
TFI 1.2 - Team Operating Procedures: Teams with defined roles, consistent procedures, and an on-going action plan make effective and efficient decisions.
IMPLEMENTATION
IMPLEMENTATION
TFI 1.3 - Behavioral Expectations: School-wide expectations are a brief, memorable set of positively stated expectations that create a school culture that is clear, positive, and focused on teaching social and emotional competencies.
TFI 1.3 - Behavioral Expectations: School-wide expectations are a brief, memorable set of positively stated expectations that create a school culture that is clear, positive, and focused on teaching social and emotional competencies.
TFI 1.4 - Teaching Expectations: Active and explicit teaching of school-wide expectations clarifies concepts for students and adults, allows for practice and performance feedback, and reduces misunderstandings regarding what is appropriate at school.
TFI 1.4 - Teaching Expectations: Active and explicit teaching of school-wide expectations clarifies concepts for students and adults, allows for practice and performance feedback, and reduces misunderstandings regarding what is appropriate at school.
TFI 1.5 - Problem Behavior Definitions: Explicit definitions of wanted versus unwanted behavior provides clarity to both students and staff and is a critical component of identifying clear procedures for staff to respond to inappropriate behavior objectively.
TFI 1.5 - Problem Behavior Definitions: Explicit definitions of wanted versus unwanted behavior provides clarity to both students and staff and is a critical component of identifying clear procedures for staff to respond to inappropriate behavior objectively.
TFI 1.6 - Discipline Policies: Proactive and instructive responses to problem behavior are more likely to lead to improved student outcomes than exclusionary practices such as office referrals or suspensions.
TFI 1.6 - Discipline Policies: Proactive and instructive responses to problem behavior are more likely to lead to improved student outcomes than exclusionary practices such as office referrals or suspensions.
TFI 1.7 - Professional Development: Formal processes for providing training and practice to staff on implementing SWPBIS increases fidelity and consistency in SWPBIS practices.
TFI 1.7 - Professional Development: Formal processes for providing training and practice to staff on implementing SWPBIS increases fidelity and consistency in SWPBIS practices.
TFI 1.8 - Classroom Procedures: SWPBIS classroom systems that are aligned with school-wide systems improve student outcomes.
TFI 1.8 - Classroom Procedures: SWPBIS classroom systems that are aligned with school-wide systems improve student outcomes.
TFI 1.9 - Feedback and Acknowledgement: Attending to and acknowledging desired student behaviors increases the likelihood of these behaviors recurring and promotes a positive school culture.
TFI 1.9 - Feedback and Acknowledgement: Attending to and acknowledging desired student behaviors increases the likelihood of these behaviors recurring and promotes a positive school culture.
TFI 1.10 - Faculty Voice: Faculty voice is essential to establishing and maintaining staff commitment and consistency in implementation.
TFI 1.10 - Faculty Voice: Faculty voice is essential to establishing and maintaining staff commitment and consistency in implementation.
TFI. 1.11 - Student, Family, Community Involvement: Engaging stakeholders enhances the contextual fit of SWPBIS systems and may increase consistency across school and other settings.
TFI. 1.11 - Student, Family, Community Involvement: Engaging stakeholders enhances the contextual fit of SWPBIS systems and may increase consistency across school and other settings.
EVALUATION
EVALUATION
TFI 1.12 - Discipline Data: Teams with access to current and reliable data are able to make more accurate and relevant decisions regarding staff and student instruction and support.
TFI 1.12 - Discipline Data: Teams with access to current and reliable data are able to make more accurate and relevant decisions regarding staff and student instruction and support.
TFI 1.13 - Data-Based Decision Making: Teams use data on a regular basis to problem solve and identify solutions that are efficient, effective, relevant, and durable.
TFI 1.13 - Data-Based Decision Making: Teams use data on a regular basis to problem solve and identify solutions that are efficient, effective, relevant, and durable.
TFI 1.14 - Fidelity Data: Teams assess fidelity of implementation to understand the extent to which they are implementing the core components of SWPBIS and identify next steps for implementation.
TFI 1.14 - Fidelity Data: Teams assess fidelity of implementation to understand the extent to which they are implementing the core components of SWPBIS and identify next steps for implementation.
TFI 1.15 - Annual Evaluation: Schools are accountable to their communities and stakeholders and have an obligation to report the fidelity and effectiveness of their implementation.
TFI 1.15 - Annual Evaluation: Schools are accountable to their communities and stakeholders and have an obligation to report the fidelity and effectiveness of their implementation.
Source: PBIS Cultural Responsiveness Field Guide - Big Ideas
Supplemental TFI Frameworks
Supplemental TFI Frameworks
SWSS Department: S. Johns, J. Patrick - 2020
Images obtained from Google Images and/or created by Johns/Patrick