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SWSS Points of Contact (POC) are available to assist school teams in implementing social-emotional/behavioral supports in all three tiers.
SWSS uses the nationally recognized Tiered Fidelity Inventory to assist teams in planning and evaluating their tiered systems.
Tier 1 - School-wide Systems
Tier 1 Systems - ALL
Tier 1 systems support staff to effectively: 1) teach pro-social behaviors, 2) acknowledge expected behaviors, 3) correct behavioral errors, and 4) request assistance.
Tier 1 of the TFI contains 15 elements organized into three categories:
TEAMS, IMPLEMENTATION & EVALUATION
Tier 2 - Small Group Interventions
Tier 2 Small Group Interventions - SOME
Tier 2 supports and interventions: 1) provide additional instruction and time for skill development, 2) provide additional structure and predictability, 3) provide increased opportunity for feedback, 4) are culturally and developmentally appropriate, and 5) are address the identified reason for the behavior (function).
Tier 2 of the TFI contains 13 elements organized into three categories:
TEAMS, INTERVENTIONS & EVALUATION
Tier 3 - Individualized Supports
Tier 3 Individualized Supports - FEW
Tier 3 intervention plans include: 1) prevention strategies, 2) teaching strategies, 3) strategies for replacing a problem behavior, 4) specific rewards for desired behaviors, 5) safety plans, when needed, and 6) two-way communication systems, and 7) individualized goals.
Tier 3 of the TFI contains 17 elements organized into three categories:
TEAMS, RESOURCES, SUPPORT PLANS & EVALUATION
Using an MTSS Framework to Teach SEL Skills
"Increasingly, researchers have recommended teaching social-emotional competencies within a prevention-focused, multi-tiered public health model, because simply adopting a curriculum does not lead to adequate implementation or improved outcomes (Greenberg, Domintrovich, Weissberg & Durlak, 2017; Merrell & Gueldner, 2010). Positive Behavioral Interventions & Supports (PBIS) provides an ideal framework for promoting social-emotional competencies to improve outcomes for the whole child.
"Increasingly, researchers have recommended teaching social-emotional competencies within a prevention-focused, multi-tiered public health model, because simply adopting a curriculum does not lead to adequate implementation or improved outcomes (Greenberg, Domintrovich, Weissberg & Durlak, 2017; Merrell & Gueldner, 2010). Positive Behavioral Interventions & Supports (PBIS) provides an ideal framework for promoting social-emotional competencies to improve outcomes for the whole child.
The following recommendations outline how educators can teach SEL competencies within a PBIS framework to support implementation through a single system, rather than trying to improve student outcomes through separate, competing initiatives.
The following recommendations outline how educators can teach SEL competencies within a PBIS framework to support implementation through a single system, rather than trying to improve student outcomes through separate, competing initiatives.
1) Implement Social-Emotional and Behavioral Support Through A Single Team
1) Implement Social-Emotional and Behavioral Support Through A Single Team
2) Promote Adult Wellness by Creating a Nurturing Staff Environment
2) Promote Adult Wellness by Creating a Nurturing Staff Environment
3) Expand the Data that Teams Use to Identify Which Skills to Teach
3) Expand the Data that Teams Use to Identify Which Skills to Teach
4) Teach Social-Emotional Competencies Using PBIS Instructional Systems
4) Teach Social-Emotional Competencies Using PBIS Instructional Systems
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