Tier 1: School-Wide Practices

After you watch the video, what are your ideas on how to promote a positive, proactive mindset in supporting all children and youth? Post your ideas here!

First let's focus on Mindset.

It is critical for the district and school to consider all members of the community, and work to ensure all are represented, heard, and valued in the development of schoolwide systems, data, and practices. All members of the school community should feel a sense of belonging. When working toward equitable outcomes for all students, it is necessary for all students, families, and community members to feel welcome in the school.

Resources and Tips!

10 Mindshifts summary from James Moffett
Relationships First Institute
Cornonavirus and Trauma article- Ask yourself these 6 questions as you plan for the return on school.
CASEL just put out a brief on 4 critical actions schools should put in place around the Social Emotional Learning of all children/youth and adults.
Reframing Classroom Management from Learning for Justice

Clarifying Expected Behavior

3-5 schoolwide expectations have been selected and shared with staff.
A matrix of specific schoolwide rules has been created and shared with staff.
Procedures for each of the school’s non-classroom settings have been developed and shared with all staff.

New to this area? Take this course!

Resources and Tips

View the MO PBIS Site to find templates and examples of matrixes and school wide procedures.
Culturally Responsive Connection: Teams adopt or revise expectations that are reflective of the cultural values of the surrounding community.
Manual Connection: School-Wide Matrix and School Wide Procedures
TFI connection: 1.3

Expected Behaviors Virtually

It is possible to continue social emotional learning and behavioral practices in a virtual setting. Look at the resources from PBIS Rewards
Needing to consider a matrix for remote learning? Read this short article and begin drafting! Here is a version translated in Spanish as well.

Rogers Bus Safety.mpg

Teaching Expected Behavior

The process of writing lesson plans is documented.
Lesson plans for initial teaching of all schoolwide and classroom behaviors, procedures, and rules are written.
Lesson plans for maintenance "booster"teaching of schoolwide and classroom behaviors, procedures, and rules are written.
A schedule for teaching expectations across schoolwide, non-classroom, and classroom settings has been developed.

Resources and Tips!

View the MO PBIS Site to find templates and examples of lesson plans, booster plans, and a teaching schedule.
TIP! Full lesson plans would be used when teaching new skills- like in the beginning of the year. Booster plans are lessons taught periodically and are intended to help students maintain the skill over time and in a variety of settings and situations. Teaching schedule would include behavioral AND social emotional lessons.
Consider how to teach and support families to implement PBIS at the home.
Culturally Responsive Connection: Teams ensure that school staff understand that all students need explicit teaching about expected behavior at school. Teams have a process and procedures for staff to teach students the behaviors necessary to be successful in the school setting regardless of previous learning and without disrespecting families’ beliefs.
Manual Connection: A lesson example with all critical components of effective teaching and year long teaching schedule.
TFI Connection: 1.4

Encouraging Expected Behavior

Professional learning on the importance and impact of positive consequences on student behavior and school climate is developed and provided.
Professional learning on the use preferred adult behaviors is developed and provided.
Professional learning on the effectively using positive specific feedback is developed and provided.
Schoolwide system to encourage students’ use of expected behaviors (matrix) and staff use of positive specific feedback in non-classroom settings has been developed.
Written strategies to encourage staff and families are developed, disseminated, and monitored.
Methods to monitor staff’s use of encouragement strategies with students are developed.

Resources and Tips!

View the MO PBIS Site to find templates and examples of encouraging systems at various levels.
Acknowledgement System Tip Sheet
Use brief articles to train staff on adult behaviors and feedback. Article 1
Culturally Responsive Connections: Teams involve students, families, and communities in the development and use of acknowledgement systems in order to create systems that are meaningful and authentic. School teams consider the culture of the students they serve when designing recognition systems (e.g., opportunity to share success with friends).
Manual Connection: Detailed Schoolwide System to Encourage Expected Behavior (Description, Coordinator, Resources...)
TFI Connection: 1.8 and 1.9

Virtual SYSTEMS to Acknowledge

Class Dojo is an online system that teachers can utilize to acknowledge children/youth online for various skills. Think about your rules and routines for online learning- you can award points for groups and individuals for staying muted, participating in the chat... and more.
CI3T.org has put together tutorials and materials for schools to use for acknowledging children and youth. The system is about converting your tickets/bucks/points to an electronic system using google forms and spreadsheet. All the steps are here under Digital Reinforcement Tracker Templates and Tutorials

Discouraging Unexpected Behavior

1. Major or office-managed behaviors are defined.

2. An office discipline report (ODR) form is developed.

3. Procedures for the use of office referrals are clarified.

4. A list of “minor” or staff-managed behaviors and strategies to address them is created.

5. A process to monitor “minor” student behavior is developed.

6. A document describing your system to discourage unexpected behavior is created.

Resources and Tips!

View the MO PBIS Site to find templates and examples of flowcharts, office referral forms, intensity charts....
Looking for ways to manage behavior WITHOUT a clip down chart... Read Ditch The Clip! Why Clip Charts Are Not a PBIS Practice and What to Do Instead
Utilizing Restorative Practices? Consider these questions to respond to challenging behavior and to help those harmed by other’s actions.
Implementing Restorative Practices? Utilize the Restorative Practices/TFI companion guide
Culturally Responsive Connection: Teams and school staff understand the difference between universally unacceptable and situationally inappropriate behaviors and take responsibility for teaching what is wanted at school without devaluing what may be acceptable at home or in the community. Teams employ and support an instructional approach to discipline that emphasizes teaching pro-social skills (rather than using exclusionary discipline and zero tolerance policies).
Manual Connection: Documented System which includes: Major and Minor lists w/ operational definitions ☐ Office Discipline Referral (ODR) Form ☐ Adult Response (e.g., flowchart or behavior levels chart) ☐ Documentation process for Majors & Minors
TFI Connection: 1.5 and 1.6

Ongoing Monitoring

Data is used to guide development and implementation of systems and practices.
Office discipline referral (ODR) Big 5 data is used to make schoolwide decisions.
Academic and behavioral data are reviewed to make decisions.
A survey is used to assess schoolwide safety and climate.

Resources and Tips!

So many data tools at MO PBIS Site! Questions to guide analysis, protocols to use with PBIS assessments, excel spreadsheets for data collection, and more.
Find more data spreadsheets and a tool to help traingulate the TFI and Self-Assessment Survey here.
Exploring or already implementing Behavioral Screening practices? Find several resources on screening tools and protocols at http://www.ci3t.org/screening
If your school conducts the TFI and/or School Climate Survey- watch these videos to help learn how to administer and use the data for action planning.
Culturally Responsive Connection: Teams regularly disaggregate their discipline data as an effective and objective way to assess and monitor equity in student outcomes. Teams engage in active data-based decision making with a specific focus on equity. Teams, staff, and stakeholders are committed to enhancing SWPBIS implementation with culturally responsive components. Teams and school staff understand that schools play a critical role in and are accountable to the communities they serve.
Manual Connection: Tier 1 Team Minutes that documents data being used for decision making & Big 5 Report Summaries
TFI Connection: 1.12, 1.13, 1.14, and 1.15

Professional Development

1. A multi-tiered support framework for teachers is developed.

a. Tier 1 Universal Teacher Support

b. Tier 2 Targeted Teacher Support

c. Tier 3 Individualized Teacher Support

2. A staff handbook is developed and disseminated.

Information on Manuals

Resources and Tips!

Find presentations about Active Supervision, Specific Feedback, Precorrects and more by visiting: http://www.ci3t.org/pl
Is the Professional Development you provide High Quality? Visit MO PBIS to assess your PD with their High Quality PD Checklist
https://www.pbis.org/ The National Center of PBIS is filled with examples, videos, presentations to help support your goals.
Don't Forget to visit our Behavior Prevention and Intervention website that contains so much information on all three tiers.
Missouri PBIS also has great information to support training for Tier 2
Looking for resources around Tier 3? Find articles, videos, and other information on this FABI Home Doc

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