1.1 Team Composition

Resource: Tiered Fidelity Inventory Version 2.1

1.1 Team Composition

Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (1) applied behavioral expertise, (2) coaching expertise, (3) knowledge of student academic and behavior patterns, (4) knowledge about the operations of the school across grade levels and programs, and for high schools, (5) student representation.

Date Sources

• School organizational chart
• Tier I team meeting minutes

Resource: Team Template

Scoring Criteria

0 = Tier I team does not include coordinator, school administrator, or individuals with applied behavioral expertise

1 = Tier I team exists, but does not include all identified roles or attendance of these members is below 80%

2 = Tier I team exists with coordinator, administrator, and all identified roles represented, with attendance of all roles at or above 80%

Main Idea

Teams need people with multiple skills and perspectives to implement PBIS/MTSS.

Guiding Questions

1. Are all necessary roles/functions represented on the team?
   • Coordinator
   • Behavioral expertise
   • Administrative authority
   • Coaching expertise
   • Knowledge about academic/behavior outcomes
   • Knowledge of social emotional developmentally appropriate behaviors
   • Knowledge about school operations
   • Family/Student perspective included
2. Does the team have administrative support and represents school community?
3. Back-up members are identified for all team functions (coach, data-analyst, recorder, data-entry, etc.)
4. Is the team starting to form sub-committees to assist with Tier 1 implementation and to build capacity towards sustainability?

Surface Level to meet criteria

• Team includes Coordinator (Staff Member)
• Team includes Behavioral expertise (Councilor, Special Education Teacher)
• Team includes Administrative authority (Principal or Vice-Principal)
• Team includes Coaching expertise (Administrator, SSC, Staff Member)
• Team includes Knowledge about academic/behavior outcomes (Councilor)
• Team includes Knowledge about school operations (Administrator or long term staff member)
• Team includes Family/Student perspective included (Family liaison or PTO Member, could be teacher with a student at the site)

Deeper Level for a stronger program

• Terms for members are set for 2-3 years, with a portion of the members rotating off every year
  • Rationale: To keep fresh eyes on Tier I concerns and solutions and to keep team members from feeling burnout.
• A teacher from each grade level, or group of grade levels (K-2, 3-5) or department
  • Rationale: Have all students accessible to Tier I while keeping in mind the various social, emotional, and cognitive differences of the student body.
• Team member designated to gather data; low level referrals, office discipline referrals, chronic absences, and academic outcomes
  • Rationale: As a team moves to the MTSS model it is important for a designated person to bring objective data for the team to review at the meetings.

F.A.Q.

• Can a teacher who has a student attending our school also serve as the family perspective on the Team?

Here are the three ways that schools are filling this role:

1. An active PTO member. This is the best, and sometimes hardest member to get. The PTO should be given a detailed outline of role and responsibilities, as well as meeting dates and times can help to ensure the person know exactly what is expected.
2. The school's Parent Liaison. This can be a good choice as this team member should have extensive contact with parents and can ask parents about the current implementation and get suggestions on possible future actions of the team. They may not directly be a parent of a student at that school but can virtually represent parents.
3. A teacher who has a student attending the school. While it is not the most ideal, a teacher who is also a parent can fill this role. However, it is often difficult for these members to give solely the parent perspective. This can be mitigated by reminding the team member that they need to be wearing their "parent hat," and not the teacher one. They should have some contact with parents outside of their classroom, such as attending PTO meetings to get feedback from other parents.

Resource: Team Composition

Resource: Team Configurations

Resource: Team Implementation Checklist (TIC)

Resource: Administrator Role

Resource: PBIS Teams