LEADING TIER 1:�BUILDING STRONG FOUNDATIONS FOR SCHOOLWIDE PBIS

Midwest PBIS Network

PBIS

About Me

Juan R. Lira

• Technical Assistance Coord.
• Principal
• Assistant Principal
• Classroom Teacher
• PBIS leader, implementor, and team member
• Taught in Cape Verde and in Mexico

PBIS

UPDATED 02/28/24

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve social - emotional - behavioral and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

In 2014, the Midwest PBIS Network organized as a team of national experts to build upon the work of the former Illinois PBIS Network. The team provides local technical assistance resources, serves as a hub of the Center on PBIS for seven states, and supports federal research and grant projects including a Model Demonstration on integrating Mental Health through increasing family-school-community partnerships.  �

Learn more about us, the Center on PBIS, and the empirical evidence of PBIS at www.midwestpbis2.org/home/about-us

ABOUT

MIDWEST

PBIS

NETWORK

Who is in the Room?

Introductions. Share:

1. Name, District/School, Role, etc...
2. What is your experience with PBIS?
3. Why are you here? What are your goals?

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Agenda - Leading Tier 1 PBIS

1 – Overview (1)

2 – Teaming, Partner Engagement (2 & 3)

3 – Using Data for Decision-Making (4)

4 - Outcomes, Expectations, Skills (5)

5 - Tier 1 PBIS Core Practices & Classroom Practices (6 & 7)

6 - Professional Development and Coaching (8)

Coaching and Leadership

MWPBIS

June 2026

Tier 1 Implementation

Tiered Fidelity Inventory v3.0 Scoring Manual

https://www.pbis.org/resource/tfi-3

Fidelity of MTSS-SEB in Schools >>> Outcomes

PBIS

Materials to support the work…

Participants:

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• Bookmark www.midwestpbis.org

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• Bookmark www.pbis.org

PBIS

Materials for today are at www.midwestpbis.org

Training-content/�Tier-1-and-classroom/�Leading Tier 1

Go Here!

PBIS

Materials and Instructions as you get organized…

Per Participant or Team:

• Save one copy of each resource to a shared folder, so you can edit with your team
• Review the resource
• Assign note-takers

https://www.midwestpbis2.org/training-content/tier-1-and-classroom/leading-tier-1-building-strong-foundations-for-schoolwide-pbis

Go Here!

• Presentation Slides (PPT)

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• Tier 1 Leadership Scope and Sequence (copy)

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• MTSS Action Planning Template, with Leadership Items added (copy)

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• Tier 1 Leadership Readiness Workbook (copy)

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• TFI v3.0 Manual & Fillable Action Form (copy)�

PBIS

Tier 1 Leadership Training Scope and Sequence - Draft July 2026

https://docs.google.com/spreadsheets/d/1OzHSrmHEhNuj-jQziLPaoHNnpN3k8lAuUXee84_oguw/edit?gid=0#gid=0

Today

Your Role at Team Training

Coaching and Leadership

Time for Action Planning

Capture your Action Items in (Choose one option)…

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• In the workbook, add action items to the corresponding TFI item
• Use the action plan google sheet template
• Or use your current MTSS action plan process

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Be prepared to report out

Google Sheet MTSS Action Plan Template https://docs.google.com/spreadsheets/d/1sARIgA-F0PYfw0pSw5zUFwPAqjD30viTPa3pOijz8v4/copy

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Tier 1 Workbook: Scoring the TFI, Action Planning, Activities to Support the Work

Action Plan Here!

Record your TFI Scores Here

PBIS

Agenda - Leading Tier 1 PBIS

1 – Overview (1)

2 – Teaming, Partner Engagement (2 & 3)

3 – Using Data for Decision-Making (4)

4 - Outcomes, Expectations, Skills (5)

5 - Tier 1 PBIS Core Practices & Classroom Practices (6 & 7)

6 - Professional Development and Coaching (8)

Coaching and Leadership

MWPBIS

June 2026

Rationales

PBIS: Misconceptions of this Work

• Parties, assemblies and ice cream socials
• Rewarding youth (for doing things they should already know how to do)
• Enabling our youth
• People talking in really high voices and “being positive” all the time
• Handing out tickets, which don’t work
• Childish
• Mascots on steroids
• It’s only for “naughty” kids

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Coaching and Leadership

�“This is just adding another thing to my plate!”

PBIS

This Photo by Unknown Author is licensed under CC BY-NC

This is your plate!

PBIS

The Essential Elements of �Positive Behavioral Interventions and Supports (PBIS)

Equitable Systems Support culturally knowledgeable Staff Behavior

- Team-based leadership and coordination

- Professional development, coaching, and content expertise

Data Supports culturally valid Decision Making

- Evaluation of fidelity

- Progress monitoring

- Universal screening

Practices Support Student Behavior

- A three-tiered continuum of culturally relevant evidence-based interventions

Outcomes prioritize meaningful and culturally equitable social-emotional-behavioral & academic results

Midwest PBIS Network 10/18/21. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Coaching and Leadership

1. Team based leadership and coordination
2. Evaluation of implementation fidelity
3. Three-Tiered Continuum of evidence-based practices
4. Continuous data-based progress monitoring and decision-making
5. Comprehensive universal screening (for systemic and early access)
6. On-going professional development including coaching with local content expertise

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills
• Periodic assessment through benchmarking periods
• Focus on grade-level teaming
• Described in IDEA as special education eligibility determination approach

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• Focus on teaming
• Scientifically based �interventions
• Instruction as prevention
• Tiered continuum of supports with increasing intensity based on need
• Regular screening for early intervention
• Use of a problem-solving model and data-based decision rules
• Emphasis on improving quality of implementation
• Embedded into school improvement plan

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• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on schoolwide teaming
• Described in IDEA as schoolwide prevention and individual intervention approach

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Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 8-22-19a Midwest PBIS Network

Common MTSS Features of RtI and PBIS

Multi-Tiered Practices means…

Tier I Prevention:

The core practices all staff use with all students…

Tier II Prevention:

Intensifying the Core Tier 1 practices (increased frequency, structure, and feedback) when more support is needed for specific skills among small groups…

Tier III Prevention:

Individualizing the core Tier 1 and Tier 2 practices…

Midwest PBIS Network 5-5-22a

Adapted from: USDOE OSEP PBIS TA Center

… in order to achieve our [insert school-wide expectations here] and the social-emotional-behavioral success of our students and staff.

A Framework for Aligning Your Practices/Initiatives

Midwest PBIS Network 5-10-21a

Adapted from: USDOE OSEP PBIS TA Center

Bullying Prevention Practices

Social Emotional Learning Instruction

Restorative Practices

Academic Skills

Wraparound

Social Emotional Behavioral (SEB) Groups

Check-in Check-out

Relationship Building

Second Step Skills

Trauma Informed

Community MH Partnerships

FBA/BIPs

Behavior Lesson Plans

Equity

Mental Wellness

PBIS is an MTSS Framework for Aligning all Initiatives and Interventions

Midwest PBIS Network 4-10-22a

PBIS

TIER 2

Supports

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Groups

ALL �SETTINGS

General Ed

Special Ed

Community

TIER 1

Supports

Schoolwide Expectations

Rules and Routines

Acknowledging Expectations

Responding to Inappropriate Behavior

Trauma-Informed Classroom Practices

Check-in Check-Out (CICO)

Modified CICO

Executive Functioning Skills Group

Additional Assessment & Individual Student Problem Solving Process

TIER 3

Supports

TF-CBT

CBT

Solutions Focused Therapy

Pro Social Skills Group

Teaching Expectations (e.g. Character Strong, GenX, U of I)

Daily Emotional Check-in

Problem Solving Skills Group

TIER 2

Complex �Supports

DBT Skills Group

Anger Management Group

Coping Cat

CBITS

Intensive In Home

Continuum of SEB Support

ECHO / Star Quest – SY 23-24

10.9.24

PBIS

What is Positive Behavioral Interventions & Supports (PBIS)?

Midwest PBIS Network 10/6/24

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

• Increase Effectiveness and Efficiency
• Supports Consistent Adult Behavior
• Data-driven decision making
• Process for Continuous Improvement
• Framework for Aligning Initiatives to MTSS Features

PBIS is an MTSS framework for organizing our school and integrating our initiatives, to achieve desired outcomes by understanding our data, implementing a continuum of practices, supporting staff through systems, and prioritizing equity.

PBIS

No Framework = Challenges

• Multiple initiatives
• Fragmented/overlapping services & activities
• Ineffective/inefficient practices
• Poorly developed & implemented support systems
• Incomplete agreement/implementation
• Inefficient approach to decision making
• Unpredictable/inefficient & non-data based
• Inadequate number of minutes

PBIS

PBIS

So, what is it?

PRACTICES

• Evidence-based
• Continuum of interventions
• Implemented with fidelity

SYSTEMS

• Improving adult effectiveness and efficiency

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DATA

• Data for decision-making vs. subjectivity
• Creating a culture of data

So, when people say, “I don’t agree with/like PBIS”, what are they really saying?

PBIS

Research on PBIS

Updated 10-30-23

When Implementing Positive Behavioral Interventions and Supports (PBIS) with Fidelity

The PBIS framework is supported by research spanning decades (Center on PBIS, 2023)¹. Study after study confirms the positive impact on improving student and school outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (2023)² and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (2010)³ each lay out some of the research and provide additional resources to explore the topic further.

PBIS

Your Turn!

�1^st Practice crafting your definition of PBIS

�2^nd Share your definition

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3^rd Reflect and discuss as a group

PBIS

A “Shift” in our Thinking

How will we

“Rethink” Discipline?

Tier 1 Team Workbook Overview - Activity 3

Coaching and Leadership

Traditional View of Discipline - Punishment

Punishment focuses on what not to do, does not teach desired behaviors, can damage relationships, impede learning, and lead to students dropping out of school. Some educators feel that these punitive and exclusionary policies are fine and served them well to eliminate the irritating and unnecessary intrusions into their teaching agendas. Many believe that students know the right way to behave, that their behavior is a performance deficit and that they have the skills but are merely choosing defiance or subordination. They therefore assume that punishment will bring a halt to the problem behavior and the student will behave appropriately. Use is further supported because of the relief from the immediate effects offered by the short-term solution of removing the problem.

Unfortunately, such a punitive view of discipline results in approaches that have questionable, if not harmful effects (Skiba & Peterson, 1999).

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In reality, punishments satisfy the punisher, but have little lasting effect on the punished (Losen, 2011). Most sadly, these exclusionary approaches are in direct conflict with school missions to help all students achieve their fullest potential. Our punitive policies fail the very students they target. Is it reasonable to exclude students with social, emotional, and behavioral needs from the one environment that may allow them to learn the value of an education and the vital skills, behaviors, and attitudes necessary to function successfully, not only in school, but in the community and later on the job?

Modified from Colvin, G. & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Intervention In Schools, 28, 143-150

Coaching and Leadership

Discipline is Teaching

As we seek to ensure inclusive learning environments, our attitudes regarding discipline must change, Is discipline concerned with punishing misconduct or with preventing it?�

Discipline is the slow, ongoing, sometimes time-consuming task of helping students see the sense of acting in certain ways. This thinking is in line with the high probability explanation for many discipline problems today – skill deficit. This understands that many students come from environments that have not taught or expected pro-social behavior for school success and they have a limited repertoire of behaviors and do not know how to behave responsibly in the school setting. Blaming the child and responding by “getting tough” will not alter this skill deficit; teaching will.

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According to the dictionary, discipline refers to prevention and remediation, “training to act in accordance with rules;” and “instruction and exercise designed to train proper conduct or action;” “training that is expected to produce a specified character pattern of behavior;” and “controlled behavior resulting from such training.”

Coaching and Leadership

Let’s Connect�with the group

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• Reflecting on the reading:
• Which statement/s gave you pause?
• What thinking did they prompt?

PBIS

Overview: Virtual Tier I Team Training

36

This work is not about changing kids.�

This work is about changing the environment to make it more likely that kids will succeed (both academically and socially/emotionally).

INVERVENTIONS = changes in staff procedures & practices

We change STUDENT behavior by�changing ADULT behavior

Rethinking Discipline Behavior Change… �as an instructional process

PBIS

Don’t label me… support me

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Chemistry

Geometry

Lang Arts.

PE

Orchestra

Attend.

Ask assist.

Activity: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like?

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Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Student Profile

------------------- Teacher Profile?

Coaching and Leadership

Tell us your WHY

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• Impact of Relationships
• Impact of Trauma
• Growth Mindset
• Approaching Behavior like Academics
• Treat students like adults want to be treated
• Punishment vs Teaching
• Impact of shaming and other Response Cost strategies (e.g. clip-charts, demerits, three-minors equals a major, etc.)
• Skill deficit/function vs defiance
• Restorative Practices
• All humans have performance deficits, and need tiered supports
• High expectations, High Patience
• Mental Health/Wellness is for ALL
• To achieve equitable inputs and outcomes
• Others?

How are you

“Rethinking” Discipline?

MWPBIS Rev 9/15/21a

What is your WHY for pursuing an educational MTSS approach to Social-Emotional-Behavioral Needs?�

Audit of Current Social Emotional Behavioral Supports

Rev 4.1.26 MWPBIS

CHAT:

What is an action step for you from this activity?

How should your teams progress monitor practices moving forward?

TFI 1.1-1.2 Activity 1: Audit/Resource Map of Current Practices within Three-Tiered Model of Support

WORKBOOK Activity:

Start by brainstorming what supports you already have in place for students

Time for Action Planning

Capture your Action Items

Be prepared to report out

Agenda - Leading Tier 1 PBIS

1 – Overview (1)

2 – Teaming, Partner Engagement (2 & 3)

3 – Using Data for Decision-Making (4)

4 - Outcomes, Expectations, Skills (5)

5 - Tier 1 PBIS Core Practices & Classroom Practices (6 & 7)

6 - Professional Development and Coaching (8)

Coaching and Leadership

Rationale: 2) Structure Team-Based Leadership

MWPBIS

June 2026

Rationales

Guiding Questions for Tier 1 Team Formation

• Do you need a new team?
• Do you have an existing team that is working towards improving
• School climate
• Discipline or student behavior
• Could you integrate this work within an existing team?

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Reflect on the current structure in place for school teams.

PBIS

Engages with school, family, and community to implement the core PBIS features of culturally responsive school-wide & classroom supports for students and staff:

• Commitment to positive school climate
• SEB Curriculum development and alignment
• Professional Dev and Coaching
• Data Systems for monitoring, evaluating, and dissemination

Uses data to select and progress monitor targeted intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2 Systems

Tier 1

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

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Uses a team problem solving process (e.g., TIPS) to analyze the frequency, intensity, duration, and function of individual student data to match intervention to student need

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Uses data to progress monitor individualized intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3

SEB Support

DRAFT Rev 7/14/23 MWPBIS

PBIS as the Interconnected Systems Framework

Continuum of Practices/ Interventions

Systems

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators and/or facilitators, family, community, mental health partners

Members (functions) include: Administrator, Tier 2 Coach, Tier 3 Coach, Intervention Coordinators, clinician, staff voice, specific parent/caregiver and student, mental health partners

Student’s Individual Support Teams

Student’s Individual Support Teams

Student’s Individual Support Teams

Instruction of skills, norms, and routines that model the SEB Expectations

Feedback and Acknowledgement System

System for Responding to Challenging Behavior

CICO

Modified CICO

SEB Skills Groups

Continuum of SEB Groups / Complex SEB Groups

Individualized SEB Intervention

FBA-BIP

Person Centered Planning

Grade/Department Representatives

Parent/Family Members

Administrator

Specialists

Community Members

Support Staff

Tier 1 TEAM COMPOSITION

Mental Health Providers, Businesses, Community Agencies

Office, Supervisory, Custodial, Bus, Security, etc.

Special Educator, Counselor, School Psychologist, Social Worker, etc.

System Coordinators

(e.g. Coaches)

Represented by non-staff members

Students

Team members include Tier 1 system coordinators (e.g., coaches), a school administrator, a representative group of educators (e.g., grade level or departmental representation, general and special education, certified and non- certified staff), students, family members who do not work for the school district, members from marginalized groups, relevant community partners (e.g., mental health providers),

Double-check! Does your membership also represent expertise in the following areas?

• applied behavior support • mental health and trauma • academic instruction • coaching • equity • physical health and wellness (e.g., nurse, health teacher) • data systems and information regarding system and student academic and SEB strengths and needs • operations of the school across grade levels and programs •

Engage Partners

Coaching and Leadership

Team Based Leadership & Coordination – Why?

Maintaining a representative PBIS team allows the school to:

• Align PBIS goals, school mission, and vision
• Establish multi-year action plans
• Capture voice and choice from the school community
• Develop communication and dissemination plans
• Ensure that student SEB wellness is a priority
• Develop coaching supports
• Facilitate data-based decision-making

PBIS

Working Smarter Matrix – Assessing Current Teaming

https://www.pbis.org/resource/the-working-smarter-matrix-group-self-assessment-and-action-planning-tool

Center on PBIS. (2026). The Working Smarter Matrix: Group Self-Assessment and Action Planning Tool. Center on PBIS, University of Oregon. www.pbis.org.

Workbook Activity –

Aligning Teaming Structures (Work Smarter, Not Harder)

Coaching and Leadership

PBIS – Tier 1 Team

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Workbook Activity –

Effective Meetings: Team Composition

Coaching and Leadership

Ever Been a Part of This Team?

Coaching and Leadership

Effective Team Meeting Foundations

• Honor working agreements
• Roles and responsibilities are:
• defined
• assigned
• backup personnel are in place
• Participants have authority to implement solutions
• Team members present and on time
• Agenda/Minutes are
• reviewed,
• visible during meeting (projector/computer),
• and distributed afterward

• Data is available and reviewed
• Problems are defined with precision
• Solutions are documented, and include
• goal defined, including a student outcome measure
• action plan
• Fidelity measure for the solution
• Schedule to gather fidelity and outcome data
• Status of previous solutions is reviewed

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Team-Initiated Problem-Solving (TIPS) Foundations

(Rob Horner, Steve Newton, & Anne Todd: University of Oregon; Bob Algozzine & Kate Algozzine: University of North Carolina at Charlotte)

Coaching and Leadership

What agreements guide your team’s work together?

PBIS

Define roles for effective meetings

Core roles

• Facilitator
• Minute taker
• Data analyst
• Active team member
• Administrator

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Backup for each role

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Can one person serve multiple roles?

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Are there other roles needed?

Typically NOT the administrator

TIPS II Training Manual (2013) www.uoecs.org

Which of these roles have you assigned?

Coaching and Leadership

PBIS

PBIS

PBIS

The Role of the �Principal/Administrator is Crucial to PBIS

 What does it mean to support?

1. Allocate Resources (teacher training and support, funding)
2. Highlight Priority to staff( time at staff meeting, presentations to family, community, board, website, back to school letter)
3. Evident in hiring practices

 Absence of Principal Support

• low conceptual understanding of PBIS across staff
• shortage of planning time
• difficulty balancing competing initiatives 
• greater dependence on TA

5 Factors that increase likelihood of principal support

1. Innovation must be perceived to solve the problem
2. Compatible with one's beliefs, values, prior experience and needs
3. Key opinion leaders must support the innovation
4. Initially implemented small scale before scaling up across grade levels
5. Outcomes of the innovation are visible

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McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (in press, accepted 7-20-2015). In search of how principals change: Events that help and hinder administrator support for school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions.

PBIS

Using “TIPS” Team Mtg Agenda Format �for data-based decision-making

https://docs.google.com/document/d/0B4vgYg8K9_ZnV2NDcUw1OHhLd0U/edit?usp=sharing&ouid=106783669838704842253&resourcekey=0-8EunOY39E64BUuhp8jxjpA&rtpof=true&sd=true

Would you know how to use this to organize your meetings?

Part 1

Part 2

PBIS

Reflection

Where are you at currently with meeting foundations?�

How would you rate these �(1 to 4 fingers scale)?

• Our team meets regularly…
• We have the necessary people there �regularly to make decisions…
• Everyone knows their role…
• Everyone knows their responsibilities…
• Everyone chips in for the work…
• Data drives our decisions
• We document our actions

Coaching and Leadership

Reflection

What did you notice about your fidelity?

Coaching and Leadership

TIPS MEETING FIDELITY TOOL

PBIS

90% = Fidelity

Download Tool Here: https://docs.google.com/document/d/1OnSX9Lxn_4CvLxJqmOy1z2U2KK5C1DEu/edit

Coaching and Leadership

PBIS – Tier 1 Team

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Workbook Activity –

Effective Meetings: Team Composition

Coaching and Leadership

Partner Engagement

Rationale: 3) Engage Partners

MWPBIS

June 2026

Rationales

�Faculty Involvement �Involves at least 80% buy-in�

Collectively, staff will:

• identify focus
• identify ways to monitor progress
• identify goals
• Identify ways to evaluate outcomes
• Identify how to engage resistant staff

Why do we need faculty involvement?

PBIS

Recommended Surveys

How You Monitor Fidelity?

How to you get input from Staff, Students, Family?

Feedback & Input survey

How You Get Feedback From Staff?

PBIS

Self-Assessment Survey (SAS)

• WHAT: Annual assessment of staff perception of PBIS implementation
• WHO: All school staff
• WHEN: Annually – preferably spring
• WHY: Identifies implementation status and improvement priority for School Wide, Classroom, Non-classroom and Individual Student Systems
• WHERE: www.PBISApps.org

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Sample SAS Item Analysis Report

What do you see? How is this helpful?

Coaching and Leadership

Using TFI and SAS Data together

https://www.pbis.org/resource/drilling-down-district-data-analyzing-reach-and-fidelity-of-pbis-implementation

Coaching and Leadership

PBIS

How You Get Feedback From Students & Families?

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TFI 1.14: Fidelity Data &

TFI 1.15: Annual Evaluation

PBIS

Coaching and Leadership

Coaching and Leadership

Coaching and Leadership

Coaching and Leadership

Coaching and Leadership

Coaching and Leadership

posters

Coaching and Leadership

Continuing to Seek Feedback

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

Agenda - Leading Tier 1 PBIS

1 – Overview (1)

2 – Teaming, Partner Engagement (2 & 3)

3 – Using Data for Decision-Making (4)

4 - Outcomes, Expectations, Skills (5)

5 - Tier 1 PBIS Core Practices & Classroom Practices (6 & 7)

6 - Professional Development and Coaching (8)

Coaching and Leadership

Rationale: 4) Use Data for Decision-Making

MWPBIS

June 2026

Rationales

Why use data for decision-making?

• Data allow us to look at a problem more objectively.

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• Without data, we are more likely to make ambiguous, or emotionally driven decisions.

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• Data can be used for identifying and planning to address problems, celebrating successes, and accountability.

PBIS

Improving Decision Making at Tier 1

OLD WAY

NEW WAY

Coaching and Leadership

Primary vs. Precision Statements

How do we go from here to here?

PBIS

Example Precision Statements

There are 25% more ODRs for aggression �at the rec center this month compared to this time last year. These are most likely to occur during first two hours after school, with a large number of students, and the aggression is related to getting access and time on the courts.

Who?

What?

When?

Where?

Why?

25% More ODRs for aggression

Rec Center

A large number of students

First two hours after school

Getting access to courts

PBIS

1. Before the meeting, write your precision problem statement on your agenda

PBIS

2. Write your Goal/Timeline on your agenda��

Coaching and Leadership

3. Define Solution and Action Plan��

Coaching and Leadership

3. Write a Solution and Action Plan

Coaching and Leadership

4. Identify and document fidelity measures and outcome data�

Coaching and Leadership

Fidelity Measures for your Plan

• How will you ensure the plan is being implemented as designed? Are you doing what you say you will do?

9^th grade teachers rate implementation fidelity on scale of 1-5 (low to high), on the fidelity check board, at the end of each month.

1x per week, Social worker will randomly select two students in each class and interview if they used Stop, Walk, Talk. Will track on phone using Google Survey

Team members will each take one passing period a day and count the number of staff standing in doors to monitor hallways.

All staff surveyed at weekly staff meeting:

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Did you acknowledge 5 students, not in your home/classroom, daily?

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1 - No 2 - Somewhat 3 - Yes

Coaching and Leadership

5. Monitor implementation and outcome data, check back in on how the plan worked…�

Coaching and Leadership

DONE!�At your next meeting: review fidelity and outcome data to see if you were successful.

Based on data, do you need to change the precision problem statement, goal, action plan, or fidelity measure?

Coaching and Leadership

TIPS Table Tents/Posters for your SVSS Meeting Room

Link to Download Printable Versions: https://drive.google.com/open?id=1XqVZLgeCS3gq8L8hhHXrEwOoaeWJrNKt

PBIS

Let’s Connect

Reflect:

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How does this data-based decision-making process compare with what your school team currently uses?

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Is there a need to bolster current processes? What would you need to improve your decision-making process?

Coaching and Leadership

Assess Team Meeting Effectiveness with the TIPS Core Problem-Solving Items: (items 10-18)

https://drive.google.com/open?id=1RtGMEvtGEYAAXLea8NrMsmdh5R0YxOw_

PBIS

Video Example of TIPS

This video provides an example of an PBIS team using the TIPS process to address student challenges:

https://www.youtube.com/watch?v=5CH5Ca5hDmc �

Discuss/Action Plan:

• What did I learn from the video?
• What components of the TIPS process do we need to incorporate into our meetings?
• How will I share the TIPS process and implement it in my school?
• Consider having teams watch together to see an example of TIPS Meeting Process in action…

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Coaching and Leadership

DATA FOR DECISION MAKING

Coaching and Leadership

What Data to Monitor?

• Perception and Feedback
• Self Assessment Survey (SAS) – staff feedback on implementation
• School Climate Surveys / 5Essentials - staff, students, family perception on climate
• SEB Data – (up to date, easy to access by team)
• Office Discipline Referrals
• In-school and Out-of-school Suspensions, Expulsions
• Attendance
• Nurse/Counselor visits or time out of class
• Universal screening data
• Fidelity
• Tiered Fidelity Inventory(TFI)
• School and Classroom Walk-throughs
• TIPS Meeting Fidelity
• Clinical/Special Education Data
• % Students referred for clinical/special education services
• % Students eligible for special education services

PBIS

Example of Discipline Referral Data: �Core SWIS Reports

Avg Referrals/Day/Month

Referrals by Prob Behavior

Referrals by Location

Referrals by Time

Referrals by Student

Referrals by Day of Week

Referrals by Grade

Coaching and Leadership

Additional SWIS Reports

Avg Referrals/Day/Month – Multi-Year

Referrals by Location – Multi-Year

Referrals by Prob Behavior – Multi-Year

Referrals by Staff: Confidential

Coaching and Leadership

Additional SWIS Reports (cont.)

Referrals by Ethnicity (three graphs)

By Students with IEPs

Triangle Data Report

Coaching and Leadership

Additional SWIS Reports (cont.)

Year-End Report

Referrals/100 Students/Year

% Total Referrals by Problem Behavior

IEP Summary

Annual Triangle Data Report

PBIS

Do your data collection tools have all the information to make data-informed decisions?

• Student’s Name
• Date
• Time of Incident
• Location of Incident
• Student’s Teacher
• Student’s Grade Level
• Referring Staff
• Others Involved

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• Problem Behavior
• Possible Motivation
• What was happening before the behavior (antecedent)?
• Possible consequences
• Administrative Decision
• Other Comments

Workbook: TFI 1.5, 1.6 Activity 7

PBIS

��What is your tool used for behavior documentation?��

• Do see perceive it as an intervention?
• Is it used to collect data?
• Is it fast (<60 seconds)?
• Are we consistent in using it

Sample

SAMPLE: https://www.pbisapps.org/resource/referral-form-examples-2

PBIS

Reflect and Plan

Key Leader Questions:

• Which data points do you currently have systems for collecting?
• Are your data systems efficient?
• What are possible action steps to ensure your team will have access to data for decision making?

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Planning for Data and Data Systems

What data source informs the following?

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Academic Outcomes and Progress Monitoring

Externalizing Behavior

Internalizing Behavior

School Climate

Student Perception

Staff Perception

Family/Community Perception

Fidelity of PBIS

Fidelity of Individual Practices at all Tiers�

What action steps are needed?

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How/When do we share our analysis of this data with stakeholders?

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Is our Data System for each source effective and efficient?

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Are we collecting the right information? What, where, when, who, why�

Is data collection efficient?

• Less than 60 sec to fill out, less than 30 sec to enter�

Do we get data in the right format?

• Graphic format�

Do we get the data at the right time?

• Before and during meetings
• Data no more than 24 hours old�

Does our Data-Analyst prepare in advance, and bring a draft Precision Problem Statement to our team meetings? �

Are data used for decision-making by all?

• Data presented to all faculty at least monthly
• Data available for whole school, small group and individual student evaluation

Workbook Activity: Data Planning

PBIS

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

PBIS

Agenda - Leading Tier 1 PBIS

1 – Overview (1)

2 – Teaming, Partner Engagement (2 & 3)

3 – Using Data for Decision-Making (4)

4 - Outcomes, Expectations, Skills (5)

5 - Tier 1 PBIS Core Practices & Classroom Practices (6 & 7)

6 - Professional Development and Coaching (8)

Coaching and Leadership

Rationale: 5) Define Outcomes, Expectations, & Skills

MWPBIS

June 2026

Rationales

Consistency Matters

Virtual Tier 1 Training TFI 1.3 and 1.4

115

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

Eating Contest Formal Dinner

Behavior is Contextual

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We behave differently in various settings

PBIS

School-wide Expectations:� Consistency with our language

PBIS

Virtual Tier 1 Training TFI 1.3 and 1.4

118

(Another Non-Example)

PBIS

Virtual Tier 1 Training TFI 1.3 and 1.4

119

PBIS

Redesign the Learning Environment

Virtual Tier 1 Training TFI 1.3 and 1.4

120

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

PBIS

Midwest PBIS Network, 9/20/2022. Adapted from: Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

INCORPORATE social emotional competencies, pro-social skills, etc…

The teaching matrix is your social-emotional-behavioral curricular standards

Sample School-wide Teaching Matrix

1. 3-5 School-wide Expectations

3. Rules/Norms/ Agreements/ Behavior Examples

2. Settings and Routines

4. Add Teacher role to Increase the conditions for learning

5. Build out Classroom Settings, Routines, and Agreements (see classroom matrix)

Build Your 3-5 School-wide Expectations

• Think school vision statement
• Think School Improvement Plan
• Think data: what is showing up in your school?
• Think about what you already have in your school
• Get input from stakeholders
• What words describe the culture you want in your school?

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• Can you also come up with a name for your school-wide expectations?
• The Wilson Way
• Tiger ROAR
• SOAR Expectations
• Panther Pride
• Bradley B’s

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Workbook Activity: Building School-wide Expectations

PBIS

Develop Contextual Problem Behavior Definitions

Resource: https://www.pbisapps.org/resource/referral-category-definitions

“T-Chart” School Example

• Staff Managed Behavior (Minor)�
• Attendance/Tardy – Inform parents �on effect on academic performance
• Profanity directed at student
• Gum chewing
• Homework
• No supplies
• Tattling
• Non-compliance
• Name calling
• Lying
• Minor stealing
• Cheating
• Dress Code Violations
• Minor Harassment
• Disrespect
• Disruption
• Defiance

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Office Managed Behavior (Major)�

• Attendance/Tardy
• Vandalism
• Substances
• Weapons
• Profanity directed at Adults
• Fighting
• Verbal/Physical intimidation
• Major stealing
• Cutting school
• Wanderers
• Gang Related Activity
• Chronic Dress Code Violation
• Harassment (including sexual)
• Disrespect
• Disruption
• Defiance

What about these examples?

PBIS

Time for Action Planning

Capture your Action Items

Be prepared to report out

PBIS

Agenda - Leading Tier 1 PBIS

1 – Overview (1)

2 – Teaming, Partner Engagement (2 & 3)

3 – Using Data for Decision-Making (4)

4 - Outcomes, Expectations, Skills (5)

5 - Tier 1 PBIS Core Practices & Classroom Practices (6 & 7)

6 - Professional Development and Coaching (8)

Coaching and Leadership

Rationale: 6) Implement Foundational Tier 1 Practices

MWPBIS

June 2026

Rationales

Sample PBIS Teaching Plan

PBIS

Planning for Teaching Expectations/Rules/Routines

Guiding Questions:

• How will your school teach expectations? (Lesson plans that include examples, non-examples, and variety of teaching strategies)
• How will your team and faculty use “best practices” to teach social skills?
• Will you teach directly in settings? (i.e. bus expectations taught on bus)
• Will faculty and staff model appropriate behavior?
• Will you start to embed into subject area curriculum?
• How will lessons be taught throughout the school year?
• How will lessons be taught to new students and new faculty/staff?

Coaching and Leadership

Embed SEB Instruction into Daily Curriculum

Objective for the Academic Subject Matter Lesson

Objective for a paired Social/ Emotional/Behavioral skill (taken from the school’s teaching matrix)

Serves as a visual cue to remind Staff to prompt students and give specific praise.

MWPBIS

Updated 4-21-21

Rationales for acknowledgments

• It makes that behavior more likely to occur in the future and is one of the most powerful tools for shaping or changing behavior.
• Create positive interactions, rapport, and relationships with students.
• Spending time on acknowledgements focus the attention on positive behaviors and minimizes attention to negative behaviors.
• It increases instructional time and minimizes time students are out of the classroom.
• Acknowledgment systems prompt adults to recognize expected behaviors

(Cameron, 2002; Cameron & Pierce, 1994, 2001;

Cameron, Banko, & Pierce, 2001)

Every time any adult interacts with any student, �it is an instructional moment.

Coaching and Leadership

Quickest Way to Change Behavior �in Anyone is to…

Point out what they’re

doing right!

Laura Riffel, OSEP

PBIS

… Receive Frequent Feedback and Acknowledgement�(across ALL school settings)

(Scott, 2008)

Remember, a token/reinforcement practice is a system to remind adults to praise and have positive interactions with students, boosting relationships.

A 5:1 ratio also communicates an adult’s growth mindset toward students, and builds a growth mindset in the student too.

MWPBIS Rev 2-17-21

PBIS

How to Acknowledge

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

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Non-examples:

• “Brian is sitting in his seat.”
• Saying “good job” without connecting to school-rule.
• Giving ticket without saying anything
• Only giving a ticket for “above and beyond” behavior

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MS Before and After Video Example: https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

Coaching and Leadership

Components of Community or School-Wide Acknowledgement �System for Students

Components

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• High frequency/Predictable �Delivered at a high rate for a short period
• Intermittent and/or Unexpected�Bring “surprise” attention to certain behaviors or at scheduled intervals

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• Short-term Celebrations
• E.g. Weekly or bi-weekly whole group or whole community rewards
• DJ Friday’s, Game choice, free time in class, Lunchroom Music, etc.

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• Mid-term Celebrations
• E.g. monthly activities
• Assemblies, yoga in the yard before school, fancy lunch day, field trips

Example of a Layered Plan

1. Individuals: Tiger tokens (prompt adults) to use behavior specific praise with students. (Approx 10 per day)

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• Classrooms: Collect tiger tokens. Every 25 earned = whole-group social reinforcer (approx. 1-2 per week)

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• Community or School: Tracks whole-class reinforcers, and every 15 = school-wide social reinforcer (approx. 1-2 per month)

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Gotchas, ticket lottery, special announcements, positive calls home, Hi Five button, skill-of-the-day, raffles, etc.

Coaching and Leadership

“Why Should I acknowledge Students for �Something They Should Be Doing Anyway?”

How do rewards shape our behavior?

PBIS

Frequently Asked Questions

Q: I currently have a classroom behavior management system (color cards, move your clothespin, stones in jar, numbers up, names on a wall, class dojo)… Can I still use this?

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Coaching and Leadership

Where do you document the process and practices for how staff prevent and respond to problem behaviors?

Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Midwest PBIS Network. Rev 1-6-21a

Lets look at 1 strategy from the continuum: �Specific and Contingent Error Correction:

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

PBIS

MWPBIS

June 2026

Rationales

6 Classroom Practices

1. Physical environment
2. Classroom Teaching Matrix (i.e. Establish Expectations, Rules, Routines)
3. Active Supervision
4. Encouraging Appropriate Behavior

Strategy examples:

• Direct instruction of expectations, rules, routines
• Preventative Prompts
• Specific Praise for Behavior
• Individual Reinforcers
• Class-Wide Group Contingency
• Continuum of Responses for Inappropriate Behaviors

Strategy examples:

• Praise other students/groups
• Specific Error Correction
• Regulate, Relate, Reason
• Engagement & Opportunities to Respond

Rev 7-27-19. Midwest PBIS Network. Developed through the ongoing research and shared knowledge of many partners, including the National TA Center on PBIS, Midwest PBIS Network, Mid-Atlantic PBIS Network, Missouri PBIS, Lincoln Public Schools, Brandi Simonsen (UConn) & Diane Myers (Texas Women’s University).

Classroom �Practices

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Installation and Coaching of Classroom Practices

PBIS

MWPBIS

June 2026

Classrooms (TFI 3.0)

2

Six Classroom Practices

#2 Establish Expectations, Rules, Routines

#4 Encouraging Appropriate Behavior

#5 Continuum of Responses for Inappropriate Behavior

4

5

1

3

6

#1 Physical Environment

#3 Active Supervision

#6 Engagement and Opportunities to Respond

Align Classroom Practices

1.9 Schoolwide Practices Used In Classrooms [Core]

• # 2) Classroom Expectations, Rules, and Routines
• # 4) Direct Teaching of Expectations & Acknowledgements
• # 5) Responding to Behavior

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1.10 Classroom Practices [Additional]

• # 1) Physical Environment
• # 3) Active Supervision
• # 6) Academic Engagement and Opportunities to Respond

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Visit our Classroom Practices Page, and see Practice #2 for PD module on creating Classroom Teaching Matrices: http://www.midwestpbis.org/materials/classroom-practices

Virtual Tier 1 Training TFI 1.3 and 1.4

145

PBIS

YOUR Classroom Teaching Matrix

All classrooms are anchored to the SAME

School Wide expectations

INCORPORATE Trauma Informed Strategies

Midwest PBIS Network (2023). Tier 1 Team Training: TFI 1.3 PPT [PowerPoint slides]. Retrieved from http://www.midwestpbis.org/materials/tier-i-team-training

Classroom Snapshot: Encouraging Appropriate Behavior

Download Latest: https://drive.google.com/open?id=1WTLOW0WXlNM1MRU4qf0K5GFuAuHzZeMA

PBIS

Visit our Classroom Practices Page, and see Practice #5 for PD module on establishing a Continuum of Responses to Inappropriate Behaviors: http://www.midwestpbis.org/materials/classroom-practices

PBIS

Monitoring Fidelity of Classroom Practices

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

Let’s Connect with the Group

Process your understanding of these core features of Tier 1 Prevention.

• What questions do you have about implementing these to fidelity in your setting?
• Are there items you added to your schools’ action plan? What? Why?

Coaching and Leadership

Agenda - Leading Tier 1 PBIS

1 – Overview (1)

2 – Teaming, Partner Engagement (2 & 3)

3 – Using Data for Decision-Making (4)

4 - Outcomes, Expectations, Skills (5)

5 - Tier 1 PBIS Core Practices & Classroom Practices (6 & 7)

6 - Professional Development and Coaching (8)

Coaching and Leadership

MWPBIS

June 2026

Rationales

PBIS Roadmap with Dates & Entry Points

Coaching and Leadership

INVEST IN COACHING!

Coaching and Leadership

Why Coaching? �Training Outcomes Related to Training Components

Joyce & Showers, 2002

Coaching and Leadership

What is the definition of coaching?

What is your definition?

• a supporter
• a partner with the team and administration
• a resource for information
• a liaison between team and the district and trainers
• a facilitator for data-based decision making
• a facilitator with PBIS implementation experience, and the cultural context in your school
• Other?

Which staff (positions) can include the Coaching function?

Coaching and Leadership

EXAMPLE: Classroom Management PD Schedule

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

Prioritize and Report Out

Drag your Action Items into Priority Order

What 2-3 are you prioritizing next?

Coaching and Leadership

WRAP UP

Coaching and Leadership

Implementation and Sustainability is a �3-5 Year Process

Pump the breaks!

Coaching and Leadership

1. How has today reinforced or challenged your thinking?�2. What other questions do you have?

Reinforced or Challenged…

Questions I have…

Coaching and Leadership

We Value Your Feedback

1. Click on Evaluation at the top
2. Enter your feedback
3. Submit

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