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Learning Expectations for Virtual Training

EXPECTATION	BEHAVIOR
Be Responsible
Be Respectful
Be Committed

Awesome expectations from the team at Sandburg Elementary, SPS186!

1

2

3

4

5

6

8

9

10

7

PBIS

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Agenda – Virtual Tier 1 Training

Time	Day 1	Day 2	Day 3	Day 4
e.g.	Tue 4/21	Wed 4/22	Thu 4/23	Fri 4/24
12-1:15	Overview of PBIS and �Tier 1	Establishing Behavioral Expectations	Feedback and Acknowledgement Systems	Stakeholder Involvement;� PD Planning
1:15-1:30	BREAK	BREAK	BREAK	BREAK
1:30-2:45	Teaming and Data	Teaching Expectations	Responding to Problem Behaviors	Fidelity and Action Planning
2:45-3:00	Wrap-Up	Wrap-Up	Wrap-Up	Wrap-Up

PBIS

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Tier 1 New Team Training�

TFI 1.1: Team Composition &

TFI 1.2: Team Operating Procedures

TFI 1.12: Discipline Data�TFI 1.13: Data-based Decision Making

PBIS

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Start with the Team and Data!

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

Aligning priorities of community members; capturing stakeholder voice; coaching; PD; facilitate data-based decision making

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

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Change is Good; You Go First!

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

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TFI 1.1, 1.2, 1.12, 1.13 Purpose & Outcomes

TFI 1.1 Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.

TFI 1.2 Team Operating Procedures: Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan

1.12 Discipline Data: Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student.�

1.13 Data-based Decision Making: Tier I team reviews and uses discipline data and academic outcome data (e.g., Curriculum-Based Measures, state tests) at least monthly for decision-making.

Purpose: Develop an effective and efficient leadership team representative of your stakeholders; Organize data for accurate and efficient data-based decision-making

Outcomes and Fidelity:

TFI 1.1: Team Composition

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WHO’S ON THE TEAM?

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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?

Reflect and talk about the plan/structure for school teams.

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Rationale

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 social behavior is a priority
Develop coaching supports
Facilitate data-based decision-making

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Who should be on the team?

Team members:

Administrator(s)
Broad representation from

ALL grade levels/Departments
Special education
Paraprofessionals
Art, music, P.E.
Students
Family and Student representation
Larger schools may require larger teams/subcommittees.�
Other Suggestions?

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Define Roles for Effective Meetings

Core roles

Coach/Facilitator
Minute taker
Data analyst
Active team member
Administrator

Others roles?
Assign backup for each role
Can one person serve multiple roles?

Typically NOT the administrator

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

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Before the Meeting…
Facilitator	Provides agenda items to Minute Taker
Minute taker/Recorder	Collects agenda items from Facilitator Prepares TIPS Meeting Minutes agenda form, including content fro Data Analyst’s report, as appropriate Prints copies of the Meeting Minutes form for each team member, or is prepared to project agenda
Data Analyst	Describes potential new problems with precision (What, Who, Where, When, Why) Provides data (e.g., SWIS Big 5, Custom Reports) concerning the frequency/rate of precisely-defined new problems Provides update on previously-defined problems (i.e., precise problem statement, goal & timeline, frequency/rate for most recently-completed calendar month, direction of change in rate since last report, relationship to change goal) Distributes Data Analyst’s Report to team members Asks Facilitator to add potential new problems to agenda for meeting

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During the Meeting…
Facilitator	Starts meeting on time Determines date, time, and location of next meeting Manages the “flow” of meeting by adhering to the agenda Prompts team members Is active participant in meeting Ask questions (75% of what a facilitator says should be in question form) Implement group norms/agreements Keep people on track (back on track)
Minute taker/Recorder	Asks for clarification of tasks/decisions to be recorded on Meeting Minutes from, as necessary Is active participant in meeting
Data Analyst	Leads discussion of potential new problems Responds to team members’ questions concerning content of the Data Analyst’s Report; produces additional data on request (e.g., additional Custom Reports) Is active participant in meeting

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TFI 1.2 Team Operating Procedures

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After the Meeting…
Facilitator
Minute taker/Recorder	Disseminates copy of completed Meeting Minutes form to all team members within 24 hours
Data Analyst

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What does Principal “support” look like?

What does Administrator SUPPORT mean?

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

5 Factors that increase likelihood of principal support

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

What does it look like WITHOUT Administrator Support?

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

McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (2016). In Search of How Principals Change: A Qualitative Study of Events That Help and Hinder Administrator Support for School-Wide PBIS. Journal of Positive Behavior Interventions, 18(2), 100–110.

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

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

Maintain standards
Make public statements of support
Establish a representative team
Support team members
Guide rather than dictate
Take a leadership role in problem solving
Regularly attend & participate in team meetings (>90%)

Provide recognition to team & faculty
Serve as a spokesperson to community
Monitor & provide feedback to all staff

Colvin, G. (2007). 7 Steps for developing a proactive schoolwide discipline plan, 17

Activity:

What other leadership functions are missing from this list?
How do you anticipate this list differing from the role of Building-based PBIS Coach?

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Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators, family, �community, mental health partners

Plan School-wide & Class-wide supports for students and staff:

Data Systems
Teaching Systems
Acknowledgement Systems
Communication Systems

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

Brief FBA-BIP Development

Tier 2 �Systems Team

Tier 1�Team

CICO

SEB Instructional Groups

Modified�CICO

Members (functions) include: Administrator, Tier 2 Coach, FBA/BIP Coordinator, clinician, staff voice & teacher, caregiver, student of any individual plans generated

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

Universal Support

Creates individualized plans based on function for individual youth and/or Identifies appropriate intensified supports.

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

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

FBA-BIP

Wraparound

RENEW

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School Team Development�(Large School Example)

TIER1�CORE TEAM

Aggregates and shares data with school, family, community, etc. regularly

Data

Communication

Acknowledgement

Teaching

Creates, distributes, and schedules behavioral lesson plans to staff and students

Facilitates communication between staff, students, parents, community members, district administration, board of education, etc. Informs stakeholders of important data, PBIS activities, celebrations, etc.

Creates and teaches use of high frequency, intermittent, and long term acknowledgments for students and staff

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PBIS – Tier 1 Team

Name	Stakeholder Group (e.g. 6th grade, families, Specials, etc.)	Role on Tier 1 Team (e.g. Leader, Note Taker, Data-Analyst, Administrator, Active Team Member)	Back-Up Role	Email	Phone #
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
�	�	�	�	�	�
Day to meet:				Time:
Location:
Dates to present to faculty:

�

Workbook TFI 1.1/1.2 Activity 3 –

Effective Meetings: Team Composition

Discuss in �Breakout:

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

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ALL ABOUT THAT DATA

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Definition

Data are the many sources of information we use to make decisions about how to allocate our resources of time and attention for teaching, redirecting, prompting, and reinforcing behaviors.

Data come in many forms such as office referrals, attendance records, grades, surveys, verbal feedback, and observations.

Data must be documented, and shared to be most effective in action planning.

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Rationale

Data allow us to look at a problem more objectively.

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

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

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Why Use Data For Decision Making?

Data helps us ask the right questions…it does not provide the answers.

Use data to:

Identify problems
Refine problems
Define the questions that lead to solutions

Data helps place the “problem” in the context rather than in the students.

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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

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Additional SWIS Reports

Avg Referrals/Day/Month – Multi-Year

Referrals by Location – Multi-Year

Referrals by Prob Behavior – Multi-Year

Referrals by Staff: Confidential

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

PBIS

Trainer Notes:

Additional Reports provide some of the same information presented in the Core Reports and display it in a multi-year format so schools/facilities can see changes over time. For example, the Average Referrals Per Day Per Month report is represented in a multi-year format so users can see a specific month (e.g., March) and compare it to the previous year, the year before that, the year before that, etc. The same is true for the Location report presented in the multi-year format. This specific report allows users to see the number of referrals in various locations compared across years. The Problem Behavior report presented in the multi-year format allows users to see the number of referrals associated with individual problem behaviors compared across years. The Staff report is only accessible to certain users with appropriate access levels. The Staff report displays the number of referrals written by staff members within a designated time range.

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Additional SWIS Reports (cont.)

Referrals by Ethnicity (three graphs)

By Students with IEPs

Triangle Data Report

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Additional SWIS Reports (cont.)

Year-End Report

Referrals/100 Students/Year

% Total Referrals by Problem Behavior

IEP Summary

Annual Triangle Data Report

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Data Entry

Consistent

Every 24-48 hours
Same people entering those data

Train at least 3 people
“Real time”

Real time entry allows for real time look at those data
Accountability
Decision-making

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Data Sharing with Staff, Students, Community

SHARE monthly

How are we progressing toward our goal?
What are the results of our fidelity checks for our interventions?
Are these data accurate?
Are we over writing ODRs, under writing ODRs?
Are we being consistent in writing and definitions of behavior?

Get feedback

Communication is two way

Stress to staff the importance of accurate and consistent input

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Planning for Data and Data Systems

What data source informs the following?

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?

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

Is our Data System for each source effective and efficient?

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: TFI 1.12. 1.13 Activities 1 & 2

Discuss in �Breakout:

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TFI 1.2 Team Operating Procedures

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SOLVING PROBLEMS

Data-Based Decision-Making

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Data-based Decision Making

Decisions are more likely to be effective and efficient when they are based on data.

The quality of decision making depends most on the first step—defining the problem to be solved.�
Big Ideas:
Define problems with precision and clarity.
Data help place the “problem” in the context rather than on the students.

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Title:

Data Analyst

Qualifications:

Is Pleasant
Good with numbers and spreadsheets
Will analyze data prior to meetings
Loved playing the board game CLUE as a kid

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Old vs New Decision Making

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

Problem

Solution

1

2

3

4

5

https://www.pbis.org/training/tips

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Using Data to Make Decisions…

Rather Than Jumping to Conclusions

https://www.youtube.com/watch?v=H4SpQqP2zuU

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Primary vs. Precision Statements

Primary Statements	Precision Statement
Too many referrals	There are 25% more ODRs for aggression at the rec center this month than 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 to the new equipment.
September has more suspensions than last year
Gang behavior is increasing
The cafeteria is out of control
Student disrespect is out of control

How do we go from here to here?

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Ask the Right Questions

What are the data we need for a decision?
Precise problem statements include information about the following:

What is the problem behavior?
How often is the problem happening?
Where is the problem happening?
Who is engaged in the behavior?
When is the problem most likely to occur?
Why is the problem sustaining?

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Example Precision Statements

There are 25% more ODRs for aggression �at the rec center this month than 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 to the new equipment.

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 new equipment

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1. Write a Precision Problem Statement

The Data

What is the problem behavior? Physical altercations.
How often is the problem happening? Every day. 24 referrals in the last month in this location.
Where is the problem happening? In the hallway outside the cafeteria
Who is engaged in the behavior? Many students (about 40%)
When is the problem most likely to occur? During lunch, while entering and exiting
Why is the problem sustaining? Students want to access the lunch line first, especially on chicken nugget day!
Data also showed that students were getting sent out of class and placed in an alternative setting right outside the cafeteria. They were the first ones to be dismissed for lunch.

Write an example precision problem statement for hallway behavior in the entrance to the cafeteria entrance

Workbook: R-TFI 1.12., 1.13 Activity 4 (Step 1)

Share yours

in CHAT

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

PBIS

What is the problem behavior? Physical altercations.

How often is the problem happening? Every day. 24 referrals in the last month in this location.

Where is the problem happening? In the hallway outside the cafeteria

Who is engaged in the behavior? Many students (about 40%)

When is the problem most likely to occur? During lunch, while entering and exiting

Why is the problem sustaining? Students want to access the lunch line first (especially on chicken nugget day!)

Data also showed that students were getting sent out of class and placed in an alternative setting right outside the cafeteria. They were the first ones to be dismissed for lunch.

Solution:

Prevention: The principal put 2 lines down the middle of the hall (no one was allowed in the middle of the 2 lines). Students were taught to stay to the right of the stripes and keep moving. Also, the swinging doors at the cafeteria that were taken out to increase traffic flow in and out of the cafeteria and the lights were lowered.

Recognition: students were recognized as they entered the cafeteria peacefully and safely

Extinction: Students from the “Time Out” room were dismissed last.

Corrective Consequence: Administrators and teachers patrolled the area Data Collection: Referrals were collected and analyzed. Referrals to Time Out decreased.

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2. Write Example for a Measurable Goal

What measurable outcome do you want to achieve from your Precision Problem Statement on hallway behavior outside the cafeteria?

Workbook: R-TFI 1.12., 1.13 Activity 4 (Step 2)

Goals allow you to analyze, monitor, and adjust professional practice.

Is it:

Specific?
Measurable?
Achievable?
Relevant?
Timely?

Share yours

in CHAT

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3. Write a Solution and Action Plan

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

Workbook: R-TFI 1.12., 1.13 Activities 4 (Step 3)

Share yours

in CHAT

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4. Write a Fidelity Measure 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:

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

1 - No 2 - Somewhat 3 - Yes

Share yours

in CHAT

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5. 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?

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

What was the real story behind this cafeteria picture?

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TIPS Table Tents/Posters for your SVSS Meeting Room

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

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Tier 1 Team Meeting Demonstration (10 min)

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

Version: Dec 2016

Optional Video

(This video is included in Tier 1 Leadership Training)

Consider having teams watch together to see an example of TIPS (Team Initiated Problem Solving) Meeting in action…

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

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

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WORKING TOGETHER

Team Operating Procedures

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Effective Team Meetings

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

Status of previous solutions is reviewed
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

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)

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

https://drive.google.com/open?id=1N87C7-Zq1hjafZmn5-QojbyaAtwnDTHG

Workbook: TFI 1.1/1.2 Activity 4

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Tier 1 Team Meeting Demonstration (10 min)

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

Version: Dec 2016

Optional Video

(This video is included in Tier 1 Leadership Training)

Consider having teams watch together to see an example of TIPS Meeting Process in action…

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Creating Agreements/Norms for Team Meetings

Sample Agreements/Norms:

Start on time, end on time
Listen to understand, not reply
Use the team meeting process
Actively participate
Assume best intentions

Workbook: TFI 1.1/1.2 Activity 5

Reflect on the professional behaviors that characterize efficient and effective meetings you have attended.

What working agreements will support your team’s work and heighten your productivity?

Discuss in

breakout

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Suggested 1.1 & 1.2 Action Items

TFI	Action Item (Not In Place; Partially; Fully In Place ->)	NI	PI	FI
1.1	Team has administrative support and represents school community
1.1	Back-up members are identified for all team functions (coach, data-analyst, recorder, data-entry, etc.)
1.2	Team has established a clear mission/purpose and current action plan.
1.2	Team runs efficient and effective regular meetings (at least monthly) with agenda and meeting minutes
1.2	School administrator is an active participant in 90% of meetings, protects meeting time, disseminates information during grade level/department meetings, faculty meetings, and parent/family meetings.
1.2	Working Smarter Teaming Alignment document is completed
1.2	Quick “Audit” or Resource Map of current practices, programs, initiatives is completed
1.2	TIPS meeting procedure checklist complete

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Suggested 1.12 & 1.13 Action Items

TFI	Action Item (Not In Place; Partially; Fully In Place ->)	NI	PI	FI
1.12	Data system is used to collect and analyze Office Discipline Referral (ODR) data
1.12	Additional data are collected (attendance, grades, faculty attendance, surveys) and used by PBIS Team
1.13	Data analyzed at least monthly
1.13	Data shared with team and faculty monthly (minimum)
1.13	Disaggregate data to inform and monitor equitable practices.
1.13	Team Implements problem solving process including: precision problem statements, goal setting, action plan, fidelity measure, and monitoring student outcomes.

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 1 Items…

TFI 1.1: Team Composition
TFI 1.2: Team Operating Procedures
TFI 1.12: Discipline Data
TFI 1.13: Data-based Decision Making

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. What action steps are needed?:

4. When we come back together tomorrow, be ready to share one documented action item in Chat�

Discuss in

breakout

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

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TFI 1.1: Team Composition �TFI 1.2: Team Operating Procedures�TFI 1.12: Discipline Data�TFI 1.13: Data-based Decision Making

SELF-ASSESSMENT

Complete TFI item(s)
Assess additional action items at end of module

ACTION PLANNING

Add action items to Action plan
Plan for PD
Add to your Staff Presentation PPT

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
1.1 Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.	• School organizational chart • Tier I team meeting minutes	0 = Tier I team does not exist or 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, AND attendance
1.2 Team Operating Procedures: Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.	• Tier I team meeting agendas and minutes • Tier I meeting roles descriptions • Tier I action plan	0 = Tier I team does not use regular meeting format/ agenda, minutes, defined roles, or a current action plan 1= Tier I team has at least 2 but not all 4 features 2 = Tier I team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

PBIS

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
1.12 Discipline Data: Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student.	• School policy • Team meeting minutes • Student outcome data	0 = No centralized data system with ongoing decision making exists 1 = Data system exists but does not allow instantaneous access to full set of graphed reports 2 = Discipline data system exists that allows instantaneous access to graphs of frequency of problem behavior events by behavior, location, time of day, and student
1.13 Data-based Decision Making: Tier I team reviews and uses discipline data and academic outcome data (e.g., Curriculum-Based Measures, state tests) at least monthly for decision-making.	• Data decision rules • Staff professional development calendar • Staff handbook • Team meeting minutes	0 = No process/protocol exists, or data are reviewed but not used 1 = Data reviewed and used for decision-making, but less than monthly 2 = Team reviews discipline data and uses data for decision-making at least monthly. If data indicate an academic or behavior problem, an action plan is developed to enhance or modify Tier I supports

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TFI 1.2 Team Operating Procedures

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References

Colvin, G. (2007). 7 Steps for developing a proactive school-wide discipline plan
Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K.M. (2009). Using a problem-solving model for data-based decision-making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (eds.). Handbook of positive behavior support. New York: Springer

TIPS Training Manual (2013).

Todd, A., Horner, R., Newton, J.S., Algozzine, B, & Algozzine, K. (in press). Effects of Team-Initiated Problem-solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology.

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

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Appreciation is given to the following

for their contributions to this Professional Learning:

TFI 1.1: Team Composition

TFI 1.2 Team Operating Procedures

PBIS