RTI2-B School Team Workbook
Tier I Training
School:
District:
Date:
Participants:
RTI2-B Overview
Activity #1: Dream Culture
Do you have a vision for your dream school culture? Working with your team, discuss
your vision and write your thoughts on the chart paper. Take notes below under “Team
Ideas” and be prepared to share with the whole group. During the whole group
discussion take notes under “New Ideas” with anything new that your team may want to
consider in the future.
Notes about our Dream School Culture
Guiding Questions
Team Ideas
• If you could create the school culture
of your dreams, what would it look
like and sound like to be in your
building?
• What are your intended outcomes
for your school?
• How will this align with your School
Improvement Plan and your
Mission?
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
= Add to Implementation Manual
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RTI2-B School Team Workbook: Tier I
Activity #2: Purpose Statement and Desired Outcomes
Together with your team, develop a brief statement of purpose relative to the
development and support of the social and behavioral climate of the school.
The purpose for implementing Response to Instruction and Intervention for Behavior at our
school is to:
Next, as you create your vision for implementing the framework, think about the
outcomes you would like to see at your school. Your school’s desired goals should help
guide the purpose of the RTI2-B School Team. These goals can be related to a variety of
topics, such as decreasing office discipline referrals or improving school climate.
Remember to consider your stakeholders (staff, students, families) as you select 3-5
desired outcomes.
Guiding Questions
Desired Outcomes
(What? By When?)
 What is the need or problem?
 What data are available to
describe the need or problem?
 Does the entire staff agree to the
desired outcome?
 How high of a priority is the need
or problem?
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RTI2-B School Team Workbook: Tier I
RTI2-B School Teams
Activity #3: Assign RTI2-B School Team Roles
Take a few minutes and assign the following roles to team members.
Team Lead
Send agenda items to recorder
Start the meetings on time
Team Lead: ______________________________
Use agenda to manage the flow of meeting
Recorder: _______________________________
Ask questions, prompt participation
Implement group norms
Determine date/time/location for next
meeting
Recorder
Communicator: __________________________
Data Analyst: ____________________________
Time Keeper: ____________________________
Communicator
Get agenda items from facilitator
Gather feedback/questions from school staff
Prepare agenda/make copies for team
members
Ask facilitator to add staff feedback/questions
to agenda
Write meeting minutes
Share feedback and questions with team
Ask for clarification about items to include in
minutes
Guide discussion to develop plan to address
feedback/questions
Provide copy of completed meeting minutes
to all team members within 24 hours of
meeting
Disseminate information from meeting to
school staff
Data Analyst
Develop data report (include descriptions of
potential problems, new problems, previously
discussed problems)
Time Keeper
Make sure the meeting begins on time and
ends on time
Distribute data report to all team members
Keep track of how long each agenda items
takes to discuss
Ask facilitator for data report to be added to
agenda
Prompt the facilitator on when to move to
different agenda items
Lead discussion about data
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RTI2-B School Team Workbook: Tier I
Activity #4: Team Composition and Norms
Step 1: Complete the RTI2-B School Team Composition Chart
Step 2: Determine dates to meet (at least monthly) and dates to present to the staff
(share at least quarterly)
Step 3: Place a star next to the Team Lead
Name
RTI2-B School Team Composition Chart
School Role
Email
Day to Meet:
Location:
Dates to present to staff:
Phone Number
Time:
Step 4: Establish your team norms
Reflect on the professional behaviors that characterize efficient and effective meetings.
What working agreements will support your team’s work and heighten productivity?
Proposed Norms for the RTI2-B School Team
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
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RTI2-B School Team Workbook: Tier I
Behavioral Expectations
Activity #5: Reframing
Step 1: Write 2-3 “No” or “Don’t” statements you have heard teachers say to students
(e.g., “No running in the hallway!”) on the left side of your index card
Step 2: Pass your index card to the person on your right
Step 3: Re-write each negative statement into a positive statement on the right side of
the index card
Step 4: Return index cards and share at your table
Negative
Positive
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
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RTI2-B School Team Workbook: Tier I
Activity #6: Behavioral Expectations
As a team, complete the chart below.
Name of Behavioral Expectations:
Examples:
Eagle Expectations
Wilson Wisdoms
List Expectations: (must have 3-5
expectations)
1.
Expectations should be:
2.
3.
-Positively Stated
-Clear and Concise
-Memorable
4.
5.
Activity #7: Behavioral Expectations Matrix
Refer to the matrices on pages 7-8 for this activity.
Step 1: Choose which matrix layout your team prefers (Choose ONLY one)
Step 2: Add your agreed upon behavioral expectations
Step 3: List your locations using the map of your school
Step 4: Fill in each cell of the matrix one location at a time
Remember to operationally define the best example of the expected behavior.
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Expectations
RTI2-B School Team Workbook: Tier I
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RTI2-B School Team Workbook: Tier I
Locations
Expectations
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Locations
RTI2-B School Team Workbook: Tier I
Teaching Expectations to Students
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RTI2-B School Team Workbook: Tier I
Activity #8: Lesson Plans
The Behavioral Expectations Lesson Plan template should be used to create your
school’s lesson plans for every setting on the matrix. Use your TFI Action Planning Form
to determine which lesson plan each team member will write. Each team member
should write a different lesson plan, and your team will have time to create these lesson
plans during lunch. Additional copies of this template are located on the flash drive.
Behavioral Expectations Lesson Plan
Lesson plans should be taught in the area and take 10-15 minutes
Objective:
Setting:
Expectations:
(see behavior expectation
matrix)
Examples:
Teach using “I do, we do, you
do”
Non-examples:
(Adults model only)
Follow Through and Practice:
(How will behavior
expectations continue to be
taught throughout the school
year?)
Acknowledgement:
(How will behaviors be
acknowledged in this setting?)
Activity #9: Teaching the Plan to Students
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RTI2-B School Team Workbook: Tier I
Complete the chart below. Reference your school calendar for the year when deciding
on dates.
Teaching the Plan to Students
How will you introduce the plan to students?
(e.g., describe steps for first introducing the school-wide plan to all students)
How:
When:
How will you create and post the matrix in all locations?
How:
When:
How will you use lesson plans to teach expected behaviors in all settings?
How:
When:
How will you review the plan and reteach lessons throughout the year?
(e.g., after each break)
How:
When:
How will you teach the plan to new students throughout the year?
How:
When:
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
Feedback and Acknowledgment for Students
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RTI2-B School Team Workbook: Tier I
Activity #10: Myths of Reinforcement
Together as a team, go to a piece of chart paper. Write down one counterargument to
the statement on the chart paper. Each statement has to do with concerns about
reinforcement systems. Move to the next piece of chart paper and repeat until your
team has written one counterargument on each piece of chart paper. The box below is
available for you to take notes:
Myths
Counterarguments
Kids should just be good.
I don’t want to bribe kids.
If we give them things then they are going to
expect things all the time.
If you reinforce, then there is no punishment.
Activity #11: Reinforcer Relay
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RTI2-B School Team Workbook: Tier I
Your team will need to stand up and form a single file line in front of your chart paper.
When the relay begins, each team member will take turns writing down an idea for a
reinforcer. The goal is to write down as many ideas as possible in one minute. The team
with the most ideas wins! Space is available below to take notes.
Reinforcer Relay Notes
Activity #12: Acknowledgement System Matrix
Complete the matrix on the next page.
Considerations:
• Consider various ideas for acknowledging students/staff/families/community
• Link system to your behavioral expectations
• Use across settings
• Share this acknowledgement system with all stakeholders
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RTI2-B School Team Workbook: Tier I
School-wide Acknowledgment System Matrix
Description
When
(frequency)
Where
(location)
Who
(distributors)
Family/Community
Staff
Students
Name
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
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RTI2-B School Team Workbook: Tier I
Feedback and Acknowledgment for Staff
Activity #13: Staff Acknowledgement
Step 1: At your table, brainstorm a list of ideas for staff acknowledgement. Take notes
on the next page under “Team Ideas” and be prepared to share.
Step 2: During your small group discussion share your school’s ideas. Take notes under
“New Ideas” with anything that your team may want to consider in the future.
Guiding Questions:
• When will you acknowledge staff?
• What will you acknowledge staff for? (e.g., participation and support, modeling
expectations, implementing the RTI2-B framework)
• Who will acknowledge staff?
Staff Acknowledgement
Team Ideas
New Ideas
Activity #14: Acknowledgement System Matrix
Together with your team return to Activity #12 and complete the section for staff,
family, and community.
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RTI2-B School Team Workbook: Tier I
Student, Family, and Community Involvement
Activity #15: Family and Community Involvement
Step 1: At your table, brainstorm a list of ideas of how your school involves family and
community. On the next page take notes under “Team Ideas” and be prepared to share.
Step 2: During your small group discussion share your school’s ideas. On the next page
take notes under “New Ideas” with anything that your team may want to consider in the
future.
Guiding Questions:
• How will you share information with families and communities? (e.g., emails,
newsletters, handouts, bulletin board, etc.)
• What will you involve families and communities with? (e.g., events, RTI2-B team
member, family nights, fundraising)
• Who will seek family and community involvement? (e.g., staff, admin, PTA, RTI2-B
team)
Family and Community Involvement
Team Ideas
New Ideas
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RTI2-B School Team Workbook: Tier I
Activity #16: Teaching to Plan to Family and Community
Complete the information below for Teaching the Plan to Family and Community.
Teaching the Plan to Family and Community
How will core features of the plan be shared with family/community members at the
beginning of the school year? (e.g. expectations, acknowledgements, discipline)
How often will information about the plan be shared with family/community members?
How can families incorporate RTI2-B in the home?
(e.g., home matrix, home acknowledgement system)
What additional resources can family/community members access for more RTI2-B
information and support? (e.g., online resources, resources within the district)
Who will be the liaison between the school and family/community?
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RTI2-B School Team Workbook: Tier I
How can family/community members get involved with RTI2-B at your school?
Does your school have an established parent organization? If so, who will communicate
with the parent organization?
Problem Behaviors and Discipline Procedures
Problem Behavior
Defiance/Noncompliance
Disrespect
Definition
Student engages in refusal or failure to follow directions or talks back.
Student delivers socially rude or dismissive messages to adults or students.
Physical Contact
Student engages in non-serious, but inappropriate physical contact.
Property Misuse
Student engages in low-intensity misuse of property.
Tardy
Technology Violation
Student is late (as defined by the school) to class or the start of the school day
Student engages in inappropriate (as defined by the school) use of cell phone,
music/video players, camera, and/or computer.
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RTI2-B School Team Workbook: Tier I
Inappropriate
Language/ Profanity
Arson
Bomb Threat/
False Alarm
Bullying
Student delivers verbal messages that include swearing, name-calling or use of words
in an inappropriate way.
Student plans and/or participates in malicious burning of property.
Student delivers a message of possible explosive materials being on-campus, near
campus, and/or pending explosion.
The delivery of direct or technology-based messages that involve intimidation, teasing,
taunting, threats, or name-calling.
Disruption
Student engages in behavior causing an interruption in a class or activity. Disruption
includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or
roughhousing; and/or sustained out-of-seat behavior.
Dress Code Violation
Student wears clothing that does not fit within the dress code guidelines practiced by
the school/district.
Fighting
Student is involved in mutual participation in an incident involving physical violence.
Forgery/Theft/
Plagiarism
Gang Affiliation Display
Harassment
Student is in possession of, having passed on, or being responsible for removing
someone else's property or has signed a person’s name without that person’s
permission.
Student uses gesture, dress, and/or speech to display affiliation with a gang.
The delivery of disrespectful messages in any format related to gender, ethnicity, sex,
race, religion, disability, physical features, or other protected class.
Inappropriate Display of Student engages in inappropriate, consensual (as defined by school) verbal and/or
Affection
physical gestures/contact, of a sexual nature to another student/adult.
Inappropriate Location/
Out of Bounds Area
Student is in an area that is outside of school boundaries (as defined by school).
Lying/Cheating
Student delivers message that is untrue and/or deliberately violates rules.
Physical Aggression
Student engages in actions involving serious physical contact where injury may occur
(e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).
Property
Damage/Vandalism
Student participates in an activity that results in destruction or disfigurement of
property.
Skip class
Student leaves or misses class without permission.
Truancy
Student receives an ‘unexcused absence’ for ½ day or more.
Use/Possession of
Student is in possession of or is using alcohol, tobacco, or illegal
Alcohol/Drugs/Tobacco drugs/substances/imitations
Use/Possession of
Combustibles
Student is/was in possession of substances/objects readily capable of causing bodily
harm and/or property damage (matches, lighters, firecrackers, gasoline, and lighter
fluid).
Use/Possession of
Weapons
Student is in possession of knives (>6 in., <6 in.) and guns (real or look alike), or other
objects readily capable of causing bodily harm.
(Adapted from SWISTM Office Referral Definitions 2014)
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RTI2-B School Team Workbook: Tier I
Activity #17: Defining Problem Behaviors and Office-Managed vs. StaffManaged Chart
Step 1: List your problem behaviors on the chart below and define each problem
behavior. Be sure to provide examples and non-examples with each definition.
Reference your school’s discipline handbook and/or the behavioral definitions listed
above to help you provide the definitions, examples, and non-examples for the problem
behaviors.
Step 2: Sort the problem behaviors into office-managed and staff-managed.
Definition
Examples
Non-Examples
Staff-Managed Problem Behavior
Violation
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RTI2-B School Team Workbook: Tier I
**If a student has an IEP or FBA/BIP adhere to those plans first.
Definition
Examples
Non-Examples
Office-Managed Problem Behavior
Violation
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RTI2-B School Team Workbook: Tier I
**If a student has an IEP or FBA/BIP adhere to those plans first.
Activity #18: Considering Alternatives
Step 1: As a team brainstorm strategies your school is already using as alternatives to
sending students to the office and suspending students. Write down strategies in the
left column.
Step 2: Be prepared to share your strategies with the large group.
Step 3: Write down new strategies that you heard during the large group discussion in
the right column.
What is your school already doing as an
alternative to sending students to the office?
What are new alternatives your school
could use?
What is your school already doing as an
alternative to suspension?
What are new alternatives your school
could use?
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
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RTI2-B School Team Workbook: Tier I
Activity #19: Discipline Process Flowchart
Together as a team, create your Discipline Process Flowchart by editing the template
below. If you already have a Discipline Process Flowchart, you may also update yours.
Remember to refer to your Office-Managed vs. Staff-Managed Chart.
Suggested Strategies:
Ongoing Teaching
of Behavioral
Expectations and Behavior
Improves
Building
Relationships
•Re-direction
Problem Behavior
Office-Managed
Problem Behavior
•Re-teaching Occurs
Office
Discipline
Referral
•Provide choice
•Conference
•Continue teaching expectations
Staff-Managed
Problem
Behavior
•Continue
building relationships
Office-Managed
Problem Behavior
Staff-Managed
Problem Behavior
If the problem behavior
• does not decrease
in intensity and/or frequency, then enlist
•
support of administrator.
•
•
•
•
•
•
•
•
Problem solve with:
•Student
•Family
•Grade level team
•Department team
•Student support team
•
•
•
•
• Discipline
Office
•Referral
Activity #20: Creating ODR Form
Together as a team, create your Office Discipline Referral
Form by editing the template below. If you already have
an ODR Form, you may also update yours.
Office Discipline Referral Form
Behavior
Behavior
Improves
Improves
Suggested Strategies:
•Proximity
•Signal/Non-verbal cue
•Recognize on-task behavior
•Support for procedure
•Continue teaching expectations
•Continue building relationships
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
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RTI2-B School Team Workbook: Tier I
Location
Name: ________________________________________________
Date: _________________________ Time: __________________
Teacher: ______________________________________________
Grade: K 1 2 3 4 5 6 7 8 9 10 11 12
Referring Staff: _________________________________________
Others Involved in Incident:
☐ None ☐ Peers ☐ Staff ☐ Teacher ☐ Substitute ☐ Unknown
☐ Other: _______
Playground
Cafeteria
Hallway
Classroom
Library
Bathroom
Arrival/Dismissal
Other: ________
Activity the student was engaged in when the event took place:
☐ Whole group instruction ☐ Small group instruction ☐ Individual Work
☐ Alone
☐ Working with peers
☐ One-on-one instruction ☐ Interacting with peers ☐ Other_________
Staff-Managed
Problem Behavior
Office-Managed
Problem Behavior
Possible Motivation
Inappropriate Language
Abusive Language
Obtain peer attention
Physical Contact
Fighting/Physical Aggression
Obtain adult attention
Defiance
Defiance/Disrespect
Obtain items/activities
Disruption
Harassment/Bullying
Avoid Peer(s)
Dress Code
Dress Code
Avoid Adult
Property Misuse
Inappropriate Display Aff.
Avoid task or activity
Tardy
Electronic Violation
Don’t know
Electronic Violation
Lying/Cheating
Nurse
Other: ________________
Skipping Class
School Counselor
Other: ________________
Other: ________________
Administrative Decision
Loss of privilege
Time in office
Conference with student
Parent Contact
Individualized instruction
Other Comments
In-school suspension
( _____ hours/days)
Out of school suspension
( _____ hours/days)
Other: ________________
Parent Signature: _____________________________________________ Date: _____________________
Data-Based Decision Making
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RTI2-B School Team Workbook: Tier I
Activity #21: Tier I Data Planning Form
This form is located in your folder and on your flash drive. Please complete this form
electronically to organize all your data sources in one place. Reference the Data
Collection At-A-Glance handout below for guidance.
Data
Source
Reporter
When
ODR Reports
Data Analyst
Monthly
Team
Meeting
Minutes
Recorder
Ongoing
Team Action
Planning
Form
Recorder
Ongoing
Tiered
Fidelity
Inventory
(TFI)
RTI2-B School
Team with
External
Coach
Recommended
quarterly until
80% achieved 3
consecutive
times
Student Risk
Screening
Scale –
Internalizing/
Externalizing
(SRSS-IE)
RTI2-B School
Team
3 times/year
Primary
Intervention
Rating Scale
(PIRS)
RTI2-B School
Team
Annually in
Spring
Attendance
School
Ongoing
Purpose
The compilation of a school’s office discipline referral
(ODR) data which includes: 1) average referrals per day per
month, 2) behavior, 3) location, 4) time, and 5) frequency
per student. Leads to specific problem identification and
action planning. Also used to monitor progress on efforts.
A record of RTI2-B school team meetings including
decisions, next steps, and progress on action steps.
Minutes serve as a means to communicate RTI2-B activities
to all stakeholders.
Action planning form is filled out by the RTI2-B school team
and updated at least monthly. This includes action steps,
who completes steps, when are they completed, and
follow-up items. This form is ongoing and is should be
readily available for the team to access.
With the assistance of an external coach, the TFI is
completed by the RTI2-B school team. The TFI is a fidelity
measure of various systems that are in place at each of the
three tiers. The National Center recommends that the
section pertaining to the tier at which a team is
implementing be taken each quarter until three
consecutive score of 80% are achieved. After this, the TFI is
taken at least once per year.
The SRSS-IE is a universal behavior screener divided into
two scales- Internalizing and Externalizing Behaviors.
Teachers rate their group of students based on their
knowledge and observations of student behaviors as
described for each scale. This universal behavior screener
is used to identify students with and at risk for antisocial
behavior.
The PIRS is a social validity survey administered once a
year to all faculty and staff to understand their opinions
about goals, procedures, and outcomes of implemented
Tier 1 components. This survey is composed of 17 Likertscale questions and open-ended questions for direct
feedback about the Tier 1 primary plan.
Analyzing school-wide attendance records are an
important aspect within RTI2-B. School team should have
access to review data at least monthly.
Professional Development and Faculty Involvement
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RTI2-B School Team Workbook: Tier I
Activity #22: Planning for Stakeholder Input
Identify how your team will involve your stakeholders (students, staff,
family/community) in developing the RTI2-B framework at your school. How will you
receive their input?
Behavioral
Expectations
Teaching and
Re-teaching of
Expectations
Acknowledgement
System
Discipline
Process
Students
Staff
Family/
Community
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
Activity #23: Calendar
Complete the chart to ensure your school calendar includes the RTI2-B Calendar
Components.
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RTI2-B School Team Workbook: Tier I
RTI2-B Calendar Components
Date(s)
RTI2-B School Team Meetings
Initial Session to Teach Core Components to Staff
Booster Sessions to Teach Core Components to Staff
Begin School-wide Implementation
(e.g., Kick-off Celebration)
Teaching Expectation Lesson Plans to Students in All Settings
Re-teaching Expectation Lesson Plans to Students in All Settings
Celebrations/Assemblies
Family Nights
Other:
Activity #24: Teaching the Plan to Staff
Identify how your team will teach the plan to school staff. (Continues on to the next
page)
Who will be trained on the plan?
(e.g., custodians, cafeteria workers, bus drivers, office staff, paraprofessionals, teachers)
How:
When:
How will you train staff to teach expectations and deliver acknowledgements?
How:
When:
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RTI2-B School Team Workbook: Tier I
How will you teach the components of the discipline process to all staff?
(e.g., behavior definitions, office-managed vs. staff-managed, discipline process flowchart)
How:
When:
How will you teach core features of the plan to substitute teachers?
(e.g., expectations, acknowledgements, discipline)
How:
When:
What important dates will you share?
How:
When:
Webinar Activity: Classroom Checklist
Review the checklist below and consider how the RTI2-B core components are used in
the classroom.
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RTI2-B School Team Workbook: Tier I
RTI2-B Core
Components
Behavioral
Expectations
Teaching Behavioral
Expectations
Acknowledgement
System
Discipline
Process
Features in the Classroom
I have the school-wide behavioral expectations posted in my
classroom.
My classroom expectations align with the school-wide behavioral
expectations.
80% of my students can state the school-wide behavioral
expectations.
I have taught the school-wide behavioral expectations in my
classroom.
I have retaught the school-wide behavioral expectations
throughout the year in my classroom.
I refer to the school-wide behavioral expectations regularly.
My substitute plans include RTI2-B core components.
I use a variety of strategies to give specific positive feedback in
my classroom.
My students can tell how they receive acknowledgement for
expected behavior.
I give out acknowledgements that are tied to the school-wide
behavioral expectations in my classroom.
My students are able to participate in the school-wide
acknowledgement system.
I consider behavioral definitions when determining if problem
behaviors are office-managed or staff-managed.
I use the Office Discipline Referral form when students engage in
office-managed problem behavior.
I refer to the school-wide discipline process flowchart when
students engage in problem behavior.
I provide students an opportunity to get back on track after
engaging in problem behavior.
(Adapted from MO SW-PBS Teacher Self-Assessment of the Effective Classroom Practices)
TFI Features
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RTI2-B School Team Workbook: Tier I
Feature
Possible Data Sources
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.
Feature
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.
Possible Data Sources
•
•
•
Feature
1.3 Behavioral Expectations:
School has five or fewer positively
stated behavioral expectations and
examples by setting/location for
student and staff behaviors (i.e.,
school teaching matrix) defined and
in place.
Feature
School organizational
chart
Tier I team meeting
minutes
Tier I team meeting
agenda and minutes
Tier I meeting roles
descriptions
Tier I action plan
Possible Data Sources
•
•
•
TFI Walkthrough Tool
Staff handbook
Student handbook
Possible Data Sources
Scoring Criteria
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 of all roles is at
or above 80%
Scoring Criteria
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
Scoring Criteria
0 = Behavioral expectations have not been
identified, are not all positive, or are more
than 5 in number
1 = Behavioral expectations identified but may
not include a matrix or be posted
2 = Five or fewer behavioral expectations exist
that are positive, posted, and identified for
specific settings (i.e., matrix) AND at least 90%
of staff can list at least 67% of the
expectations
Scoring Criteria
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RTI2-B School Team Workbook: Tier I
1.4 Teaching Expectations:
Expected academic and social
behaviors are taught directly to all
students in classrooms and across
other campus settings/locations.
•
•
•
•
Feature
1.5 Problem Behavior Definitions:
School has clear definitions for
behaviors that interfere with
academic and social success and a
clear policy/procedure (e.g.,
flowchart) for addressing officemanaged versus staff-managed
problems.
•
•
•
•
Feature
1.6 Discipline Policies:
School policies and procedures
describe and emphasize proactive,
instructive, and/or restorative
approaches to student behavior that
are implemented consistently.
•
•
•
•
Feature
1.7 Professional Development:
A written process is used for
orienting all faculty/staff on 4 core
Tier I SWPBIS practices: (a) teaching
school-wide expectations, (b)
acknowledging appropriate
behavior, (c ) correcting errors, and
(d) requesting assistance.
Feature
TFI Walkthrough Tool
Professional
development
calendar
Lesson plans
Informal
walkthroughs
Possible Data Sources
Scoring Criteria
Staff handbook
Student handbook
School policy
Discipline flowchart
0 = No clear definitions exist, and procedures
to manage problems are not clearly
documented
1 = Definitions and procedures exist but are
not clear and/or not organized by staff- versus
office-managed problems
2 = Definitions and procedures for managing
problems are clearly defined, documented,
trained, and shared with families
Possible Data Sources
Scoring Criteria
Discipline policy
Student handbook
Code of conduct
Informal
administrator
interview
Possible Data Sources
•
•
0 = Expected behaviors are not taught
1 = Expected behaviors are taught informally
or inconsistently
2 = Formal system with written schedules is
used to teach expected behaviors directly to
students across classroom and campus
settings AND at least 70% of students can list
at least 67% of the expectations
Professional
development
calendar
Staff handbook
Possible Data Sources
0 = Documents contain only reactive and
punitive consequences
1 = Documentation includes and emphasizes
proactive approaches
2 = Documentation includes and emphasizes
proactive approaches AND administrator
reports consistent use
Scoring Criteria
0 = No process for teaching staff is in place
1 = Process is informal/unwritten, not part of
professional development calendar, and/or
does not include all staff or all 4 core Tier I
practices
2 = Formal process for teaching all staff all
aspects of Tier I system including all 4 core
Tier I practices
Scoring Criteria
31
RTI2-B School Team Workbook: Tier I
1.8 Classroom Procedures
Tier I features (school-wide
expectations, routines,
acknowledgements, in-class
continuum of consequences) are
implemented within classrooms and
consistent with school-wide
systems.
•
•
•
•
Feature
Possible Data Sources
1.9 Feedback and
•
Acknowledgment:
A formal system (i.e., written set of
procedures for specific behavior
feedback that is (a) linked to schoolwide expectations and (b) used
across settings and within
classrooms) is in place and used by
at least 90% of a sample of staff and
received by at least 50% of a sample
of students.
Feature
1.10 Faculty Involvement:
Faculty are shown school-wide data
regularly and provide input on
universal foundations (e.g.,
expectations, acknowledgements,
definitions, consequences) at least
every 12 months.
Feature
TFI Walkthrough Tool
Possible Data Sources
•
•
•
•
Feature
1.11 Student/Family/Community
Involvement:
Stakeholders (students, families,
and community members) provide
input on universal foundations (e.g.,
expectations, consequences,
acknowledgements) at least every
12 months.
Staff handbook
Informal
walkthroughs
Progress monitoring
Individual classroom
data
•
•
•
PBIS Self-Assessment
Survey
Informal surveys
Staff meeting
minutes
Team meeting
minutes
0 = Classrooms are not formally implementing
Tier I
1 = Classrooms are informally implementing
Tier I but no formal system exists
2 = Classrooms are formally implementing all
core Tier I features, consistent with schoolwide expectations
Scoring Criteria
0 = No formal system for acknowledging
students
1 = Formal system is in place but is used by at
least 90% of staff and/or received by at least
50% of students
2 = Formal system for acknowledging student
behavior is sued by at least 90% of staff AND
received by at least 50% of students
Scoring Criteria
0 = Faculty are not shown data at least yearly
and do not provide input
1 = Faculty have been shown data more than
yearly OR have provided feedback on Tier I
foundations within the past 12 months but
not both
2 = Faculty are shown data at least 4 times per
year AND have provided feedback on Tier I
practices within the past 12 months
Possible Data Sources
Scoring Criteria
Surveys
Voting results from
parent/family
meeting
Team meeting
minutes
0 = No documentation (or no opportunities)
for stakeholder feedback on Tier I foundations
1 = Documentation of input on Tier I
foundations, but not within the past 12
months or input but not from all types of
stakeholders
2 = Documentation exists that stakeholders
have provided feedback on Tier I practices
within the past 12 months
Possible Data Sources
Scoring Criteria
32
RTI2-B School Team Workbook: Tier I
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.
Feature
1.13 Data-based Decision Making:
Tier I team reviews and uses
discipline data and academic
outcome data (e.g., CurriculumBased Measures, state tests) at least
monthly for decision-making.
•
•
•
•
Feature
1.14 Fidelity Data:
Tier I team reviews and uses SWPBIS
fidelity (e.g., SET, BoQ, TIC, SAS,
Tiered Fidelity Inventory) data at
least annually.
•
•
•
•
Feature
1.15 Annual Evaluation:
Tier I team documents fidelity and
effectiveness (including on academic
outcomes) of Tier I practices at least
annually (including year-by-year
comparisons) that are shared with
stakeholders (staff, families,
community, district) in a usable
format.
•
•
•
•
•
•
•
School policy
Team meeting
minutes
Student outcome
data
0 = No centralized data system with ongoing
decision making exists
1 = Data system exists by 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
Possible Data Sources
Scoring Criteria
Data decision rules
Staff professional
development
calendar
Staff handbook
Team meeting
minutes
0 = No process/protocol exists, or data are
reviewed by not used
1 = Data reviewed and used for decisionmaking, 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
Possible Data Sources
Scoring Criteria
School policy
School handbook
School newsletters
School website
0 = No Tier I SWPBIS fidelity data collected
1 = Tier I fidelity collected informally and/or
less often than annually
2 = Tier I fidelity data collected and used for
decision making annually
Possible Data Sources
Scoring Criteria
Staff, student, and
family surveys
Tier I handbook
Fidelity tools
School policy
Student outcomes
District reports
School newsletters
0 = No evaluation takes place, or evaluation
occurs without data
1 = Evaluation conducted, but not annually, or
outcomes are not used to shape the Tier I
process and/or not shared with stakeholders
2 = Evaluation conducted at least annually,
and outcomes (including academics) shared
with stakeholders, with clear alterations in
process based on evaluation
33