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Who We Are

Project Bridges 2.0, Project SPEECH/Project SPEECH 2.0, and Project CENTRAL are interdisciplinary preparation programs housed at the University of Central Florida and federally-funded through 84.325K grants awarded by the Office of Special Education Programs (OSEP) of the U.S. Department of Education. The 84.325K grants through OSEP are intended to meet identified needs for serving children with disabilities by supporting personnel preparation programs in special education, early intervention, and related services through research-based training and professional development. Correspondent with the aims of this federal grant, Project Bridges/Project CENTRAL and Project SPEECH/Project SPEECH 2.0 support the interdisciplinary preparation of highly skilled special education teachers and related service personnel (e.g., school psychologists, speech-language pathologists) who provide intensive interventions for students with high-intensity needs (HIN).

Visit the websites for our three personnel preparation programs linked below for more information!:

Project Bridges 2.0

Project SPEECH/Project SPEECH 2.0

Project CENTRAL

The Projects

Recruit

Prepare

Retain

Recruit graduate-level Scholars, including those from traditionally underrepresented groups, who have potential to become highly effective special education teachers, school psychologists, and speech-language pathologists

Prepare Scholars in Graduate Degree Programs in Exceptional Student education, School Psychology, and Communication Sciences and Disorders that incorporate evidence-based, interdisciplinary Graduate Certificates in Intensive Interventions

Retain Scholars through completion of their respective programs and induction into the profession through ongoing advisement, financial and academic support, and mentorship.

Project Objective

Prepare Scholars to work within interdisciplinary teams to provide intensive interventions and specialized services to school-age children with high-intensity needs to improve college and career-ready outcomes.

Programs of Study Foci:

  • Evidence-based knowledge, skills, and resources for students with high intensity needs.
  • Mastery of professional competencies.
  • National and state instruction and intervention frameworks of Multi-tiered System of Supports (MTSS).
  • National and state educational policies.

Programs of Study Foundations:

In alignment with Project Goals, scholars in both programs analyze, highlight, and implement the essential components of Multi-Tiered Systems of Supports (MTSS) within their schools using vetted resources from national and state-funded institutions, including: 

  • National Center on Intensive Intervention (NCII)
  • PROGRESS Center
  • IRIS Center at Vanderbilt
  • Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center
  • Florida Problem Solving/Response to Intervention Network (PS/RtI)
  • Bureau of Exceptional Student Education (BESE)

Using their acquired knowledge and skills from these research-based sources, Project Scholars develop and initiate School Enhancement Plans within their schools to improve student outcomes. Scholars record and share their enhancements and results to support replication of their practices and student outcomes within their school and beyond. 

 

Our Mission

The purpose of the MDS is to highlight, celebrate, and share the implementation of the selected resources and evidence-based practices of our outstanding educators and scholars within their classrooms and schools in Central Florida.

There are several outcomes of the MDS initiative: 

  1. Schools selected as MDS sites are able to highlight their successes and challenges enhancing and implementing a responsive MTSS framework; School districts could receive accolades for the impactful services and outcomes they provide for students with high-intensity needs. 
  2. Neighboring schools and districts are provided with specific evidence, resources, and methods for creating similar initiatives
  3. Teachers are provided with access to expert scholars with specializing knowledge and skills who can provide consultation as educator leaders to enact systems changes that directly improve student outcomes; Project Scholars are recognized for their hard work and accomplishments. 
Cube wooden blocks on a table with black letters that spell the word Mission. The first two blocks re tilted forward to show the letters P and A on another side of the cube blocks, which creates the word passion.

MTSS

A Multi-tiered System of Supports (MTSS) is a framework designed to ensure successful educational outcomes for ALL students. The MTSS “Umbrella” encompasses instruction and intervention for student academic and behavioral needs, but it also includes professional development opportunities and collaboration with communities and families to inform the development of structures, supports, and resources utilized within the school. A MTSS framework uses a data-based, problem-solving process to inform instruction and intervention across three tiers to increase the academic, behavioral, emotional, and life skills of students. Instruction and intervention within each tier are standards-aligned, data-informed, and research-based. The tiers represent increasingly intensive, supplemental interventions based on the academic and/or behavioral needs of each student. 

A graphic of a blue umbrella labeled with the words MTSS: Under the Umbrella. Below the umbrella are multiple images related to intervention and support for students, including multiple tiers, curriculum design, community collaboration, positive behavioral intervention and support , UDL, and others.

 

The Center on Multi-Tiered System of Supports provides guidance and tools for the implementation of the MTSS framework, which is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision making.


IDEAS THAT WORK: UCF OSEP Scholars in Action

UCF OSEP Scholars, who were selected as Mentor Demonstration Site (MDS) Teachers, were asked to share how they work with MTSS teams within their schools to implement the four essential components of the MTSS framework.  The firsthand knowledge and insight they offer in the following video clips, provide a window into what MTSS looks like at the ground level.  

Morgan Talks About Screening

UCF OSEP Scholar, Morgan Music, describes how educators at her school systematically employ a variety of screening tools to identify students who may be at risk for poor academic, behavioral, social, or emotional learning outcomes. 

Toni Talks About Multi-Level Prevention Systems

UCF OSEP Scholar, Toni Grice, describes how her school provides instruction, intervention, and supports to address the academic, behavioral, social, or emotional learning needs of students across the three tiers of the MTSS Framework. 

Denise Talks About Progress Monitoring

UCF OSEP Scholar, Denise McDavid, describes how educators at her school use valid and reliable progress monitoring tools to regularly assess students’ performance and the effectiveness of the instruction, interventions, and supports provided. 

Haley Talks About Data-Based Decision Making

UCF OSEP Scholar, Haley Thrift, describes how she collaborates with the MTSS team at her school using behavioral data to inform decisions regarding the need to maintain, reduce, or intensify the behavioral interventions and supports provided to her students; and their movement within the multi-level prevention system.

Cassidy Talks About Data-Based Decision Making

UCF Scholar, Cassidy Sorrells, describes how she worked with the DBI team at her school to meet the needs of a student who was at risk for school failure due to reading difficulties. Using data-based decision making, she designed a targeted intervention involving systematic implementation of evidence-based practices, which led to increases in the student’s fluency and information recall. 

Anna Talks About Evidence-Based Practices

UCF OSEP Scholar, Anna Ariani, describes how she uses evidence-based practices to support high school students with disabilities in the general education classroom. Positive outcomes for her students included increases in summative and formative assessment scores, talk completion, and engagement. 

Rachel Talks About Implementing a Tier 3 Reading Intervention

UCF OSEP Scholar, Rachel Hughes, describes how she worked with a student in Tier 3 of the MTSS Framework. Using the data-based individualization process, she targeted systematic phonics instruction and comprehension strategies, leading to an increase in his DRA level from early first grade to beginning second grade after two months of intervention. 


Resources

MTSS Fidelity Rubric and MTSS Fidelity Rubric Summary Sheet

Universal Screening Process 

Academic and Behavior Screening Tools Charts 

IRIS Module: MTSS/RTI (Includes Progress Monitoring Briefs) 

Assessment Practices Within a Multi-Tiered System of Supports

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

Motif Tests (Real/Nonword Reading and Spelling)

Webinar: What Counts as Evidence? 

Academic and Behavior Intervention Tools Charts 

Taxonomy of Intervention Intensity Handout 

What is the Taxonomy of Intensive Interventions Handout

Tier 3: Individual Intensive Intervention for Academic Needs

What is it?

A small percentage of students who do not make adequate progress with Tier 2 intervention may benefit from Tier 3’s more intensive, individualized intervention. Tier 3 intervention structure and delivery will vary based on a school’s characteristics and student needs. Typically, Tier 3 intervention is delivered by specialized personnel with expertise in designing and providing individualized interventions (e.g., a special education teacher, a reading specialist, etc.). Tier 3  instruction is:

  • Focused on individualized goals, which may or may not be on grade level
  • Guided by progress monitoring data
  • More intense, often with longer or more frequent sessions

Interventions at Tier 3 are provided in addition to strong Tier 1 instruction, generally occur daily for 40-60 minutes, and the duration of the intervention may last semesters or even years depending on student need. Student progress monitoring data should be collected weekly and utilized to increase the intensity of the intervention and/or make decisions about the student’s progress towards academic goals, Tier 1 instruction, and their movement within tiered intervention.

Infographic of MTSS 3 Tiers of Instruction and Intervention with three stacked and overlapping triangles. The third triangle on the top is labeled 3 Intensive and is highlighted. Above the triangle is a text box which reads Tier 3: Intensive - Approximately 1%-5% of all students will need intensive intervention to make progress towards and meet academic expectations. Tier 3 interventions are more explicit, focus on remediation skills, and provided for a longer duration of time (both in overall length of intervention and regularly scheduled minutes of instructional time). The edge of the triangle is labeled Academics and Behavior to emphasize interventions may address academic and/or behavioral needs.

Resources

Classroom Teachers

National Center on Intensive Intervention (NCII) resource – Tier 3 Mathematics Strategies to Support Intensifying Interventions

School Administrators/District Leadership

National Center on Intensive Intervention (NCII) resource – Administrator Interview article “Four Keys to Supporting Intensive Intervention Implementation”

Tier 2: Targeted Small Group Interventions for Academic Needs

What is it?

Tier 2 intervention is provided to students who are not making adequate progress with Tier 1 instruction. Tier 2 intervention is provided as supplemental, or in addition, to Tier 1 instruction and should also be informed by student data, evidence-based, and target specific student needs. Tier 2 offers more focused instruction in order to:

  • Remediate skill deficits
  • Pre-teach and review skills for Tier 1 lessons
  • Provide multiple opportunities to practice
  • Provide immediate corrective feedback

Tier 2 intervention scheduling and delivery will vary based on school setting and needs. Typically, Tier 2 instruction is delivered in small groups ranging in size from three to five students and provided daily for 30-45 minutes for a duration of 10-12 weeks minimum. It can be provided by a general education teacher or specialized educator or personnel. Progress monitoring data should be recorded at least once every one to two weeks for all students in Tier 2 intervention to track their progress. This data will help determine if the student is making sufficient progress with the Tier 2 intervention, should remain in Tier 2 intervention after the 10-12 week period, needs an increase in the intensity of the intervention, or may require individualized, intensive intervention through Tier 3.

Infographic of MTSS 3 Tiers of Instruction and Intervention with three stacked and overlapping triangles. The second triangle as the middle layer is labeled 2 Targeted and is highlighted. Above the triangle is a text box which reads Tier 2: Targeted - Data from universal screening is analyzed and used to validate student needs and match students not meeting academic expectations with effective intervention based on their need. In Tier 2, interventions are provided within a small group setting. Schools can expect to provide Tier 2 intervention to approximately 15%-20% of students. The edge of the triangle is labeled Academics and Behavior to emphasize interventions may address academic and/or behavioral needs.

Resources

Classroom Teachers

USDOE resource – Office of Elementary and Secondary Education guidance and links to databases of evidence-based interventions based on student needs

National Center on Intensive Intervention (NCII) resource – Tier 2 Academic Interventions Tools Chart which provides a searchable database of intervention tools with evidence-based ratings and research information

School Administrators/District Leadership

National Center on Intensive Intervention (NCII) resource – Page to support local and state leadership in leading MTSS and data-based individualization with modules, briefs, guides, tools, and charts

Tier 1: Core Instruction and Prevention for Academic Needs

What is it?

Tier 1 includes the core instruction that is accessible to all students. It is comprised of standards-driven, research and evidence-based curriculum, resources, assessments, and practices. Effective instruction within Tier 1 is developed using the principles of Universal Design for Learning (UDL) and implements differentiation to meet the specific needs of all students. Strong Tier 1 instruction ensures the majority of students (80% or more) can reach established academic benchmarks without additional intervention. A comprehensive professional development program, established professional learning communities (PLCs), and invested administrative and instructional leadership are critical to implementing quality core instruction at Tier 1.

Universal screening for students is integral to a MTSS and is an essential component of Tier 1. Universal screening through benchmark, criterion-references, and/or classroom-based measures provide critical data for making decisions about instruction at this tier and developing targeted and individualized interventions for Tier 2 and Tier 3. 

Infographic of MTSS 3 Tiers of Instruction and Intervention with three stacked and overlapping triangles. The first and largest triangle on the bottom is labeled 1 Universal and is highlighted. Above the triangle is a text box which reads Tier 1: Universal - all students received instruction within an evidence-based scientifically researched core program and curriculum aligned with state standards. Universal screening is used to assess all students based on set academic expectations and results are used to inform instruction and intervention. The edge of the triangle is labeled Academics and Behavior to emphasize instruction may address academics and/or behavior.

Resources

Classroom Resources

CAST resource – Guidelines for Universal Design for Learning (UDL); a tool used for the implementation of UDL as a framework to improve and optimize teaching and learning for all based on scientific insights about how people learn

School Administrators/District Leadership

What Works Clearing House – online database providing evidence-based studies and research on the impact of various curricula and intervention resources on student achievement and outcomes; can support selection of Tier 1 curriculum

Mathematics

What is Mathematics?

Mathematics is a much more diverse field of knowledge and skill than most consider.  It incorporates not only the understanding of numerals, but words and spacial reasoning as well.  Knowing how and when to use mathematical principles of addition, subtraction, multiplication, and division are just the tip of the iceberg.  Students working towards mathematical competency must be able to interpret, create, and solve formulas, construct graphs and charts, decipher word problems, and much more to be proficient. Ensuring learners develop strong conceptual knowledge and procedural skills is critical to their growth as “mathematicians.” Conceptual knowledge supports students’ ability to transfer skills and apply their mathematical competencies to any circumstance and for their own purposes. Research also indicates mathematical knowledge is essential to understanding other disciplines, like science, social studies, and even music and art.

3-dimensional cube with each side covered in mathematics vocabulary words

How do we promote Mathematics through an MTSS framework?

As with any student academic or behavioral need, an MTSS establishes three tiers of support for literacy development and intervention. Key mathematics practices can be implemented in alignment with the three tiers of a MTSS.

MTSS Tier and Description

Key Mathematics Practices

Tier 1

Core instruction in mathematics using evidence-based practices, standards-based curriculum, and resources using universal design principles.

This is the instruction in mathematics provided to all students across all grade levels and specific subject areas to form aligned, comprehensive mathematics programs. Also includes universal screening and assessments for instruction and interventions based on student needs.

 
Tier 1
  • Knowledge and use of evidence-based practices in mathematics
  • Uses Concrete-Representational-Abstract (CRA) instructional techniques as allows students to develop generalizations or rules
  • Use of continuous progress-monitoring assessments to inform instruction, differentiation, scaffolding, and pedagogical methods
  • Scaffolding provides students with supports that help them accomplish goals in a step-by-step process

Tier 2

For students who are not meeting established expectations and standards in mathematics, Tier 2 interventions can be implemented. Tier 2 interventions offer more focused instruction in small groups based on student needs informed by assessment data from progress-monitoring. Tier 2 interventions:

  • Remediate skill deficits
  • Preteach and review skills of Tier 1
  • Provide multiple opportunities to practice
  • Provide immediate and corrective feedback

For mathematics development, topics might include number sense, computation, algebraic thinking, and more.

Tier 2
  • Select and/or design and use an evidence-based intervention programs aligned with grade-level standards as the foundation for effective intervention based upon student needs
  • Continuous progress-monitoring for providing and intensifying interventions
  • Use of multiple strategies to intensify interventions
  • Provide systematic instruction
  • Teach clear and concise mathematical language
  • Use a well-chosen set of concrete and semi-concrete representations
  • Use number lines to facilitate learning
  • Provide deliberate instruction on word problems
  • Regularly include timed activities to build fluency

Tier 3

Students who do not make adequate progress with Tier 2 interventions may benefit from the more intensive, individualized interventions with Tier 3. Tier 3 interventions:

  • Are based on functional academic assessments which identify the specific causes/skill needs resulting in poor mathematics performance
  • Intensify the time, duration, focus, and grouping of students
  • Implement individual interventions that target areas of need and collect student progress monitoring data
  • May require specific instruction for students to learn to apply learned skills within the conditions of a regular classroom setting
Tier 3
  • Select and/or design and use an evidence-based intervention programs aligned with grade-level standards as the foundation for effective intervention based upon student needs
  • Continuous progress-monitoring for providing and intensifying interventions
  • Use of multiple strategies to intensify interventions
  •  Continuous progress-monitoring for providing and intensifying interventions
  • Use of multiple strategies to intensify interventions
  • Specific, explicit, and systematic instruction

Videos

Operations and Algebraic Thinking: Using Manipulatives to Aid Direct Instruction

Numbers and Operations in Base-Ten: Using Base-Ten Blocks to Conceptulaize Place Value

Counting and Cardinality: Using Subitizing with Ten Frames

Resources

Classroom Teachers

CEEDAR Center – Course enhancement module on MTSS in Mathematics which provides information and resources about assessment tools and interventions for use within a Response to Intervention (RtI) framework

National Center on Intensive Intervention (NCII) resource – Intensive Intervention in Mathematics professional learning modules to enhance educator’s skills in intensive mathematics intervention through data-based individualization

IRIS Center – Module with information and resources for progress monitoring in Mathematics 

RTI in Math – Provides support strategies, implementation techniques, and tools for personal preparation and growth specific to mathematics curriculums

Florida Problem Solving/ Response to Intervention (PS/RtI) Project – Offers sheets, learning modules, program evaluations geared towards enhancing students’ academic, behavioral, and emotional skills

School Administrators/District Leadership

Institute of Education Sciences (IES) and What Works Clearinghouse (WWC) resource – Practice guide containing eight recommendations for principals and administrators to guide the development of a Response to Intervention (RtI) system for the early detection, prevention, and support of students struggling with mathematics

Florida Problem Solving/ Response to Intervention (PS/RtI) Project – Offers cohesive and effective multi-tiered support systems for students, educators, and other school leaders

 American Institutes for Research (AIR) – AIR experts from the District and School Improvement Center help to build systems that improve school climate, culture, efficiency, and academic effectiveness

IRIS Center – Modules and resources available for administrative staff to reference when working with students with individualized needs 

 

What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework that promotes positive behaviors and prevents and reduces problem behaviors.  A PBIS system works within a school’s Multi-Tiered System of Support (MTSS) to address the behavioral needs of all students. The key features of a PBIS are:

  • Creating school-wide behavior expectations
  • Developing school-wide procedures
  • Altering the physical arrangement of spaces identified as problem areas
  • Establishing rewards and consequences that encourage expected behavior and discourage problem behavior
  • Implementing increasingly incentive levels of behavioral supports
  • Establishing procedures for collecting and evaluating data to monitor fidelity of implementation

Within a PBIS system, students are taught appropriate behavioral expectations and provided increasingly intensive levels of support for behavior as needed.

Infographic with three stacked triangles that overlap to represent the 3 tiers of a Multi-tiered system of Support. The stacked triangles are set on top of a rectangle labeled as Positive Behavioral Interventions and Supports. The rectangle includes the text "Building partnerships with families/schools/communities," "building teacher capacity," and "strengthening shared leadership." The largest triangle is labeled 1: Universal, the second triangle is labeled 2: Targeted, and the third triangle is labeled 3: intensive.

Systems

Day-to-day operations are a school's foundational systems. In PBIS, these systems support accurate, durable implementation of practices and the effective use of data to achieve better outcomes. When making systemic change, it is important to consider multiple factors and include all stakeholders to ensure change is effective and sustainable.

Data

Within the PBIS framework, schools use data to select, monitor, and evaluate outcomes, practices, and systems across all three tiers. Student data can be collected in many ways throughout each school day and this information is essential to making effective, data-based decisions for positive behavioral support and intervention.

Practices

The strategies implemented to support students at every level are key to improving outcomes. In a successful PBIS, the strategies and interventions selected are backed by research to target the specific outcomes schools want to see for their unique student population. Student data inform the selection of practices, strategies, and interventions.

Outcomes

The data, systems, and practices put in place in a PBIS directly impact school outcomes. Families, students, school personnel, and other stakeholders set goals based on what is important to their learning community and work together to see them through. Desired outcomes for a PBIS might be improved student behavior, fewer office discipline referrals, and/or increased academic achievement.

Resources

Everyone has a role to play in developing and implementing a successful PBIS system. Consider the resources below for classroom teachers and school administrators/district leaders to take steps to establish and support PBIS in your role and setting.

Classroom Teachers

Center on PBIS – Essentials for establishing classroom PBIS

Social Emotional and Behavioral Screening – List of social, emotional, and behavioral screening instruments accessible to classroom teachers

Center on PBIS – Strategies to use when addressing children’s challenging behaviors 

Behavior: The Forgotten Curriculum – Book that helps teachers transform classroom behavioral management strategies to teach students critical behavioral skills using the RTI (MTSS) model

Multi-Tiered Systems of Supports (MTSS) in the Classroom – Debrief of Tier 1, 2, & 3 practices in the classroom

 

School Administrators/District Leadership

Center on PBIS – Essentials for establishing a school-wide PBIS

Center on PBIS – Tools to support the establishment of a school-wide PBIS

Integrating Trauma: Informed Approaches within MTSS – Information addressing trauma amongst students and the effects on their learning  

Uniting Academic and Behavior Interventions – Book outlining helpful academic and behavioral supports and applicable instructions for students at risk 

Behavioral Solutions: Teaching, Academic, and Social Skills through RTI – Book that provides strategies to meet student behavioral, emotional, and social needs, in an effort to close the systemic behavioral gap within school systems

 

Leadership

Successful implementation of an MTSS to support the academic and behavioral needs of all students is dependent upon strong leadership. It is critical for school and district-based leaders to build and foster a culture committed to providing collaborative, evidence-based, data-driven instruction, services, and interventions. Strong leadership practices embedded within a MTSS framework ensure the comprehensive provision of supports to address the needs of every student.  

Essential Leadership Elements and Skills

Professionals in leadership roles can support the successful implementation of an MTSS by teachers, related service personnel, support staff, administrators, and other stakeholders through specific skills and practices. According to the National Center on Intensive Intervention (NCII, 2022), essential leadership characteristics include: 

  • Vision, focus, and a consistent message related to implementation
  • A focus on schools
  • Relationships based on shared responsibility and mutual trust
  • Expert problem solving
  • Investment in professional learning
In order to effectively lead the implementation of a MTSS, all leaders involved play a part in the systems coaching process. This process supports all educators and personnel in learning, implementing, and improving their roles and practices within the MTSS for all students. The Problem Solving/Response to Intervention project provides a list of specific skills for leaders of systems coaching:

Systems Coaching Skills

Demonstrate effective interpersonal communication

Use data-based student and organizational problem-solving strategies

Disseminate content knowledge including but not limited to:

  • Organizational change
  • Integrated multi-tiered system
  • Academic/behavioral/emotional/life skills instruction
  • Families/communities

Facilitate team-based collaboration

Support leadership

Facilitate professional learning

Evaluate the impact of the coaching process and system outcomes

Resources

Classroom Teachers

School Administrators/District Leadership

Problem Solving/Response to Intervention (PSRTI) resource – Program Evaluation Toolkit for Leaders

National Center on Intensive Intervention (NCII) resource – Data-Based Individualization (DBI) Rubric and Interview guide for monitoring implementation

Florida PBIS Project resource – District Level Coaching webpage with information, resources, and professional learning opportunities for PBIS coaching and leadership at the District Level

Tier 1: Core Program and Prevention for Behavioral Needs

What is it?

Tier 1 systems, data, and practices establish the foundations for delivering consistent, proactive support and preventing problem behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively. The core principles guiding Tier 1 instruction include: 

  • Effectively teaching appropriate behavior to all children
  • Intervening early before unwanted behaviors escalate
  • Using research-based, scientifically validated interventions whenever possible
  • Monitoring student progress
  • Using data to make decisions
An infographic of 3 different sized triangles stacked and overlapping vertically to demonstrate the 3 tiers of a Multi-Tiered system of Support. The first triangle on the bottom is labeled 1: Universal and is highlighted. The words Academics and behavior are written on the side edge of the triangle. Above the stacked triangles is a textbox titled Tier 1: Universal. It reads All students are oriented to establish, school-wide behavior expectations, consequences, and pro-social culture. Staff consistently implement the school-wide PBIS and engage in professional learning related to classroom management, behavioral, emotional, and life skills. A leadership team is established to support all implementation.

Foundational Systems

Tier 1 systems serve as the foundation upon which all other tiers are built. With school-wide systems in place, schools can identify which students require additional support more efficiently. These Tier 1 foundational systems are: 

Leadership Team

Data Monitoring, Evaluation, & Dissemination

Regularly Scheduled & Structured Meetings

Selecting, Training, & Coaching Personnel

  • Establish school-wide culture  & commitment to PBIS
  • Develop systems & practices for Tier 1 support
  • Monitor school-wide data
  • Ensure equitable access to supports for all students
  • Evaluate Tier 1 program   overall effectiveness 
  • Review and use discipline & academic outcome data to guide decision-making
  • Measure & analyze fidelity data to monitor school implementation of PBIS Tier 1
  • Annual evaluation of Tier 1 supports, share data &   findings with stakeholders
  • Tier 1 Team meets at least monthly
  • Ensure all members can attend at least 80% of meetings to provide consistency in action-planning and decision-making implementation of PBIS Tier 1
  • Utilize agendas, minutes, defined roles, & a current  action plan in meetings
  • Support consistency in staff knowledge and implementation of PBIS
  • Develop and facilitate training and professional learning for school personnel around four core practices of PBIS:
    • School-wide expectations
    • Acknowledging appropriate behavior
    • Correcting errors
    • Requesting assistance      

The Tier 1 Team

In addition to monitoring Tier 1 systems, the Tier 1 team meets regularly to refine school-wide practices and evaluate their effectiveness. the team reviews discipline data, curriculum-based measures, state tests, and other data sources related to improving school-wide outcomes. Tier 1 Teams shoul dinclude the following personnel and skill sets:

Tier 1 Team Member Skill Sets

Team Coordinator

School Administrator

Family Representation

Classroom Teachers

Student Representation

Skill Sets:

Behavioral expertise                             Coaching expertise                         Knowledge of student academic/behavior patterns

Knowledge of school operations across grade levels/programs

Resources

Classroom Teachers



School Administrators/District Leadership