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Tier 1

Tier 1:  Universal core curriculum instruction and practices ALL students receive.

At any given time, 80% or more of the students demonstrate sufficient progress through core academic and behavioral instruction and/or practices.  Classroom teachers provide tier 1 instruction for academics and behavioral supports.  Parents and Community partners participate on various school and district committees and receive training in content areas.

Response to Intervention (RtI): Tier 1 Systems of Support

Students participate in general education learning that includes:

  • Universal screenings to target groups in need of specific instructional and behavioral support(s).
  • Implementation of common core standards through the Comprehensive Literacy Plan and the Comprehensive Math and Science Plan.
  • Differentiation of instruction in content, process and product based on students’ readiness, modes of learning and interests, including fluid, flexible grouping and differentiated demonstration of learning.
  • Progress monitoring of learning through multiple formative assessments.
  • Universal implementation of school-wide positive behavioral intervention supports

Tier 1/Universal Team

At the Tier 1 level, schools use Learning Teams, Tier 1/Universal Teams and grade/content level Teacher Teams to analyze school and grade level data in addition to individual student level data to identify areas of concern.

The Tier 1/Universal Team meets twice a month during initial implementation and once per month when systems are in place to review and analyze school data and to complete/review tools that provide guidance to RtI implementation within the school.  The goal of each meeting is to clearly define the next step in systematic implementation of RtI across the tiers.

In addition, Tier 1/Universal Team establishes systems, practices and the use of data to prevent problem behavior.  It also enables school staff to respond effectively to problem behavior when it does occur.  Tier 1/Universal Team establishes the expectations, for all students and adults, for behavior in every location in the school, including the classrooms, hallways, bathrooms, cafeteria, playgrounds (if applicable), field trips, dismissal and on the bus.  These expectations are clear and behaviorally obvious (students and adults are able to recognize specific behaviors as following, or not following, the expectations).

The Tier 1/Universal Team is different from the learning team but may include some of the same individuals.  Depending on the size and structure of the school, the team may include the following.

  1. Principal/school leader or the administrator in charge of discipline (required)
  2. Regular education classroom teachers (required)
    1. Organized by grade level (representative for each grade or one for every two grades)
    2. Organized by subject area (representative for each subject area – English, mathematics, reading, science and social studies – and the electives/FAVE/specials)
    3. Special Education teacher/s (required)
    4. Support staff (optional)

Counselor, psychologist, social worker, literacy coach, mathematics teacher leader, implementer, learning coordinator, librarian, etc.

  1. Paraprofessional, custodian, secretary or safety assistant (optional)
  2. Parent, community member or Governance Council member (non-school employee-optional)

The Tier 1/Universal Team is responsible for the following:

  • Implementing PBIS universal Tier 1 interventions, supports and systems school-wide with integrity
  • Data collection in the building (e.g.,  the Big Five PBIS reports)
  • Ensuring expectations are taught, reinforced and monitored at the school-wide level
  • Implementing celebrations/boosters
  • Communicating PBIS activities at faculty meetings
  • Communicating with parents/parent liaisons/PTO/PTA
  • Communicating with other district groups as appropriate
  • Collecting and analyzing PBIS-specific data such as the Team Implementation Checklist (TIC), Benchmarks of Quality (BOQ), School-wide Evaluation Tool (SET), Self-Assessment Survey (SAS), etc.
  • Translating data to make it more easily understood so that it has a positive impact on the school and the classroom
  • Identifying students who are in need of a Tier 2 intervention

The Tier1/Universal Team has a team facilitator or co-team facilitators that split the responsibilities.  Typically, the team facilitator/s is a non-administrative member of the school staff who agrees to the following responsibilities.

  • Attend and monitor Tier 1/Universal Team training
  • Ensure that PBIS is implemented with integrity
  • Coordinate with the external coach/district liaison
  • Coordinate with a member of the School Improvement Plan (SIP) team
  • Facilitate team meetings (develop agenda, calendar, etc.)
  • Share annual report with the district team
  • Network with other team facilitators

The following responsibilities may be those of the team facilitator OR other members of the team.

  • Oversee data collection in the building (e.g.,  the Big Five PBIS reports and academic data)
  • Ensure expectations are taught, reinforced and monitored at the school-wide level
  • Implement celebrations/boosters
  • Communicate PBIS activities at faculty meetings
  • Communicate with parent/parent liaison/PTO/PTA to enable parental involvement and parent understanding of PBIS
  • Oversee the collection and analyze PBIS specific data (i.e,. TIC, BOQ, SET, etc.)
  • Identify students in need of Tier 2 interventions