implementers also intensify. The following table summarizes these core practices and systems by tier. I. Universal or Primary All students, all staff, all settings Systems Practices Leadership team with active Set of school-wide positive expectations and administrator participation behaviors are defined and taught Efficient routine, schedule, and structure Procedures for establishing classroom for conducting efficient team meetings expectations and routines that are consistent with school-wide expectations Commitment statement for establishing a positive school-wide social culture Continuum of procedures for encouraging expected behavior Procedures for on-going data-based monitoring, evaluation, and Continuum of procedures for discouraging dissemination problem behavior Procedures for selection, training and Procedures for encouraging school-family coaching of new personnel partnerships Procedures for evaluation of personnel related to PBIS implementation II. Targeted or Secondary Supplemental small group Systems Practices All Tier I systems above All Tier I practices above Intervention team with coordinator Increased instruction and practice with and social skills Behavioral expertise Increased adult supervision Increased precision in data collection related to implementation fidelity and Increased opportunity for positive progress monitoring reinforcement Formal process for screening and Increased antecedent manipulations (e.g., identifying students in need of more precorrection) than Tier I support. Increased precision to minimize rewards for Access to training and technical problem behavior assistance on Tier II practices and Increased access to academic supports supports III. Intensive or Tertiary Tailored for individual student
implementers also intensify. The following table summarizes these core practices and systems by tier. I. Universal or Primary All students, all staff, all settings Systems Practices Leadership team with active administrator participation Efficient routine, schedule, and structure for conducting efficient team meetings Commitment statement for establishing a positive school-wide social culture Procedures for on-going data-based monitoring, evaluation, and dissemination Procedures for selection, training and coaching of new personnel Procedures for evaluation of personnel related to PBIS implementation Set of school-wide positive expectations and behaviors are defined and taught Procedures for establishing classroom expectations and routines that are consistent with school-wide expectations Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging problem behavior Procedures for encouraging school-family partnerships II. Targeted or Secondary Supplemental small group Systems Practices All Tier I systems above Intervention team with coordinator Behavioral expertise Increased precision in data collection related to implementation fidelity and progress monitoring Formal process for screening and identifying students in need of more than Tier I support. Access to training and technical assistance on Tier II practices and supports All Tier I practices above Increased instruction and practice with and social skills Increased adult supervision Increased opportunity for positive reinforcement Increased antecedent manipulations (e.g., precorrection) Increased precision to minimize rewards for problem behavior Increased access to academic supports III. Intensive or Tertiary Tailored for individual student
PBIS%20Part%201%2018%20Oct%202015%20Final.docx