Tier One Core Components (Otten, 2016) Core Indicators Component Common Purpose Common language and Approach Consistent agreements, procedures, and routines Proactive and preventative philosophy Desired behavior directly taught both proactively and ongoing (triage, redirect, and processing) within a positive relationship interaction Focus more on positives than negatives General consensus about when students leave instruction Objective data regularly collected and analyzed Focus on team problem solving-no blame and no excuses Willingness to be open to the process and constructive feedback Administrative Lead the setting of school expectations and development of procedures and routines Leadership Build consensus among entire staff Lead the team through the decision making and paperwork process Delegate responsibilities as appropriate Provide accountability Allocate resources for implementation Promote appropriate staff utilization Attend and actively participate in team meetings Support ongoing professional development Model inclusion and support rather than just evaluation Be willing to outside the box to obtain needed resources Be willing to seek outside support when needed Model/lead a will try” attitude vs. a YOU done. . . “we “have “ Positively Stated 3 to 5 general schoolwide agreements that are all inclusive Agreements, down into matrix for each area (classroom, cafeteria, hallway) so there is no Procedure and confusion or argument Routines POSITIVELY-What do you want them to DO! Most visually in multiple places to remind and for easy reference Each classroom can have unique matrix but should use the schoolwide general agreements Add to as situations arise that are not clear Explicitly Taught Teach through active student engagement-not just lecture Agreements, Define by breaking into steps Procedures and Describe what it looks and sounds like Routines Give a rationale about why it is important Model Provide guided practice Give specific feedback Reinforce frequently at the beginning Shift reinforcement to random or unpredictable to promote maintenance Review, reteach, and practice with booster sessions as needed Environmental Room Arrangement Design Easy flow of movement All students can be monitored at all times Areas for teacher directed group lessons, collaboration, differentiated instruction, independent work, and private cool off space Separation between quiet and noisier areas Materials stored where can be conveniently accessed near where they will be used Scheduling
Tier One Core Components (Otten, 2016) Core Component Indicators Common Purpose and Approach Common language Consistent agreements, procedures, and routines Proactive and preventative philosophy Desired behavior directly taught both proactively and ongoing (triage, redirect, and processing) within a positive relationship interaction Focus more on positives than negatives General consensus about when students leave instruction Objective data regularly collected and analyzed Focus on team problem solving-no blame and no excuses Willingness to be open to the process and constructive feedback Administrative Leadership Lead the setting of school expectations and development of procedures and routines Build consensus among entire staff Lead the team through the decision making and paperwork process Delegate responsibilities as appropriate Provide accountability Allocate resources for implementation Promote appropriate staff utilization Attend and actively participate in team meetings Support ongoing professional development Model inclusion and support rather than just evaluation Be willing to outside the box to obtain needed resources Be willing to seek outside support when needed Model/lead a “we will try” attitude vs. a “have YOU done. . . “ Positively Stated Agreements, Procedure and Routines 3 to 5 general schoolwide agreements that are all inclusive down into matrix for each area (classroom, cafeteria, hallway) so there is no confusion or argument POSITIVELY-What do you want them to DO! Most visually in multiple places to remind and for easy reference Each classroom can have unique matrix but should use the schoolwide general agreements Add to as situations arise that are not clear Explicitly Taught Agreements, Procedures and Routines Teach through active student engagement-not just lecture Define by breaking into steps Describe what it looks and sounds like Give a rationale about why it is important Model Provide guided practice Give specific feedback Reinforce frequently at the beginning Shift reinforcement to random or unpredictable to promote maintenance Review, reteach, and practice with booster sessions as needed Environmental Design Room Arrangement Easy flow of movement All students can be monitored at all times Areas for teacher directed group lessons, collaboration, differentiated instruction, independent work, and private cool off space Separation between quiet and noisier areas Materials stored where can be conveniently accessed near where they will be used Scheduling
Tier%20One%20Core%20Components.docx