Team Composition: Tier 1 team includes a Tier 1 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.

Team Operating Procedures: Tier 1 team meets at least monthly and (a) has a regular monthly formal/agenda, (b) minutes, (c) defined meeting roles, (d) a current action plan.  

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.

Discipline Policies: School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently. 

Teaching Expectations: Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations

School has clear definitions for behavior that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.

A written process is used for orientating all faculty/staff on 4 core Tier 1 SWPBIS practices: (a) teaching school-wide expectations, (b) acknowledging appropriate behavior, (c) correcting errors, and (d) requesting assistance.

Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) and implemented within classrooms and consistent with school-wide systems

A formal system (i.e., written set of procedures for specific behavior feedback that is (a) linked to school-wide expectations and (b) used across settings and within classrooms (c) 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.

Faculty are shown schoolwide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least every 12 months.

Tier 1 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.

Tier 1 team reviews and uses discipline data at least monthly for decision-making