1. Identify Team Member Roles
• Team Leader - starts the meeting, reviews the purpose of the meeting,
facilitates the meeting by keeping the team focused on each step
• Recorder - taking notes, transcribing the team’s responses on flip chart
paper, transparency, etc
• Timekeeper- monitors the amount of time available keeps the team
aware of time limits by giving “warnings” (i.e., “10 minutes left”)
• Data Specialist- is trained in entering and accessing data from the SWIS
data system
• Behavior Specialist- competent with behavioral principles and assists in
analyzing data
• Administrator- actively encourages team efforts, provides planning
time, feedback, and support initiatives
• Communications – acts as the point person for communication between
the team and staff regarding PBIS and behavior issues
• PBIS Coach- district-level (external) or school-based (internal) individual
that facilitates the team through the process, becomes the school’s main
contact

2. • 26. Ratios of acknowledgement to corrections
are high.
• 36. Plans for training staff how to teach
expectations/rules/rewards are developed,
scheduled and delivered.
• 38. Booster sessions for students and staff are
planned, scheduled, and delivered.
Benchmark of Quality Results
Areas that need improvement (action plan)

3. • #14 Additional data collected
• #27 Students involved in identifying incentives
• #32Lessons embedded into subject area curr.
• #33Faculty/staff students involved in devel/delivery of curr.
• #34 Strategies to share features of SWPBS with families…
• #41 Plans for involving families/comm. Developed & implemented.
Items we may want to address

4. • 5. Audit is completed for efficient integration of
team with
• other teams/initiatives addressing behavior
support
• Team has completed the "Working Smarter" matrix
Action Plan for T.I.C.

5. • 8. Team uses self-assessment information to build
• implementation Action Plan (areas of immediate
focus)
•
• The team uses the Action Plan to guide PBIS
implementation
TIC Action Plan

6. • 13. System in place to acknowledge/reward school-
wide
• expectations
• Reward systems are used to acknowledge school-
wide behavioral expectations.
• Ratio of reinforcements to corrections is high (4:1).
• Students and staff know about the
acknowledgement system & students are receiving
positive acknowledgements.
TIC action plan