Tier 1

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Tier 1

Social, emotional, and behavioral prevention, instruction, and response for ALL

Tier 1 support is what adults do to meet the social, emotional and behavioral needs of all students. Together, school staff members and stakeholders use the NeMTSS Essential Elements to build inclusive, equitable universal (core) prevention, instruction, and response systems to be implemented by all adults school-wide and in the classroom.


The focus of Tier 1: School-Wide Training is to build CORE social, emtional, behavioral systems by:

  • Forging relationships.
  • Establishing and organizing the team.
  • Involving all stakeholders in the process.
  • Defining school-wide expectations.
  • Teaching school-wide expectations.
  • Acknowledging students, staff members and stakeholders.
  • Engaging in systematic supervision.
  • Establishing an instructional response systems.
  • Analyzing and problem-solving data.
  • Providing professional development.


The focus of Tier 1: Classroom Training is:

  • Forging relationships with students and parents.
  • Designing the classroom arrangement for engagement, supervision and efficiency.
  • Establishing classroom expectations and procedures.
  • Teaching classroom expectations and procedures.
  • Creating strategies to acknowledge desired behavior.
  • Considering instruction, engagement, differentiation and activity type/difficulty.
  • Providing prompts and precorrects.
  • Responding instructionally to problem behavior.
  • Collecting and analyzing classroom-level data.
  • Involving students and parents in classroom activities and instruction.


Tiered Fidelity Inventory (TFI)

School teams use the Tiered Fidelity Inventory (TFI) to monitor progress and assess fidelity of implementation of the core features of NPBIS. The TFI includes three separate surveys, one for assessing each tier, which school teams can use separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess any tier.

Self-Assemssment Survey (SAS)

In Nebraska, the Self-Assessment Survey (SAS) is typically taken in the spring by all staff and provides valuable information on the progress of NPBIS implementation for schools. Results of both the TFI and SAS are used to plan and develop goals for the coming year.

School teams analyze social, emotional, behavioral and academic outcome data, as well as climate and culture data, to ensure students are experiencing a high level of success.


NE Training Materials:

Forging Relationships:

Establishing the team:

Involving Stakeholders in the Process:

Defining School-wide Expectations:

Teaching School-wide Expectations:

Acknowledging School-wide Expectations:

Engaging in Systematic Supervision:

Responding to Problem Behavior:

Analyzing and Problem-Solving Data: