PBIS Tier I Day 3 Assess Fidelity & Enhance Implementation

Tricia Hagerty, M.EdBella Bikowsky Ph.D.

Sue VandeVoorte, M.A.NorthWest PBIS Network

www.pbisnetwork.org

NorthWest PBIS Events to Support Implementation

Nov. 9th & 10th NorthWest PBIS Network’s Fall Conference, SeaTac Hilton Conference CenterDiscount Code

Nov. 16th & 17th Check & Connect – McKinstry Innovation CtrDay 1 District/School Teams/Coaches - The SystemDay 2 Coaches and Mentors

Dec. 2nd & 3rd Kent McIntosh Enhancing Equity & Implicit Bias, Puget Sound ESD

Jan. 25th WA PBIS Coaches Institute, Puget Sound ESD

Feb. 24th-26th Spring PBIS Conference in Eugene, OR

Agenda & Learning Targets Welcome & Warm Up – 1st Turn/Last Turn Team Activity

What’s Working MTSS/PBIS?

PBIS Booster – Myths & Misconceptions – Ours & Theirs

Assess Current Implementation – Across the Tiers Tiered Fidelity Checklist & Action Planning Culturally Responsive PBIS Classroom Preview - Homework

TIPS – Team Initiated Problem Solving Meeting Foundations Problem Solving Model Goal Setting & Team Planning

First Turn Last Turn Activity Individually read from

p.2 What is PBIS? To p.4 Misperceptions

Highlight/underline 2-3 items that resonate with you

In turn, read one of your items, but do not comment on it --- “The First Turn”

Group members comment in round-robin order about the item with no cross talk

The initiating person then shares his or her thinking about the item and gets – “The Last Turn”

- Repeat pattern in a quick whip around the table

Why SWPBIS?The fundamental purpose of SWPBIS is to make schools more effective learning environments for everyone.Predictabl

e Consistent

Positive

Safe

RtI=PBIS and PBIS=RtIMTSS

Three Strands in Continuous School Improvement Plans

Culture of Collaboration

Response to Instruction

Family and Community Engagement

Universal

Targeted

Intensive

MTSSContinuu

m of Support for ALL

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

RACHEL

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBS IMPLEMENTATION DRIVERS

Essential Features at the School Level

Teams of educators within the school

Active administrator involvement

Data based decision making

Instructional FocusTeach and Practice

Acknowledge student mastery of social skillsPositive Feedback

Universal School-wide Features

Clearly define expected behaviors (School-wide Rules) All Settings Classrooms

Procedures for teaching & practicing expected behaviors

Procedures for encouraging expected behaviors

Procedures for discouraging problem behaviors

Procedures for data-based decision making

Family Awareness and involvement

Core Feature

PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.

47. Procedures exist for tracking classroom behavior problems 48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

Tier I Universal Classroom Features

Tier II (small group) Targeted Group

Interventio Efficient and effective way to identify students at-risk

Screening Data decision rules Teacher Referral

Informal assessment process to match intervention to student need Structured Mentoring – Check, Connect, & Expect & Check &

Connect Small group social skills Self-management Academic Support

Part of a continuum – must link to universal SWPBIS – It is a secondary dose and preventative in nature

Tier III (Individualized Support)

When small group is not sufficient

When problem intense and chronic

Driven by Functional Behavioral Assessment

Connections to Mental Health and Community Agencies

Wrap Around Support for Student & Family

Part of a continuum – must link to universal SWPBIS System

Myth or Fact?

Myth or Fact?We are always positive and no

longer correct student behavior?

OK to say “Stop” – the challenge is to a. Continue to teach appropriate behavior

b. Put environmental supports in place to prevent the problem from occurring again

c. Learning Errors

Procedures for Discouraging Problem Behaviors

CONSISTENCY

Clearly define problem behavior

Clear distinction between staff/classroom and office managed behavior

Establish a continuum of procedures for correcting problem behavior

Establish data decision strategies for repeat offenders

“Appropriate” Responses to Problem Behavior

If a student removed from learning environment, create opportunity to teach/practice replacement behaviors

Natural consequences (is it “punishment” from the student’s perspective)

Changes within and across environments to promote appropriate behavior

Myth or Fact?“Universals” means we implement

SWPBIS exactly like all other schools?

Essential FeaturesReflect unique challengesCulturally responsive to reflect local

communityIntensity of implementation should

match the intensity of challenges

Myth or Fact?By the third quarter, it is typically okay to stop

teaching social expectations

Data Decision RulesStages of learning

AcquisitionFluencyMaintenance and Generalization

Myth or Fact?Once we hit 80% or better on the SET for a

couple years, adding Tier II/III Systems will be a piece of cake!

Universal matched to intensity of needs?Phases of Implementation

Exploration & TrialAdoptionFull Implementation

Myth or Fact? We have always done it that way, surely there is

a good reason to keep it going!

OUTCOMES!!!!!

Myth or Fact? SW PBIS simply will not work if

you don’t use powerful “rewards”?

Key is sincere, positive instructional feedback to promote mastery and fluency

Top Ten Reasons PBIS Fails1. Lack of continuous administrative support & involvement

2. Not tracking, reporting, & responding to data

3. Lack of understanding that staff set and change culture in schools

4. Lack of understanding commitment and buy-in from staff

5. Lack of understanding that academic success is driven by school culture

6. Not working through the PBIS processes as a team

7. Taking on too much too fast (generally with positive intentions)

8. Inconsistency of implementation by staff

9. Looking for the negative vs. looking for positives in student behavior

10. Focusing only on the high risk students

The Big IdeaIt Ends Without Commitment

PBIS requires administrators, faculty, team members, and coaches to make a commitment to systems, practices, and data in order to effectively and efficiently implement and sustain SWPBIS within the context of an effective school community and district.

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Leadership Team Action Planning : Steps

Self-Assessment: Accomplishments & Priorities Leadership Team Action

Planning Worksheet

Team Initiated Problem Solving & Facilitation: High Priorities

Meeting Foundations, Data, Problem Solving

Action Planning: Enhancements & Improvements & Documentation

Leadership Team Action Planning Worksheet & PBIS Calendar

Instructional Impact

Improving social development and behavior management

Creating a safe school environment

Increasing student instructional time

Increasing effective use of teacher and administrator time

Data always needs to be utilized in moving schools forward and making decisions

Where are you in implementation process? Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-based)

1. Exploration & Adoption

• Let’s make sure we’re ready to implement (capacity infrastructure)

2. Installation

• Let’s give it a try & evaluate (demonstration)

3. Initial Implementation

• That worked, let’s do it for real (investment)

4. Full Implementation

• Let’s make it our way of doing business (institutionalized use)

5. Sustainability & Continuous Regeneration

Maximizing Guided Team Time

Effective Team TimeWhere are we in our implementation?

– Complete a quick audit of Tiered Supports Using the Big Stickie &/or Workbook

– Show us your school spirit include your Expectations/Mascot

– List current systems, interventions & practices, supports across the tiers

– Share greatest success & Biggest Concern

Working Smarter Summary

If we adopt “X” (PBIS) what two things will we stop doing?

Does “X” (PBIS) align with our most important goals for students?

Does “X” (PBIS) have high probability of delivering the expected outcomes (research?)

Do we have the capacity to implement “X” (PBIS) with high fidelity and sustainability?

Does “X” (PBIS) fit with what we already do well?

Let’s Formally Assess Fidelity of Implementation

Use the Triangle or Multi-Tiered Graphic to list and organize your schools supports & interventions for behavior/social support & academic interventions

The Tiered Fidelity Inventory (TFI) can be used as an assessment action planning tool Walk Through & Interviews are important components to utilize this

tool the way it was intended. Ensure you use the data sources column to verify concrete

examples Use response cards to ensure equity in voice and develop a way to

assess consensus – When numbers differ, discuss items, add to action plan

Team first completes the entire (TFI) to get a baseline score (we will enter these for you) then you action plan just on the tier one section and re-assess later this year on it again.

Capture an Action Item for any item where you had a 0 or 1.

60 Minutes

15 Minute Break

Most Important Perceived Factors for Sustainability

1. School administrators actively support PBIS

2. School administrators describes PBIS as a top priority for the school

3. A school administrator regularly attends and participates in PBIS team meetings

4. The PBIS school team is well organized and operates efficiently

5. The school administrators ensure that the PBIS team has regularly scheduled time to meet

Which system best predicts sustained implementation (BoQ)

3 years later?School-wideNon-classroomClassroom Individual

Which system best predicts student outcomes (ODRs) 3 years later?

School-wideNon-classroomClassroom Individual

Which features best predict sustained implementation? Expected behaviors defined clearly

Problem behaviors defined clearly

Expected behaviors taught

Expected behaviors acknowledged regularly

Consistent consequences

CW procedures consistent with SW systems

Options exist for instruction

Instruction/materials match student ability

High rates of academic success

Access to assistance and coaching

Transitions are efficient

Lessons learned for sustaining School-wide PBIS

Focus on bringing PBIS into the classroomConsistency with SW systemsHigh rates of acknowledgment for

prosocial behavior

Focus on quality differentiated instruction across academic domainsStudent instruction at their level

Matrix

SETTING

All Settings

Hallways Playground CafeteriaLibrary/

Computer Lab

Assembly Classroom

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read, compute.

Sit in one spot.

Respect Others

Be kind.Hands/feet

to self.Help/share with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Expe

ctati

ons

EXPECTATIONS

Classroom Procedures/Routines

Class-Wide ArrivalCooperative

LearningGroups

IndependentSeat Work

Teacher Led Whole Group

Identify Attention Signal…….Teach, Practice, Reinforce

Be Respectful

Be Responsible

Be Safe

EXPECTATIONS

Classroom Procedures/Routines

Class-Wide ArrivalCooperative

LearningGroups

IndependentSeat Work

Teacher Led Whole Group

Identify Attention Signal…….Teach, Practice, Reinforce

Be Respectful

• Listen to others• Use inside voice • Use kind words• Ask permission

• Enter/exit classroom prepared

• Use inside voice

• Listen to others• Acceptdifferences• Use kind words• Encourageothers

• Use quiet voice• Follow

directions

• Eyes/ears on speaker

• Raise hand to speak

• Contribute to learning

Be Responsible

• Be prepared• Follow directions• Be a problem

solver• Make choices

that support your goals

• Place materials in correct area

• Begin warm-up promptly

• Use Time Wisely• Contribute• Complete your

part

• Be a TASK master

• Use your neighbor

• Follow directions

• Take notes• Meet your

goals

Be Safe

• Keep hands, feet, and objects to self

• Organize your self

• Walk

• Walk • Use Materials Carefully

• Keep hands, feet, and objects to self

• Stay at seat• Keep hands,

feet, and objects to self

Academic Engagement

Students Families School

Effective Schools

Action: Rate your school culture1. Use a student perspective

2. Use a staff perspective

Low High

Predictable

Consistent

1 2 3 4 5 1 2 3 4 5

Positive 1 2 3 4 5

Safe 1 2 3 4 5

Primary/Universal PBIS “Establish a positive social culture”

Create a school environment where:Student expectations are definedStudent expectations are taughtStudent expectations are

acknowledgedStudent behavioral errors have

immediate and consistent consequences

Faculty and staff behavior is positive, predictable and consistent

Data are gathered, summarized and used for decision-making on a regular cycle.

Create a positive setting Establish multiple and on-going strategies for

acknowledging appropriate behavior.

A School Culture is POSITIVE when the STUDENTS perceive it as positive, NOT when we say it is positive.

A positive environment is characterized by at least 5 positive interactions for every correction.

Glenn Latham, Bud Fredericks

Link individual acknowledgement to overall benefit of others.

Dispel myth that rewards are ineffective or detrimental to student “intrinsic motivation.”

Make rewards age and context appropriate

Are Rewards Dangerous?“…our research team has

conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”

Judy Cameron, 2002

Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Activity for Next Faculty Meeting

How do we acknowledge the positive social behavior of students? 1. Individual students 2. Groups/Classrooms 3. Whole school

Stop 10-15 students in the hallway and ask: Do you know the expectations in the

school? What do they mean for what you do

here? Has anyone acknowledged you for doing

things well during the past two weeks?

Avoid the trap of rewarding problem behavior

Negative reinforcement is alive and well.Escaping something unpleasant is a reward.

Unpleasant Events

ProblemBehavior

Escape from Unpleasant

Events

Reprimand/Failure Skip School No Reprimand/Failure

Invest in Intensive Supports (Tier II, III)

Establish the organizational capacity to support students with more severe problem behavior.

The three areas of “knowledge” needed by a team. Bennazi et al., (2006)

Knowledge about student Knowledge about context Knowledge about behavioral theory

The importance of understanding “function” of behavior. Sheldon Loman and Kathleen Strickland-Cohen (2013)

Typical school personnel can assess and manage “Basic” individual behavior challenges.

School-wide PBSEstablishing additional supports for students

with more intense needs

CR School-wide Positive Behavioral Interventions and Supports (SWPBIS)

The social culture of a school matters.

A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

Effective practices with the systems needed for high fidelity and sustainability

Multiple tiers of intensity

Experimental Research on SWPBIS

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support.

Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral

Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive

of Pediatric Adolescent Medicine. 2012;166(2):149-156

SWPBIS Experimentally Related to:

1. Reduction in problem behavior2. Increased academic performance3. Improved perception of safety4. Reduction in bullying behaviors5. Improved organizational efficiency6. Reduction in staff turnover7. Increased perception of teacher efficacy8. Improved Social Emotional competence

Summary of Research School-wide PBIS is an evidence-based practice

Implementation is related to improved academic and social behavior.

Tier I SWPBIS can be implemented with fidelity by any school in the U.S. without new resources or dramatic reorganization. Successful Schools:

Define a clear commitment to school-wide social culture Add data systems (fidelity and Student Outcomes) Provide the leadership to allow effective team-based decision-making.

Tier II and Tier III supports will require more adaptation

Culturally Responsive PBIS

A – In Place

B – Partially In Place

C – Not In Place

Where Are The Gaps?

What Additional Information Does Our Outcome Data Tell Us About How We Are Doing and Needed Areas of Focus?

Lets Discuss Some Short Term and Long Term Action Items To Address These.

Pick One Area to Delve Into

15 Mi1utes

DATA for Decision Making

Assessment and Evaluation

in PBIS

Basic Evaluation Questionsby School or Program

1. What does “it” look like now?

2. How would we know if are successful?

3. Are we satisfied with how “it” looks? YES:

Celebrate NO:

What do we want “it” to look like? What do we need to do to make “it” look like that?

4. What can we do to keep “it” like that?

Collect and use Data for Active Decision-Making

Concrete measures to determine if they are successful.

Measure use of practices: www.pbisapps.org Are we doing what we want to be doing?

Team Checklist Benchmark of Quality SAS Survey SET

Measure impact on valued outcomes Office discipline referrals Attendance Suspension/Expulsion rates Student academic achievement Student Individual Intensive Supports

Assessment in PBISMeasures of “Systems” Outcomes (fidelity)

pbis.org/tools.htmTFI – Tiered Fidelity Inventory SET – School-wide Evaluation ToolSAS - Self-Assessment Survey

Measures of “Practice” OutcomesOffice Referral DataAbsentee & Truancy DataAcademic DataSchool Climate MeasuresStaff, Parent and Student Perceptions (Anecdotal

Data)

PBIS Assessment & PBIS Eval

www.pbisapps.org

FREE DATABASE!

Assessment Schedule

Measure/Time Full TFI/SET TFI Indicated Section

Outcomes Data

Fall (6 Weeks In)

X

Sept, Feb, May X

Monthly X

Schedule TFI Today and Monthly Meetings If Needed Too

Enter TFI and SET on PBIS Assessments

Lunch

Team-Initiated Problem Solving II(TIPS II)

Team Time – Goals and Evaluation Planning

APA Citation:Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org

Critical Features of TIPS IIProblem Solving

TIPS Meeting Minutes (or equivalent) are used

Previous “old” problems are discussed with status reviewed

Quantitative data in the right format to answer the right questions are used and projected for all to see

Problems are defined with precision (what, where, when, who, why)

All active problems have solutions documented in meeting and CAN be implemented (Doable)

Problems with solutions defined have goals for success

Data examining the fidelity of implementation of solutions are gathered and shared with team

Outcome data examining the impact of solutions are gathered and shared with team

PREDICTABILITYPARTICIPATION

ACCOUNTABILITYCOMMUNICATION

PREDICTABILITY

Roles & Responsibilities

Start and end times

Agenda is used

Meeting schedule

PARTICIPATION

Engaged in Topic

Decision Makers

COMMUNICATIONNorms for the

meeting

Access to Meeting Minutes

ACCOUNTABILITY

Prepared for meetings

Are solutions working?

Documentation of decisions

Differences in lives of students

Implement Solution with High Integrity

Identify Goal for Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluationDecision

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

IdentifySolution and

CreateImplementation

Plan with Contextual Fit

Collect and Use

Data

What, Who, When, Where, and Why?

How do we want the problem to

change?

What are we going to do to bring about desired

change?Did we implement

with fidelity?

Has the problem been solved?

What next?

Implement Solution with High Integrity

Identify Goal for Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluationDecision

MeetingFoundations

Critical Features of Team-Initiated

Problem Solving (TIPS II)

IdentifySolution and

CreateImplementation

Plan with Contextual Fit

Collect and Use

Data

Meeting Foundations

Problem Solving

What makes a successful meeting?

1. Start & end on time

2. 75% of team members present & engaged in topic(s)

3. Agenda is used to guide meeting topics

4. System is used for monitoring progress of implemented solutions (review previous meeting minutes)

5. System is used for documenting decisions

6. Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities

7. Next meeting is scheduled

8. All regular team members (absent or present) get access to the meeting minutes w/n 24 hours of the meeting

9. Decision makers are present when needed

10. Efforts are making a difference in the lives of children/students.

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People aren’t tired from solving problems – they are tired from solving the same problem over and over.

Having Productive Meetings.:TIPS Fidelity of Implementation

ChecklistA progress-monitoring tool for planning, implementing, and

sustaining best practice meeting foundations and data based problem solving

Measures the functioning and health of the team and guides the team toward improvements in the level of implementation for both meeting foundations and problem solving

5 minutes at the end of the meeting to complete the TIPS-FC

Complete with coach every three to four meetings

TIPS Fidelity of Implementation Checklist

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Meeting Foundations• Predictability:

• Roles and responsibilities• Facilitator-Backup

• Minute Taker-Backup

• Data Analyst-Backup

• Member

• Timekeeper

• Administrator

• Agreement about process• Start time/stop time

• Schedule for the entire year

• Respect and commitment

• Clear Purpose/ Authority• What is the purpose of our team?

• What is the impact we are to have on students/ families/ School?

• What authority do we have to implement solutions?

• Electronic Meeting Minutes/Agenda

Meeting FoundationsAccountability

All Team Members come preparedTeam agrees to use the problem decision modelDocumentation of all decisionsTeam agrees that the goal is to make a difference for students

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Effective MeetingsOrganize tasks around phases of the meeting to build a predictable routine

Before Meeting Clear Agenda Clear Process, and Operating Agreements

During Meeting Clear roles and responsibilities Stay Focused with the use of projected meeting minutes Problem solve… not just problem admire Action plan

After Meeting Minutes documenting issue/decisions/ tasks to accomplish between

meetings.

Team Meeting Videos

Team Meeting Non-Exemplar

What Might Seem Familiar

Vs.

Team Meeting Exemplar

The PBIS Team Using TIPS

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Big Ideas for Effective Problem Solving Teams use a predictable routine

Practicing effective meeting foundations Interacting with their data Scheduled reporting cycle(s)

Problem Solving model is generalize-able across Contexts/teams

School wide, grade level/groups, individual students Content areas

Academic and social behaviorFidelity of implementation

Data sets

Problems are defined with precision before ‘solving’ them Active use of data

Fidelity of implementation and student outcomes are measured regularly to determine when goals are met

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Implement Solution with High Integrity

Identify Goal for Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluationDecision

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

IdentifySolution and

CreateImplementation

Plan with Contextual Fit

Collect and Use

Data

Implement Solutions

Define roles for effective meetingsCore roles

FacilitatorMinute takerData analystActive team memberAdministrator

Backup for each role

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Can one person serve multiple roles?

Are there other roles needed?

Typically NOT the administrator

Roles & Responsibilities on TIPS Teams

Facilitator

Minute Taker

Data Analyst

Team Member

Data Analyst Responsibilities

Data Analyst

Before Meeting:

• Review data and define potential new problems with precision (What, Who, Where, When, Why)

• Gather/organize data on previously-defined and/or potential new problems

• Review data on previously-defined problems (i.e., frequency/rate for most recently-completed calendar month, direction of change in rate since last report, and relationship of change to goal)

• Prepares graphs for sharing at meeting

• Asks Facilitator to add potential new problems to agenda for meetingDuring Meeting:

• Leads discussion of potential new problems

• Responds to questions about data; produces additional data on request (e.g., additional Drill Down Reports)

• Is active participant in meeting

Needed Skills for Data Analyst

Data Analyst

Data Analyst should:

• Like and feel comfortable with data

• Be fluent in navigating dataset to generate custom reports

• Be able interpret and summarize data/graphs about old and new problems:

• Retrieve data about previously defined problems

• Identify potential new problems

• Prior to meetings generate data summaries for potential student problems and for previously defined student problems

Team Member Responsibilities

Team Member

Before Meeting:

• Recommends agenda items to Facilitator

During Meeting:

• Analyzes/interprets data; determines whether a new problem exists

• Ensures new problems are defined with precision (What, Who, Where, When,

Why) and accompanied by a Goal and Timeline

• Discusses/selects solutions and evaluation data (fidelity and outcome) for new problems

• For problems with existing solution actions

• Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Stopped?)

• Suggests how implementation of solution actions could be improved

• Analyzes/interprets data to determine whether implemented solution actions are

•Is an active team member

Skills Team Members Need

Team Member

Team Members should:

• Be willing to listen and consider all perspectives

• Use a sense of humor

• Demonstrate mutual respect

• Be able to honor group norms or guidelines

On Last Section of TIPS Meeting Minutes Forms

Who is Responsible?Action Person Responsible

Reserve Room

Recruit items for Agenda

Review data prior to the meeting

Reserve & set up projector and computer for meetingKeep discussion focused

Record Topics and Decisions on agenda/minutes

Ensure that problems are defined with precision

Ensure that solutions have action plans

Provide “drill down” data during discussion

End on time

Prepare minutes and send to all members

Facilitator

Facilitator

Data Analyst

Minute Taker

Facilitator

Minute Taker

Facilitator

Facilitator

Data Analyst

Facilitator

Minute Taker

All

All

Building your TIPS Team Meeting Foundations Activity 1

1. Complete the Team Information Forma. Primary and Back up people identified for

• Facilitator

• Minute Taker• Data Analyst

b. Define the 2015-2016 meeting schedulec. Purpose of the team defined

• Example: Build & implement plans to establish and maintain a positive school environment and appropriate student behavior by using data for problem solving and decision making

Using Meeting Minutes as a Tool

Types of Agenda ItemsInitial Set-Up

Taking MinutesDistributing Meeting Minutes/Information

Using Previous Meeting Minutes to Guide Coaching Actions

Organizing for an effective problem solving conversation

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Problem

SolutionOut of

Time

Use Data

A key to collective problem solving is to provide a visual

context that allows everyone to follow and contribute

Meeting Minutes Most Common Challenges

Treating all agenda items equal Discrimination of type of agenda item needed for using TIPS with

fidelity. What and how much to write

Keeping personal notes in meeting minutes Accuracy

Listening to a discussion and recording accurate information

Preventative Strategies Prepare meeting minutes before the meeting

Review agenda and put items as placeholders Have a personal notepad close by to use for personal notes Save the file with current meeting date Get clarification on decisions and action plans by the end of

the meeting

Purpose of Meeting Minutes

Before Meeting Define agenda Clarify start/stop time Guide data analyst (updates on old problems)

During Meeting Organize agenda item time allocation/ prioritization Ensure that data are used for problem review Ensure that new problems are defined with precision Ensure that solutions are comprehensive have an action plan and

are linked to the problem Record “Topic” “Decisions”… NOT discussion dialogue Assess meeting process and effectiveness

After Meeting Record for review and accountability Guide and reminder for tasks between meetings

Types of agenda itemsMeeting Demographics

Meeting Logistics, Roles, Agenda & Announcements

Overall Status UpdatesFidelity of implementation & progress toward overall goal

Student ProblemsA problem resulting from student problem behavior &/or

insufficient progress toward goal(s)

Organizational and Housekeeping itemsReadiness, Sustainability, & day to day operationsSomething that is done regularly, as part of the ongoing cycle

of implementing systems and procedures with fidelity

Meeting Assessment

What type of Agenda Item?

Monthly website update Organizational- Housekeeping Item

Students are shouting, pushing in line, and leaving trash on tables in the cafeteria Student Problem

We need to conduct a MUSAC booster for cafeteria monitors: Move, Use student names, Scan, Acknowledge and Correct errors Organizational- Housekeeping Item OR a Solution

Action for the Student Problem listed above

Reading Buddy Schedule Organizational-Housekeeping Item

Students are not returning library books. There are more than 86 books overdue. We are not sure why. Student Problem

Hall monitors are not moving through the halls as planned Organizational-Housekeeping Item

How did we do today? Meeting Assessment

Meeting Demographics Logistics, Roles, Agenda &

Announcements

Student Problems A problem resulting from

student problem behavior &/or insufficient progress toward the goal

Organizational & Housekeeping Items

Readiness, Sustainability, & day to day operations

Something that is done regularly, as part of the ongoing cycle of implementing systems and procedures with fidelity

Meeting Assessment

General Flow of MeetingCall meeting to order – Who is present?

Review agenda for today

Update progress/Problem Solve on previously defined Student Problems– Were solutions implemented? Discuss current data and relation to goal.

Better? Worse? Was goal reached? What next?

Problem Solve New Student Problems-Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data

needed

Discuss Organizational-Housekeeping items

Wrap up meeting – Review date/time for next meeting and compete meeting assessment

Taking Meeting MinutesWHERE to document the information

Demographics of current and next meetingDate, Time, Location, Roles, Attendance, Agenda

Student ProblemsProblem precision elements with current levelSolutions and action plans (who does what by when)Goal for resolving the problemEvaluation plans for measuring fidelity of implementation

and effectiveness of solutionsUpdated progress toward goal

Organizational-Housekeeping ItemsDocument topic, critical discussion points, decisions and

action plans (who does what by when) Meeting Assessment

Where does an item go on the Meeting Minutes Form?

Update Progress & Problem Solve

Student Problems

Organizational-

Housekeeping Items

Meeting Assessment

Demographics of meetings

10 Minute Break

Problem SolvingStep 1

Identifying Problems has two parts:a. Identification of a primary statement/problem

• Indicates a difference between what is happening and what is desired

• Need to know what to expect as typical

• Use benchmark, aim line, median score, etc.

b. Identify the problem with precision• Indicates a difference between what is happening and

what is desired as precision elements are defined

• Need to know precision elements including what, where, when, who, why and how often (frequency or rate) the problem occurs

Identify Problemwith

Precision

Identification of the problem (is there a primary problem?)

A. Develop a school wide/primary summary statement

Begin at general, all-inclusive level, with year-to-date data

Review SWIS Average Referrals Per Day Per Month (All Referrals &

Minors)

Compare against National Data

Goal is to be at or below the national median

Examine trends, peaks, patterns and comparisons over the year &

previous years

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Trend

Our average Major and Minor ODRs per school day per month are higher than national median for a school of our enrollment size for all months except June. We have peaks in frequency of problems in Nov, Dec, Jan, and March with an increasing trend from September to March.

Is there a problem?Practice with Data

Primary

Let’s make this more precise

Elementary School with 150 Students

Compare with National Median150 / 100 = 1.50 1.50 X .20 = .30

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SW Summary Statement:

Our rate of problem behavior has been above the national median for schools our size the last 7 month this year.

With an increasing trend all year &

peaks in Nov, Feb, & April

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SW Summary Statement:

Last year we had an increasing trend

during first 3 months. (.5-2.2/day above national median)

.5-1.0 per day above national median for remainder of school

year.

Develop a SW Summary Statement

Develop a SW Summary Statement

Year One Year Two

Median Line based on 2010-11 Data

SW Summary Statement:Last year we were ~at or below the national median except for one month. This year, we had an increasing trend the first 4 months of the year followed by a 50% drop from Dec to Jan

Start with Primary Problem Statements

Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.

Move to Precise Problem Statements

Office discipline referrals for 3rd graders are above national median for schools our size.

Referrals for physical aggression among third grade students from 11:30-12:30 in the cafeteria are increasing over time. It is

believed that this is happening due to lack of consistent teaching of cafeteria procedures. This occurs at a rate of .73/day

Examples: Primary to Precise Gang-like behavior is increasing

Texting during school is becoming more negative

Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.

A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.

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120Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

Primary StatementCan you build a primary statement about one

thing that is happening at your school?

Complete the top portion of the TIPS Worksheet.

10 Minutes

Building Problem Statements

Primary Statements:Indicate a discrepancy between what we have and what we

want.

Precise Problem Statements:Indicate the problem with sufficient precision to allow

problem solvingWhat is happening (and how does it differ from

what we want)How often is it happeningWhen is it happeningWhere is it happeningWho is involvedWhy does it keep happening

SWIS Big 4 for October 1, 2011 through December 31, 2011

Defiance

What?

SWIS Big 4 for October 1, 2011 through December 31, 2011

ClassroomPlaygroun

d

Where?

11:45-12:00

When?

Who?

3rd and 4th Grade

Avoid Work

Why?

Precision Statement

Many 3rd and 4th graders (who) are engaging in Defiance (what) between 11:45 and 12:00, near the end of their 30-minute recess period (when), with most of these instances occurring on the playground, in class, or in the hall (where), because the students want to avoid the upcoming classroom instructional period (why ) at rate of 4.0 students per day (how often).

The Problem-Solving “Mantra”Do we have a problem?

(identify)What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences)Why does the problem exist, & what can we do

about it?(hypothesis & solution)

What are the actual elements of our plan?(Action Plan)

Is our plan being implemented, & is it working?(evaluate & revise plan)

What is the goal?

(What will it look like when there is not a problem?)

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Designing Good Solutions• Positive Behavior Interventions and Supports (PBIS) basics

• Define

• Prevent

• Teach

• Acknowledge

• Correct

• Extinguish

• Safety

• Function-based support

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TIPS Action Plan Using the TIPS Meeting Minute Template and your

school’s discipline data, define a problem with precision

Identify your current level & a goal for change

Use the TIPS Problem Solving Worksheet to brainstorm solutions and create a plan that is feasible & doable

How will you assess fidelity of implementation?

Set up for your next meeting

What data is needed?

60 Minutes

Pair & SharePartner up with another team and share your

TIPS process

Using the TIPS Fidelity Checklist – Give each other feedback on the Problem Solving Process, items 10-18.

Switch Groups

Return to your tables & capture final action items

Final Check InQuestions?

Next steps - 2 items per team

Evaluation Link

Final Thoughts. . .The staff member who says,

“I just don’t have the time and effort to implement all of these positive behavioral strategies!”

Is like the farmer who says,

“I just don’t have time to build a fence ~

I am way too busy chasing the cows!!”

There is no such thing as resistance to change, it is actually inadequate preparation!

Let’s prepare for success! All students All staff All means all!