1 of 104

TIPS �Team Initiated Problem Solving�Meeting Foundations�

Diane LaMaster

Midwest PBIS Network

National SWIS/TIPS Trainer

MIDWEST

NETWORK

PBIS

2 of 104

Agenda for Webinar

Overview of PBIS/MTSS

TIPS (Team Initiated Problem Solving) Foundations

Roles/Responsibilities

Meeting Minute Form

Examples for Tiers 1 and 2

MIDWEST

NETWORK

PBIS

3 of 104

Positive Behavioral Interventions & Supports (PBIS) is…

a data-driven decision making framework for establishing the social culture and multi-tiered behavioral supports needed for an organization to be an effective learning environment for all youth and staff.

Increase Effectiveness and Efficiency
Supports Consistent Adult Behavior
Process for Continuous Improvement
Framework for Aligning Initiatives

Adapted from: USDOE OSEP PBIS TA Center, 2010 Midwest PBIS Network 1-15-19

MIDWEST

NETWORK

PBIS

Slide Starter: “To make sure everyone has a core and up-to-date understanding of PBIS, lets review some key concepts..

This is a framework, not a packaged program. You will look at what you already have in place at your school, what works and uses evidence based practices. You will analyze what needs to be put in place to provide behavioral supports for all your students to create an effective learning environment. This creates effective and efficient practices, remembering that the process is continuously improving.

This increases our effectiveness to be preventative and respond early and our efficiency in the ways we use our resources to support the continuum of social and behavioral needs

USDOE, OSEP (2010). Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports. Retrieved May 1, 2015, from http://www.pbis.org/Common/Cms/files/pbisresources/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf

4 of 104

Three-tiered Continuum of Evidence-based Practices

Tier I Prevention:

School/Classroom-wide Data, Systems, Practices

for all Students, Staff, Settings

Tier II Prevention:

Group-based Data, Systems, Practices Targeting At-Risk Behaviors

Tier III Prevention:

Specialized, Individualized

Data, Systems, Practices for High-Need and Complex Behaviors

~80% responding

~15%

~5%

Students
Staff
Families
Community

Midwest PBIS Network 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

MIDWEST

NETWORK

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

5 of 104

Supporting culturally knowledgeable Staff Behavior through team-based leadership and coordination, professional development, coaching, and content expertise

Supporting culturally valid Data-based Decision Making through universal screening, progress monitoring, and evaluation of fidelity

Supporting Student Behavior through a three-tiered continuum of culturally relevant evidence-based interventions

SYSTEMS

PRACTICES

DATA

OUTCOMES

Supporting culturally equitable Targets including �social/emotional competence & academic achievement

Positive Behavioral Interventions and Supports (PBIS) is a Multi-Tiered System of Supports (MTSS) Framework �for Continuous Improvement and Alignment of Initiatives

Midwest PBIS Network 1/15/19. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

MIDWEST

NETWORK

PBIS

Slide Starter: “This visual is the organizing logic of a Multi-Tiered Behavioral Framework…

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators.

Practices: interventions and strategies that are evidence based.

Data: information that is used to identify status, need for change, and effects of interventions.

Systems: supports that are needed to enable the accurate implementation of the practices of MTSS. Systems support the adults who do this work

The framework language is familiar and used often when discussing MTSS. By framework, we mean MTSS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work.

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

6 of 104

A Framework for Aligning Your Practices/Initiatives

Midwest PBIS Network 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

Bullying Prevention

Social Emotional Learning

Restorative Practices

Academic Curricula

Wraparound

Social and Academic �Instructional Groups

Check-in Check-out

Relationship Building

Second Step

Trauma Informed

Community Involvement �in the School

FBA/BIPs

Behavior Lesson Plans

MIDWEST

NETWORK

PBIS

7 of 104

Team Initiated Problem Solving

MIDWEST

NETWORK

PBIS

8 of 104

What is TIPS and Why Use It?

Team Initiated Problem Solving
A clear model with steps for problem solving routine
Access to the right information at the right time in the right format
A formal/ predictable process that a group of people can use to build and implement solutions.

8

MIDWEST

NETWORK

PBIS

9 of 104

90,000 public schools in the United States

Each school has 1+ teams to address challenges and build solutions

Each team meets at least monthly

On average there are 5 people on each team

810,000 hours of meetings

4,050,000 hours of personal time annually

We have to make our Problem Solving Team minutes count!

MIDWEST

NETWORK

PBIS

10 of 104

Improving Decision-Making

10

From

TO

PROBLEM

SOLUTION

PROBLEM SOLVING

MIDWEST

NETWORK

PBIS

11 of 104

Implement

Solution with

High Integrity

Identify

Goal for Change

Identify Problem

with

Precision

Monitor Impact

of Solution and

Compare against Goal

Make Summative

Evaluation

Decision

Meeting

Foundations

Team-Initiated Problem Solving (TIPS II) Model

Identify

Solution and

Create

Implementation

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?

MIDWEST

NETWORK

PBIS

12 of 104

Meeting Foundations Elements

Purpose of the team/ purpose of the meeting is clear & functional
Team agreements about meeting processes are defined
Roles & responsibilities are defined
Team member communication is efficient

Accessibility to email, phone, meeting minutes

Annual calendar of meeting dates, times, location is determined
Electronic meeting minutes are used

12

MIDWEST

NETWORK

PBIS

13 of 104

Meeting Foundations�Characteristics of Effective Team Meetings�

Predictable

Start/end time, roles, purpose/goals, phases of meeting
Responsibilities linked to roles, projected meeting minutes/data

Consistent

Use of meeting minutes, team agreements, use of meeting protocol & problem solving routine

Positive/Safe

Team agreements, use of Meeting Foundations

Accountability

Fidelity of implementation
Student outcomes
Meeting Evaluation

MIDWEST

NETWORK

PBIS

14 of 104

Meeting Norms and Purpose

MIDWEST

NETWORK

PBIS

15 of 104

Team Purpose Example

The purpose of the Tier I team is to:

coordinate implementation of Tier I systems and supports,
monitor fidelity of implementation & overall status of progress towards goals/grade level benchmarks.
identify & develop data based plans for new problems.
communicate with other school teams

MIDWEST

NETWORK

PBIS

16 of 104

16

Respect:

active,

equitable,

attentive

Responsibility:

task completion

timeliness

positivity

3. Reality:

doable

honesty

Respect

Before meeting, complete tasks, inform facilitator of absence/tardy, avoid side talk
During meeting, avoid side talk, stay focused
Start and end meeting on time

Relevance

Question fidelity of implementation
Make data based decisions based on precision statements (what, where, when, who, why & how often)

Reality

Think about feasibility, social acceptability, & contextual fit

Examples of Group Agreements

MIDWEST

NETWORK

PBIS

17 of 104

Roles and Responsibilities

MIDWEST

NETWORK

PBIS

18 of 104

Define roles for effective meetings

Core roles

Facilitator
Minute taker
Data analyst
Active team member
Administrator

Backup for each role

18

Typically NOT the administrator

MIDWEST

NETWORK

PBIS

19 of 104

Roles on TIPS Teams

Facilitator

Minute Taker

Data Analyst

Team Member

MIDWEST

NETWORK

PBIS

20 of 104

Facilitator’s Responsibilities and Skills Needed

Facilitator

Before Meeting:

Ask for agenda items
Provide items to Minute Taker

During Meeting:

Starts meeting on time
Manages “flow” of meeting

Prompts team members (as necessary) with the TIPS problem-solving “mantra”

Is an active participant in meeting
Determines date, time, and location of next meeting

Facilitator should be able to:

Ask questions
Implement group norms or agreements
Keep meeting on track (or navigate back on track when needed)
Move through agenda in a timely fashion

MIDWEST

NETWORK

PBIS

21 of 104

Minute Taker’s Responsibilities

Minute Taker

Before Meeting:

Collects agenda items from Facilitator
Prepares TIPS Meeting Minutes agenda form, including content from Data Analyst, as appropriate
Is prepared to project TIPS Meeting Minute form via LCD during meeting

During Meeting:

Records decisions/ notes on TIPS Meeting Minutes form
Asks for clarification of tasks/ decisions, as necessary
Is active participant in meeting

After Meeting:

Cleans up TIPS Meeting Minutes from meeting
Disseminates Meeting Minutes to team within 36 hours

MIDWEST

NETWORK

PBIS

22 of 104

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 meeting

During 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

MIDWEST

NETWORK

PBIS

23 of 104

What is a Data Analyst

SWIS Data Analysts�analyze, interpret and share SWIS reports and information with teams and individuals who use data for decision making.

MIDWEST

NETWORK

PBIS

24 of 104

Data Analyst Report

MIDWEST

NETWORK

PBIS

25 of 104

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

MIDWEST

NETWORK

PBIS

26 of 104

��DO YOU SERVE IN ONE OF THOSE KEY ROLES ON YOUR TEAM OR WOULD YOU LIKE TO?��IF SO, WHICH ROLE/WHY?�

ACTIVITY CHAT

MIDWEST

NETWORK

PBIS

27 of 104

Meeting Minutes��A framework for organizing and documenting efficient meetings

MIDWEST

NETWORK

PBIS

28 of 104

General Flow of Meeting

Call meeting to order – Who is present?

Review agenda for today

Update progress/Problem Solve on previously defined Problems– Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next?

Problem Solve New 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

MIDWEST

NETWORK

PBIS

29 of 104

Meeting Minutes: Critical Elements

Meeting Demographics

Purpose is to guide the meeting and record critical decisions.

Logistics of current and next meeting

Roles

Attendance

Big picture view of practices/curriculum implemented

Overall Systems Update (if appropriate)

Problem Solving with Action Plans and Evaluation

General Tasks (if appropriate)

Evaluation of Meeting

Problem precision elements

Goals

Solutions with Plans

Evaluation Data

What, Who, and By When

Meeting efficient?

Strategies implemented with fidelity?

Are we making positive changes in students’ lives?

MIDWEST

NETWORK

PBIS

30 of 104

Page 1

Page 2

Meeting Minutes Guide

MIDWEST

NETWORK

PBIS

31 of 104

District Logo

Meeting Info

Agenda Items

Systems Overview

Problem Solving Process

MIDWEST

NETWORK

PBIS

32 of 104

How did we do?

Organizational/Housekeeping Task List

MIDWEST

NETWORK

PBIS

33 of 104

MIDWEST

NETWORK

PBIS

34 of 104

TIPS at Tier 2

Meeting Foundations

Problem Solving Process

MIDWEST

NETWORK

PBIS

35 of 104

Sample Tier II Agenda Items

Coordinator/Data Analyst Report
Problem Solving & Action Planning
Fading & Graduation (general statement)
New Referrals to CICO team (general statement)
System Updates & General Info/Issues

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

MIDWEST

NETWORK

PBIS

36 of 104

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

MIDWEST

NETWORK

PBIS

37 of 104

MIDWEST

NETWORK

PBIS

38 of 104

Tier 2 TIPS Meeting Minute Example:

TFI Completion Date

Fidelity for Tier II is 70%

Recommended annually when at fidelity and 2-3 times/year until fidelity.

Population & Progress Monitoring Data comes from Tracking Tool. Want to include all interventions at Tier II.

Target is 70% of students responding. Need to problem solve this from systems perspective.

Target is 10-15%. Need to consider students we are missing with our data decision rules.

MIDWEST

NETWORK

PBIS

39 of 104

MIDWEST

NETWORK

PBIS

40 of 104

�Data Based Decision Making

Diane LaMaster

Midwest PBIS Network

National SWIS/TIPS Trainer

MIDWEST

NETWORK

PBIS

41 of 104

Setting Up Efficient �Decision Systems

MIDWEST

NETWORK

PBIS

42 of 104

Essential Elements of Decision Systems

Team foundations (roles, schedule, agenda)
Define problems with precision
Define the goal before the solution
Build functional and contextually-relevant solutions
Transform solutions into action plans
Measure fidelity and impact (repeatedly)
Adapt solutions over time to fit new data

MIDWEST

NETWORK

PBIS

When schools/facilities are engaged in the problem-solving process using data-based decision making, there are key concepts and critical components that must be present to be most effective.

Teams should have solid meeting foundations to move through the problem-solving process efficiently.
Teams should work to clarify problems and define them with precision so everyone knows exactly where solution efforts are being focused.
Teams should define goals prior to designing solution plans. This helps design solutions that are truly effective.
Teams should transform solutions into actionable plans so they are more likely to happen.
Teams should regularly measure fidelity and impact so they know if they did what they said they would do and whether it had the outcome they intended.
Teams should regularly monitor their data so they can easily transition to new problems and adapt solutions.

43 of 104

Data-Based Decision Making

MIDWEST

NETWORK

PBIS

44 of 104

Why use data for decision making?

Decisions are more likely to be effective and efficient when they are based upon data.

The quality of decision making depends most upon the first step; defining the problem to be solved with precision and clarity.

MIDWEST

NETWORK

PBIS

45 of 104

SWIS Suite for Decision Making

I-SWIS is a decision system for students requiring more intensive and individualized academic, social, or mental health supports.

CICO-SWIS is a decision system for targeted or group-based interventions for students needing additional support beyond the Universal or �Tier I system.

The School-Wide Information System (SWIS) is a web-based decision system designed to help school/facility personnel use office referral data to monitor progress of school-wide and individual student interventions.

MIDWEST

NETWORK

PBIS

46 of 104

Why use data for decision making?

Data help place the “problem” in the local context rather than on the students.
Data help us ask the right questions…they do not provide the solutions.
Use data to:

Identify problems
Refine problems and understand the context
Define the questions that lead to a solution

MIDWEST

NETWORK

PBIS

47 of 104

Using Data for Decision Making

MIDWEST

NETWORK

PBIS

48 of 104

Using Data for Decision Making

Universal Screening Tool

Proportion of students with

0-1 Office Discipline Referrals (ODRs)
2-5 ODRs
6+ ODRs

Progress Monitoring Tool

Gather data to assess progress of intervention or on action plan

Summative Evaluation

Summarize data across large date ranges (e.g., quarterly, annually) to monitor and prevent previous problem patterns

MIDWEST

NETWORK

PBIS

49 of 104

Screening: Referrals by Student Report

System Response

10+ students in the same context

Individual Response

Fewer than students in the same context

MIDWEST

NETWORK

PBIS

50 of 104

When should schools start screening?

Cumulative Mean ODRs Per Month for Elementary Schools

Differences become clear in October

McIntosh et al (2010)

MIDWEST

NETWORK

PBIS

51 of 104

The “October Catch” Possibilities

20%

30%

In a school of 500 students, this could mean

150 fewer referrals
25-75 hours staff time

saved per school year!

MIDWEST

NETWORK

PBIS

52 of 104

SWIS Reports

Getting Data Out of SWIS

MIDWEST

NETWORK

PBIS

53 of 104

MIDWEST

NETWORK

PBIS

54 of 104

SWIS Core Reports

MIDWEST

NETWORK

PBIS

55 of 104

Additional SWIS Reports

MIDWEST

NETWORK

PBIS

Additional Reports provide some of the same information presented in the Core Reports and display it in a multi-year format so schools/facilities can see changes over time. For example, the Average Referrals Per Day Per Month report is represented in a multi-year format so users can see a specific month (e.g., March) and compare it to the previous year, the year before that, the year before that, etc.

The same is true for the Location report presented in the multi-year format. This report allows users to see the number of referrals in various locations compared across years.

The Problem Behavior report presented in the multi-year format allows users to see the number of referrals associated with individual problem behaviors compared across years.

The Staff report is only accessible to certain users with appropriate access levels. The Staff report displays the number of referrals written by staff members within a designated time range.

56 of 104

Additional SWIS Reports (continued)

MIDWEST

NETWORK

PBIS

The Ethnicity report is presented using four different graphs and is used to monitor referral patterns across a school/facility’s various racial/ethnic groups. The Ethnicity report can assist schools in providing equity in education and taking actionable steps towards avoiding disproportionality in discipline practices.

The Suspension/Expulsion report displays the total number of students, total number of events, and total number of days related to in-school suspensions, out-of-school suspensions, and expulsions.

The Triangle Data Report is a multi-year report that shows for each year the percentage of students with referrals within the green, yellow, and red zones based upon the following data decision rules:

Green zone = 0-1 ODRs
Yellow zone = 2-5 ODRs
Red zone = 6+ ODRs

57 of 104

Additional SWIS Reports (continued)

MIDWEST

NETWORK

PBIS

58 of 104

Student Dashboard

MIDWEST

NETWORK

PBIS

The Student Dashboard provides the most relevant reports about a specific student. This report includes graphs similar to the SWIS Dashboard. You can change the actual school year, but there are not options for narrowing the date range (e.g., you can’t select October 1 through November 1 of a certain year).

When a student is identified or referred for additional supports, this tool provides a summary of the student’s referral data. This is also a set of reports that would be appropriate to include in a student’s file if they transfer to another school.

Teachers may request these reports during parent-teacher conferences. This would be something to schedule extra data analyst/reporter time for since there are typically only 1-3 people available who have access to create the reports, and they might be overwhelmed if this were a last-minute request!

59 of 104

Identifying Current Status �and Potential Problems

MIDWEST

NETWORK

PBIS

60 of 104

Continuous Quality Improvement

Identify problems �with precision

Establish goal(s)

Develop solution(s)

Implement solution(s) �with integrity and fidelity

Monitor outcomes and compare to goal(s)

Reassess and revise solution(s) as needed

MIDWEST

NETWORK

PBIS

61 of 104

Identifying Problems/Issues

What data should teams monitor?

Referral Data (Core Reports)

Referrals Per Day Per Month, OSS, ISS

Others: attendance, teacher reports, other screening tools
Fidelity of PBIS implementation (e.g., TIC, SET, BoQ, TFI)

Are we doing what we planned to do?

What question should we answer?

Do we have a problem?

MIDWEST

NETWORK

PBIS

62 of 104

Identifying Problems/Issues

What is our current status?

What are the levels, trends, peaks, and/or valleys?
How does this year compare with last year?
How do our data compare with national/regional norms?
How do our data compare with our preferred/expected status?

Do we have a potential problem?

What additional data do we need to be sure?

MIDWEST

NETWORK

PBIS

63 of 104

Building Precise Problem Statements

MIDWEST

NETWORK

PBIS

64 of 104

Moving to Precision

Start with the primary statement.

Most problems are framed in a “primary” format, which creates shared concern but is not very useful for problem solving.

Use data to create a precise problem statement.

Everyone can then work on the same problem with the same basic assumptions about the problem context.

MIDWEST

NETWORK

PBIS

Problem statements are critical for solution success. Schools/facilities must clearly identify and define the problem with precision so that everyone is working on the same problem in the same way.

Initially, problem statements are framed in a “primary” form after a surface-level or initial review of the data.

Primary problem statements tell us, “We feel/perceive there is a problem.” This creates the needed concern to get people’s attention, but it’s not ideal for problem solving yet since each team member is likely to understand this “problem” differently based upon their role, experience, and assumptions.

Precise problem statements tell us exactly what the problem is. We can use data to refine the problem statement until we have the precision needed to work on the same problem with the same (or very similar) assumptions.

65 of 104

Precise Problem Statements

Precise problem statements include information about the following questions:

What is the problem behavior?
How often is the problem happening?
Where is the problem happening?
Who is engaged in the behavior?
When is the problem most likely to occur?
Why is the problem sustaining?

MIDWEST

NETWORK

PBIS

66 of 104

Primary Vs. Precise Statement Examples

Primary Statements

We have too many referrals.
September has more suspensions than last year.
Gang behavior is increasing.
The cafeteria is out of control.
Student disrespect occurs way too often.

Precise Statement

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

MIDWEST

NETWORK

PBIS

67 of 104

Precision Statement Example

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

What? more ODRs for aggression
Where? on the playground
Who? a large number of students
When? first recess
Why? getting access to the new playground equipment

MIDWEST

NETWORK

PBIS

68 of 104

The Right Format Makes All the

Difference

MIDWEST

NETWORK

PBIS

69 of 104

Organizing Data for Decision Making

Compare data across time to analyze trends.
Equal data sets ensure a true analysis.
Move away from a total referral count to average referrals per day per month for true comparisons.

=

= =

Total Referrals Per Month

Average Referrals Per Day Per Month

?

? ?

MIDWEST

NETWORK

PBIS

70 of 104

Organizing Data for Decision Making

Total Referrals Per Month

0

10

20

30

40

50

60

70

80

40

30

63

70

60

42

71

48

52

16

Because each month has a different number of school days, a true comparison is not possible.

MIDWEST

NETWORK

PBIS

71 of 104

Organizing Data for Decision Making

Average Referrals Per Day Per Month

Although the months are different, an average referral per day per month count allows for true comparisons.

Referrals Per Day Per Month

MIDWEST

NETWORK

PBIS

72 of 104

Average Referrals �Per Day Per month

MIDWEST

NETWORK

PBIS

73 of 104

Identifying Problems/Issues

What is our Current Status?

What are the levels, trends, peaks, and/or valleys?
How does this year compare with last year?
How do our data compare with national/regional norms?
How do our data compare with our preferred/expected status?

Do we have a Potential Problem?

What additional data we need to be sure?

MIDWEST

NETWORK

PBIS

74 of 104

Describe the Picture

Questions to Ask

What are the levels compared to the national median?
What is the trend?
When are the peaks?

75^th Percentile

Median

25^th Percentile

MIDWEST

NETWORK

PBIS

75 of 104

Practice Example

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

We have a decreasing trend since November.

Median

MIDWEST

NETWORK

PBIS

76 of 104

Story Gathering

MIDWEST

NETWORK

PBIS

77 of 104

Gathering the Pieces

Core Reports can help teams identify current status and potential problems (red flags)

Questions	Reporting Tools
What problem behaviors are most common?	Referrals by Problem Behavior
Where are problem behaviors most likely?	Referrals by Location
When are problem behaviors most likely?	Referrals by Time
Who is engaged in problem behavior?	Referrals by Student
Why are problem behaviors sustaining?	Data Drill Down

MIDWEST

NETWORK

PBIS

78 of 104

Asking the Right Questions

“There are too many referrals in the classrooms!”

Which classrooms/grades?
Which students? (a few or many)
What problem behavior(s)?
What time of day?

“There are too many referrals in the cafeteria!”

Which students? (A few or many? Which grades?)
What time? (Which lunch period? Beginning or end?)
What problem behaviors?

MIDWEST

NETWORK

PBIS

79 of 104

Referrals By Problem Behavior

Questions to ask �about Referrals by �Problem Behavior

Is there one major �problem behavior �or multiple problem �behaviors?
Do they appear to be student-to-student or student-to-adult?
Are there similarities in the types of behaviors?
Are they major or minor problem behaviors?

MIDWEST

NETWORK

PBIS

80 of 104

Referrals By Location

Questions to ask �about Referrals by �Location

Where are the �problems �occurring?
Are there problems in:

One or many locations?
Clusters of locations?

MIDWEST

NETWORK

PBIS

81 of 104

Referrals by Time

Questions to ask �about Referrals by Time

When is the problem �behavior occurring?
How do those times �match with the schedule/activities?
How does this information match up with referrals by location?

Most problems are occurring between �10:00-11:30am

MIDWEST

NETWORK

PBIS

82 of 104

Referrals by Student

Questions to �ask about �Referrals by �Student

What portion� of students �have 0-1 �referral?
What portion of students have 2-5 referrals?
What portion of students have 6+ referrals?

2 students may benefit from individualized support.

9 students may be candidates for some type of Tier II support.

MIDWEST

NETWORK

PBIS

83 of 104

The Final Question

So far we’ve looked at reports that look at referral data from these “Wh-” filters….

How often? … Average Referrals Per Day Per Month
What? ………... Referrals by Problem Behavior
Where? ……... Referrals by Location
When? ……….. Referrals by Time
Who? …………. Referrals by Student

There’s one question left that we haven’t talked about…

MIDWEST

NETWORK

PBIS

84 of 104

The Last (and Hardest) Question

MIDWEST

NETWORK

PBIS

85 of 104

Perceived Motivation (Why?)

“What is perceived as maintaining the problem behavior?”

Perceived Motivation falls into these two categories:

Obtain	Avoid
Attention �(adults or peers) Tangible �(items, activities, sensory)	Attention �(adults or peers) Tangible �(items, activities, sensory)

MIDWEST

NETWORK

PBIS

The “Why” is called Perceived Motivation. What is perceived as maintaining the problem behavior? Why does it keep happening?

This is based in behavioral research, and we’re trying to find out what the student was trying to (or did) accomplish with their behavior.

In behavioral theory and research, all behavior is motivated by the desire to either Obtain or Avoid.

We might want to access or avoid people or at least attention from people. In SWIS, we split this into adult or peer attention.

We might also want to access or avoid other “things” such as tangible items, activities/tasks, or specific sensory stimulation. In SWIS, we can choose from avoid tasks/activities, obtain items/activities.

Often, if the staff who observe the problem behavior will pause and ask themselves what happened before and after the problem behavior, they can make an educated guess about the function or motivation. It’s okay to ask the student, too. They might not use the official terminology, but they often know best why they did what they did.

Even after reflection and/or asking the student, we might not be 100% certain of the perceived motivation each time, but a best guess across multiple instances of similar problem behaviors will begin to reveal the patterns for which we are looking. Understanding the motivation is critical because effective solutions to problems must address the same function. If the student disruption across 8^th graders is related to avoiding tasks, then we need to look at whether the task is appropriate for the students’ skill level. The 3^rd grade boys are using inappropriate language to gain adult and peer attention, so we need to remove attention for inappropriate language and provide the student with appropriate and easy ways to get the attention for which they are looking.

86 of 104

Always LAST!

Always assess motivation AFTER you have defined:

Who? What? When? Where?

WHY are students misbehaving in this context?
Are there multiple motivations suspected?

Look for the “primary” motivation

MIDWEST

NETWORK

PBIS

87 of 104

Referrals by Motivation

Motivation for �many elementary students engaging in disruption in the classroom

MIDWEST

NETWORK

PBIS

88 of 104

Referrals by Motivation

Motivation for middle school students’ �non-compliance �and insubordination in the classroom

MIDWEST

NETWORK

PBIS

89 of 104

Goals & Solutions

A Brief Introduction

to the Next Steps

MIDWEST

NETWORK

PBIS

90 of 104

Continuous Quality Improvement

Identify problems �with precision

Establish goal(s)

Develop solution(s)

Implement solution(s) �with integrity and fidelity

Monitor outcomes and compare to goal(s)

Reassess and revise solution(s) as needed

MIDWEST

NETWORK

PBIS

91 of 104

Defining Goals

Define the problem with precision

Context and function

Measure the problem (current level or amount)
Define the goal

What would be “good enough” to move to another problem?

Use the goal to guide the solution

How can we move from here (current reality) to there (desired outcomes)?

MIDWEST

NETWORK

PBIS

92 of 104

Defining Goals

Problem	Current Status	Goal
Many students are leaving garbage in the cafeteria resulting in conflict and ODRs. The behavior is maintained by task avoidance.	22 ODRs per month from the cafeteria Heidi (cafeteria supervisor) rates cafeteria as “1” (low) on a 1-5 scale of cleanliness.	Less than 5 ODRs per month from the cafeteria. Heidi rates cafeteria cleanliness as 4 or greater for two weeks in a row.

MIDWEST

NETWORK

PBIS

Example Think Aloud:

“OK, I first define my problem with precision. I know that many students are leaving garbage in the cafeteria because it is easy to do and this results in conflict with adults and ODRs from the cafeteria supervisors.

(Click) I know that we have an average of 22 ODRs per month from the cafeteria, and the supervisors rate the cleanliness at a low (1 out of 5). That’s my level or current status .

(Click) With this information, I can design an appropriate goal. We need to decrease to less than 5 ODRs per month from the cafeteria, and we need cafeteria supervisors to rate the cleanliness at a 4 or higher for two consecutive weeks.”

First, define the problem with precision (Level/amount). Then, define what would be a reasonable goal to work towards. Once the goal is defined, use the goal to guide the solution development.

93 of 104

Continuous Quality Improvement

Identify problems �with precision

Establish goal(s)

Develop solution(s)

Implement solution(s) �with integrity and fidelity

Monitor outcomes and compare to goal(s)

Reassess and revise solution(s) as needed

MIDWEST

NETWORK

PBIS

94 of 104

Data-Based Solution Development

Prevention – How can we avoid the problem context?

e.g., schedule change, curriculum change

Teaching – How can we define, teach, and monitor what we want?

Teach appropriate behavior using problem behavior as negative example.

Recognition – How can we systematically �reward positive behavior?

MIDWEST

NETWORK

PBIS

95 of 104

Data-Based Solution Development

Extinction – How can we prevent the problem behavior from being rewarded?
Consequences – How can we systematically respond to problem behavior?
Evaluation – How will we systematically collect and use data?

Fidelity of solution implementation
Outcomes or impact on student behavior

MIDWEST

NETWORK

PBIS

96 of 104

Continuous Quality Improvement

Identify problems �with precision

Establish goal(s)

Develop solution(s)

Implement solution(s) �with integrity and fidelity

Monitor outcomes and compare to goal(s)

Reassess and revise solution(s) as needed

MIDWEST

NETWORK

PBIS

97 of 104

Fidelity of Implementation

Measures the degree to which the intervention or action was implemented as defined/expected

Use percent/absolute value/rate/scale as metric
For school-wide, strive for 80% fidelity of implementation
Measure monthly, weekly, or biweekly
If safety issue – strive for higher level of implementation fidelity
Make it easy to gather
Start simple

Are we implementing the plan?

MIDWEST

NETWORK

PBIS

98 of 104

Teacher Completed Fidelity Scales

Establish a fidelity check routine that relates to Implementation

A 1-5 scale is used for questions
Up to 3 questions per week
Share scale as a poster in the faculty room, an electronic survey, or paper and pencil

Did you provide “high-five greetings” to all students entering your class on time in the morning this week?

1 2 3 4 5

No Yes

How many days during the week did you review with students the procedures for passing in the hall?

1 2 3 4 5

✓

MIDWEST

NETWORK

PBIS

99 of 104

Solution Development

Solution Component	Action Step(s)
Prevention
Teaching
Recognition
Extinction
Corrective Consequence
Data collection	What data will we look at? Who is responsible for gathering the data? When/How often will data be gathered? Where will the data be shared? Who will see the data?

MIDWEST

NETWORK

PBIS

100 of 104

Solution Development

Target Area(s): Problem behaviors in the hallways

Goal: �Reduce referrals for tardies in the hallways by 50%

Solution Component	Action Step(s)
Prevention	-Increase active supervision. Vice-principal available at that time to monitor hallway. Grade levels establish a supervision rotation between classes.
Teaching	-Reteach behavioral expectations in the hallway areas. - Retrain staff on identifying possible motivation.
Recognition	-Increase recognition for appropriate behavior. -Provide feedback tickets that can be collected and used for spirit wear. -Dance party for the classroom with the fewest referrals.
Extinction	-Post weekly grade-level SWIS data. -Encourage all students to work for the dance party making peer attention for problem behavior less likely.
Correct. Consq.	-Active supervision and continued early consequence (ODR)
Data collection	-Survey staff and students to determine whether strategies (e.g., active supervision, teaching, and recognition) are implemented consistently -Use weekly SWIS data to evaluate change

MIDWEST

NETWORK

PBIS

101 of 104

Precise Problem Statement: Many 6^th graders are having issues with being tardy in the hallway around 1:00, and the behavior might be maintained by peer attention.

Solution Components	What are the Action Steps?		Who is Responsible?		By When?	How will Fidelity be Measured?		Notes/Updates
Prevention	Increase active supervision		Vice Principals All staff		Ongoing	Staff visible in the hallways, especially during the 1:00 passing period
Teaching	Teach behavioral expectations for the commons and hallways		Teachers will teach hallway expectations to their homeroom classes		January 15	Staff sign-off sheet next to the PBIS bulletin board in the Faculty Lounge to indicate completion		Incentives for the class that can have 10 students tell the principal the expectations first
Recognition	Dance Party Recognition tickets for school store		PBIS Team will coordinate		Party by January 31 Tickets by January 10	Dance Party earned tickets used at the Spirit Store
Extinction	Post weekly data Encourage all students to work for the Dance Party		All staff		Ongoing	Weekly data posted in the commons and hallway
Correct. Consq.	Active supervision and continued early consequence (minor/major ODR)		All staff		Ongoing	Staff visible in the hallways

	What data?	Who is responsible for gathering the data?		When/How often will data be gathered?			Where will data be shared?		Who will see the data?
Data Collection	ODR record	SWIS Data Entry person and principal share report with teachers.		Weekly			Emailed to staff and posted in the hallways and commons for students		All staff and students

Goal: Reduce referrals for 6^th grade tardiness in the hallways by 50%

MIDWEST

NETWORK

PBIS

Action Plan

To enhance the likelihood that the solution plan will be used, we’ve transformed it into an action plan.

We have the same information, but now it is organized into an action plan format to help us identify who is responsible for what action steps; when those persons will complete their tasks; how we will measure fidelity and outcomes, and any other anecdotal information.

You also see in the bottom portion that we’ve outlined the data collection process.

In effect, this is a combination action plan and evaluation plan. We’ve created one document to help us act on our solution and to also help us evaluate how we did.

An action plan says who will do what by when. An evaluation plan is a plan for specifying how the team will know that their efforts have (1) been implemented as planned (fidelity) and (2) that student outcomes have been effected (decreased rates of problem behavior).

Keep in mind during team discussion, each of the solution components should be addressed and discussed. However, the final solution development action plan might not have something in each cell. Schools/facilities may already be doing things and may not need to always write it in on the plan. It’s a matter of fluency. The more fluent a team is with the problem-solving process, the less they might include on this form. Still, recording it on paper helps ensure that it is completed and achieved. Publishing the plan for all to see increases the accountability for all members to complete their tasks.

102 of 104

MIDWEST

NETWORK

PBIS

103 of 104

MIDWEST

NETWORK

PBIS

104 of 104

Diane LaMaster�diane.lamaster@midwestpbis.org��

104

MIDWEST

NETWORK

PBIS