Presented By:
Karen Bush, Kentucky PBIS Network
Cristy Tomes, Kentucky PBIS Network
Wendy Watts, Hopkins County Schools
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Provide an overview of the TIPS system
Preview effective meeting practices through use
of the TIPS Meeting Foundations
Identify a problem that includes precision
elements critical for problem solving
Create effective solution-based strategies to
improve
Share school-based example of effective databased decision making
Improving Decision Making
“As decision makers, we need a deliberate process
to guide us through the examination and analysis
of data. Without this, we may be apt to substitute
strongly held opinions for the fact-based
conclusions that would be derived from a review of
the actual data.”
—Douglas B. Reeves,
The Leader’s Guide to
Standards, 2002
Decision Making for Quality
Improvement
• Office Discipline
Referrals
• Minor (staff-managed)
referrals
• Absences
• Tardiness
• Climate/Culture
• School Safety
Outcome
Data
Fidelity
Data
• Walkthrough reports
• PBIS Assessments
• Self-Assessment
• BoQ
• TIC
• TFI
Improving Decision Making
Solution
Problem
Problem
Problem
Solving
Solution
Action
Planning
What is databased decision
making?
Still learning
and growing
We know how to
do it, now we’re
working to
sustain it
Very fluent
and very
effective
Becoming Data Based
How are you currently
embracing a data-based
decision making process
that leads to results?
Coaching for Systems Change
Outcomes
• Social Competence
Systems
• What do we have in
place to support teams
in using data for
quality improvement?
Practices
• What PBIS components
are being
implemented?
Data
• What data do we have?
• What tools do we have
to collect & summarize
data?
Systems
Support
Staff
Behavior
Data-Based Decision Making
 Decisions are more likely to be effective
and efficient when they are based on
data.
 The quality of decision making depends
most on the first step—defining the
problem to be solved.
Big
Idea
Define problems with precision and
clarity.
Data-Based Decision Making
Data help us ask the right questions.
They do not provide the answers.
We use data to:
Identify & refine problems
Define the questions that lead to
solutions
Data help place the “problem” in the
context rather than on the students.
Continuous Quality
Improvement
Cycle of
Continuous
Improvement
• Data
Collection and
Organization
• Defining the
Problem with
Precision
• Action Plan
Implementation
• Goal
Identification
• Solution
Development
• Action
Planning
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Every school has teams
Teams are being expected to do problem solving
-Select curricula
-Get training and implement new ideas/programs
-Provide efficient leadership
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“Communities of Practice”
Teams need to report data to staff, families,
administration, district, state
Teams NEED data to do good problem solving
Many teams are not skilled at running problem
solving meetings and using data for decisionmaking
Includes:
Tools to define a system for effective meetings
 Roles, responsibilities, materials, accountability and
procedures
Steps of effective problem solving
 A strategy for assessing, monitoring and evaluating
the implementation and results of solutions
 Can be used with other data sets
Developed by Steve Newton, Anne Todd, Rob Horner, UO
Bob Algozzine,& Kate Algozzine, University of NC, at Charlotte
Team Initiated
Problem
Solving (TIPS)
Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
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Need to conduct Team Training
◦ Team includes all members and a coach
◦ Defined Roles and Responsibilities is critical
 Plan for absences (have back up people)
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Coaching is critical
Training critical skills to facilitator, minute taker,
and data analyst
◦ Keep people on track
◦ Document relevant information for progress monitoring
and evaluation
◦ Launch the meeting with a data summary
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Documenting decisions, actions, timelines,
evaluation plan is critical for sustainability
Documentation of
 Logistics of meeting (date, time, location, roles)
 Agenda items for today’s meeting ( and next meeting)
 Discussion items, decisions made, tasks and timelines
assigned
 Problem statements, solutions/decisions/tasks, people
assigned to implement with timelines assigned, and an
evaluation plan to determine the effect on student behavior
Reviewing Meeting minutes
 An effective strategy for getting a snapshot of what happened
at the previous meeting and what needs to be reviewed during
the upcoming meeting
 What was the issue/problem?, What were we going to do?, Who
was going to do it and by When?, and How are we measuring
progress toward the goal?
Visual tracking of focus topics during and after meetings
 Prevents side conversations
 Prevents repetition
 Encourages completion of tasks
 Meeting
demographics
 Date, time, who is present, who is absent
 Agenda
 Next meeting date/time/location/roles
 Administrative/
items
general Information/Planning
 Topic of discussion, decisions made, who will do what, by
when
 Problem-Solving
items
 Problem statement, determined solutions, who will do
what by when, goal, how/how often will progress toward
goal be measured, how/how often will fidelity of
implementation be measured
Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Next Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Where in
Form
Datathe
Analyst:
would you place:
Team Members (bold are present today)
Today’s Agenda Items
01.
02.
03.
1.Planning for next
PTA meeting?
Next Meeting Agenda Items
1.
2.
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Discussion/Decision/Task (if applicable)
3.Schedule for hallway
monitoring for next
Implementation
monthand Evaluation
Problem-Solving Action Plan
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach,
Prompt, Reward, Correction, Extinction,
Safety)
Evaluation of Team Meeting (Mark your ratings with an “X”)
2.TooWho?
many students
By When?
needing “intensive
supports”
Who?
By When?
Goal, Timeline,
Decision Rule, & Updates
4.There have been
five fights on
playground in last
month.
Our Rating
Yes
So-So
No
5.Next meeting
report
on lunch-room status.
1. Was today’s meeting a good use of our time?
2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?
4. In general, are the completed tasks having the desired effects on student behavior?
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Problem-Solving Action Plan
Implementation and Evaluation
Precise Problem Statement, based on
review of data
(What, When, Where, Who, Why)
Last month’s example: We are above the
national
average of ODR’s and we have a
October : We have way too many ODRs and we have
problem
aggression/fighting
and on
a problemwith
with aggression/fighting
and disrespect
the playground
K,1,2 morningduring
and lunch
disrespect
on during
the playground
K,1,2
recess
morning
and lunch recess with 4 students.
Solution Actions (e.g., Prevent,
Teach, Prompt, Reward,
Correction, Extinction, Safety)
Who?
3 students are starting CICO system
Older students teach primary
BB talked about the 3 students who are starting
students
basketball
game
rules
–
CICO
system.
AT is skeptical
about
parent
involvement.
the coming
program work
fine
contingentTP
onsaw
D.C.
to school
without
parent
involvement
at the previous
on time
reteach
playground
school. AA walked in and asked if another
expectations
Cico team
LL
analyze
Cico team
referral data
NN/MM
LL analyze referral
-Reteaching game and playground
rules
-Reinforce proper lining up
-Reinforce exiting and entering
building
-MM will ask
MA if she can
reinforce/teach
playground
rules
data
student could be on CICO. JJ asked if the
supervisors were moving around, he had seen
them talking together in the middle of the
playground once last week.
We should plan to reteach playground
expectations .Older students could teach
primary students basketball game rules –
contingent on D.C. coming to school on time
This month’s precise problem statement:
We have three high fliers, K-2 and a 6th
grader on the playground, at 10:00 and
11:45/12:00
46/69 number of total major and minor
referrals on the playground
By When?
11/16/2009
January PBS
11/16/2009
meeting
11/16/09
Goal, Timeline,
Decision Rule, &
Updates
CICO Team check-in
every two weeks to see
if students are meeting
80% of their goal.
Decrease of playground
referrals by 25% by
January PBS meeting.
CICO team will report
Decrease of playground
referrals by K-2
students and D.C.
defiance/disruption
referrals
1.
2.
3.
4.
5.
6.
7.
8.
9.
Attendance; Roles for meeting
Next meeting scheduled
Review agenda for meeting
Review/status update of previous meeting
minutes
Review data & use TIPS problem solving model
to prompt the development of a
comprehension action plan
Items needing to be communicated to others
Reports needed for next meeting
Team assessment of meeting
Dissemination of meeting minutes
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https://www.youtube.com/watch?v=N_25zgK
dqI0
Problem Solving Process
 Team Assesses the Extent of the Problem
Vote during faculty meeting confirmed the
problem as a priority to address.
 Review Existing Practices
Students were taught school-wide expectations
Teaching Assistant in hall gives out detentions
and office referrals for loud noise.
 Review Existing Data
Referrals by location and hallway ODR by
student
Problem Solving Process
 Build a Hypothesis
Cont…
Noise is occurring because:
 Students have been in class all morning
and want to socialize
 Hallway is loud at the beginning and the
end of the day
 Define Problem-Solving Logic
Small number of students address as a group
or individually. Large number of students
address the system
Define, teach, monitor, and reward BEFORE
increasing use of punishment
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Do we have a problem?
◦ How do our data compare with national/regional norms?
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Questions to ask of Level, Trend, Peaks
◦ How do our data compare with last year?
◦ How do our data compare with our preferred/expected status?
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If a problem is identified, then ask
◦ What are the data we need to make a good decisions?
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Universal Screening Tool
◦ Proportion of students with
 0-1 Office Discipline Referrals (ODRs)
 2-5 ODRs
 6+ ODRs
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Compare data across time
◦ Prevent previous problem patterns
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Define Problems with precision that lead to
solvable problems
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Build a picture for the pattern of office
referrals in your school
Goal
Compare the picture
with a national average
 Compare
the problems
picture with previous
years
1.
Identify
empirically
2. Identify problems early
 Compare the picture with social standards of
3.faculty,
Identify
problems
families,
students. in a manner
that leads to problem solving
not just problem admiring
Drill Down into the Problem
Who?
Large number of students across intermediate
grade levels
What? Disruptive (loud, rowdy) behavior
When? After morning class, 9:30am
Where?
Why?
Hallway
To gain peer attention
SWIS Drill-Down Worksheet
Red flag
item:
Who?
What?
When?
Where?
Who?
What?
When?
Where?
Why?
Who?
What?
When?
Where?
Why?
Who?
What?
When?
Where?
Why?
Who?
What?
When?
Where?
Why?
Drill-Down
Filter:
Drill-Down
Filter:
Drill-Down
Filter:
Drill-Down
Filter:
How many students are related to the identified problem: ___________________
How many referrals are related to the identified problem: ___________________
Referral
Summary:
Is the problem best addressed through systems or with individual students:
Systems
Students
Precise
Problem
Statement:
Goal:
Solution Development
Solution
Components
What are the action
steps?
Who is
Responsible?
By When?
How will fidelity
be measured?
Notes/Updates
What data will we
look at?
Who is responsible
for gathering the
data?
When/How often
will data be
gathered?
Where will data
be shared?
Who will see the
data?
Prevention
Teaching
Recognition
Extinction
Corrective
Consequence
Data Collection
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Do we have a problem?
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What are levels, trends, peaks?
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Build a precise problem statement
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The statement of a problem is important for
team-based problem solving
 Everyone must be working on the same problem with the
same assumptions.
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Problems often are framed in a “Primary”
form, that creates concern, but that is not
useful for problem-solving
 Frame primary problems based on initial review of data
 Use more detailed review of data to build “Solvable Problem
Statements.”
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What problem behaviors are most common?
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Where are problem behaviors most likely?
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When are problem behaviors most likely?
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Who is engaged in problem behavior?
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Why are problem behaviors sustaining?
◦ ODR per Problem Behavior
◦ ODR per Location
◦ ODR per time of day
◦ ODR per student
◦ Custom graph
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Children are using inappropriate language
with a high frequency in the presence of both
adults and other children. This is creating a
sense of disrespect and incivility in the
school.
ODRs during December are higher than in any
other month.
Minor disrespect and disruption are increasing
over time, and are most likely during the last
15 minutes of our block periods when
students are engaged in independent seat
work. This pattern is most common in 7th
and 8th grades, involves many students, and
appears to be maintained by escape from
work (but may also be maintained by peer
attention… we are not sure).
Gang-like behavior is increasing
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.
Texting during school is becoming more negative
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.
Carly is having reading difficulties
Carly is reading 20 wpm (goal
is 60), skips or guesses at
words she doesn’t know,
mostly during language arts
50% of 2nd graders are not meeting math
benchmarks
2nd graders, who entered
school after Oct 31, do not
know whole numbers 75100 and are not accurately
adding two digit numbers
because of lack of skills
What
Where
When
Who
Why
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What is perceived as maintaining the problem
behavior?
Always assess motivation AFTER you have
defined who, what, where?
Look for the “primary” motivation if there are
multiple options.
Identify a Measureable Goal
 Goals allow you to analyze, monitor, and adjust
professional practice.
 Identify a goal based on the information gained through
the data discovery process. Goals should be:
Specific—identify a target area, grade level,
and/or student population.
Measurable & Achievable—identify the current
baseline, the desired level, and the percentage
of expected change.
Relevant & Timely—address an urgent
need and work within a time frame.
 Reduce hallway ODRs by 50% per month (currently 24 per
month average).
Solution Development
& Action Planning
Prevention -How can we avoid the problem
context?
Teaching -How can we define, teach, and monitor
what we want?
Recognition -How can we build in systematic
rewards for positive behavior?
Extinction — How can we prevent problem
behavior from being rewarded?
Consequences — What are efficient, consistent
consequences for problem behavior?
Data — How will we collect and use data for
evaluation?
Prevention
Teaching
Reward
Extinction
Corrective Consequence
1. Focus on prevention first. How could we
reduce the situations that lead to these
behaviors?
2. How do we ensure that students know what
they SHOULD be doing when these
situations arise?
3. How do we ensure that appropriate
behavior is recognized?
4. How do we work to ensure that
problem behavior is NOT being
rewarded.
5. Are corrective consequences needed?
Data Collection
6. How will we know (a) if we are doing
what we plan, and (b) if what we plan
is working to benefit students?
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Choose the least number of solution(s) that will
have the biggest impact on decreasing the
problem.
Implementing the solution requires action
46
Solution Development
& Action Planning
Solution
Component
Prevention
Teaching
Recognition
Extinction
Corrective
Consequence
Action Step(s)
How can we avoid the problem context?
Ex: schedule lunch times, change lighting
How can we define, teach, and monitor what we want?
Ex: build “Quiet” curriculum, teach hallway expectations,
buy decibel meter
How can we build in systematic rewards for positive
behavior?
Ex: 3 quiet days = 5 extra minutes of social time (at
lunch or end of day)
How can we prevent problem behavior from being
rewarded?
Ex: public posting of results
What are efficient, consistent consequences for problem
behavior?
Ex: continue current system (Major/Minor ODR)
Precise Problem Statement: Many students across grade levels are engaging in disruptive
(loud, rowdy) behavior in the hallway after morning class, and the behavior is maintained
by peer attention.
Goal:
Reduce hallway
ODRs by 50%Who
per ismonth (currently 24 per
month average)
Solution
What are the
How will Fidelity
Components
Prevention
Teaching
Recognition
Extinction
Corrective
Consequence
Action Steps?
Responsible?
• Custodial staff
to adjust
Schedule lunch times
lighting
and change Lighting
• Principal to
adjust schedule
Build “Quiet”
curriculum, buy
decibel meter, teach
Ben & Mary
hallway
expectations/remind
ers
Continue current
acknowledgment
system and add an
extra five minutes of
Reiko & Principal
social time (at lunch
or at end of school)
after three days of
quiet in hallway
Public posting of
results of decibel
Reiko
readings
Continue current
Hallway and
system (Minor/Major Cafeteria
ODR)
supervisors
By When?
be Measured?
Ongoing
Nov 10
• New lunch
schedule
• Walkthrough
report
Nov 12
• Permanent
product
• Staff self
assessment
Nov 9
• Announcement
(announcements &
made
chart up)
• Chart made
Ongoing
Ongoing
•
•
Posted chart
SWIS ODR
Reports
Notes/Updates
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Goals
• Define what the goal is
• What will it look like when the problem is solved?

Student Outcomes
◦ Did our intervention produce the outcomes we were
expecting
 Use the right data to answer the questions you are asking

Fidelity
◦ Did we do what we said we would do?
 Make it simple
Are we doing the plan?
1 ….. 2 …..3 ….. 4 ….. 5
No
Yes
49
Action Planning
Actions
Who
When
1. Build “Quiet” Curriculum
Ben and Mary
November 12
2. Buy decibel meter
Rob
November 10
3. Teach hallway expectations
Team
December 2-3
4. Collect and post data
Reiko
Ongoing
5. Schedule lunch times
Ms. Green
Ongoing
6. Graph and report data
Reiko
Ongoing
7. Report to staff
Team
Staff Meeting
Outcomes
Connecting Outcomes & Fidelity
Lucky
Sustaining
Positive outcomes, low
understanding of how
they were achieved
Positive outcomes, high
understanding of how
they were achieved
Replication of success
is unlikely
Replication of success
likely
Losing Ground
Learning
Undesired outcomes,
Undesired outcomes,
low understanding of
high understanding of
how they were achieved how they were achieved
Replication of failure
likely
Replication of mistakes
unlikely
Fidelity
What is databased
decision
making?
Still learning
and growing
We know how to
do it, now we’re
working to
sustain it
Very fluent
and very
effective
Given today’s
information,
what is your
next step with
your team(s)?
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District pays for substitutes for teams/coaches to
attend PBIS trainings
District pays for SWIS
Administration emphasizes the importance of
culture and climate
Instructional team supports District PBIS Coach with
school site visits
Administration supported changing district Code of
Conduct to reflect PBIS
Recognize schools who achieve fidelity at the Board
meetings
Currently in process of developing a PBIS video
specific to our district to train our substitute
teachers
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New team member training every year
Review and share monthly suspension
data
PBIS Site Visits with instructional team
Schools submit monthly minutes
Attend school level PBIS meetings
Coaches meetings
District coach helps monitor assessment
components and sends reminders
From 2009-10 – 2015-16 53%
reduction in suspensions
 12 of 13 schools met student triangle
supporting fidelity
 50% of schools have 91%-97% of
student with 0-1 referrals

To schedule a TIPs Training for your school
team,contact:
[email protected]
[email protected]
For Questions about Hopkins County
[email protected]