1. Data-based Decision Making and Problem Solving in PBIS Schools
VTPBiS Leadership Forum
October 7, 2016

2. Agenda TIPS Meeting Process Data Analyst
Drilling Down and Solution Development
Next Steps: Sharing Data with Staff
SWIS Updates
Additional Resources

4. (fidelity and/or student outcome measures)
Activity 1:
With your neighbor, discuss the following:
What were your successes and challenges in using PBIS data so far this year?
(fidelity and/or student outcome measures)
We will ask for a sampling of responses

5. Data based decision making
Team Initiated Problem Solving (TIPS):

6. TIPS offers: A structured meeting process
5/27/2018
TIPS offers:
Formal problem solving steps that a group can use to build and implement solutions
Access to the right information at the right time in the right format
A process for using data to make decisions:
Formal roles
Specific expectations
Access and use of data
Use of electronic and projected meeting minutes
A structured meeting process
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 Educational and Community Supports, University of Oregon, unpublished training manual.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

7. Effective meetings extend before and after the actual meeting time!
Set agenda and send to team
Collect data, review, and prepare summary statements
DURING:
Follow agenda & time frames
Review data
Make precision problem statements
Develop solutions
Take notes and set action items
AFTER:
Complete action items
Follow-up on action item status

8. Skills for Meeting Roles
Facilitator
Asks questions
Implements group norms
Keeps people on track (back on track)
Note Taker
Uses computer
Word processer
Save files
Edit files
Listens to a discussion and paraphrase critical information
Is fluent with meeting minute form
Data Analyst
Likes data
Navigates through application
Discriminates what to ask when creating custom reports
Creates a story from data summary
For new problems
Status on old
problems
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 Educational and Community Supports, University of Oregon, unpublished training manual.

9. Data Analyst Role & Responsibilities
Create relevant data summaries for team to review
Facilitate a problem solving discussion
Evaluate the impact of solutions and fidelity of implementation
Prepare a brief written summary for distribution at meetings
Help to generate reports during the meeting as questions of the data arise

10. Question: To what extent does someone function as data analyst in your PBIS planning meetings?
There is a person identified in this role who prepares data for review and points out trends in advance for discussion and problem solving at meetings.
One person on the team brings data to the meeting for the team to review.
There is no one in particular serving in this role. The Team reviews and analyzes the data together at the meetings.
Data is not used in our meetings so there is no need for a data analyst
Only share responses if they want to!

11. Team Initiated Problem Solving (TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Problem Solving
Meeting Foundations

12. TIPS Problem-Solving “Mantra”
(Innovation neutral: Use for Reading, Behavior, Math, School Improvement)
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)

13. 1. Do we have a problem? (identify)
Look for gaps and trends in your data
How do our data compare with last year?
How do our data compare with national/regional norms?
How do our data compare with our preferred/expected status?
What data to monitor
ODR per day per month
OSS, ISS, Attendance, Teacher report
Team Checklist/ SET (are we doing what we planned to do?)
What question to answer
Do we have a problem?
What questions to ask of Level, Trend, Peaks
How do our data compare with last year?
How do our data compare with national/regional norms?
How do our data compare with our preferred/expected status?
If a problem is identified, then ask
What are the data we need to make a good decision?

14. Types of data to consider
What data to monitor
ODR per day per month
OSS, ISS, Attendance, Teacher report
Team Checklist/ SET (are we doing what we planned to do?)
What question to answer
Do we have a problem?
What questions to ask of Level, Trend, Peaks
How do our data compare with last year?
How do our data compare with national/regional norms?
How do our data compare with our preferred/expected status?
If a problem is identified, then ask
What are the data we need to make a good decision?

15. 2. What is the precise nature of our problem
2. What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 
Question:
SWIS Table/Graph:
When are problem behaviors occurring?
Referrals by time/Day of the week
Where are problem behaviors occurring?
Referrals by location
What problem behaviors are occurring?
Referrals by problem behavior
Who is engaging in problem behaviors?
Referrals by grade/student
Why is the problem behavior occurring?
Referrals by motivation

16. Drilling Down and Solution Development
Look at Dashboard for demo data and then drill down

17. What is the precise nature of our problem ?
Question:
Answer:
When are problem behaviors occurring?
9:15 am and 1:00 pm
Monday and Tuesday
Where are problem behaviors occurring?
Hallway
Common Areas
What problem behaviors are occurring?
Inappropriate Language
Harassment/Defiance
Who is engaging in problem behaviors?
7th Grade and 4th Grade
Why is the problem behavior occurring?
Obtain Peer Attention
Based on Swis Demo Data

18. 3. Why does the problem exist & what can we do about it
3. Why does the problem exist & what can we do about it? (hypothesis & solution)
Hypothesis? Solution???

19. Go to Your Data!

20. We will ask for a sampling of responses
Activity 2:
Spend minutes looking at your own SWIS (or other school) data in order to begin identifying your own precise problem statement
Handout: Blank Problem Statement Form
Spend an additional minutes sharing responses
We will ask for a sampling of responses

21. 4. What are the actual elements of our action plan?
Prevention
Remove/alter “trigger” for problem behavior
How can we avoid the problem context?
Teaching
Define, instruct & model expected behavior
How can we define, teach, and monitor what we want?
Reward
Reward Expected/alternative behavior when it occurs; prompt as necessary
How can we build in systematic reward for desired behavior?
Extinction
Increase acknowledgement of presence of desired behavior
How can we prevent problem behavior from being rewarded?
Corrective Consequence
Use non-rewarding/non-reinforcing responses when problem behavior occurs
What are efficient, consistent consequences for problem
behavior?
Data Collection
Indicate how you know when you have a solution
How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?
Handout: Blank Action Plan Form
If time allows, give minutes to begin completing and/or share and examples

22. Include logistics:! Action Plan Elements: Who? By When?
Goal with Timeline
Fidelity of Implementation Measure
Effectiveness of Implementation Measure

23. 5. Is our plan being implemented & is it working
5. Is our plan being implemented & is it working? (evaluate & revise plan)
Ask the following:
What will ‘it’ look like when you say it is not a problem?
How often will you conduct a status review?
How you will know that the solutions had a positive effect on student achievement, social competence, and/or safety?
How often will you monitor student progress?
What will the data tell you when the problem is solved?

24. Next Steps… At the end of the meeting:
Finalize next meeting date and agenda items
Evaluate how the meeting went
After the meeting:
Distribute Meeting Minutes and Problem- Solving Form to team members within 24 hours

25. Share data and plan with your staff!
Now what?
Share data and plan with your staff!

26. Example Data Team Meeting
Stop at 5:29

27. SWIS Updates https://www.pbisapps.org/Pages/Default.aspx
Review what’s new in SWIS

28. What is one strategy you plan to implement back at your school?
Question:
What is one strategy you plan to implement back at your school?
Based on the successes and challenges with using data that you identified earlier...

29. Resources and Next Steps
Review VTPBiS Assessment Schedule:
Complete the SAS & TFI
(January – March 2017)
Check out the VTPBiS Professional Learning Calendar for training opportunities
Contact your State TA for support
Use each other as resources

30. Your VTPBiS State TA

31. Thank you!