Building Leadership Team/Behavior Team
Non-Academic Barrier (Behavior)/Problem-Solving Action Template
Date
Time
Site
Facilitator:
Timekeeper:
Recorder:
Data Analyst:
Team Members Present:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Today’s Agenda (Copy of the agenda needs to be pasted here)
Step 1: Collect and chart
Adult Implementation and
Behavior Data.

Pre-Assessment Data is collected, charted or
attached prior to meeting by recorder or data
analyst;

Data is available to the BLT and/or building
personnel;

Behavior data provided prior to meeting;

Preliminary analysis is done by the Data
Analyst prior to the meeting (minimum of 24
hours in advance). Data analyst would take 35 minutes providing team with data overview
in reference to the system (i.e., School wide,
Non-classroom setting, Classroom or on
Individual Students).

Include aggregate subgroup data (e.g., SWD
and by Ethnicity); and

Identify area of focus (e.g., Referral Data
by…Time, Location, Grade Level, Day, Problem
Behavior or Student).
What non-academic,
climate or behavior data
has been collected by the
Building Leadership
Team?
(Insert into Step 1 or
Attach to Protocol)
1
OIP RESOURCE 21B/Modified by State Support Team Region 7
Step 2: Analyze student
discipline data and adult
implementation data of a
pbis framework.

Office referrals by day;

Is there a day that
problem behaviors most
likely to occur

Office referrals by type;

Office referrals by
location;

What type of behavior is
occurring most frequently;

Office referrals by time;


Office referrals by
motivation (i.e., control,
escape, tangible, sensory
or attention;


Office referrals by
aggregate subgroup (e.g.,
SWD and Ethnicity);

Develop feedback to TBTs
relative to:

Growth/areas of concern
by day, type, location, time,
motivation, subgroup, etc.;
Is there a location in which
a behavior is more likely to
occur;

Growth/areas in adult
implementation of pbis
framework;

Do you see any patterns
and trends? Any patterns
and trends by month?;

Specific professional
development/support that
the district or building will
need/provide;

Are subgroups (i.e., SWD
and Ethnicity) receiving
disproportionate amount
of office referrals);

Expectations for
improvement/changes;

Specific Student Impact;

Individual Student;

Impact on Academics; and

Comparison to state and
national trends.
Other behavior reporting
measures.


What is our level of
implementation (i.e.,
Reward System,
Knowledge of
Expectations, Teaching
Lessons, Team
Membership, Data Entry,
Discipline Procedure,
Evaluation System,
Commitment and Crisis
Plans)
Do the office referrals
indicate a concern across
all students (e.g.,
universal) or specific to a
few students (e.g., targeted
or intensive).
What does the data tell you
about you about your core
behavioral framework impact
(e.g., PBIS, pbis, CICO)?
Step 3 & 4 Hypothesize why
you are not obtaining the
expected outcome (within the
control of the building).
Describe what the instruction
and intervention would
look/sound like if implemented
with integrity? Adults?
Students?
1: Hypothesis as to why the
non-academic
barrier/problem is occurring
(within the control of the
building).
2: Create a SMART/Precise
goal.
3: Decide upon
Action Plan for Students and Adults
(1)Why do you
hypothesize the nonacademic behavior is
occurring?
Conversation Starters:
(3)Research/Evidence
Based Action (Hint:
The research/evidencebased action may come
from the Step 1).
(4)Who will
implement
the action?
___Fidelity of pbis/PBIS
(5)How often
will the action
be
implemented?
(6)How will we
monitor adult
implementation
of the action?
What tool or
metric will be
used?
2
OIP RESOURCE 21B/Modified by State Support Team Region 7
research/evidenced-based
action.
4. Identify who will
implement action.
5. How often will the action
be implemented?
6. Decide how you will
monitor the fidelity of student
implementation AND adult
implementation.
Implementation
___Environmental
___Staff Refresher
Needed on pbis/PBIS
___Adjustments and/or
Modifications Needed
___Targeted/Intensive
Interventions
___Define/Re-Teach
Expected Behaviors
(Core Instruction for
Behavior)
___”Reinforcers” (Team
must decide if
“reinforcers” are
necessary in motivating
student(s) expected
behavior, a match for
what motivates
expected behavior and
how to gradually
release/fade to an
intermittent
reinforcement stage so
that behaviors
ultimately become
internal versus
external)
___Effective Corrective
Consequence
___Check-In/Check –Out
Implemented with
Fidelity
___De-escalation
Strategies Implemented
___Prevention Strategies
___Other_______________
(2)Define a SMART/Precise goal for solving the problem. Timeframe of establishing SMART/Precise goal should be on a monthly or
quarterly basis for a building/district team and even more frequently if safety is an issue/concern.
Samples:
100% of the staff will implement _________ by _________ so as to increase/decrease _______________as measured by ____________________ ; OR
_________ will decrease/increase _________ by implementing ________ by ________ as measured by __________________.
3
OIP RESOURCE 21B/Modified by State Support Team Region 7
Step 5: Collect and chart
Adult Implementation and
Behavior Data.

Post-Assessment Data is collected, charted or
attached prior to meeting by recorder or data
analyst and aligned to the SMART/Precise Goal
end Date;

Data is available to the BLT and/or building
personnel;

Behavior data provided prior to meeting;

Preliminary analysis is done by the team prior
to the meeting (minimum of 24 hours in
advance).

If the team has met the SMART/Precise goal, they may
decide to stay the course with the current action or change
course, depending on the post-assessment data. This
process is recursive in nature and should lend itself to the
continual analysis of data.
What does the post-data look
like? What proved to be
successful?
Meeting Evaluation
 What was our level of
implementation - full, partial, not
at all?
 What did we learn - successes and
obstacles?
 Reflections
 Our recommendation: continue
with this strategy for…, select
alternative, adapt, obtain PD, and
receive support.
What was successful? What
needs to be revised or
changed?
Communicate
 What message(s) needs to be delivered?
 How will the message(s) be delivered?
 Who needs to receive the message(s) ..Students, families,
DLT/CSLT, building personnel, Board members, other
stakeholders?
 What feedback, if any, is needed?
How will two-way
communication be
accomplished?
Assignments/Next Steps
 What needs to be done between now and the next
meeting?
 What do we need to bring to the next meeting?
 Who is assigned to do it?
What are the next steps to
prepare for the next meeting?
PARKING LOT (What other issues need to be addressed at another date?)

4
OIP RESOURCE 21B/Modified by State Support Team Region 7