From the work of:
Rob Horner, Steve Newton, & Anne Todd,
University of Oregon
Bob Algozzine & Kate Algozzine,
University of North Carolina at Charlotte
A process for using
data to make
decisions:
• 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
• Formal roles (facilitator, recorder, data analyst)
A structured
meeting process
• Specific expectations (before, during & after
meetings)
• Access and use of data
• Use of electronic and projected meeting minutes
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 Educational and Community Supports, University of Oregon, unpublished training manual.
2
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
4

Identify problems based on your school’s:
• Desirable and undesirable trends
• Average Referrals Per Day Per Month for this year and for
corresponding months of the previous year
• Average Referrals Per Day Per Month compared to the national
median
• Faculty, parents and students opinions regarding if ODR levels are
acceptable or not
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Educational and Community Supports, University of Oregon, unpublished training manual.
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Elementary School with 150 Students
Compare with National Median
150 / 100 = 1.50
1.50 X .22 =
.33
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 Educational and Community Supports, University of Oregon, unpublished training manual.
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What trend do you notice?

Solvable problem statements include information
about the five core “W” questions.
◦
◦
◦
◦
◦
What is problem, and how often is it happening
Where is it happening
Who is engaged in the behavior
When the problem is most likely
Why the problem is sustaining
Question:
What problem behaviors
are occurring?
When are problem
behaviors occurring?
Where are problem
behaviors occurring?
Who is engaging in problem
behaviors?
Why do problem behaviors
keep happening?
SWIS Data:
Referrals by problem
behavior
Referrals by time
Referrals by location
Referrals by student
Referrals by
motivation
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Too many ODRs
Too many instances of disrespect
Too many ODRs between 1:00pm
and 1:30pm
Too many ODRs in the afternoon
Too many ODRs occurring outside
the classrooms
Too many ODRs on the playground
25% of students have at least 2
ODRs
Many students are experiencing ODRs
Too many ODRs on the
playground
Total of 12 aggression ODRs on playground
last month; twice as many as last year &
showing increasing trend this year; occurring
during first recess; 8 different students
involved; aggression appears to provide peer
attention.
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The sixth graders are disruptive & use inappropriate
language in the cafeteria between 11:30 AM and
12:00 PM to get peer attention.
Prevention: Remove/alter “trigger” for
problem behavior
Teaching: Define, instruct & model
expected behavior
Reward: Expected/alternative behavior
when it occurs; prompt as necessary
Extinction: Increase acknowledgement
of presence of desired behavior
Corrective Consequence: Use nonrewarding/non-reinforcing responses
when problem behavior occurs
Data Collection: Indicate how you
know when you have a solution
Maintain current lunch schedule, but shift
classes to balance numbers.
Teach behavioral expectations in
cafeteria
Establish “Friday Five”: Extra 5 min of
lunch on Friday for five good days.
Encourage all students to work for
“Friday Five”… make problem behavior
less rewarding than desired behavior
Active supervision and continued early
consequence (ODR)
Maintain ODR record and supervisor
weekly report

An observable goal for decreasing the problem
•

A plan for measuring fidelity of implementation
•

What will it look/feel/sound like when the problem is
resolved?
How often will you conduct a status review?
A plan for measuring outcomes of the intervention
•
How often will you monitor student progress?

Who is going to do it?

When will they do it?

Minute Taker writes this information down; facilitator
follows up at next meeting on status of
implementation
Problem
A key to collective
Use problem solving is
Data
to provide a visual
context that allows
everyone to follow and contribute
Out
of
Time
Solution

Core roles
◦
◦
◦
◦
◦

Facilitator
Note taker
Typically NOT the administrator
Data analyst
Active team member
Administrator
Backup for each role
Can one person serve multiple roles?
Are other roles needed?
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Facilitator
• Ask questions
• Implement group
norms
• Keep people on track
(back on track)
Note Taker
• Uses computer
• Word processer
• Save files
• Edit files
• Ability to listen to a
discussion and
paraphrase critical
information
• Fluent with meeting
minute form
Data Analyst
• Likes data
• Navigation through
application
• Discriminates what
to ask when creating
custom reports
• Create 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.
Any tasks assigned
get copied to the
meeting minutes
of the next
meeting as a
follow up item
Meeting Agenda
Item: Meeting
Foundations
Tasks: What, by
whom, by when
3/18/2016
19
PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Next Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Team Members (bold are present today)
Today’s Agenda Items
01.
02.
03.
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)
Who?
By When?
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”)
Who?
Implementation and Evaluation
Goal, Timeline,
By When?
Decision Rule, & Updates
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?
Our Rating
Yes
So-So
No
Meeting Foundations
3/18/2016
22
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
Datathe
Analyst:Form
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?
in the “intensive
support” for literacy
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?
3/18/2016
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More Questions?
For additional information and support on
completing and/or using TIPS and SWIS
data for problem-solving, please
contact your External Implementation
Coach or State TA.