Day 1 of Elementary DMTSS training: Intro to Positive Behavior Interventions and Supports and the Team Initiated Problem Solving model.

1. Irving MTSS Day 1
Introduction to PBIS and TIPS

2. Objectives
• IMTSS Team members can identify 4 pillars of PBIS
• IMTSS Team members can identify at least 3 indicators of
effective teams according to TIPS
• IMTSS Team will evaluate their own implementation efforts
and identify a plan for improvement

3. Why?
• The team will be able to identify areas of strength and
improvement to promote successful student behavior and
learning
• Effective team meetings will allow you to efficiently and
effectively solve problems related to behavior

4. WHAT IS MTSS?

5. Framework

6. What is MTSS?
• A multi-tiered system of supports, or MTSS, is a framework for providing
high quality core instruction and effective interventions, addressing both
academics and behavior. It is the combination of systematic
implementation of intervention and monitoring student progress that
distinguishes MTSS from simple prevention measures. Regular universal
screening ensures early identification of students who may be struggling.
The interventions must be shown to be effective through scientifically
based research, and are organized into tiers which increase in intensity.
Student progress is monitored regularly, and teams use the data to
problem-solve and make adjustments to instruction or intervention. In an
MTSS framework, emphasis is placed on ensuring that interventions are
implemented effectively, often referred to as integrity and fidelity.

7. What is MTSS?
An operational framework for
improving academic and behavioral
outcomes for all students.

8. Critical Components of MTSS
• Evidence-based practices for academics and behavior
• Instructionally-relevant assessments
• Team-based problem-solving

9. Critical Components of MTSS
• Evidence-based practices for academics and behavior
• Instructionally-relevant assessments
• Team-based problem-solving

10. TEAM-BASED PROBLEM SOLVING

11. “We’re all specialists now, even the primary care physicians. We
have trained, hired and rewarded people to be cowboys. But it’s pit
crews that we need, pit crews for patients.” -Atul Gawande
(“How do we heal medicine?” Ted Talk by Atul Gawande)

12. TEAM INITIATED PROBLEM SOLVING (TIPS)

13. People
aren’t tired
from solving
problems –
they are
tired from
solving the
same
problem
over and
over.
Todd, A. & Horner, Robert & Newton, James & Algozzine, Robert & Algozzine, Kate &
Frank, Jennifer. (2011). Effects of Team-Initiated Problem Solving on Decision Making by
Schoolwide Behavior Support Teams. Journal of Applied School Psychology. 27. 42-59.
10.1080/15377903.2011.540510.

14. Themes and Assumptions
1. Structure of meetings lays foundation for efficiency and
effectiveness.
2. Decision making is aided by access to data.
3. Providing structure for problem solving (TIPS) will result in
problem solving that is
– Thorough
– Logical
– Efficient
– Effective
– Done with fidelity

15. Discussion Activity
1. Consider your
experience and this
week’s readings.
2. What makes for
effective team
meetings?
Effec
tive
Teams

16. Predictability
Defined roles, responsibilities and
expectations for the meeting
Start & end on time, if meeting needs
to be extended, get agreement from all
members
Agenda is used to guide meeting topics
Data are reviewed in first 5 minutes of
the meeting
Next meeting is scheduled
Participation
Engagement
75% of team members present &
engaged in topic(s)
Decision makers are present when
needed
Accountability
Facilitator, Minute Taker & Data Analyst come
prepared for meeting & complete during the
meeting responsibilities
System is used for monitoring progress of
implemented solutions (review previous
meeting minutes, goal setting)
System is used for documenting
decisions
Efforts are making a difference in the
lives of children/students.
Communication
All regular team members (absent or
present) get access to the meeting
minutes within 24 hours of the meeting
Team member support to practice
team meeting norms/agreements
What makes a successful meeting?

17. TIPS
Team-Initiated
Problem Solving
What is the
problem?
Why is it
happening?
What
should be
done?
Did it
work? DATA

18. Collect
and Use
Data
Review
Status and
Identify
Problems
Develop and
Refine
Hypotheses
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Action Plan
Problem Solving
Meeting Foundations
Team Initiated Problem
Solving (TIPS) Model

19. “The Structure of meetings lays
foundation for efficiency & effectiveness”

20. Organizing for an effective
problem solving conversation
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.
Problem
Solution
Out
of
Time
Use
Data
A key to collective problem
solving is to provide a visual
context that allows everyone
to follow and contribute

21. Define roles for effective meetings
• Core roles
– Facilitator
– Minute taker
– Data analyst
– Active team member
– Administrator
• Backup for each role
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.
Can one person serve
multiple roles?
Are there other roles
needed?
Typically NOT the
administrator

22. Role Assignment Activity
• 1. Select
– Facilitator
– Data Analyst
– Minute Taker
– Active Participants
2. Choose Backup for each
3. Identify Role review date
4. List 5 team norms
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.
Role Primary Backup
Facilitator
Data Analyst
Minute
Taker
Next role
review date:

23. Before the Meeting: Team Roles Quiz
What
 Room reserved
 New items solicited for agenda
 Agenda produced
 Data reviewed before the meeting; Suggest
possible new issues
 Lead team through discussion of effects of in-
process solutions on “old” problems
 Meeting minutes distributed within 24 hours
of meeting.
 LCD projector reserved & set up to project
data (or team has some other strategy for
ensuring team members can review data at
meeting)
 Team members have individual TIPS/Meeting
Notebooks to bring to meeting
Who
• Facilitator
• Facilitator
• Facilitator
• Data Analyst
• Facilitator
• Minute Taker
• Minute Taker
• All Team
Members

24. Before the Meeting
• 1. Facilitator prepares agenda
• 2. Data analyst collects and reviews fidelity and outcome data
• 3. Minute taker prepares projector
• This process can be adjusted to meet the needs of your team

25. TIPS Meeting Minutes

28. What needs to be documented?
• Meeting demographics
– Date, time, who is present, who is absent
– Agenda
– Next meeting date/time/location/roles
• Administrative/ general Information/Planning items
– Topic of discussion, decisions made, who will do what, by when
• Problem-Solving items
– Problem statement, data used for problem solving, 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
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.

29. At the Close and After the Meeting
End of the meeting:
• Review action items
• Review agenda items for next meeting
• Plan date and time for next meeting
• Rate today’s meeting
After the meeting
• Minute Taker cleans up the notes and makes them available to
the team
• Within ___ days?
• Follow up on assignments
• Collect the appropriate data

30. Using Meeting Minutes
• 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
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.

31. Meeting evaluation
• TIPS Meeting Minutes:
https://www.pbis.org/resource/tips-meeting-minutes-template
• TIPS Fidelity Checklist:
• https://www.pbis.org/resource/tips-fidelity-checklist
• Complete this on a recent school meeting you’ve attended

32. Data Is Beautiful!

33. Average Score by Category
1.86
1.62
1.34
1.15
0
0.5
1
1.5
2
Meeting
Logistics
Problem
Solving
Follow-Up Data
TIPS FIDELITY CHECKLIST

34. “Follow-Up” & “Data” – A Closer Look
Follow-Up Questions:
• 7. Previous meeting minutes were reviewed at
start of the meeting.
• 8. Status of previous solutions were reviewed
• 16. Plan exists for distributing meeting minutes
to all team members
Data Questions:
• 9. Quantitative data were reviewed
• 13. Measure & schedule were defined to
monitor fidelity of solution implementation
• 14. Measure & schedule were defined to
monitor outcomes of solution implementation

35. Self-Reflection
• How has your team done in running effective meetings
according to the TIPS criteria?
• What action items (who, what, when) might you identify to
address areas of improvement?

36. What are we going to
talk about today?

37. POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS (PBIS)

38. Why focus on supporting positive behavior?
• 17 % of teachers lost four or more hours of teaching time per week
• 19 % of teachers said they lost two or three hours
• In urban elementary schools, 21 % said they lost four or more hours per week.
• In urban secondary schools, 24% said they lost four or more hours per week.
» Source American Federation of Teachers (AFT)

39. PBIS
• Positive Behavior Interventions and Supports
• Positive Behavior Supports (PBS)
• School-Wide Positive Behavior Supports (SW-PBS)
• RTI-Behavior

40. 4 Components of PBIS
Establish
Expectations
All Areas
All Staff and Students
Explicity Teach
Expectations
All Areas
All Staff and Students
Reinforce
Expectations
All Areas
All Staff and Students
Correct
Behavioral Errors
All Areas
All Staff and Students
PBIS
Positive Behavior Intervention and Support
Tiered Behavioral Instruction and Intervention
Proactive, Preventative, Efficient

41. Discipline Works When ….
Prevention creates more Positive than
negative consequences
Punishment
(Failure)Reinforcement
(success)
4 : 1

42. Tier 1
Phase 1:
Focuses on school wide
PBIS. (General settings
to classroom settings.)

43. Establish Expectations

45. Characteristics of Good Proactive Rules
• No more than 5
• Keep it simple
• Positively stated
• Be specific
• Observable, Measurable
• Publicly Post in a prominent place
• Tie rules to consequences
– If you do….. If you don’t….
• Include a compliance rule
– Ex: Follow directions first time given
From: The Tough Kid Book. 2ND edition,
Rhode, Jenson, Reavis (2010)

46. Establish Expectations
• Define what is needed
for students and staff to
be successful socially
• Develop looks and
sounds like matrix with
all common settings
well defined
• Consensus must be
gained prior to
implementation (if
doing school-wide
implementation)

47. Teaching
Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/
Computer
Lab
Assembly Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk. Have a plan.
Eat all your
food.
Select healthy
foods.
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Expectations

48. Self-Reflection
• Considering relevant data (e.g., TFI, meeting minutes, etc.)
how has your team done in establishing expectations?
• What action items (who, what, when) might you identify to
address areas of improvement?

49. Teach Expectations

50. “If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
John Herner (NASDE President ) Counterpoint (1998, p.2)
Why Teach Expectations? Why Not Just Tell Them the Rules?

51. Children Learn What They See
Explicitly Teach
Examples and
Non-Examples

52. Teaching Academics & Behaviors
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously

53. Self-Reflection
• Considering relevant data (e.g., TFI, meeting minutes, etc.)
how has your team done in teaching expectations?
• What action items (who, what, when) might you identify to
address areas of improvement?

54. Reinforce Expectations

55. Effective Incentive Formula
• I = Immediately
• F = Frequently
• E = Eye Contact
• E = Enthusiasm
• D = Describe the Behavior
• A = Anticipation
• V(2) = Variety and Variability (not fixed)

56. Group Contingencies (Classroom)
• Individual Group Contingencies
– Reinforcement for whole group is dependent on
performance of one individual
• Independent Group Contingencies
– Each member of the group reaching the
criterion gets reinforced
• Interdependent Group Contingencies
– Whole group is interdependent on each other and
must reach a pre-set appropriate criterion before the
group is reinforced
• Blend of all 3

57. Principal’s 200 Club

58. Self-Reflection
• Considering relevant data (e.g., TFI, meeting minutes, etc.)
how has your team done in reinforcing appropriate behaviors?
• What action items (who, what, when) might you identify to
address areas of improvement?

59. Systematic Correction

61. Precision Requests
• If it isn’t a question, don’t ask!
• Following a direction to the group
• Individual student prompt:
– Please, state request (wait 3-5 seconds, 10-15 for students with oral processing
deficits)
– Need, restate request with consequence (wait, again)
– DO--follow through with preplanned consequence
• (card pull, think time, 30 seconds after class, etc.)

62. One-Minute Skill Builders
Four step procedure for correcting mild to moderate social skill errors
1. Expression of Rapport (student’s name)
2. Description of inappropriate and appropriate behavior
3. Request for acknowledgement and practice
4. Feedback/end on a positive
West, Sopris (2003). One-Minute Skill Builder.

63. Systematically Correct
Problem Behaviors
• Think Time (Other class time out)
• Seat Away
• Loss of Privilege/Possession Time Out
• Card Pull
• Hierarchy of Consequences
– If you do, If you don’t
– Office (Majors) vs. Classroom (Minors)

64. Variables that affect compliance
• Precision requests: when you want a student to do something, tell them.
• Distance: 3 to 5 feet is the best for compliance
• Eye contact
• No more than 2 requests
• Soft but firm voice
• Time: 3 to 5 seconds no interaction
• More start than stop
• Non-emotional
• Descriptive requests
• REINFORCE COMPLIANCE

65. Self-Reflection
• Considering relevant data (e.g., TFI, meeting minutes, etc.)
how has your team done in correcting misbehaviors?
• What action items (who, what, when) might you identify to
address areas of improvement?

66. Tier 2
Phase 2:
Focuses on
supplemental supports

67. Common Interventions
• Check-In / Check Out
– Behavior Education Program (BEP)
• Structured Recess
• Level Recess
• Secondary Skill Building/Life Skills
Classes

68. Tier 3
Phase 3:
Focuses on intensive,
individual intervention s

69. Examples of Intervention
• Crisis Planning
• Managing Escalation Cycle
• Functional Behavior Assessment and Behavior Intervention Plan

70. Recommended Next Steps
• Implement TIPS model in meetings
• Coach complete TIPS Fidelity Checklist quarterly
• Complete TFI (Tier 1) 1-2 times this year
• Prioritize action items and create plan for implementation