1. Sustaining Communities of Practice School-wide Positive
Behaviour Support Queensland, Australia Conference 2011
Presented by Anne W. Todd
University of Oregon
awt@uoregon.edu
www.uoecs.org www.pbis.org

2. • Provide some research & further resources the 4 Elements needed
for Capacity Building & Sustainability across three tiers of support
 Preview Coaches Fidelity of Implementation Checklist
 Preview TIPS Meeting Foundations
 Clearly defined purpose and roles
 What happens BEFORE, DURING, AFTER a meeting
 Meeting Minute and Action Planning Form
 Preview the Problem Solving Process
 Defining “problems” with precision
 Using data for decision-making
2

3.  Early Childhood
 Academic and Social Behavioral Supports
 Response to Intervention
 Behavior Specialist Support
 Meetings focusing on Support across all
three Tiers
 Team Initiated Problem Solving
◦ Data use for decision-making

4.  Coaching is the active and iterative delivery of:
◦ (a) prompts that increase successful behavior, and
◦ (b) corrections/redirections that decrease unsuccessful
behavior.
◦ Coaching is done by someone with credibility and
experience with the target skill(s)
◦ Coaching is done on-site, in real time
 Before activities/meeting, During meetings, After meetings
◦ Coaching is done after initial training
◦ Coaching is done repeatedly (e.g. monthly)
◦ Coaching intensity is adjusted to need
 Initial implementation coaching
 Sustained implementation coaching

5.  Fluency with trained skills
 Adaptation of trained concepts/skills to
local contexts and challenges
 And new challenges that arise
 Rapid redirection from miss-applications
 Increased fidelity of overall
implementation
 Improved sustainability
 Most often due to ability to increase coaching
intensity at critical points in time.

6.  Build local capacity
 Become unnecessary…but remain available
 Maximize current competence
 Never change things that are working
 Always make the smallest change that will have the biggest impact
 Focus on valued outcomes
 Tie all efforts to the benefits for children
 Emphasize Accountability
 Measure and report; measure and report; measure and report.
 Build credibility through:
 (a) consistency, (b) competence with behavioral principles/practices,
(c) relationships, (d) time investment.
 Precorrect for success
 Contact before problems emerge

7. Training Outcomes Related to Training Components
Training Outcomes
Training Components Knowledge of Skill Classroom
Content Implementation Application
Presentation/ Lecture
10% 5% 0%
Plus
Demonstration 30% 20% 0%
Plus
Practice 60% 60% 5%
Plus Coaching/ Admin
Support
95% 95% 95%
Data Feedback
Joyce & Showers, 2002

9. Building Capacity and Sustainability
For Social Competence,
4 Integrated Academic Achievement, and Safety
Elements
OUTCOMES
SYSTEMS DATA
PRACTICES
Supporting
Staff & Student Behavior and Decision Making

11. Coaches Fidelity Checklist, continued

12. More resources at www.pbis.org

13. (Kellem et al.) School-wide School-wide
Behavior Systems Behavior Systems
in Place NOT in place
Literacy
Interventions in Improved NO Literacy
Place
Literacy Improvement
Literacy
Interventions NO Literacy NO Literacy
NOT in Place
Improvement Improvement

14.  Having data is necessary but insufficient
 Building effective team process (roles/ protocol)
is essential.
 Use an electronic Agenda that prompts problem
solving
 Problem solving starts with precise problem
statements
 Use data-based decision rules to build, implement
and modify solutions.

15. People
aren’t
,red
from
solving
problems
–
they’re
are
,red
from
solving
the
same
problems
over
and
over.

16.  Universal Screening
◦ Proportion of students with
 0-1 Office Discipline Referrals (ODRs)
 2-5 ODRs
 6+ ODRs
 Progress Monitoring
 Compare data across time
◦ Prevent previous problem patterns
 Define Problems with precision that lead to solvable
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. 16

17. 17

18. Using office discipline 6+ office discipline referrals
referrals as a metric for ~5%
2-5 office discipline
universal screening of referrals
~15%
student social behavior
0-1 office
discipline referral
~80% of Students
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. 18

19. Jennifer Frank, Kent McIntosh,
12
Seth May
10
Cumulative Mean ODRs Per Month
for 325+ Elementary Schools 08-09
Cumulative Mean ODRs
8
6
0-1
2-5
6+
4
2
0
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

20. Kimberly L. Ingram,
Teri Lewis-Palmer and George Sugai
Journal of Positive Behavior Interventions October 2005 vol. 7
no. 4 224-236

21.  Doesit make any difference if you build a
behavior support plan on information from a
functional assessment?
 Conduct a functional assessment:
◦ Plan A: Indicated by functional assessment
◦ Plan B: Contra-indicated by functional
assessment

25. www.pbis.org

26.  Three Schools
 Six students identified for high rates of verbal and
physical aggression toward others.
 Whole school implementation of SWPBIS
 Whole school addition of Stop-Walk-Talk
 Direct observation of problem behavior on
playground.
Scott Ross, University of Oregon 26

27. Predictable, consistent, positive
and safe social culture
(expectations defined, taught,
acknowledged)
“Stop”
Everyone Change in the
can identify rewards for
“respectful” Walk bullying.
and non-
respectful Change in
behavior. likelihood of
Talk bullying

28. Baseline Acquisition Full BP-PBS Implementation
Rob
School 1
Number of Incidents of Bullying Bruce
Cindy
School 2
Scott
Behavior
Anne
School 3
Ken
72%
28
3.14 School Days
1.88 .88

29. 28% increase 19% decrease
BP-PBS, Scott Ross 29

30. 22% decrease
21% increase
BP-PBS, Scott Ross 30

31. Example from Illinois
31

32. Two Research Studies

33.  Four students
 Staff person for morning check in
 Staff person for afternoon check out
 All staff on board
 Parents knowledgeable about the program
 Getting started = one day
◦ All staff alerted, parent/guardian alerted, student
taught how to use the system
 Direct Observation: 120 10 second intervals =
20 minutes measuring the % of intervals
engaged in problem behavior

34. Direct Observation data for
Research purposes
Baseline CICO
% of
intervals
engaged in
problem
behavior
20 minute observations= Peer composite= 4 randomly
120 ten second intervals selected students for 5 minutes
each= 20 minute obs.

35. Baseline
CICO

36.  Two fourth grade males
 Class of 32 students
 Reported low intensity but chronic
problem behaviors
 Began CICO program established at
school
 Multiple baseline across settings
◦ ABCBC

37. BL CICO FB-CICO CICO FB-CICO
FB-CICO in
reading =
Choice of
Reading
sitting IF all
3’s both kids
prior to lunch
FB-CICO in
math =
Math
opportunity to
go to check out
together at end
of school day
% of 120 ten second Sessions
intervals on-task Creah

38. CICO
BL FB-CICO CICO FB-CICO
FB-CICO in
reading =
Reading
Choice of
sitting IF all
3’s both kids
prior to lunch
FB-CICO in
math =
opportunity to
Math go to check out
together at end
of school day
% of 120 ten second Sessions
intervals on-task Keaton

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

40. Baseline Coaching TIPS
100%
80%
60%
40%
20% School A Foundation Score
0%
100%
% DORA Foundations Score
80%
60%
40%
20% School B
0%
100%
80%
60%
40%
20% School C
0%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10% School D
0%

41. Baseline Coaching TIPS
100%
90%
80%
70%
60%
50% Thoroughness of
40%
30%
20%
decision-making
10%
0%
School A
% DORA Thoroughness Score
100%
80%
60%
40%
20%
School
B
0%
100%
80%
60%
40%
20%
0%
School C
100%
80%
60%
40%
20% School D
0%

42. Structure of meetings lays foundation for efficiency &
effectiveness

43.  Core roles
◦ Facilitator
◦ Minute taker
Typically NOT the administrator
◦ Data analyst
◦ Active team member
Can one person serve multiple
roles?
 Backup for each role
Are there other roles we could
build it? (e.g. Reporter?)

44. 44

45. 45

46. Problem
A key to collective problem solving is to
provide a visual context that allows
Use
everyone to follow and contribute
Data
Out of Solution
Time

47. 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:
Where in the Form
Team Members (bold are present today)
would you place:
Today’s Agenda Items Next Meeting Agenda Items
01. 1.
02. 2. 1. Planning for next PTA
03.
meeting?
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Discussion/Decision/Task (if applicable)
2. Too many students in
Who? By When?
the “intensive support”
for literacy
3. Schedule for hallway
Problem-Solving Action Plan
Implementation and Evaluation for next
monitoring
Precise Problem Statement, based on review of Solution Actions (e.g., Prevent, Teach, month Goal, Timeline,
data Prompt, Reward, Correction, Extinction, Who? By When? Decision Rule, & Updates
(What, When, Where, Who, Why) Safety)
4. There have been five
fights on playground in
last month.
Evaluation of Team Meeting (Mark your ratings with an “X”)
5. Our Ratingmeeting report
NextSo-So No
Yes
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?
on lunch-room status.
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?

48.  Regular meetings & regular attendance & regular time
 The “right” people
 The right roles
◦ Facilitator
◦ Minute Taker
◦ Data Analyst
◦ Active Team Members
 Accomplishments – Products of successful meeting
◦ Meeting Minutes (record of decisions & tasks concerning
administrative/general issues)
◦ Problem-Solving Action Plan (record of decisions & tasks
concerning problems identified by team)
48

49.  Decisionsare 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)
 Define problems with precision and clarity

50.  Datahelp us ask the right questions…
they do not provide the answers: Use
data to
◦ Identify problems
◦ Refine problems
◦ Define the questions that lead to solutions
 Data
help place the “problem” in the
context rather than in the students.

51.  Theprocess a team uses to problem
solve is important:
◦ Roles:
 Facilitator; Recorder; Data analyst; Active member
◦ Organization
 Agenda; Old business (did we do what we said we would
do); New business; Action plan for decisions.
 What happens BEFORE a meeting
 What happens DURING a meeting
 What happen AFTER a meeting

52.  Build “decisionsystems” not “data systems”
 Use data in “decision layers”
◦ Is there a problem? (overall rate of ODR)
◦ Localize the problem
 (location, problem behavior, students, time of day)
◦ Get specific
 Don’t drown in the data
 It’s “OK” to be doing well
 Be efficient

53.  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

56. Team Initiated
Problem Solving Identify
(TIPS) Model Problems
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Discuss and
Develop and Select
Implement Solutions
Action Plan
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. 56

57.  Build a picture for the pattern of office referrals in your
school.

Goal
Compare the picture with a national average
1. Identify problems with previous years
 Compare the picture empirically
2. Identify problems early
 Compare the picture with social standards of faculty,
3. Identify problems in a manner that
families, students.
leads to problem solving not just
whining
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. 57

58.  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?

59.  Precise
problem statements include
information about the 5 Big 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

60.  Primary
Statements  Precision
◦ Too many referrals Statements
◦ September has more ◦ There are more ODRs
suspensions than last for aggression on the
year playground than last
◦ Gang behavior is year. These are most likely
increasing to occur during first
recess, with a large
◦ The cafeteria is out of number of students,
control and the aggression is
◦ Student disrespect is related to getting
out of control access to the new
playground
equipment.

61. An Example
Elementary Playground Problems

62.  Total enrollment= 550
 3 classes per grade level
 18 classrooms (30/class)
 Primary Problem Statement
◦ fighting and physical aggression on playground
 550 students full playground area, expectations, equipment use
 Precise Problem Statement
◦ High
rates
of
physical
aggression,
disrespect
and
inappropriate
language
on
the
playground
during
second
and
third
grade
recess.
Many
students
are
involved
and
it
appears
they
are
trying
to
get
access
to
equipment/games
 180
2ne/3rd
graders,
routine
for
accessing/sharing
equipment/games

63. 30
25
hours
20
2 precison elements
15 4+ precision elements
10
5
0
Planning time Implementation time:staff Implementation time: students

64. Bullying (verbal and physical
 Gang-like behavior is 
aggression) on the playground
increasing 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  A large number of students in
is becoming more each grade level (6, 7, 8) are
using texting to spread
negative rumors, and harass peers.
Texting occurs both during
the school day, and after
school, and appears to be
maintained by attention from
others.

65. Carly is reading 20 cwpm
 Carly is having 
(goal is 60), skips or guesses
reading difficulties at words she doesn’t know,
mostly during language arts
 2nd graders, who entered
 50% of 2nd
graders school after Oct 31, do not
are not meeting math know whole numbers
75-100 and are not
benchmarks accurately adding two digit
numbers because of lack of
skills

66.  Compare data across time
 Moving from counts to count/month

67. Total Office Discipline Referrals as of January 10
Total Office Discipline Referrals

69.  Look first at your patterns (tell the story)
◦ Level, Trend
◦ Peaks
◦ Match data to current perceptions
 Compare your data
◦ With national median
◦ With last year
◦ With what your faculty/students/ families want

70. Grade Range Number of Mean Enrollment Median ODRs
Schools per school per 100 per
school day
K-6 2565 452 .22
6-9 713 648 .50
9-12 266 897 .68
K-(8-12) 474 423 .42

71. 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 71
(TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

72. Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01)
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. 72

73. Elementary School 1500 Students (1500/100 =105 X .22= 3.3)
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. 73

74. Describe the narrative for this school

75. What are the data you are most likely to need to move from a
Primary to a Precise statement?
What When
Where
Why
Who

76.  Whatis perceived as maintaining the problem
behavior?
 Alwaysassess motivation AFTER you have
defined who, what, where?
 Lookfor the “primary” motivation if there are
multiple options.

77. Why

78. Why

79. How can we avoid the problem context?
Prevention Who, When, Where
Schedule change, curriculum adaptation, etc
Teaching How can we define, teach, and monitor what we want?
Teach appropriate behavior
Use problem behavior as negative example
Reward How can we build in systematic reward for desired
behavior?
Extinction How can we prevent problem behavior from being
rewarded?
Curricular How can we modify the curriculum to problem
Adaptations behavior from occurring?
Corrective What are efficient, consistent consequences for
Consequence problem behavior?
Data Collection How will we collect and use data to evaluate (a)
implementation fidelity, and (b) impact on student
outcomes?

80. 565 students
Grades 6,7,8

82.  Identified problem
◦ for last 4 mos., Major ODRs per day higher
than national median
◦ increasing trend across all 5 mos.
 Primary or Precise???!

83. Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)

84. 1. Most Disruptions occur in Cafeteria
2. Most Disruptions occur in Cafeteria between
11:30 AM and 12:00 PM
3. Most instances Inappropriate Language occur
in Cafeteria between 11:30 AM and 12:00 AM
4. Many Students involved

86.  Many students from all grade levels are engaging
in disruption, inappropriate language and
harassment in cafeteria and hallway during
lunch, and the behavior is maintained by peer
attention
 A smaller number of students engage in skipping
and noncompliance/defiance in classes, (mostly
in rooms 13, 14 and 18), and these behaviors
appear to be maintained by escape.

87. Prevention *Teach behavioral expectations in
cafeteria
*Maintain current lunch schedule,
Teaching but shift classes to balance numbers.
Reward Establish “Friday Five”: Extra 5 min
of lunch on Friday for five good
days.
Extinction Encourage all students to work for
“Friday Five”… make reward for
problem behavior less likely
Corrective Consequence Active supervision, and continued
early consequence (ODR)
Data Collection Maintain ODR record and
supervisor weekly report

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

91. ◦ Before the meeting:
 Call Facilitator to make sure
 Roles are defined
 Big 5 SWIS reports are available
 Agenda prepared
 Prompt to ask questions during the meeting
 Check in with data analyst & help prepare data summary
 Check in with Minute Taker
 Set up Meeting Minute form for the meeting
◦ During the meeting
 Reinforce organization
 Help data analyst use SWIS decision-rules
 Prevent drowning in data
◦ After meeting
 Help Minute Taker clarify/clean up meeting minutes
 Make sure meeting minutes are disseminated

92. ◦ Before:
 Call Facilitator
 Make sure issues from last meeting are on next meeting agenda
 Make sure Big 5, internet, & projector are available
 Prompt to ask questions during the meeting
 Help Data Analyst prep data summary
 Check in with Minute Taker
 Prompt to project previous meeting minutes
 ‘save as’ with the current meeting date
◦ During:
 Make sure issues from last meeting are addressed
 Prompt team members to use problem-solving Mantra, as needed
 Prompt minute taker to ‘cut’ completed tasks & update/add items
throughout the meeting
◦ After:
 Help Minute Taker clarify/clean up meeting minutes

93. ◦ Before:
 email prompt to facilitator minute taker
◦ During:
 be quiet, but supportive
 Prompt team members as needed
◦ After:
 Celebrate
 Review meeting minutes, support as needed

94.  Stay on meeting minute distribution list
◦ Review meeting minutes, offer suggestions
 Attend meetings as schedule allows
◦ Prompt team members to use problem solving mantra
 Send email to team members acknowledging efforts
and successes
 Annually, prompt team to conduct Meeting
Foundations Checklist

96. Coaches Fidelity Checklist, continued

97. Team
Initiated
Problem
Identify
Solving Problems
(TIPS)
Model
Evaluate and Develop
Revise Hypothesis
Action Plan
Discuss and
Develop and
Select
Implement Solutions
Action Plan
97

98. www.pbis.org

99.  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.
 Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., & Algozzine,
K. M. (2011). Effects of Team Initiated Problem Solving on Meeting
Practices of School-Wide Behavior Support Teams. Journal of
Applied School Psychology.
 Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The
Effects of a Targeted Intervention to Reduce Problem Behaviors:
Elementary School Implementation of Check In - Check Out.
Journal of Positive Behavioral Interventions, 10(1), 46-55.
 Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive
behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759.

100. Ingram, K.L., Lewis-Palmer, T, & Sugai, G. Function-Based Intervention
Planning: Comparing the Effectiveness of FBA Function-Based and Non—
Function-Based Intervention Plans. Journal of Positive Behavior
Interventions October 2005 vol. 7 no. 4 224-236.
Kellam, S. G., Ling. X., Merisca, R., Brown, C. H., & Ialong, N. (1998). The
effect of the level of aggression in the first grade classroom on the
course and malleability of aggressive behavior into middle school.
Development and Psychopathology, 10, 165-185.