1. VTPBiS REGIONAL COORDINATOR MEETING: MARCH

2. AGENDA PBIS DATA SHARING TEAM INITIATED PROBLEM SOLVING (TIPS)
SUMMER INSTITUTE
TRAINING SEQUENCE INCLUDING VTPBiS INTENSIVE LEVEL WRAPAROUND
ROLL OF SU/DISTRICT COORDINATOR
CPI TRAINING OF TRAINERS

3. Intro to TIPS
“People aren’t tired from solving problems – they’re tired from solving the same problems over and over.”

4. Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS)
Action and Outcome Driven
Collect
and
Use Data
Review
Status and
Identify
Problems
Develop
Refine
Hypotheses
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
The outer circle ( Problem Solving Meeting Foundations) refer to the process and procedures and team uses to function. Roles are determined and defined, meetings are scheduled for the year, electronic equipment and internet access are available, and an agenda is established.
The inner circles and arrows define a problem-solving model designed to improve the decision-making and problem solving of PBIS Team. This model is called “TIPS,” which stands for “Team-Initiated Problem Solving.” The model uses data for during problem solving and decision making, during meetings. We will also apply a metric for determining if rates of problem behavior at a school or below, at, or above the national average to determine if there is a problem or not. TIPS teaches teams to use their SWIS data to define precision problem statements. Once the problem statement is precise, a variety of solutions are discussed based on prevention, teaching, reward, correction and extinction and teams will determine which solution(s) they want to implement. The TIPS model then moves the team to action planning ,evaluation and measurement determination.
We are finding it more difficult to use these skills in the REAL context, the purpose of this session is to build the skills and build the fluency of using those skills.

5. Main Messages Having data is necessary but insufficient
Building effective team process (roles/protocols) 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.
At first we were so excited to have data but there is growing frustrated about how to et the information out to folks
Need to be able to help people have the tools to make decisions.
Team meeting processes are so hard to do well
Need to help teams be able to engage in decisions to make the smallest change for the best results.
Good meeting – what happens before during and after is what makes it effective.
Electronic agenda projected on screen is most productive. Helps focus on time structure and prompt problem solving.
Must go beyond “they have lousy attitudes” to operationally defining behavior.

6. Improving Decision-Making via Problem Solving
Action Planning & Evaluation
Problem
Solving
Problem
Solution
Steps in the problem solving model.
Information/ Data

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

8. Define roles for effective meetings
4/16/2017
Define roles for effective meetings
Core roles
Facilitator
Minute taker
Data analyst
Active team member
Administrator
Backup for each role
Typically NOT the administrator
We need primary people with a back up person for each role needed. It is encouraged to NOT have the administrator play a primary role for facilitator, data analyst, or minute taker. Administrators need to be flexible with what might come up and it is unpredictable when a situation causes administrator absence from a planned meeting. Since we know that this might occur, let’s avoid problems and set up the roles so that the team is not dependent on administrators being at the full meetings 100% of the time.
Can one person serve multiple roles?
Are there other roles needed? 8

9. 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

10. 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 Next Meeting Agenda Items
01.
02.
03.
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
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety)
Who?
By When?
Goal, Timeline,
Decision Rule, & Updates
This slide is animated to teach the different parts of the meeting minute form each click adds the next section
Most schools have the title at the top and write/type as the meeting progresses
Make a point that we don’t need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took at 5 minute bathroom break)
Our Rating
Yes
So-So No
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?
Evaluation of Team Meeting (Mark your ratings with an “X”)

11. Meeting Foundations 4/16/2017
Example of meeting foundation checklist items getting transferred to the meeting minutes for future tracking of completion. 11

12. A completed example…
IF a person knows how to use the meeting minute form, the person should be able to pick these minutes up from Jan 7, 2010 and be able to organize previous items to update and facilitate creation of the Feb 3, 2010 agenda

13. Where in the Form would you place:
4/16/2017
Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Where in the Form would you place:
Planning for next PTA meeting?
Too many students in the “intensive support” for literacy
Schedule for hallway monitoring for next month
There have been five fights on playground in last month.
Next meeting report on lunch-room status.
Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today)
Today’s Agenda Items Next Meeting Agenda Items
01.
02.
03.
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
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety)
Who?
By When?
Goal, Timeline,
Decision Rule, & Updates
This slide is animated to teach the different parts of the meeting minute form each click adds the next section
Most schools have the title at the top and write/type as the meeting progresses
Make a point that we don’t need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took at 5 minute bathroom break)
Our Rating
Yes
So-So No
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?
Evaluation of Team Meeting (Mark your ratings with an “X”) 13

14. Before the Meeting… Room reserved “New” items solicited for agenda
Agenda produced
Team member roles determined
Data reviewed by Data Analyst before the meeting; Analyst ready to lead team through discussion of (a) possible new problems and (b) effects of in-process solutions on “old” problems
Computer reserved; access to SWIS online database assured
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 Notebooks to bring to meeting (We’ll review the (a) before-meeting, (b) during-meeting, and (c) after-meetings responsibilities of individual team members later in this workshop)

17. At Close of and After Meeting…
Meeting Minutes and Problem-Solving Action Plan completed
Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs.

18. TIPS Problem-Solving “Mantra”
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)
What is the goal? (how will it look if we say we don’t have a problem?)

19. Solution Development problem statement & hypothesis:
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
Solutions for tardies in class?
The best strategy I have heard from high school teachers is to model ‘being on time’, define what being on time looks and sounds like, and before each class period starts, have a potential test question on the board for students to copy as they construct a study guide.

20. Summer Institute Info! www.uvm.edu/~cdci/best
Summer Institute registration info is now online.

21. VTPBiS INTENSIVE LEVEL- WRAPAROUND
Readiness Checklist
Description
See Handouts: 1) Readiness Checklist, 2) Wraparound “Getting Started” Description and 3) Training Sequence Flowchart
VTPBiS plan for Intensive Level training and support
State team has realized that the PBIS intensive level is more a continuum from targeted through intensive levels.
The intensive level we are trying to develop is really a focus on the tippy top of Tier three and consists primarily of the wraparound approach to supporting students and their families. What is unique about this approach within PBIS is that it is function based and involves a system that is supported by the supervisory union and has team members that go beyond just the school – mental health agencies, family members, others.
The attached materials provide more information about what it is, readiness and sequence of training and support.
If you want to attend the Wraparound at the Summer Institute with a team, there is a necessary “Wraparound Overview” day on May 5 (see “Upcoming Events” on and complete readiness requirements.

22. SU/District Coordinator
SU/DISTRICT COORDINATOR CHECKLIST

23. All coaches have been working with schools and supervisory unions to help transition the supports for Universal PBIS to someone at the SU level. Please help us secure someone to be in this position to help your schools. This checklist provides a list of the responsibilities of this coordinator.

24. CPI Trainer of Trainers
May 10-13, 2011
UVM – Mann Hall
Please see DOE and BEST Website for more details about this training. Anyone interested in becoming a CPI Trainer should check with their Superintendent.