“Without good data and assessment reports, we are simply throwing the spaghetti at the wall,
seeing what sticks, then trying something else.”
-Beth Baker and Char Ryan
Using data for decision making is key to using the collaborative learning cycle, which results in
effective and efficient action planning and implementation. Data are observations, facts, or
numbers when collected and organized, become information and, when used productively
in context, become knowledge. Data are merely numbers or words and, alone, have no
intrinsic meaning. It has been said data do not laugh or cry. Individuals or groups give meaning
to data by organizing, analyzing, interpreting, and using them.
Tiered Fidelity Inventory
FEATURE
Data Source Main Idea
1.12 Discipline Data: Tier I team has
instantaneous access to graphed reports
summarizing discipline data organized by
the frequency of problem behavior events
by behavior, location, time of day, and by
individual student.
Is there a centralized data system to collect
and organize behavior incident data?
Does the Tier I team have instantaneous
access to graphed reports summarizing
discipline data?
Are those data organized to review all of
the following: frequency of problem
behavior events by behavior, location, time
of day and student?
Behavioral Data
Problem Behavior
Location
Student/Grade Level
Time
Motivation
Drill Down
Teams need the
right information
in the right form
at the right time
to make effective
decisions.
1.13 Data-based Decision Making: Tier I
team reviews and uses discipline data and
academic outcome data (e.g.,
Curriculum-Based Measures, state tests) at
least monthly for decision making.
Does the team have access to discipline
data for the entire student body (school-
wide)?
Does the team have access to academic
data for the entire student body?
Are those data clearly and logically linked
to the annual action plan for Tier I?
Are those data reviewed at least monthly?
Team Initiated Problem
Solving Model
Team Meeting Minutes
Precise Problem
Statement
Goal and Timeline
Solution Plan
Fidelity & Outcome
Data
Next Steps
Multiple Data Sets
Attendance Data
Behavioral Data
Coursework Data
Teams need the
right information
in the right form
at the right time
to make effective
decisions
Step 8: Data-based Decision Making
8-1
8-2
Team Initiated Problem Solving Model Horner, R. H., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D. L., & Preston, A. I. (2015).
Operational Definition
Team-Initiated Problem Solving (TIPS) is a problem-solving framework used during meetings
(e.g., PBIS, RTI, MTSS) focused on data-based decision making to improve student outcomes.
TIPS is applicable to varied data sources (e.g., DIBELS, AIMSweb, SWIS), content areas (e.g.,
academic, behavior), and levels of application (e.g., school, district, state).
Rationale
It is common for schools to have “problem-solving teams” focused on addressing student
academic and behavior challenges. Some teams use general problem-solving models (e.g.,
problem identification, problem analysis, plan development, and plan evaluation) to lead
them to problem resolution. Unfortunately, research documents that, although school teams
indicate they are adhering to problem-solving guidelines, they are often missing critical
components, thus decreasing the chances of improving student outcomes (Flugum &
Reschly, 1994; McDougal et al., 2009; Telzrow et al., 2009). Barriers to conducting efficient
problem solving meetings have been identified to include: limited time scheduled for
meetings, gaps in foundations (e.g., location, team members, procedures, efficiency of
meeting), an unfocused or unidentified purpose for meeting, and inadequate training and
support to implement effective and efficient problem solving (Nellis, 2012). Team-Initiated
Problem Solving (TIPS) is a framework that addresses these barriers by breaking down
problem solving into six critical steps to guide teams through a data-based decision making
process that leads to desired outcomes. TIPS also infuses critical elements of effective and
efficient meetings (e.g., consistent procedures, team member roles, meeting minutes prompt
the problem solving process). TIPS is a generic problem solving model that provides structure
to any type of meeting.
The TIPS model includes focus on meeting foundations guided by
a structured Meeting Minutes form and a six-step problem solving process.
8-3
The Problem Solving Cycle
What to Do Questions to Ask
Step 1:
Identify Problem with
Precision
What is the problem? Who? What? Where?
When? Why?
Step 2:
Identify Goal for Change
How do we want the problem to change?
What evidence do we need to show that we
have achieved our goal?
Step 3:
Identify Solution and
Create Implementation
Plan with Contextual Fit
How are we going to solve the problem?
How are we going to bring about desired
change?
Is solution appropriate for problem?
Is solution likely to produce desired change?
Step 4:
Implement Solution with
High Integrity
How will we know solution was implemented
with fidelity?
Did we implement solution with fidelity?
Step 5:
Monitor Impact of
Solution and Compare
Against Goal
Are we solving the problem?
Is desired goal being achieved?
Step 6:
Make Summative
Evaluation Decision
Has the problem been solved?
Has desired goal been achieved? What
should we do next?
8-4
TIPS Fidelity of Implementation Checklist
Items 1- 9
measures implementation status of
meeting foundations
Scoring Criteria
1. Primary and backup
individuals are assigned to
defined roles and
responsibilities of Facilitator,
Minute Taker, and Data
Analyst.
0= No primary and backup individuals are assigned to the defined roles
and responsibilities of Facilitator, Minute Taker, and Data Analyst.
1= Some primary and backup individuals are assigned to the defined
roles and responsibilities of Facilitator, Minute Taker, and Data Analyst.
2= Primary and backup individuals are assigned to the defined roles and
responsibilities of Facilitator, Minute Taker, and Data Analyst.
2. Meeting participants have
the authority to develop
and implement problem-
solving solutions.
0= Meeting participants do not have the authority to develop and
implement problem solving solutions.
1= Meeting participants have the authority to develop but not
implement problem solving solutions.
2= Meeting participants have the authority to develop and implement
problem solving solutions.
3. Meeting started on time. 0= Meeting started more than10 minutes late.
1= Meeting started less than 10 minutes late.
2= Meeting started on time.
4. Meeting ended on time, or
members agreed to
extend meeting time.
0= Meeting ended more than 10 minutes over scheduled time.
1= Meeting ended 10 minutes over scheduled time.
2= Meeting ended on time or members agreed to extend meeting time.
5. Team members attend
meetings promptly and
regularly.
0= Less than 75% of team members attend meetings promptly and
regularly.
1= Although team members (with exception of administrator) attend
meetings regularly, they are not always prompt and/or they leave
early.
2= More than 75% of team members (with exception of administrator)
attend meetings regularly, promptly and remain present until the
meeting has concluded.
6. Public agenda format was
used to define topics and
guide meeting discussion
and was available for all
participants to refer to
during the meeting.
0 = Public agenda format was not used to define topics and guide
meeting discussion.
1= Public agenda format was not used to define topics and guide
meeting discussion but agenda was available for participants to
refer to during the meeting.
2= Public agenda was used to define topics and guide meeting
discussion and was available for all participants to refer to during the
meeting.
7. Previous meeting minutes
were present and
reviewed at start of the
meeting.
0= Previous meeting minutes were not present or reviewed at start of the
meeting.
1= Previous meeting minutes were present but not reviewed at start
of the meeting.
2= Previous meeting minutes were present and reviewed at start of the
meeting.
8. Next meeting was
scheduled by the conclusion
of the meeting.
0= Next meeting was not scheduled.
1= Next meeting was referred to but not scheduled.
2= Next meeting was scheduled.
9. Meeting Minutes are
distributed to all team
members within 24 hours
of the conclusion of the
meeting.
0= Meeting Minutes are not distributed to all team members.
1= Meeting minutes are distributed to all team members but not within 24
hours of the meeting.
2= Meeting minutes are distributed to all team members within 24
hours of the meeting.
8-5
Items 10 - 18 measures the thoroughness of the
team’s problem-solving processes
Scoring Criteria
10. Team uses TIPS Meeting
Minutes form or
equivalent*.
0= Team does not use TIPS Meeting Minutes form or equivalent*.
1= Team uses part of TIPS Meeting Minutes form or equivalent*.
2= Team uses TIPS Meeting Minutes form or equivalent*.
11. Status of all previous
solutions was reviewed.
0= Previous solutions were not reviewed.
1= Status of some previous solutions was reviewed.
2= Status of all previous solutions was reviewed.
12. Quantitative data were
available and reviewed.
0= Quantitative data were not available or reviewed.
1= Quantitative data were available but not reviewed.
2= Quantitative data were reviewed.
13. At least one problem is
defined with precision (what,
where, when, by whom,
why).
0= No problem is defined.
1= At least one problem is defined but lack one or more precision
elements.
2 = At least one problem is defined with all precision elements.
14. All documented active
problems have documented
solutions.
0= Documented active problem(s) do not have documented solutions or
no active problems are documented.
1 = Some documented active problems (s) have documented solutions.
2 = All documented active problems have documented solutions.
15. Full action plan (who,
what, when) is documented
for at least one documented
solution.
0= No action plan is documented for at least one documented
solution or no solution(s) are documented.
1= Partial action plan is documented for at least one documented
solution.
2= Full action plan is documented for at least one documented
solution.
16. Problems that have
solutions defined have a goal
defined.
0= Problems that have solutions defined do not have a goal defined
or no solutions are documented.
1= Some problems that have solutions defined have a goal defined.
2= Problems that have solutions defined have a goal defined.
17. A fidelity of
implementation measure is
documented for each
solution, along with a
schedule for gathering those
data.
0 = Fidelity measure and schedule are not defined and documented
for solutions or no active problem(s)/solution(s)/goal(s) are
documented.
1= Fidelity measure and schedule are defined and documented for
some solutions.
2= Fidelity measure and schedule are defined and documented for all
solutions.
18. A student
social/academic outcome
measure is documented for
each problem, along with a
schedule for gathering those
data.
0 = Measure and regular schedule for student behavior/performance
are not documented.
1= Measure and regular schedule for student behavior /performance
are documented for some solutions.
2= Measure and regular schedule for student behavior/performance
are documented for all solutions.
8-6
Critical Features of Team Meeting Minutes
Meeting Minutes serve as documentation and guidance for decisions made during problem-solving and/or
coordination/planning team meeting includes sections and prompts to guide and prompt recording of
relevant, accurate, and succinct information across the following areas:
Meeting Demographics: Information related to meeting logistics, roles, agenda, and announcements
Critical Information to Document
Roles, Agenda Items, and Announcements (if appropriate)
Current Meeting date, time, and location including Role/Assignments
Next Meeting date, time, location, Role/Assignments (if rotating), potential agenda items
Regular team member list and/or documentation of meeting participants
Overall Systems Status Update: Information and data related to team purpose or goals regarding the fidelity
with which curriculum and practices are being implemented
Critical Information to Document
Implementation Fidelity (e.g., measure used, schedule for data collection and review)
Big Picture Outcomes (e.g., measure used, schedule for data collection and review)
Problem-Solving, Action Planning, and Evaluation: Data-based decision making regarding targeted problems
reported
Critical Information to Document
Problem to be addressed (e.g., group/individual social, academic, mental health problems, goal met/fade
or graduate supports)
Problem Statement that includes who, what, where, when, why, and how often
Goal or target (what will change, by how much/to what level, by when)
Solution actions and plans (what will happen, who will do it, by when)
Plan for gathering fidelity and outcome data (what, who, by when)
Evaluation of impact of solutions with current level, comparison to goal and next steps
Organization and Housekeeping Items: Tasks that are completed as part of the ongoing cycle of coordination,
development, implementation and evaluation of systems and procedures related to readiness, sustainability
and day to day operations
Critical Information to Document
General announcements, systems-level action tasks, other logistical decisions
Communication actions to inform appropriate stakeholders of progress and/or decisions (e.g.,
administrator, other teams, family/community, all or specific staff members)
Meeting Assessment/Evaluation: Process to self-evaluate whether the meeting was efficient and effective in its
assigned mission or task(s).
Critical Information to Document
Was meeting a good use of time?
Were tasks implemented with fidelity?
Are efforts benefitting students?
Helpful and Optional Enhancements
Provide specific prompts (what, where, who, when, why, current levels, etc.)
Provide specific areas (section) for each type of item and critical information
Add roles for time keeper, snacks for meeting, as needed
Create a general sequence for agenda items: a) Review agenda and previous Meeting Minutes, b)
Overall Systems Update (when applicable), c) Problem Solving, d) Housekeeping Tasks, and e) Evaluation
of Meeting
8-7
8-8
Meeting Minutes Guide
Date Time (begin and end) Location Facilitator Minute Taker Data Analyst
Today’s Meeting
Next Meeting
Team Members & Attendance (Place “X” to left of name if present)
Today’s Agenda Items: Agenda Items for Next Meeting
1. 4. 1.
2. 5. 2.
3. 6. 3.
Systems Overview
Overall Status Tier/Content Area Measure Used Data Collection Schedule Current Level/Rate
Problem Solving Process
Date of Initial Meeting: Date(s) of Review Meetings
Brief Problem Description (e.g., student name, group identifier, brief item description):
Precise Problem
Statement
What? When? Where? Who? Why?
How Often?
Goal and
Timeline
What? By
When?
Solution
Actions
By Who? By When?
Identify Fidelity
and Outcome Data
What? When? Who?
I
M
P
L
E
M
E
N
T
S
O
L
U
T
I
O
N
S
Did it work?
(Review current levels and compare to goal)
What fidelity data will
we collect?
What? When? Who?
Fidelity Data:
Level of Implementation
Not started
Partial implementation
Implemented with fidelity
Stopped
Notes:
Outcome Data (Current Levels):
Comparison to Goal
Worse
No Change
Improved but not to goal
Goal met
Notes:
What outcome data
will we collect?
What? When? Who?
Current Levels: Next Steps
Continue current plan
Modify plan
Discontinue plan
Other
Notes:
Notes:
Date of Initial Meeting: Date(s) of Review Meetings
Brief Problem Description (e.g., student name, group identifier, brief item description)
Precise Problem
Statement
What? When? Where? Who? Why?
How Often?
Goal and
Timeline
What? By
When?
Solution
Actions
By Who? By When?
Identify Fidelity
and Outcome Data
What? When? Who?
I
M
P
L
E
M
E
N
T
S
O
L
U
T
I
O
N
S
Did it work?
(Review current levels and compare to goal)
What fidelity data will
we collect?
What? When? Who?
Fidelity Data:
Level of Implementation
Not started
Partial implementation
Implemented with fidelity
Stopped
Notes:
Outcome Data (Current Levels):
Comparison to Goal
Worse
No Change
Improved but not to goal
Goal met
Notes:
What outcome data
will we collect?
What? When? Who?
Current Levels: Next Steps
Continue current plan
Modify plan
Discontinue plan
Other
Notes:
Notes:
Organizational/Housekeeping Task List
Item Discussion Decisions and Tasks Who? By When?
Evaluation of Team Meeting (Mark your ratings with an “X”) 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?
8-1
0
SWIS Big 4 for October 1, 2011 through December 31, 2011
Step 1:
Identify Problem with Precision/Elementary
Data Scenario: Behavior
Precise Problem Statement
(Summary Statement)
Precision Components for
Behavior Problem Statements What problem behaviors are most common? Where are problem behaviors most likely? When are problem behaviors most likely? Who is engaged in problem behavior? Why are problem behaviors sustaining? SWIS Big 4 for October 1, 2011 through December 31, 2011
SWIS Big 4 for October 1, 2011 through December 31, 2011
8-11
Step 1:
Identify Problem with Precision/Secondary Data Scenario: Behavior
Precise Problem Statement
(Summary Statement)
Precision Components for
Behavior Problem Statements What problem behaviors are most common? Where are problem behaviors most likely? When are problem behaviors most likely? Who is engaged in problem behavior?
Why are problem behaviors sustaining?
8-12
Step 2:
Identify Goal for Change
How do we want the problem to change?
What evidence do we need to show that we
Have achieved our goal?
SMART Goals
Specific
Measurable
Achievable
Relevant
Timely Building Goals:
Problem Level Goal
Many students are leaving
garbage in the cafeteria
resulting in conflict and
ODRs.
The behavior is maintained
because students are
rushing to get to the
common area for social
time.
22 ODRs per month from the
cafeteria
Heidi (café supervisor) rates
cafeteria as “1” (low) on a 1-
5 scale of cleanliness.
Less than 5 ODRs per month
from the cafeteria.
Heidi rates cafeteria as
greater than 4 for cleanliness
two weeks in a row.
8-13 8-13
8-14
STEP: 3
Identify Solution and Create Implementation Plan with Contextual Fit How are we going to solve the problem?
How are we going to bring about desired change?
Is solution appropriate for problem?
Is solution likely to produce desired change?
SOLUTION PLAN
Precision Statement (Hypothesis):
Goal:
PREVENT What can we do to
prevent the
problem?
TEACH What can we do to
teach to solve the
problem?
REINFORCE What can we do
acknowledge
appropriate
behavior?
EXTINGUISH What can we do to
prevent the
problem behavior
from working or
being rewarded?
CORRECT What will we do to
provide corrective
feedback?
8-15
SOLUTION ELEMENTS ACTION STEPS GENERIC SOLUTION
ACTIONS
PREVENT Focus on prevention first. How
could we reduce the situations
that lead to these behaviors?
o Adjust physical environment
o Define and document
expectations and routines
o Assure consistent and clear
communication with all staff
TEACH How do we ensure that students
know what they SHOULD be
doing when these situations
arise?
o Explicit instruction linked to
school-wide expectations
o Teach what to do, how to do
it and when to do it
o Model respect
REINFORCE How do we ensure that
appropriate behavior is
acknowledged?
o Strengthen existing school-
wide rewards
o Include student preferences
o Use function-based reinforcers
EXTINGUISH How do we work to ensure that
problem behavior is NOT being
rewarded?
o Use “signal” for asking person
to “stop”
o Teach others to ignore (turn
away/look down) problem
behavior
CORRECT How will you correct errors? o Intervene early by using a
neutral, respectful tone of voice
o Label inappropriate behavior
followed by what to do
o Follow SW discipline
procedures
SAFETY Are additional safety
precautions needed?
o Separate student from others if
he/she is unable to demonstrate
self-control
Make sure adult supervision is
available
8-16
A Quick Guide for Initiating Function-Based Solution Brainstorming
When behaviors are driven by the need to gain something (attention, an item, power, etc.),
consider:
Rewarding acceptable/appropriate avenues for gaining the desired stimuli o If attention is desired – teach and reward use of a nonverbal cueing system (cue card, “I need
help” sign, raising hand, performing other task while waiting for right interval for someone to
attend to needs, using words to express need for attention rather other unacceptable avenues
e.g., hitting, biting)
o If an item is desired (gaining an object) – teach and reward behaviors that represent
acceptable ways to gain the item such as asking to borrow a pencil rather than grab a pencil
o If power or status is desired – use alternate means to focus on positive and prosocial qualities of
the student displaying the behavior and consider options such as group rewards for reaching
goals (either individual or group), promoting positive qualities of the individual (e.g., focus on
artistic qualities that are showcased in the school), have the student(s) participate in
demonstration and teaching scenarios with modeling prosocial behaviors for school-wide
instruction, videos, or morning show segments.
When behaviors are driven by the need to avoid something (attention, an item, power,
etc.), consider:
Rewarding acceptable/appropriate avenues for gaining the desired stimuli o If behaviors are driven by a need to avoid activities or tasks – provide rewards for completing
the targeted task, use a reward system to allows students to opt out of completion some
segments of tasks if they complete others (only have to complete even numbered sets of
problems, provide a choice menu for academic tasks to complete during independent seat
work).
o If behaviors signal a desire to avoid social interactions - teach and reinforce visual systems for
taking a break or using a “chill pass”
These are just a few options that you can consider during brainstorming. Use this guide to start
your thinking but remember also to think “outside the box” and use contextual supports and
resources you have in your school. Good luck and thank you for your dedication to creating
a positive and supportive learning environment for students.
8-18
RESPONDING AND SUPPORTING BEHAVIORS
Evidence-based Classroom Strategies for Teachers This technical assistance document was adapted from the PBIS Technical Brief on Classroom PBIS Strategies written by:
Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai,
Heather George and Bob Putman, 2015.
3.1-3.4 Data Systems
Data Collection Strategy What key strategies can I use to
collect data on student behavior
in my classroom?
Tools and Resources for Data
Collection Method How can I use this to efficiently
track student behavior in my
classroom?
Conditions and Examples For what types of behaviors will
this strategy be appropriate?
Non-Examples of Use For what types of behaviors will
this strategy be inappropriate?
3.1 Counting behaviors
Record or document how often or
how many times a behavior
occurs (frequency) within a
specified period of time; convert
to rate by dividing count by time
(minutes or hours) observed
Moving paper clips from one
pocket to the next
Keeping paper/pencil tally
Using a counter (like counter used
for golf)
App on smartphone or tablet
Behaviors that are discrete (clear
beginning and end), countable
(low enough frequency to count),
and consistent (each incident of
behavior is of similar duration)
Examples:
How often a student swears in
class
How many talk-outs versus hand
raises occur during a lesson
Behaviors that are not discrete
(unclear when behavior begins or
ends), countable (occur too
rapidly to count), or consistent
(e.g., behavior lasts for varying
amounts of time)
Non-examples:
How many times a student is off
task (likely not discrete or
consistent)
How often a student is out of seat
(likely not consistent)
3.2 Timing
Record or document how long:
(a) a behavior lasts (duration from
beginning to end), (b) it takes for
a behavior to start following and
antecedent (latency), or (c) how
much time lapses between
behaviors (inter-response time)
Timer or clock (and recording the
time with paper and pencil
App on smartphone or tablet
Use of vibrating timer (e.g.,
MotiAiders)
Behaviors that are discrete (clear
beginning and end) and directly
observed
Examples
How long a student spends
walking around the classroom
(duration out of seat)
How long it takes a student to
begin working after work is
assigned
How long it takes a student to start
the next problem after finishing
the last one (inter-response time)
Behaviors that are not discrete
(clear beginning and end) or
directly observed
Non-Examples
How long it takes a student to say
an inappropriate four-letter work
(duration is not the most critical
thing to measure)
How long a student is off task (if
the behavior is not discrete; that is
if the behavior does not have a
clear beginning and end)
8-1
9
3.1-3.4 Data Systems
Data Collection Strategy What key strategies can I use to
collect data on student behavior
in my classroom?
Tools and Resources for Data
Collection Method How can I use this to efficiently
track student behavior in my
classroom?
Conditions and Examples For what types of behaviors will
this strategy be appropriate?
Non-Examples of Use For what types of behaviors will
this strategy be inappropriate?
3.3 Sampling
Estimating how often a behavior
occurs by recording whether it
happened during part of an
interval (partial inter), during the
whole interval (whole interval), or
at the end of the interval
(momentary time sampling)
Shorter intervals lead to more
precise measurement
Partial interval is appropriate for
shorter more frequent behaviors;
whole interval is appropriate for
longer behaviors; and momentary
time sampling facilitates multi-
tasking (you record at the end of
an interval)
Create a table, with each box
representing a time interval (e.g.,
30 seconds), and decide how you
will estimate (partial, whole,
momentary time sampling); use a
stopwatch or app to track each
interval, and record following your
decision rule
Behaviors that are not discrete
(unclear when behavior begins or
ends), countable (occur too
rapidly to count), or inconsistent
(e.g., behavior lasts for varying
amounts of time)
Examples
An estimate of how often a
student is off-task (percentage of
intervals off task)
An estimate of how often a
student is out of seat (percentage
of intervals out of seat)
Behaviors that are discrete (clear
beginning and end), countable
(low enough frequency to count),
and consistent (each incident of
behavior is of similar duration)
Non-examples
How often a student swears in
class (you could count this)
How many talk outs versus hand
raises occur during a lesson (you
could count this)
3.4 Antecedent-Behavior-
Consequence (ABC) cards,
incident reports, or ODR’s
Record information about the
events that occurred before,
during or after a behavioral
incident
Paper-and-pencil notes on pre-
populated forms
Electronic data collection method
(e.g., SWIS, Google Docs, other
data based tools)
Behaviors that are discrete (clear
beginning and end), countable
(low enough frequency to count),
and both behavior and context
are directly observed or assessed
Examples
A tantrum (cluster of behaviors)
where staff saw what preceded
and followed
A fight among peers where the
vice principal was able to gather
information about what
happened before and after by
interviewing students
Behaviors that are not discrete
(clear beginning and end),
countable (low enough frequency
to count), and/or both behavior
and context are not directly
observed
Non-examples
How often a student swears
(count)
How long a student pauses
between assignments (measure
inter-response time)