Building Leadership Team/Behavior Team

Non-Academic Barrier (Behavior)/Problem-Solving Action Template

DateTimeSite

Facilitator: / Timekeeper:
Recorder: / Data Analyst:

Team Members Present:

Today’s Agenda (Copy of the agenda needs to be pasted here)

Step 1: Collect and chart Adult Implementation and Behavior Data. /
  • Pre-Assessment Data is collected, charted or attached prior to meeting by recorder or data analyst;
  • Data is available to the BLT and/or building personnel;
  • Behavior data provided prior to meeting;
  • Preliminary analysis is done by the Data Analyst prior to the meeting (minimum of 24 hours in advance). Data analyst would take 3-5 minutes providing team with data overview in reference to the system (i.e., School wide, Non-classroom setting, Classroom or on Individual Students).
/
  • Include aggregate subgroup data (e.g., SWD and by Ethnicity); and
  • Identify area of focus (e.g., Referral Data by…Time, Location, Grade Level, Day, Problem Behavior or Student).

What non-academic, climate or behavior data has been collected by the Building Leadership Team?
(Insert into Step 1 or Attach to Protocol)
Step 2: Analyze student discipline data and adult implementation data of a pbis framework. /
  • Office referrals by day;
  • Office referrals by type;
  • Office referrals by location;
  • Office referrals by time;
  • Office referrals by motivation (i.e., control, escape, tangible, sensory or attention;
  • Office referrals by aggregate subgroup (e.g., SWD and Ethnicity);
  • Other behavior reporting measures.
  • What is our level of implementation (i.e., Reward System, Knowledge of Expectations, Teaching Lessons, Team Membership, Data Entry, Discipline Procedure, Evaluation System, Commitment and Crisis Plans)
/
  • Is there a day that problem behaviors most likely to occur
  • What type of behavior is occurring most frequently;
  • Is there a location in which a behavior is more likely to occur;
  • Do you see any patterns and trends? Any patterns and trends by month?;
  • Are subgroups (i.e., SWD and Ethnicity) receiving disproportionate amount of office referrals);
  • Do the office referrals indicate a concern across all students (e.g., universal) or specific to a few students (e.g., targeted or intensive).
/
  • Develop feedback to TBTs relative to:
  • Growth/areas of concern by day, type, location, time, motivation, subgroup, etc.;
  • Growth/areas in adult implementation of pbis framework;
  • Specific professional development/support that the district or building will need/provide;
  • Expectations for improvement/changes;
  • Specific Student Impact;
  • Individual Student;
  • Impact on Academics; and
  • Comparison to state and national trends.

What does the data tell you about you about your core behavioral framework impact (e.g., PBIS, pbis, CICO)?
Step 3 & 4Hypothesize why you are not obtaining the expected outcome (within the control of the building). Describe what the instruction and intervention would look/sound like if implemented with integrity? Adults? Students? / Action Plan for Students and Adults
1: Hypothesis as to why the non-academic barrier/problem is occurring (within the control of the building).
2: Create a SMART/Precise goal.
3: Decide upon research/evidenced-based action.
4. Identify who will implement action.
5. How often will the action be implemented?
6. Decide how you will monitor the fidelity of student implementation AND adult implementation. / (1)Why do you hypothesize the non-academic behavior is occurring?
Conversation Starters:
___Fidelity of pbis/PBIS Implementation
___Environmental
___Staff Refresher Needed on pbis/PBIS
___Adjustments and/or Modifications Needed
___Targeted/Intensive Interventions
___Define/Re-Teach Expected Behaviors (Core Instruction for Behavior)
___”Reinforcers” (Team must decide if “reinforcers” are necessary in motivating student(s) expected behavior, a match for what motivates expected behavior and how to gradually release/fade to an intermittent reinforcement stage so that behaviors ultimately become internal versus external)
___Effective Corrective Consequence
___Check-In/Check –Out Implemented with Fidelity
___De-escalation Strategies Implemented
___Prevention Strategies
___Other______ / (3)Research/Evidence Based Action (Hint: The research/evidence-based action may come from the Step 1). / (4)Who will implement the action? / (5)How often will the action be implemented? / (6)How will we monitor adult implementation of the action? What tool or metric will be used?
(2)Define a SMART/Precise goal for solving the problem. Timeframe of establishing SMART/Precise goal should be on a monthly or quarterly basis for a building/district team and even more frequently if safety is an issue/concern.
Samples:
100% of the staff will implement ______by ______so as to increase/decrease______as measured by ______; OR
______will decrease/increase ______by implementing ______by ______as measured by ______.
Step 5: Collect and chart Adult Implementation and Behavior Data. / Post-Assessment Data is collected, charted or attached prior to meeting by recorder or data analyst and aligned to the SMART/Precise Goal end Date;
Data is available to the BLT and/or building personnel;
Behavior data provided prior to meeting;
Preliminary analysis is done by the team prior to the meeting (minimum of 24 hours in advance). / If the team has met the SMART/Precise goal, they may decide to stay the course with the current action or change course, depending on the post-assessment data. This process is recursive in nature and should lend itself to the continual analysis of data.
What does the post-data look like? What proved to be successful?
MeetingEvaluation / What was our level of implementation - full, partial, not at all? / What did we learn - successes and obstacles?
Reflections / Our recommendation: continue with this strategy for…, select alternative, adapt, obtain PD, and receive support.
What was successful? What needs to be revised or changed?
Communicate / What message(s) needs to be delivered?
How will the message(s) be delivered? / Who needs to receive the message(s) ..Students, families, DLT/CSLT, building personnel, Board members, other stakeholders?
What feedback, if any, is needed?
How will two-way communication be accomplished?
Assignments/Next Steps / What needs to be done between now and the next meeting?
Who is assigned to do it? / What do we need to bring to the next meeting?
What are the next steps to prepare for the next meeting?
Parking Lot (What other issues need to be addressed at another date?)

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OIP RESOURCE 21B/Modified by State Support Team Region 7