PAPBS Network Coaches Day January 28, 2016 1 Team-Initiated Problem Solving II (TIPS II) Model.
TIPS: Team Initiated Problem Solving Part 1
description
Transcript of TIPS: Team Initiated Problem Solving Part 1
NW PBIS ConferenceMarch 2010
presented by:Rob Horner & Anne Todd, UO
Developed by Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte
Build awareness of the TIPS system Preview effective meeting practices through
use of the TIPS Meeting Foundations◦ Preview Foundations Checklist◦ Roles & Responsibilities◦ Preview Meeting Minute Form
Be able to identify a problem that includes (not include) precision elements critical for problem solving
Every school has teams Teams are being expected to do problem solving
Select curriculaGet training and implement new ideas/programsProvide efficient leadership
“Communities of Practice” Teams need to report data to administration,
district, state Teams NEED data to do good problem solving. Most teams are not skilled at running problem
solving meetings and using data for decision-making.
Define the steps of effective problem solving
Define the materials, roles, and process Define a strategy for assessing if you are
being successful, and ensuring continuous improvement.
TIPS TrainingOne full day team trainingTwo coached meetings
Team MeetingUse of electronic meeting minute systemFormal roles (facilitator, recorder, data analyst)Specific expectations (before meeting, during meeting, after meeting)Access and use of dataProjected meeting minutes
Research tool to measure effectiveness of TIPS TrainingDORA (decision, observation, recording and analysis)Measures “Meeting Foundations” & “Thoroughness of Problem Solving”
Primary Prevention/ Tier I:School-wide/Classroom/
Non-classroom Systems forAll Students,
Staff, & Settings
Secondary Prevention:Targeted
Systems for Students with At-Risk Behavior
Tertiary Prevention:Individualized
Systems for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIOR & INSTRUCTIONAL
SUPPORT
We use data for problem solving & decision making for a continuum of practices
SYSTEMS
PRACTICES
INFORMATION
SupportingStaff & Student Behavior and Decision Making
Building Capacity and Sustainability
OUTCOMES
For Social Competence,Academic Achievement, and Safety
Decision making is aided by access to data ◦ (“data-based decision making”- DBDM)
PBIS Team meetings are a major context for DBDM
Providing instruction on how to embed DBDM in a problem-solving model (TIPS) will result in problem solving that is ◦ Thorough◦ Logical◦ Efficient◦ Effective
Structure of meetings lays foundation for efficiency and effectiveness
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Structure of meetings lays foundation for efficiency & effectiveness
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Define purpose of the team◦ Decisions to be made, cycle of decision making,
and data source(s) to use Define roles & responsibilities Define team agreements about meeting
processes1. Inform facilitator of absence/tardy before meeting2. Be prepared for meeting by completing previously
assigned tasks3. Avoid side talk: Remind each other to stay focused4. Start and end on time5. Be an active participant6. Use electronic meeting minutes
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Core roles◦ Facilitator◦ Minute taker◦ Data analyst◦ Active team member◦ Administrator
Backup for each role
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Can one person serve multiple roles?
Are there other roles needed?
Typically NOT the administrator
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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
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Problem
SolutionOut of
Time
Use Data
A key to collective problem solving is to provide a visual
context that allows everyone to follow and contribute
Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan FormToday’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 Items01. 02. 03.
1. 2.
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and EvaluationPrecise 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
Problem-Solving Action Plan
Our RatingYes 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”)
Where in the Form would you place:
1.Planning for next PTA meeting?
2.Too many students in the “intensive support” for literacy
3.Schedule for hallway monitoring for next month
4.There have been five fights on playground in last month.
5.Next meeting report on lunch-room status.
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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
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Meeting Foundations
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
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Defined◦ SWISTM is a web-based information system
for gathering, entering, summarizing, reporting and using office discipline referral information
Purpose◦ A progress monitoring tool for improving the
ability of school personnel to develop safe and effective learning environments
Universal Screening Tool◦ Proportion of students with
0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs
Progress Monitoring Tool Compare data across time
◦ Prevent previous problem patterns Define Problems with precision that lead to
solvable problems
0
10
20
Num
ber o
f Ref
erra
ls p
er S
tude
nt
Students
~80% of Students
~15%
~5%
0-1 office discipline referral
6+ office discipline referrals
2-5 office discipline referrals
Using office discipline referrals as a metric for universal screening of student social behavior
Build a picture for the pattern of office referrals in your school.
Compare the picture with a national average
Compare the picture with previous years
Compare the picture with social standards of faculty, families, students.
Goal
1.Identify problems empirically2.Identify problems early3.Identify problems in a manner that leads to problem solving not just whining
Build a picture for the pattern of office referrals in your school.
Compare the picture with a national average
Compare the picture with previous years
Compare the picture with social standards of faculty, families, students.
Tota
l Offi
ce D
isci
plin
e R
efer
rals
Total Office Discipline Referrals as of January 10
Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000
Grade Range
Number of Schools
Avg. Enrollment per school
National Avg. for Major ODRs per 100 students, per school day
K-6 2,162 450 .34 = about 1 Major ODR every 3 school days, or about 34 every 100 days
6-9 602 657 .85 = a little less than 1 Major ODR per school day, or about 85 every 100 days
9-12 215 887 1.27 = more than 1 Major ODR per school day, or about 127 every 100 days
K-(8-12)
431 408 1.06 = about 1 Major ODR per school day, or about 106 every 100 days
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How to use these numbers:1.Your enrollment (e.g. 400 students or 225 students)2.Divide by 100 (e.g. 400/100 = 4; 225/100 = 2.253.Multiply by the National Average to get ODR per day
1. (4 X .34 = 1.36 2.25 X .34 = .76)
0
0.5
1
1.5
2
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
Elementary School with 150 StudentsCompare with National Average150 / 100 = 1.50 1.50 X .34 = .51
0
0.5
1
1.5
2
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
Elementary School with 450 StudentsCompare with National Average450 / 100 = 4.50 4.50 X .34 = 1.53
0
2
4
6
8
10
12
14
16
Sept Oct Nov Dec Jan Feb March April May June
# pe
r day
per
100
stu
dent
s
Office Discipline Referrals per Day per Month per 100 Students
Application Activity: Absolute ValueIs there a Problem?
Middle School of 625 students?Compare with national average:625/100 = 6.25 6.25 X .85 = 5.31
O
ffice
Dis
cipl
ine
Ref
erra
ls p
er
Scho
ol D
ay
0
5
10
15
20
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
High School of 1800 students
High School: Compare with National Average1800 / 100 = 18 18 X 1.27= 22.86
0
5
10
15
20
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
High School of 450 studentsHigh School: Compare with National Average450 / 100 = 4.5 4.5 X 1.27= 5.17
0
5
10
15
20
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthThis Year
Middle School of 700 students
0
5
10
15
20
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
5
10
15
20
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size
Our average ODRs per school day per month are higher this year than for corresponding months of previous year
Our average ODRs per school day per month are showing an increasing trend
Faculty, parents, and students say our ODR levels are too high
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1. Define problem by identifying What problem behaviors are involved in ODRs
2. Clarify problem by identifyinga) When ODRs are occurring (time of day)b) Where ODRs are occurring (location)c) Who is engaging in problem behaviors that
result in ODRs d) Why are problem behaviors continuing to
occur
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Ultimately, you want to write a “problem statement” that precisely specifies the problem you identified
The more Ws (what, when, where, who… why) you incorporate into the problem statement, the more precise the problem statement will be
The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem
44
1a. Too many ODRs 1b. Total of 22 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 15 different students involved; aggression appears to provide peer attention, and resolve unclear playground rules (who gets equipment),
2a. Behavior in cafeteria is uncivil and unsafe.
2b. Verbal threats and gender harassment in the cafeteria are increasing; 80% of events are from 4 students during second lunch; We are unclear what is maintaining these behaviors.
3a. Hallway noise is unbearable. 3b.
4a. The number of ODRs per day has increased by 20% each month since school started.
4b.
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Carly is having reading difficulties
50% of 2nd graders are not meeting math benchmarks
Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts
2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills
Our school did not meet AYP last year
The 5th graders are below the state proficiency score as compared to 5th graders in Oregon
The past two years this cohort of students (3rd to 5th grade) has gradually decreased in overall proficiency, their comprehension strand scores are low, we shifted to blended grade classes during their 4th grade year
Middle School – Grades 6, 7, & 8 565 students
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0
5
10
15
20
Sep Oct Nov Dec Jan
Avg.
ODR
s Pe
r Sch
ool D
ay
School Months
School Avg.
School Avg.
50
565/100 = 5.65; 6.65 X .85 = 4.8
Identified problem◦ for last 4 mos., Major ODRs per day higher than
national avg.◦ increasing trend across all 5 mos.
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Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)
0102030405060708090
100110120130140
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rdy
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ther
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Num
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ls
Referrals by Problem Behavior Referrals by Time
0102030405060708090
100110120130
7:00
AM
7:30
AM
8:00
AM
8:30
AM
9:00
AM
9:30
AM
10:0
0 A
M
10:3
0 A
M
11:0
0 A
M
11:3
0 A
M
12:0
0 P
M
12:3
0 P
M
1:00
PM
1:30
PM
2:00
PM
2:30
PM
3:00
PM
3:30
PM
4:00
PM
4:30
PM
5:00
PM
Num
ber o
f Ref
erra
ls
Referrals by Location
0
20
40
60
80
100
120
140
160
180
200
Ply
gd
Par
k lo
t
Unk
now
n
Offi
ce
Lock
er rm
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pus
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dium
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ic rm
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ary
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cial
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er
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ss
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mon Hal
l
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é
Num
ber o
f Ref
erra
ls
Referrals by Student
0
10
20
30
40
50
60
70
80
1 13 16 18 2 20 24 28 30 33 38 4 9 17 21 37 43 23 31 39 40 41 5 8 11 29 12 22 25 35 42 6 14 34 15 26 36 7 3 19 32 27 10
Student No.
Num
ber o
f Ref
erra
ls
52
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Who is involved in problem behavior in the cafeteria?
OD
Rs
in t
he C
afet
eria
The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM to get peer attention.
Prevent “Trigger” Change lunch schedule so fewer students are eating between 11:30 AM & 12:00 PM?
Define & Teach Focus on 6th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunch
Reward/Reinforce Set up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time)
Withhold Reward Ensure staff don’t argue back and forth with student if instance of disruption occurs (may be an inadvertent reward); remind students that paying attention to a disruptive student can mess up Friday 5
Corrective consequence Ensure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbook
Other Determine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria
Safety
57
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective.Choose least amount of work that will have the
biggest impact on decreasing the problem. Implementing the solution requires action and
time lines Problems need goals so that we can measure
progress and know when to move on. Use weekly 1-5 survey of cafeteria monitors to
assess implementation of plan
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Are we doing the plan?
1 ….. 2 …..3 ….. 4 ….. 5No Yes
Problem Solving Action Plan
Precise Problem Statement
Solution Actions Who? When? Goal, Timeline, Rule & Updates
Many 6th grade students are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Maintain current lunch schedule, but shift classes to balance numbers
Teach: Teach behavioral expectations in cafeteria
Principal to adjust schedule and send to staff
Teachers will take class to cafeteria; Cafeteria staff will teach the expectations
Changes begin on Monday
Rotating schedule on November 15
Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)
Measure: 1. SWIS ODRs 2. Brief fidelity survey
Timeline: Review monthly
Recognition: 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
School Counselor and Principal will create chart & staff extra recess
Principal to give announcement on intercom on Monday
Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s)
Hall and Cafeteria Supervisors
Ongoing
Data Collection – Maintain ODR record & supervisor weekly report
SWIS data entry person & Principal shares report with supervisors
Weekly
61
NW PBIS ConferenceMarch 2010
presented by:Rob Horner & Anne Todd, UO
Developed by Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte
Expand awareness of the TIPS system◦ Use precision problem statements to build solutions◦ Define an action plan for implementation of
solutions◦ Define an evaluation plan that includes
a goal for knowing when the problem is solved a plan for measuring the fidelity of implementation a plan for measuring the plans effect on student
behavior Use simulated data summaries to review the
TIPS cycle
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
65
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
04/22/23 66
04/22/23 67
Problem
SolutionOut of
Time
Use Data
A key to collective problem solving is to provide a visual
context that allows everyone to follow and contribute
Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan FormToday’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 Items01. 02. 03.
1. 2.
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and EvaluationPrecise 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
Problem-Solving Action Plan
Our RatingYes 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”)
Where in the Form would you place:
1.Planning for next PTA meeting?
2.Too many students in the “intensive support” for literacy
3.Schedule for hallway monitoring for next month
4.There have been five fights on playground in last month.
5.Next meeting report on lunch-room status.
04/22/23 68
Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size
Our average ODRs per school day per month are higher this year than for corresponding months of previous year
Our average ODRs per school day per month are showing an increasing trend
Faculty, parents, and students say our ODR levels are too high
69
1. Define problem by identifying What problem behaviors are involved in ODRs
2. Clarify problem by identifyinga) When ODRs are occurring (time of day)b) Where ODRs are occurring (location)c) Who is engaging in problem behaviors that
result in ODRs d) Why are problem behaviors continuing to
occur
70
Ultimately, you want to write a “problem statement” that precisely specifies the problem you identified
The more Ws (what, when, where, who… why) you incorporate into the problem statement, the more precise the problem statement will be
The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem
71
1a. Too many ODRs 1b. Total of 22 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 15 different students involved; aggression appears to provide peer attention, and resolve unclear playground rules (who gets equipment),
2a. Behavior in cafeteria is uncivil and unsafe.
2b. Verbal threats and gender harassment in the cafeteria are increasing; 80% of events are from 4 students during second lunch; We are unclear what is maintaining these behaviors.
3a. Hallway noise is unbearable. 3b.
4a. The number of ODRs per day has increased by 20% each month since school started.
4b.
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Carly is having reading difficulties
50% of 2nd graders are not meeting math benchmarks
Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts
2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills
Our school did not meet AYP last year
The 5th graders are below the state proficiency score as compared to 5th graders in Oregon
The past two years this cohort of students (3rd to 5th grade) has gradually decreased in overall proficiency, their comprehension strand scores are low, we shifted to blended grade classes during their 4th grade year
Prevent – Remove or alter “trigger” for problem behavior
Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior
Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary
Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)
Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occursAlthough not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage)
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Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
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Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
Prevent “Trigger” Change lunch schedule so fewer students are eating between 11:30 AM & 12:00 PM?
Define & Teach Focus on 6th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunch
Reward/Reinforce Set up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time)
Withhold Reward Ensure staff don’t argue back and forth with student if instance of disruption occurs (may be an inadvertent reward); remind students that paying attention to a disruptive student can mess up Friday 5
Corrective consequence Ensure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbook
Other Determine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria
Safety
78
Trevor Test Middle SchoolPrecision Problem Statement: Many 6th grade students are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective.Choose least amount of work that will have the
biggest impact on decreasing the problem. Implementing the solution requires action and
time lines Problems need goals so that we can measure
progress and know when to move on. Use weekly 1-5 survey of cafeteria monitors to
assess implementation of plan
79
Are we doing the plan?
1 ….. 2 …..3 ….. 4 ….. 5No Yes
Implementation and EvaluationPrecise 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
Many 6th grade students are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Maintain current lunch schedule, but shift classes to balance numbers
Teach: Teach behavioral expectations in cafeteria
Recognition: 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 (minor/major ODR’s)
Data Collection – Maintain ODR record & supervisor weekly report
Inset from meeting minute form
What will happen Who is going to do it? When will they do it?
◦ Minute Taker writes this information down, facilitator follows up at next meeting on status of implementation
Problem-Solving Action Plan
Implementation and EvaluationPrecise 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
Many 6th grade students are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Maintain current lunch schedule, but shift classes to balance numbers
Principal to adjust schedule and send to staff
Changes begin on Monday
Teach: Teach behavioral expectations in cafeteria
Teachers will take class to cafeteria; Cafeteria staff will teach the expectations
Rotating schedule on November 15
Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days
School Counselor and Principal will create chart & staff extra recess
Principal to give announcement on intercom on Monday
Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s)
Hall and Cafeteria Supervisors
Ongoing
Data Collection – Maintain ODR record & supervisor weekly report
SWIS data entry person & Principal shares report with supervisors
Weekly
Inset from meeting minute form
Define the goal for solving the problem What will ‘it’ look like when you say it is not a problem
Define how you will know that the solutions were implemented as planned (with fidelity)?
How often will you conduct a status review? Define how you will know that the solutions
had a positive effect on student achievement, social competence, and/or safety?
How often will you monitor student progress?
Implementation and EvaluationPrecise 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
Many 6th grade students are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Maintain current lunch schedule, but shift classes to balance numbers
Principal to adjust schedule and send to staff
Changes begin on Monday
Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)
Measures: 1. SWIS ODRs 2. Brief fidelity survey
Timeline: Review monthly
Teach: Teach behavioral expectations in cafeteria
Teachers will take class to cafeteria; Cafeteria staff will teach the expectations
Rotating schedule on November 15
Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days
School Counselor and Principal will create chart & staff extra recess
Principal to give announcement on intercom on Monday
Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s)
Hall and Cafeteria Supervisors
Ongoing
Data Collection – Maintain ODR record & supervisor weekly report
SWIS data entry person & Principal shares report with supervisors
Weekly
Inset from meeting minute form
265 Students K-5
Our rates of problem behavior are above the national average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November – April
Use what, where, when, by whom, why reports to define problem with precision
Year OneYear Two
Do we have one or more problems?◦ Based on location, time, problem behavior, and
students involved Build a precise problem statement for one
problem at a time Give best guess on hypothesis
◦ Other information sources lead to sharing equipment, taking turns on swings, different games rules for soccer during recess and during soccer games.
1. We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.
2. We have lower rates of disruption and disrespect in classrooms throughout the day with many students, some of whom are also having problems on the playground. Problems are occurring with grades 3-5 students
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
Implementation and EvaluationPrecise 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
We have high rates of physicalAggression disrespect andinappropriate language onthe playground at 10:00, 10:15,12:15,12:30,1:45 & 2:00. Manystudents are involved and it appears that students are tryingto get access to equipment/games.
Goal:
Review SWIS reports monthly
Check in at staff meeting on implantation status (monthly)
We have lower rates of disruption
& disrespect in classrooms throughout the day with many students, some of whom are
alsohaving problems on theplayground. Problems areoccurring with grades 3-5students
Goal:
Review SWIS reports monthly
Check in at staff meeting on implantation status (monthly)
Today’s Agenda Items Next Meeting Agenda Items Potential Problems Raised
01.Review of data02. PBS Training (Video) 03. Recess Supervisor expectations
1. Review status of implemented solutions2. Training on PBS opportunities3.
1.
2.
Today’s Meeting Date: 1-7-10 Time: 2:30-3:30 Location: Rm 8 Facilitator: CA Minute Taker: JB Data Analyst: NMNext Meeting Date: 2-4-10 Time: 2:30-3:30 Location: Rm 8 Facilitator: CA Minute Taker: JB Data Analyst: NM Date: Time: Location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today)
KK CA AT NM SM SP JB DR
Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?
Video in the morning Video is ready. Congratulations. We need to fix the TV connections in classrooms
NM & JB 1-31-10
Recess Supervisor Expectations Review recess rules with supervisorsReview agreement that supervisors will walk a figure 8 continually throughout recess
KK 1-19-10 EA meeting
Administrative/General Information and Issues
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
Disrespectful behavior with adults in the classroom in all grade levels has doubled this year. Many students are contributing and the problems seem to occur during the afternoon more than the morning. We are not sure why
Address respect in newsletterModel Respectful behaviors
KK to talk to Staff
1-15-2010 Goal: Decrease frequency of disrespectful behavior to no more than 5 per grade level per month by end of school year.Review SWIS reports monthlyCheck in at staff meeting on implementation status
Problem-Solving Action Plan
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
98
Inform your team◦ Complete the Meeting Foundations Checklist with
your team◦ Document the decisions, assignments, timeline on
the next meeting minute form for follow up Inform your school
◦ All team complete Meeting Foundations Checklist? Find a coach, connect with district Give input on professional development
needs