SimulationsTrevor Test Middle SchoolPhoenix ElementaryLangley Elementary Sandhill High School

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 Educational and Community Supports, University of Oregon, unpublished training manual.

Problem Solving

Foundations

Collect and Use

Data

DevelopHypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan.

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify 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 Educational and Community Supports, University of Oregon, unpublished training manual.

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TREVOR TEST MIDDLE SCHOOL565 students

Grades 6,7,8

Trevor Test Middle SchoolIs there a problem? If so, what is it?

0

5

10

15

20

Sep Oct Nov Dec Jan

Avg

. OD

Rs

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l Day

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School Avg. National Avg. = 4.8

Trevor Test Middle SchoolIdentified Problem

• Identified problem– for last 4 mos., Major ODRs per day higher than

national avg.– increasing trend across all 5 mos.

Activity

• Define & Clarify problem identified by Trevor Test PBS Team– Produce the SWIS “Big 4” for the previous 3-

month period (solve current problem with current data)

• Draw logical inferences about problem• Confirm/disconfirm inferences via analysis of

SWIS Custom Reports

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

Referrals by Problem Behavior

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Referrals by Time

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Referrals by Location

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Referrals by Student

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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

of R

efer

rals

Perceived motivation for inappropriate language and disruption in the cafeteria (all students)

Trevor Test Logical Inferences Based on Big 4

1. Most Disruptions occur in Cafeteria2. Most Disruptions occur in Cafeteria between 11:30

AM and 12:00 PM3. Most instances Inappropriate Language occur in

Cafeteria between 11:30 AM and 12:00 AM

Precise Problem Statement &Hypothesis Development

• 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.

Solution Development:For disruption in hall and cafeteria

Prevention *Teach behavioral expectations in cafeteria*Maintain current lunch schedule, but shift classes to balance numbers.Teaching

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

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

12

Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption

Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline, Rule & Updates

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

Prevention: Teach behavioral expectations in cafeteria

Maintain current lunch schedule, but shift classes to balance numbers

Teachers will take class to cafeteria; Cafeteria staff will teach the expectations

Principal to adjust schedule and send to staff

Rotating schedule on November 15

Changes begin on Monday

Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)

Timeline: Review Data & Update Monthly

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.

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

PHOENIX ELEMENTARYUsing Data For Decision-Making

You are the PBS team for Phoenix Elementary. 365 students K-5

• Do you have a problem?• Where?• With Whom?• What other information might you want?• Given what you know, what considerations

would you have for possible action?

Phoenix Elementary365/100 = 3.65 3.65 x .22 = .80

Phoenix Elementary Problem Behaviors

Phoenix ElementaryLocations

Year OneYear Two

Phoenix Elementary - Time

Phoenix ElementaryReferrals Per Student (2 + Referrals)

Problem Statement

• Do we have a problem?• Build a precise problem statement

Solution Development

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline, Rule & Updates

Activity

• Consider the ODR patterns for your school

• Do you have a problem? What is it?

• Possible solutions?

• Action Planning?

Solution Development

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

LANGLEY ELEMENTARY SCHOOL478 Students

K-5

Precision Statement/Hypothesis

• What• Where• When• Who• Why• What other info needed?

• Possible Solutions?

Solution Development

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline, Rule & Updates

Sandhill High school354 students

Sandhill High School: 354 students

Sandhill - Problem Behavior

Sandhill - Location

Sandhill –Referrals by Student

Sandhill - Time

Precision Statement/Hypothesis

• What• Where• When• Who• Why• What other info needed?

• Possible Solutions?

Solution Development

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline, Rule & Updates