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

10

Structure of meetings lays foundation for efficiency & effectiveness

04/22/23 11

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

04/22/23 12

Core roles◦ Facilitator◦ Minute taker◦ Data analyst◦ Active team member◦ Administrator

Backup for each role

04/22/23 13

Can one person serve multiple roles?

Are there other roles needed?

Typically NOT the administrator

04/22/23 14

04/22/23 15

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 16

04/22/23 17

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 18

04/22/23 20

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

04/22/23 21

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

22

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

32

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


School Months


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


School Months


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


School Months


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


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


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


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

42

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

43

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.

45

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

49

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.

51

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

0102030405060708090

100110120130140

Min

orTa

rdy

Bom

bAr

son

Wea

pon

sO

ther

Unk

now

nD

rugs

M-P

rpty

…M

-Oth

erM

-Dre

ssM

-Tec

hTe

chIn

app

affe

ctio

nO

ut b

ound

sM

-Unk

now

nG

ang

disp

lay

Skip

Trua

nLy

ing

M-D

isru

ptio

nD

ress

Toba

cco

Alco

hol

Com

bust

M-In

app

lan

Forg

e/Th

eft

Vand

alM

-Con

tact

M-D

isre

spt

Prop

dam

Agg/

Fig

htM

-Tar

dySk

ipH

aras

sD

isre

spt

Inap

p la

nD

isru

ptio

n

Num

ber o

f Ref

erra

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

Off-

Cam

pus

Sta

dium

Mus

ic rm

Libr

ary

Bat

hrm

Gym

Bus

Zn

Bus

Spe

cial

evt

Oth

er

Cla

ss

Com

mon Hal

l

Caf

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

53

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

58

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


DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan



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?








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.

72

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)

76

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety

77

Trevor Test Middle School


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


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?









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



















Ongoing



Weekly


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?









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










Ongoing



Weekly


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






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


Implementation and Evaluation

Precise Problem Statement, based on review of data

(What, When, Where, Who, Why)




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



DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan



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

Documents

TIPS: Team Initiated Problem Solving Part 1