Team-Initiated Problem Solving (TIPS)
Rob Horner, Steve Newton, & Anne ToddUniversity of Oregon
Bob Algozzine & Kate AlgozzineUniversity of North Carolina at Charlotte
Background Information Grant – “Enhancing Data-based Decision
Making in Schools” Funded by U. S. Department of Education’s
Institute of Education Sciences 4-year project
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Project Goals Develop assessment instrument to measure decision
making & problem solving of PBS Teams Develop problem-solving model (“TIPS”) to
enhance data-based decision making Conduct initial workshops and do field testing in
Oregon & North Carolina Get feedback from field testers & revise Conduct 2 rigorous research studies – Does
instruction in use of TIPs actually enhance teams’ data-based decision making?
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Themes & Assumptions Decision making is aided by access to data (“data-based
decision making”- DBDM) PBS 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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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
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CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
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Problem-Solving Foundations
Structure of meetings lays foundation for efficiency & effectiveness
“Well begun is half done.”—Aristotle, quoting an old proverb
Important Structural Components Regular meetings & regular attendance The “right” people The right roles
Facilitator Minute Taker Data Analyst Active Team Members
Accomplishments – Products of successful meeting Meeting Minutes (record of decisions & tasks concerning
administrative/general issues) Problem-Solving Action Plan (record of decisions & tasks
concerning problems identified by team) (We’ll discuss these in more detail later in this workshop)
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Before the Meeting… Room reserved “New business” items solicited for agenda Agenda produced Team member roles determined Data reviewed by Data Analyst; Analyst ready to lead team through
discussion of (a) possible new problems and (b) effects of in-process solutions on “old” problems
Computer reserved; access to SWIS online database assured LCD projector reserved & set up to project data (or team has some other
strategy for ensuring team members can review data at meeting) Team members have individual TIPS Notebooks to bring to meeting
(We’ll review the (a) before-meeting, (b) during-meeting, and (c) after-meetings responsibilities of individual team members later in this workshop)
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At Close of and After Meeting… Meeting Minutes and Problem-Solving
Action Plan completed (more on this later in this workshop)
Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs.
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Activity #1 On the TIPS Foundations Checklist…
Complete Checklist Items 1 through 9, and Checklist Items 10a through 10e
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The TIPs ModelIdentify Problems
“We are all continually faced with a series of great opportunities,
brilliantly disguised as insoluble problems.”
—John Gardner
CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
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Problems & Problem Solving PBS Teams focus on social and academic problems Problem – Difference between expected/desired
student behavior & current student behavior Problem identification - Finding a difference &
making decision about whether it is significant enough to require team action now
Problem solving – Figuring out how to eliminate or reduce difference
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Let’s Practice Finding Differences(Identifying Problems)
Look for Difference Between… school’s average Major ODRs per school day per
month, and national average for other schools of comparable
enrollment size
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SWIS summary 2008-2009 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs
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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Comparing a Specific Elementary School to the National Average
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
If your elementary school has 150 students, it has ____ times more than 100 students? (150/100 = 1.5 times more)
So you might expect Major ODRs per school day to be about 1.5 times greater than .34 (1.5 X .34 = 0.51 ODRs per school day, for a school with 150 students)
Now compare school’s Major ODRs per school day per month against national average of 0.51 ODRs per school day per month for elementary school with 150 students. Judge whether difference is significant enough to be a problem. Let’s take a look…
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This Elementary School has 150 StudentsIs there a problem?
0
0.5
1
1.5
2
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Avera
ge R
efe
rrals
Per
Day
School Avg. National Avg. = 0.51
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Comparing a Specific Middle School to the National Average
Grade Range
Number of Schools
Avg. Enrollment per school
National Avg. for Major ODRs per 100 students, per school day
6-9 602 657 .85 = a little less than 1 Major ODR per school day, or about 85 every 100 days
If your middle school has 600 students, it has ____ times more than 100 students?
(600/100 = 6 times more)
So you might expect Major ODRs per school day to be about 6 times greater than .92
(6 X .85 = 5.1 ODRs per school day, for a school with 600 students)
Now compare school’s Major ODRs per school day per month against national average of 5.1 ODRs per school day per month for middle school with 600 students. Judge whether difference is significant enough to be a problem. Let’s take a look…
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This Middle School has 600 StudentsIs there a problem?
0
2
4
6
8
10
12
14
16
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Avera
ge R
efe
rrals
Per
Day
School Avg. National Avg. = 5.10
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Activity #2 How many students does your elementary school have? _____ Your school has _____ times more than 100 students So, you might expect your Major ODRs per school day to be about _____
times greater than .34
_____ X .34 = _____ Major ODRs per school day How is your school doing compared against national average for Major
ODRs per school day for an elementary school of your enrollment size?
Use your SWIS data summary to draw in the line for the national average. Do you have a problem?
Record the absolute values on your TIPS worksheet
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Let’s Practice Finding Differences(Identifying Problems)
Look for Difference Between… school’s average Major ODRs per school day, per
month, and the average achieved by the same school during
corresponding months of the previous school year
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This Middle School has 700 Students – Is There a Problem?How about Compared to Previous School Year?
0
5
10
15
20
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Avera
ge R
efe
rrals
Per
Day
School Avg. National Avg. = 5.95
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Same School – This Year vs. Previous YearIs There a Problem?
0
5
10
15
20
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Avera
ge R
efe
rrals
Per
Day
School, Previous Year Avg. School, This Year Avg. National Avg. = 5.95
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Same School: Previous Year vs. This Year(Data for Entire Year)Is There a Problem?
0
5
10
15
20
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Avera
ge R
efe
rrals
Per
Day
School, Previous Year Avg. School, This Year Avg. National Avg. = 5.95
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Activity #3 Use SWIS data summary to determine if you have a
problem with majors only average Major ODRs per school day for all the months of
this school year, AND the average Major ODRs per school day for all the months of the previous school year
Do you have a problem?
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What About… Minors Only? You can use the data on the next slide to
figure out how your school is doing compared against the national average for…
Minors per school day
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SWIS summary 2008-2009 (Minors Only)2,582 schools; 1,283,526 students; 1,018,726 ODRs
Grade Range
Number of Schools
Avg. Enrollment per school
National Avg. for Minor ODRs per 100 students, per school day
K-6 1,655 444 .47 = a little less than 1 Minor ODR every 2 school days, or about 47 every 100 days
6-9 436 647 .74 = less than 1 Minor ODR per school day, or about 74 every 100 days
9-12 149 820 1.61 = more than 1 Minor ODR per school day, or about 161 every 100 days
K-
(8-12)
342 416 1.02 = about 1 Minor ODR per school day, or about 102 every 100 days
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Activity #4 How many students does your elementary school have? _____ Your school has _____ times more than 100 students So, you might expect your Minors per school day to be about _____ times
greater than .47
_____ X .47 = _____ Minors per school day How is your school doing compared against national average for Minors
per school day for an elementary school of your enrollment size?
Use your SWIS data summary to draw in the line for the national average. Do you have a problem?
Record the absolute values on your TIPS worksheet
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Let’s Practice Finding Differences(Identifying Problems)
Look for Difference Between… A “desirable” trend - Major ODRs per school day
per month are decreasing, or are flat at an acceptable level, and
An “undesirable” trend – Major ODRs per school day per month are increasing, or are flat at an unacceptable level
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Here’s an Elementary School with 200 StudentsIs There a Problem? How About the Trend?
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Avera
ge R
efe
rrals
Per
Day
School Avg. National Avg. = 0.68
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This Middle School has 495 Students – Is There a Problem?How About the Trend?
0
5
10
15
20
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Avera
ge R
efe
rrals
Per
Day
School Avg. National Avg. = 4.21
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Activity #5 Go back to your graph showing average
Major ODRs per school day per month for the months of this school year…
Look at the trend for this school year’s data Repeat for Minors Only Determine if you will define precision
statement for Majors only or Minors only
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This Session Will Have Been a Success If You Can Now…
Identify problems in terms of differences between… Your school’s average Major ODRs/ Minors per school
day per month and the national average Your school’s average Major ODRs/ Minors per school
day per month for this year and for corresponding months of the previous year
A desirable trend and an undesirable trend
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The TIPs ModelIdentify Problems
Define & Clarify Problem
(What, When, Where, Who)
“Everything is vague to a degree you do not
realize till you have tried to make it precise.”
–Bertrand Russell
Identification of Problem(for example...)
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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More Precision Is Required to Solve the Identified Problem
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
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Problem Statements Ultimately, you want to write a “problem
statement” that precisely specifies the problem you identified
The more Ws (what, when, where, who) 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
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Which Statement Is More Precise?1a. Too many ODRs 1b. Too many instances of disrespect
2a. Too many ODRs between 1:00pm and 1:30pm
2b. Too many ODRs in the afternoon
3a. Too many ODRs occurring outside the classrooms
3b. Too many ODRs on the playground
4a. 25% of students have at least 2 ODRs
4b. Many students are experiencing ODRs
5a. Too many ODRs on the playground
5b. Total of 12 aggression ODRs on playground last month; more than last year & showing increasing trend this year; occurring during first recess; 8 different students involved
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Use Schoolwide Information System (SWIS) Data to Achieve Precision
Question SWIS Table/Graph
What problem behaviors are occurring?
Referrals by problem behavior
When are problem behaviors occurring?
Referrals by time
Where are problem behaviors occurring?
Referrals by location
Who is engaging in problem behaviors?
Referrals by student
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Defining the ProblemWhat Problem Behaviors are Occurring?
Referrals by Problem Behavior
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5
10
15
20
Tard
yF
org
e/T
heft
Dre
ss C
ode
Tobacco
Alc
ohol
Com
bustible
Bom
bA
rson
Weapons
Oth
er
Unknow
nD
rugs
Tech
Iapp
Out bounds
Gang
Min
or
M-P
rpty
M-O
ther
M-D
ress
M-T
ech
M-T
ard
y
M-U
nknow
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app lan
Agg/F
ight
Lyin
gP
rop d
am
Vandal
M-D
isru
ption
M-I
napp lan
Hara
ss
M-C
onta
ct
M-D
isre
spt
Dis
ruption
Skip
Dis
respt
Nu
mb
er
of
Refe
rrals
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Note that you can request a Table as well as a Graph
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Activity #6 Review the SWIS data summary and
determine what the problems are
(for majors or minors)
Record on your TIPS worksheet
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Clarifying the ProblemWhen Are Problem Behaviors Occurring?
Referrals by Time
0
2
4
6
8
10
12
14
16
7:0
0 A
M
7:3
0 A
M
8:0
0 A
M
8:3
0 A
M
9:0
0 A
M
9:3
0 A
M
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
1:0
0 P
M
1:3
0 P
M
2:0
0 P
M
2:3
0 P
M
3:0
0 P
M
3:3
0 P
M
4:0
0 P
M
4:3
0 P
M
5:0
0 P
M
Nu
mb
er
of
Refe
rrals
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Activity #7 Review the SWIS data summary and
determine when the problems are
(for majors or minors)
Record on your TIPS worksheet
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Clarifying the ProblemWhere Are Problem Behaviors Occurring?
Referrals by Location
0
20
40
60
80
100
Com
mon
Bath
rm
Lib
rary
Bus Z
n
Park
lot
Specia
l evt
Oth
er
Unknow
n
Off
ice
Locker
rm
Off
-Cam
pus
Sta
diu
m
Gym
Café
Ply
gd
Hall
Bus
Cla
ss
Nu
mb
er
of
Refe
rrals
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Activity #8 Review the SWIS data summary and
determine who the problems are
(for majors or minors)
Record on your TIPS worksheet
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Clarifying the ProblemWho Is Engaging in Problem Behaviors?
Referrals by Student
0
2
4
6
8
10
12
1 2 3 5 10
11
12
13
17
18
20
21
22
23
24
25
34
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95
84
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87
67
26
55
51
36
41
Student No.
Nu
mb
er
of
Refe
rrals
71
72
73
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Activity #9 Review the SWIS data summary and
determine who the problems are
(for majors or minors)
Record on your TIPS worksheet
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The TIPs ModelIdentify Problems
Define & Clarify problem (What, When, Where, Who)Use Custom Reports to write precise Problem Statement
Achieving a Precise Problem Statement
1. Identify the problem
(See: Average Referrals Per Day Per Month)
2. Define and clarify the problem
(See: Referrals by Problem Behavior, Time, Location, & Student)
3. Confirm (or disconfirm) logical inferences
(See: Custom Reports)
4. Write a precise Problem Statement
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Achieving a Precise Problem Statementfor Fictional Trevor Test School
Middle School – Grades 6, 7, & 8 565 students
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Trevor Test Middle SchoolIs there a problem? If so, what is it?
0
5
10
15
20
Sep Oct Nov Dec Jan
School Months
Avg
. O
DR
s P
er
Sch
oo
l D
ay
School Avg. National Avg. = 4.8
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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.
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Activity #11 Define & Clarify problem identified by Trevor
Test PBS Team Produce/ Review the SWIS “Big 4” for the
previous 3 month period (solve current problem with current data
Draw logical inferences about problem What questions of the data do you have?
Confirm/disconfirm inferences via analysis of SWIS Custom Reports
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Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)
Referrals by Problem Behavior
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
Min
or
Tard
yB
om
bA
rson
Weapons
Oth
er
Unknow
nD
rugs
M-P
rpty
Mis
use
M-O
ther
M-D
ress
M-T
ech
Tech
Inapp a
ffectio
nO
ut bounds
M-U
nknow
nG
ang d
ispla
yS
kip
Tru
an
Lyin
gM
-Dis
ruptio
nD
ress
Tobacco
Alc
ohol
Com
bust
M-I
napp la
nF
org
e/T
heft
Vandal
M-C
onta
ct
M-D
isre
spt
Pro
p d
am
Agg/F
ight
M-T
ard
yS
kip
Hara
ss
Dis
respt
Inapp la
nD
isru
ptio
n
Nu
mb
er
of
Refe
rrals
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
of R
efer
rals
Referrals by Location
0
20
40
60
80
100
120
140
160
180
200
Ply
gd
Par
k lo
t
Unk
now
n
Off
ice
Lock
er r
m
Off
-Cam
pus
Sta
dium
Mus
ic r
m
Libr
ary
Bat
hrm
Gym
Bus
Zn
Bus
Spe
cial
evt
Oth
er
Cla
ss
Com
mon Hal
l
Caf
é
Nu
mb
er o
f R
efer
rals
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
of R
efer
rals
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Trevor Test Logical Inferences Based on Big 4
1. Most Disruptions occur in Cafeteria
2. Most Disruptions occur in Cafeteria between 11:30 AM and 12:00 PM
3. Most instances Inappropriate Language occur in Cafeteria between 11:30 AM and 12:00 AM
Now…use a Custom Graph to confirm (or disconfirm) your inferences, starting with Disruptions, by grade level
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Confirming/Disconfirming InferencesAbout Disruptions
How many (and what proportion of) the 132 Disruptions occurred in Cafeteria between 11:30am and 12:00pm?
Were your inferences about Disruptions confirmed? What else can we learn from the Custom Graph and
Custom Report?
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Confirming/Disconfirming InferencesAbout Inappropriate Language
How many (and what proportion of) the 99 instances of Inappropriate Language occurred in the Cafeteria?
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Confirming/Disconfirming InferencesAbout Inappropriate Language
How many (and what proportion of) the 99 instances of Inappropriate Language occurred in Cafeteria between 11:30am and 12:00pm?
Were your inferences about Inappropriate Language confirmed?
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Trevor TestPrecise Problem Statement
Many instances of disruption (what)… occurring in cafeteria (where)… between 11:30 AM and 12:00 PM (when)… with large majority involving 6th graders
(who)… particularly Student #10 (who)
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Beginning to Develop a Problem-Solving Action Plan
Once you have identified, defined, clarified, and confirmed the nature of a problem, write your precise Problem Statement as one element of your “Problem-Solving Action Plan”
The P-S Action Plan is simply a record of team decisions and actions needed to implement the decisions
Here’s Problem Statement section of P-S Action Plan for Trevor Test Middle School
We’ll return to this often as we work through the TIPs model
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Note: Data analyst reviewed SWIS data prior to meeting, identified potential new problems, and asked Facilitator to add disruption and inappropriate language to this section of the agenda
Activity #12 Use SWIS data summary and TIPS worksheet
to define a precision problem statement Write the precision problem statement on
meeting minute form Draw logical inferences about problem
What questions of the data do you have? Make a list of custom reports/graphs to
generate later
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This Session Will Have Been a Success If You Can Now…
Define and clarify problems using SWIS data (ODRs by problem behavior, time, location, & student)
Determine what SWIS Custom Reports are needed to confirm/disconfirm your inferences
Write a precise problem statement that incorporates information about what, when, where, & who
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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Then Define & Clarify(What, When, Where, Who);
use Custom Reportsto write Precise
Problem Statement onAction Plan
Quick Review
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The TIPs Model Identify Problems
Define & Clarify problem (What, When, Where, Who)Use Custom Reports to write precise Problem Statement
Develop Hypothesis Discuss & Select Solutions
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Then Define & Clarify(What, When, Where, Who);
use Custom Reportsto write Precise
Problem Statement onAction Plan
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Hypothesis & Solution Think of them as paired…
Hypothesis – Why you have problem Solution – What you will do to reduce or
eliminate problem
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The Hypothesis… Is best explanation for what the data and your
experience tell you Answers the “why” for the other Ws you
discovered
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Some “Why” Questions a Hypothesis Might Explain
Why do these types of problem behaviors account for large majority of ODRs?
Why do these types of problem behaviors occur frequently? Why is this type of problem behavior (and ODRs in general) happening
most often at this time of day? Why is this type of problem behavior (and ODRs in general) happening
most often in this location? Why does this particular group of students account for a large majority of
this particular type of problem behavior (and ODRs in general)?
You will find yourself thinking about answers (solutions) at same time you are developing your hypothesis
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Behavioral Explanations for “Why” Don’t forget - From student’s perspective,
problem behavior serves a purpose, such as… Gaining attention Gaining access to activities or tangible items Avoiding or escaping from something student
finds unpleasant
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Trevor TestHypothesis Statement
Many instances of disruption occurring in cafeteria between 11:30 AM and 12:00 PM; large majority involving 6th graders, particularly Student #10…
because (a) cafeteria overcrowded at that time, (b) 6th graders have received insufficient instruction in cafeteria expectations, and (c) disruption results in attention from adults and peers
Here’s hypothesis statement incorporated into P-S Action Plan
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Hypothesis Is best explanation for what the data and your
experience tell you Provides a possible “why” for other Ws you
discovered AND guides you toward possible solutions
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Solutions – Generic Strategies 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 occurs
Although 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
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
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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
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
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Trevor TestSolution Actions
Choose the least number of solution(s)that will have the biggest impact on decreasing the problem.
Implementing the solution requires action Here are solution actions, added to the P-S
Action Plan…
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This Session Will Have Been a Success If You Can Now…
Develop a hypothesis about why problem is occurring, & write hypothesis statement on
P-S Action Plan Discuss and select solutions to problem, &
write solution actions on P-S Action Plan
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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss Why problem isoccurring; add to written
Problem Statement
Discuss andSelect
SolutionsGeneric Specific
Write on Action Plan
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Then Define & Clarify(What, When, Where, Who);
use Custom Reportsto write Precise
Problem Statement onAction Plan
Quick Review
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The TIPs ModelIdentify Problems; Define & Clarify Problems to Achieve Precision; Use Custom Reports to write precise Problem StatementDevelop HypothesisDiscuss and Select Solutions
Develop & Implement Action PlanEvaluate & Revise Action Plan
CollectCollect and Useand Use
DataData
Develop andRefine
HypothesesDiscuss Why problem isoccurring; add to written
Problem Statement
Discuss andSelect
SolutionsGeneric SpecificWrite on Action Plan
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Then Define & Clarify(What, When, Where, Who);
use Custom Reportsto write Precise
Problem Statement onAction Plan
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P-S Action Plan (Continued) We’ve been completing a P-S Action Plan for
Trevor Test Middle School Each “row” in plan referenced to a single
team-identified problem
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P-S Action PlanGoal for a Problem…
Based on team-established standard Easier to monitor if quantifiable (“countable”)
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Sample QuantifiableP-S Action Plan Goals
Percent reduction to be achieved & maintained:“Reduce cafeteria disruptions by 75% & maintain for remainder of school year.”
OR Absolute reduction to be achieved & maintained:
“Reduce cafeteria disruptions to an average of no more than 2 per month & maintain for remainder of school year.”
And/ OR Satisfaction level to be achieved & maintained:
“All school personnel assigned to cafeteria between 11:30 AM and 12:00 PM will rate the level of disruptions to be ‘acceptable’ or better; rating maintained during monthly reviews conducted throughout remainder of school year.”
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That Pesky Quantification Issue ID of problem/Baseline phase: Rate of
problem during a current time period (e.g., last 3 mos., last 90 days, etc.) before ANY of the solution tasks have been implemented
Progress Monitoring/Solution phase: Rate of problem at regular intervals (e.g., prior to each team meeting) after ALL of the solution tasks have been implemented
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Calculating Baseline Rate SWIS Custom Reports will produce very precise information about the LEVEL of
the problem (e.g., absolute number of disruptions in cafeteria between 11:30 AM and 12:00 PM) between any two dates (e.g., 11/01/2007 through 01/31/2008)…
but will not yet automatically produce information about the RATE of the problem during a specified time period (e.g., average number of cafeteria disruptions per school day between 11:30 AM and 12:00 PM for 11/01/2007 through 01/31/2008)
You can calculate an approximate monthly baseline rate by:
Running a Custom Report for the preceding 3 calendar-month periods (in our case, 11/01/2007 through 01/31/2008), and then
Dividing the resulting number of ODRs by the number of calendar months (in our case, 73 ODRs/3 mos. = 24.33 per mo.)
So...we know that over the last calendar 3 months, disruptions in the cafeteria between 11:30 AM and 12:00 PM have averaged about 24 per month
Here’s a P-S Action Plan goal, referenced to that baseline rate129
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Calculating Solution Rate After ALL agreed upon solution tasks have
been implemented, begin calculating rate of problem during solution phase
Use Custom Reports to produce counts for successive calendar months that solution is in effect; review data at team meetings
Here’s an example
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CollectCollect and Useand Use
DataData
Develop andRefine
HypothesesDiscuss Why problem isoccurring; add to written
Problem Statement
Discuss andSelect
SolutionsGeneric SpecificWrite on Action Plan
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Then Define & Clarify(What, When, Where, Who);
use Custom Reportsto write Precise
Problem Statement onAction Plan
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Evaluate P-S Action Plan Part 1
Assumes Solution Actions being implemented as intended, (did we implement with fidelity?) Determine strategy for gathering this information and
write into plan (see Trevor Test P-S Action Plan) Review current implementation status at meetings
If implementation of Solution Actions incomplete or poor… provide additional information/support to implementers? assign to another person? revise timeline for implementation?
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Evaluate & Revise Action Plan Part 2
When implementation of Solution Actions occurring as intended, use data for progress monitoring
Team decision about success of solution is based on P-S Action Plan’s Goal Timeline & Decision Rule – Rough idea of when
to consider revising hypothesis and/or solutions if desired results not being achieved
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If “Solution” Not Working Revise timeline only?
Solution may need more time Students must come into “contact” with solution for it to
have effect Revise hypothesis? Revise solution actions to fit retained or revised
hypothesis? Some problems may require several cycles
(illustrates nature of data-based decision making) Let data guide you…
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Revise P-S Action Plan Change plan to reflect any…
Revised timelines Revised hypotheses… Revised/new solution tasks…
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Meeting Minutes Meetings usually not limited to identifying new
problems & monitoring effect of solutions on old problems
May need to address administrative/general stuff Information only – May or may not require team
decisions “Issues” – May require decisions & tasks
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Managing the “Flow” of the Meeting Meeting Minutes
Old business – Review last meeting’s Meeting Minutes section to determine whether tasks being completed
New business – Refer to “Today’s NEW Business Agenda items” section on form
Problem-Solving Action Plan Old business – Review last meeting’s Problem-Solving Action Plan
section to determine whether solution actions are being implemented and having the desired effect
New business – Refers to initiating the TIPS Model again to identify and address a NEW problem
Evaluation of Meeting (optional)
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Activity #13 Have a meeting
1. Hook up laptop and LCD projector2. Minute taker takes minutes on meeting minute form, electronically3. Minute taker records precision problem statement from TIPS Worksheet4. Pull up SWIS account5. Verify precision problem statement6. Create custom graph for ‘motivation’7. Begin building possible solutions8. Determine which solution to implement9. Define who will do what by when10. Define goal (what will it take to say this is no longer a problem11. Review foundations checklist, record tasks and timelines on
‘administrative/general information’ portion of meeting minute form12. Build agenda for next meeting
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This Session Will Have Been a Success If You Can Now…
Write P-S Action Plan items for team-identified problems, including measurable Goals
Calculate baseline & solution rates for problems
Monitor progress at… Completing tasks listed in Meeting Minutes Solving problems listed in P-S Action Plan
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CollectCollect and Useand Use
DataData
Develop andRefine
HypothesesDiscuss Why problem isoccurring; add to written
Problem Statement
Discuss andSelect
SolutionsGeneric SpecificWrite on Action Plan
Develop andImplementAction Plan
Complete Action Plan;make Goal measurable;
establish baselinerate
Evaluate andRevise
Action PlanAre we implementingplan? Is it working?
Review Custom Reportdata at each mtg.
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Then Define & Clarify(What, When, Where, Who);
use Custom Reportsto write Precise
Problem Statement onAction Plan
Quick Review
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The Problem-Solving “Mantra” Do we have a problem?
(identify) What is the precise nature of our problem?
(define, clarify, confirm/disconfirm inferences) Why does the problem exist, & what can we do
about it?(hypothesis & solution)
What are the actual elements of our plan?(Action Plan)
Is our plan being implemented, & is it working?(evaluate & revise plan)
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What’s Next? Review “Responsibilities of PBS Team Members” (next slide)
before your next team meeting; be ready to assume responsibilities
Your PBS Coach will provide technical assistance before your next meeting, as his/her schedule permits Work with data analyst to create SWIS Summary report
At your next two meetings, your PBS Coach will provide you with least amount of help you need to use TIPS model in meeting
One or two data collectors will then observe three more of your meetings (Jan, Feb, April) and collect some data concerning your independent use of TIPS (so he will not be providing technical assistance)
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