From the work of: Rob Horner, Steve Newton, & Anne Todd, University of Oregon Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte

Formal problem solving steps that a group can use to build and implement solutions. Access to the right information at the right time in the right format A process for using data to make decisions: Formal roles (facilitator, recorder, data analyst) Specific expectations (before, during & after meetings) Access and use of data Use of electronic and projected meeting minutes A structured meeting process 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 Educational and Community Supports, University of Oregon, unpublished training manual. 2

Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 4

 Identify problems based on your school’s: Desirable and undesirable trends Average Referrals Per Day Per Month for this year and for corresponding months of the previous year Average Referrals Per Day Per Month compared to the national median Faculty, parents and students opinions regarding if ODR levels are acceptable or not 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 Educational and Community Supports, University of Oregon, unpublished training manual. 5

Elementary School with 150 Students Compare with National Median 150 / 100 = X.22 =.33 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 Educational and Community Supports, University of Oregon, unpublished training manual. 6

What trend do you notice?

Solvable Problem Statements  Solvable problem statements include information about the five core “W” questions. ◦ What is problem, and how often is it happening ◦ Where is it happening ◦ Who is engaged in the behavior ◦ When the problem is most likely ◦ Why the problem is sustaining

Question:SWIS Data: 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 Why do problem behaviors keep happening? Referrals by motivation 9

Too many ODRsToo many instances of disrespect Too many ODRs between 1:00pm and 1:30pm Too many ODRs in the afternoon Too many ODRs occurring outside the classrooms Too many ODRs on the playground 25% of students have at least 2 ODRs Many students are experiencing ODRs Too many ODRs on the playground Total of 12 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 8 different students involved; aggression appears to provide peer attention. 10

The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM to get peer attention.

Solution Development: For disruption in cafeteria Prevention: Remove/alter “trigger” for problem behavior Maintain current lunch schedule, but shift classes to balance numbers. Teaching: Define, instruct & model expected behavior Teach behavioral expectations in cafeteria Reward: Expected/alternative behavior when it occurs; prompt as necessary Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction: Increase acknowledgement of presence of desired behavior Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior Corrective Consequence: Use non- rewarding/non-reinforcing responses when problem behavior occurs Active supervision and continued early consequence (ODR) Data Collection: Indicate how you know when you have a solution Maintain ODR record and supervisor weekly report

 An observable goal for decreasing the problem What will it look/feel/sound like when the problem is resolved?  A plan for measuring fidelity of implementation How often will you conduct a status review?  A plan for measuring outcomes of the intervention How often will you monitor student progress?

 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 Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

 Core roles ◦ Facilitator ◦ Note taker ◦ Data analyst ◦ Active team member ◦ Administrator  Backup for each role Define roles for effective meetings 17 Can one person serve multiple roles? Are other roles needed? Typically NOT the administrator

Facilitator Ask questions Implement group norms Keep people on track (back on track) Note Taker Uses computer Word processer Save files Edit files Ability to listen to a discussion and paraphrase critical information Fluent with meeting minute form Data Analyst Likes data Navigation through application Discriminates what to ask when creating custom reports Create a story from data summary For new problems Status on old 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.

5/21/ 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

PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’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 Items Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? 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 Problem-Solving Action Plan Our Rating YesSo-SoNo 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”)

5/21/ Meeting Foundations

Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’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 Items Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? 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 Problem-Solving Action Plan Our Rating YesSo-SoNo 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. 5/21/201524

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For additional information and support on completing and/or using TIPS and SWIS data for problem-solving, please contact your External Implementation Coach or State TA. More Questions?