1. Phoenix Elementary 265 Students K-5

2. Phoenix Elementary 265/100 = 2.65 2.65 x.34 =.901 2 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 Educational and Community Supports, University of Oregon, unpublished training manual.

3. 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 Primary Problem Statement 3 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 Educational and Community Supports, University of Oregon, unpublished training manual.

4. Phoenix Elementary Problem Behaviors 4 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 Educational and Community Supports, University of Oregon, unpublished training manual.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. Phoenix Elementary Locations Year One Year Two 5 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 Educational and Community Supports, University of Oregon, unpublished training manual.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. Phoenix Elementary - Time 6 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 Educational and Community Supports, University of Oregon, unpublished training manual.

7. Phoenix Elementary Referrals Per Student (2 + Referrals) 7 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 Educational and Community Supports, University of Oregon, unpublished training manual.

8. How might solution options change based on this information? Phoenix by motivation 8 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 Educational and Community Supports, University of Oregon, unpublished training manual.

9. 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. Problem Statement 9 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.

10. 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 Precision Statements 10 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.

11. Solution Development problem statement & hypothesis: 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. Prevention Teaching Reward Extinction Corrective Consequence Safety 11 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.

12. Phoenix Elementary 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 with Timeline, Fidelity & Outcome Measures, & Updates 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. Goal: decrease frequency of physical aggression, disrespect & inapp. Lang. on playground to no more than 6 per month by end of school year 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 also having problems on the playground. Problems are occurring with grades 3-5 students Goal: define at next meeting Review SWIS reports monthly Check in at staff meeting on implantation status (monthly) 12 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.

13. Sandhill High school 354 students 13 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.

14. Sandhill High School: 354 students 14 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.

15. Sandhill - Problem Behavior 15 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.

16. Sandhill - Location 16 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.

17. Sandhill –Referrals by Student 17 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.

18. Sandhill - Time 18 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.

19. Sandhill by motivation How might solution options change based on this information? 19 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.

20. Precision Statement/Hypothesis What Where When Who Why What other info needed? Possible Solutions? 20 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.

21. Solution Development Prevention Teaching Reward Extinction Corrective Consequence Safety 21 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.

22. 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 withTimeline, Fidelity & Outcome Measures, & Updates Problem-Solving Action Plan 22 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.

23. Langley Elementary School 478 Students K-5 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 Support, University of Oregon, unpublished training manual. 23

24. 24

25. 25 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.

26. How might solution options change based on this information? Langley by motivation 26 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.

27. Precision Statement/Hypothesis What Where When Who Why What other info needed? Possible Solutions? 27 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.

28. Solution Development Prevention Teaching Reward Extinction Corrective Consequence Safety 28 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.

29. 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 withTimeline, Fidelity & Outcome Measures, & Updates Problem-Solving Action Plan 29 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.

30. Brian Bender a seventh grader transferring into school mid- year SWIS and CICO-SWIS reports are available Use TIPS model to define problem with precision, develop solutions, action & evaluation plan 30 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.

31. 31 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.

32. Plan Change 2/10/2010: Check out with preferred adult 32 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.

33. 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.

34. Brian Bender SWIS Report generated 3/10 34 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.

35. 35 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.

36. Precision Statement/Hypothesis What Where When Who Why What other info needed? Possible Solutions? 36 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.

37. Solution Development Prevention Teaching Reward Extinction Corrective Consequence Safety 37 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.

38. 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 withTimeline, Fidelity & Outcome Measures, & Updates Problem-Solving Action Plan 38 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.

39. Back up Facilitator Exercise The Team Facilitator is not available for the meeting that starts in 15 minutes Review the minutes from the previous meeting What is your agenda for the meeting this afternoon? 39 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.

40. Today’s Agenda Items Next Meeting Agenda ItemsPotential Problems Raised 01.Review of data 02. PBS Training (Video) 03. Recess Supervisor expectations 1.Review status of implemented solutions 2.Training on PBS opportunities 3. 1. 2. Today’s Meeting Date: 1-7-10 Time: 2:30-3:30 Location: Rm 8Facilitator: CA Minute Taker: JBData Analyst: NM Next Meeting Date: 2-4-10 Time: 2:30-3:30 Location: Rm 8Facilitator: CA Minute Taker: JBData 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 AddressDiscussion/Decision/Task (if applicable)Who?By When? Video in the morningVideo is ready. Congratulations. We need to fix the TV connections in classrooms NM & JB1-31-10 Recess Supervisor ExpectationsReview recess rules with supervisors Review agreement that supervisors will walk a figure 8 continually throughout recess KK1-19-10 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 newsletter Model Respectful behaviors KK to talk to Staff 1-15-2010Goal: Decrease frequency of disrespectful behavior to no more than 5 per grade level per month by end of school year. Review SWIS reports monthly Check in at staff meeting on implementation status Problem-Solving Action Plan 40 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.

41. Back up Minute Taker Exercise The Minute Taker is not available for the meeting that starts in 15 minutes – Review the minutes from the previous meeting Update meeting minutes based on following information 41 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.

42. Back up Minute Taker Exercise ….Video working in rooms 1-9, still not working in rooms 10-14 ….EA meeting happened, supervisors will try to walk figure 8 and will discuss at next EA meeting ….team training offered for CICO intervention March 5, sign up with Betsy by Feb 22 … newsletter: added blurb about respect in last weeks newsletter … Data summary: Total Disrespect in Classroom by Grade level goal: no more than 5 per month per grade 6 th 7 th 8 th Dec897 Jan6128 42 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.

43. Today’s Agenda Items Next Meeting Agenda ItemsPotential Problems Raised 01.Review of data 02. PBS Training (Video) 03. Recess Supervisor expectations 1.Review status of implemented solutions 2.Training on PBS opportunities 3. 1. 2. Today’s Meeting Date: 1-7-10 Time: 2:30-3:30 Location: Rm 8Facilitator: CA Minute Taker: JBData Analyst: NM Next Meeting Date: 2-4-10 Time: 2:30-3:30 Location: Rm 8Facilitator: CA Minute Taker: JBData Analyst: NM 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 AddressDiscussion/Decision/Task (if applicable)Who?By When? Video in the morningVideo is ready. Congratulations. We need to fix the TV connections in classrooms NM & JB1-31-10 Recess Supervisor ExpectationsReview recess rules with supervisors Review agreement that supervisors will walk a figure 8 continually throughout recess KK1-19-10 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 newsletter Model Respectful behaviors KK to talk to Staff 1-15-2010Goal: Decrease frequency of disrespectful behavior to no more than 5 per grade level per month by end of school year. Review SWIS reports monthly Check in at staff meeting on implementation status Problem-Solving Action Plan 43 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.

44. 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 44 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.