1. Team Initiated Problem Solving
Rob Horner, Steve Newton, & Anne Todd,
University of Oregon
Bob Algozzine & Kate Algozzine,
University of North Carolina at Charlotte
Coaches Conference Feb 3, 2010
Oregon State University
This session provides a model and some strategies for teams to use as they use SWIS data for problem-solving and decision making.
The TIPS model (team initiated problem solving) is a model that has been built as a result of a federal IES grant charged with figuring out how to teach and coach teams when using SWIS data. The project is a collaboration between UO (Horner, Newton, Todd) and UNC at Charlotte (Algozzine’s)
Something to remember: The word ‘data’ is plural. Say ‘data are’
Anne Todd

2. Today’s Goals Coaches are able to: Clarification
Prompt & support facilitator, minute taker and data analyst to prepare for meetings
Meeting Foundations Checklist
Prompt the use of the TIPS model during meetings
Data-based Decision-making rules
Help teams stay focused during meetings
Electronic Meeting Minute format
Clarification
Coaches are NOT expected to be Trainers
Trainers deliver TIPS team training & help Coaches anticipate errors while guiding them through the possible solutions & adaptations
Some participants will be coaches, some will be trainers, and some will be both. Today we want coaches to
understand how the Meeting Foundations Checklist and Meeting Minute form are used to support team functioning and sustainability.
Be able to use the TIPS problem solving model to simulated SWIS summary data
Plus the three goals above

3. Context Every school has teams
Teams are being expected to do problem solving
Select curricula
Get training and implement new ideas/programs
Provide 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.

4. Assumption: Coaching is Critical
Teams will need more than a manual or brief training to become skilled at use of data for efficient problem solving
Coaching will be a key element to successful use of good problem solving procedures.

5. What do we need? A clear model with steps for problem solving
Access to the right information at the right time in the right format
A formal process that a group of people can use to build and implement solutions.

6. Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Review
Status and
Identify
Problems
Develop and
Refine
Hypotheses
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Discuss and
Select
Solutions
The outer circle ( Problem Solving Meeting Foundations) refer to the process and procedures and team uses to function. Roles are determined and defined, meetings are scheduled for the year, electronic equipment and internet access are available, and an agenda is established.
The inner circles and arrows define a problem-solving model designed to improve the decision-making and problem solving of PBIS Team. This model is called “TIPS,” which stands for “Team-Initiated Problem Solving.” The model uses data for during problem solving and decision making, during meetings. We will also apply a metric for determining if rates of problem behavior at a school or below, at, or above the national average to determine if there is a problem or not. TIPS teaches teams to use their SWIS data to define precision problem statements. Once the problem statement is precise, a variety of solutions are discussed based on prevention, teaching, reward, correction and extinction and teams will determine which solution(s) they want to implement. The TIPS model then moves the team to action planning ,evaluation and measurement determination.
We are finding it more difficult to use these skills in the REAL context, the purpose of this session is to build the skills and build the fluency of using those skills.
Develop and
Implement
Action Plan
Problem Solving Meeting Foundations

7. TIPS Model TIPS Training Team Meeting
One full day team training
Two coached meetings
Team Meeting
Use of electronic meeting minute system
Formal roles (facilitator, recorder, data analyst)
Specific expectations (before meeting, during meeting, after meeting)
Access and use of data
Projected meeting minutes
Research tool to measure effectiveness of TIPS Training
DORA (decision, observation, recording and analysis)
Measures “Meeting Foundations” & “Thoroughness of Problem Solving”
TIPS Training is a package across time starting with one full day of team training (the binder has all the materials, the thumb drive has the files) Followed by two coached meetings. Coaching includes:
Prompting & supporting the facilitator, minute taker and data analyst to prepare for meetings
Prompting the use of the TIPS model during meetings
Helping the team stay focused during meetings
Points to make: tough to build fluency if meeting once a month. The frequency is too lean.

8. This is the observation tool used to measure Meeting Foundations and Thoroughness of Problem-Solving for the research studies.
DORA does not stand for Dora the Explorer!

9. Evidence of Effectiveness
Evaluation Study ( )
Newton et al.,
Single-case Study ( )
Todd et al.,
Group Design Study ( )

10. TIPS Study: Todd et al., 2009 Meeting Foundations Score School A
Baseline Coaching TIPS
Meeting Foundations Score
School A
School B
% DORA Foundations Score
School C
School D

11. TIPS Study: Todd, et al, 2009 . Thoroughness of decision-making
Baseline Coaching TIPS
Thoroughness of
decision-making
School A
% DORA Thoroughness Score
School C
School D

12. Building Capacity and Sustainability
For Social Competence,
Academic Achievement, and Safety
OUTCOMES
*Meeting time
*Support
*Report to Faculty
SWIS
SYSTEMS
DATA
Electronic
Meeting Minutes Form
Building Capacity and Sustainability using the TIPS model to:
1. Conduct effective, efficient meetings when using SWIS data for problem solving and decision making.
2. Implement and evaluate solutions that result in positive effects on student achievement, social behavior and safety.
a. The Information system is the use of the School Wide Information System. The data are current, accurate, believable
b. The Practices include the use of the meeting minute form and the problem solving process
c. The System is the implementation of Meeting Foundations, the TIPS model, and the documentation of decisions, action plans, and evaluation plans
PRACTICES
Supporting
Staff & Student Behavior and Decision Making

13. Improving Decision-Making via Problem Solving
Action Planning & Evaluation
Problem
Solving
Problem
Solution
Steps in the problem solving model.
Information/ Data

14. Problem-Solving Meeting Foundations
Structure of meetings lays foundation for efficiency & effectiveness

15. Using Meeting Minutes Documentation of Reviewing Meeting minutes
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

16. Organizing for an effective problem solving conversation
A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute
Problem
Use Data
Out of Time
Solution

17. Building a system that is NOT person dependent
We want to walk into a meeting having no previous history, review the previous meeting minutes be able to fit into any role needed
Facilitator
Minute taker
Data analyst
Active team member
Example……

18. 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
01.
02.
03.
Administrative/General Information and Issues
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable)
Who?
By When?
Problem-Solving Action Plan
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
This slide is animated to teach the different parts of the meeting minute form each click adds the next section
Most schools have the title at the top and write/type as the meeting progresses
Make a point that we don’t need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took at 5 minute bathroom break)
Our Rating
Yes
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”)

19. A completed example…
IF a person knows how to use the meeting minute form, the person should be able to pick these minutes up from Jan 7, 2010 and be able to organize previous items to update and facilitate creation of the Feb 3, 2010 agenda

20. Important Structural Components
Regular meetings & regular attendance
The “right” people
The right roles
Facilitator
Minute Taker
Data Analyst
Active Team Members
The right information for problem solving & decision making
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)

23. Before the Meeting… Room reserved “New” items solicited for agenda
Agenda produced
Team member roles determined
Data reviewed by Data Analyst before the meeting; 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)

24. At Close of and After Meeting…
Meeting Minutes and Problem-Solving Action Plan completed
Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs.

26. Activity Complete the Foundations Checklist
Use the PBIS team you know best
How would you use the Foundations Checklist to help a school team that was preparing to adopt TIPS procedures?

27. Problem Solving Meeting Foundations
Identify
Problems
Team Initiated Problem Solving (TIPS) Model
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Ask participants about knowledge and experience of SWIS
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Problem Solving Meeting Foundations

28. SWISTM (School-Wide Information System)
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

29. Three Key Elements of SWISTM
Data Collection System
Coherent system for assigning referrals
Prob. behavior definitions, referral form, rules for referral
Allocation of FTE to enter data, build reports.
Computer Application
Web-based, continuously available, secure
Decision-making
Use of data
School-wide
Individual Student

30. Features of SWISTM Only reports discipline data
Major office referrals
Minor discipline offences
Highly efficient (30 sec per referral)
Local control
Formatted for decision-making (pictures)
Information is available continuously
Confidential, secure
Can be combined with district data base
Teams need access to the data AND a person or two who know how to access and navigate through the data. Ideally, this should happen during a meeting when team members are asking questions about the data. Since SWIS is web-based, it is always available through an internet browser. We need to help people learn how to use the data in an interactive format during a meeting, when the data are most needed. moving the group through the simulations helps to build fluency of the skills needed.

32. How SWISTM works Data Entry School Address and Contact
Enrollment/Ethnicity/Days per month
Staff Information
Student Information
Referrals
Reporting
Average Referrals per Day per month
Referrals by Problem Behavior
Referrals by Location
Referrals by Time
Referrals by Student
Other Reports
Tools

34. Total Office Discipline Referrals as of January 10
Let’s talk about accuracy of the data again. When you begin to use the data and draw comparisons, the data need to be comparable. Look at the data above. First, as a data analyst, you look and see, ‘wow.. Things are getting better, the graph is going down’…. Then you do what you are supposed to do first, and look at the label on the Y axis. This label says total office discipline referrals. It is great to compare the total ODRs, but now… look at the X-axis. There are a different number of days in each month and the number of schools day in each much has a wide range (Dec may have 10 school days, January may have 19 school days). These months, the way they are arrayed here, are not comparable and this data should not be used! If you aren’t using SWIS, do the math to get average referrals per day per month by using the total referrals and the total days each month. If you are using SWIS, do not fear….. (next slide)

35. SWIS does that calculation for you. look at the Y-axis label now
SWIS does that calculation for you. look at the Y-axis label now. Average referrals per day per month allow us to compare months. Now look at the trend….. ‘we are going to have a wild spring term if we don’t do anything differently!). This is the same set of data on the previous slide and look at what the pattern of data does for the problem solving process.
Accurate data and data that are formatted for purposes of making decisions is critical.
I like to make this a bit dramatic by going back and forth between this slide and previous, telling them they are the team and they are reviewing this data…

36. What behaviors are problematic?

37. What behaviors are problematic?

38. What behaviors are problematic?

39. Where are the problems occurring?

40. Where are the problems occurring?

41. When are the problems occurring?

42. When are the problems occurring?

43. Who is contributing to the problem?

44. Organizing SWIS Data for Decision-making
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
OK…. Building precision problem statements is a skill that is needed for using the data. organizing and interpreting the data requires another set of skills.
Slides provide a sequence of slides to illustrate different precision statements based on different pictures of the same type of data.

45. Using office discipline referrals as a metric for universal screening of student social behavior
~5%
~15%
0-1 office discipline referral
~80% of Students

46. Using the Referrals by Student report as a Universal Screening Tool

47. Jennifer Frank, Kent McIntosh, Seth May
Cumulative Mean ODRs Per Month
for 325+ Elementary Schools 08-09
Cumulative Mean ODRs

48. Using ODRs to Identify Problems
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
Identify problems empirically
Identify problems early
Identify problems in a manner that leads to problem solving not just whining

49. Using ODRs to Identify Problems
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.

50. 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
How to use these numbers:
Your enrollment (e.g. 400 students or 225 students)
Divide by 100 (e.g. 400/100 = 4; 225/100 = 2.25
Multiply by the National Average to get ODR per day
(4 X .34 = X .34 = .76)

51. 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

52. Compare with National Average
150 / 100 = X = .51
Elementary School with 150 Students

53. Compare with National Average
450 / 100 = X = 1.53
Elementary School with 450 Students

54. Application Activity: Absolute Value
Is there a Problem?
Middle School of 625 students?
Compare with national average:
625/100 = X .85 = 5.31
Office Discipline Referrals per School Day

55. High School: Compare with National Average
1800 / 100 = X 1.27= 22.86
High School of 1800 students
Build the routine when reviewing these slides:
How many students?
How many hundreds?
What is the per 100 rate for your school?
How are you doing?
Is there a trend, are there peaks, patterns?; what can we anticipate?

56. High School: Compare with National Average
450 / 100 = X 1.27= 5.17
High School of 450 students
Build the routine when reviewing these slides:
How many students?
How many hundreds?
What is the per 100 rate for your school?
How are you doing?
Is there a trend, are there peaks, patterns?; what can we anticipate?

57. Middle School of 700 students
Slides work as a set. This slide is a precursor to the next slide to show how to start with ‘this years’ data and then use it to compare to last year (slide 32)
Build the routine when reviewing these slides:
How many students?
How many hundreds?
What is the per 100 rate for your school?
How are you doing?
Is there a trend, are there peaks, patterns?; what can we anticipate?

58. Build the routine when reviewing these slides:
How many students?
How many hundreds?
What is the per 100 rate for your school?
How are you doing?
Is there a trend, are there peaks, patterns?; what can we anticipate?
What happened last year that we don’t want to repeat?

59. Final slide of this set
Build the routine when reviewing these slides:
How many students?
How many hundreds?
What is the per 100 rate for your school?
How are you doing?
Is there a trend, are there peaks, patterns?; what can we anticipate?
What are we going to do next fall to maintain this success?

60. 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

61. More Precision Is Required to Solve the Identified Problem
Define problem by identifying What problem behaviors are involved in ODRs
Clarify problem by identifying
When ODRs are occurring (time of day)
Where ODRs are occurring (location)
Who is engaging in problem behaviors that result in ODRs
Why are problem behaviors continuing to occur

62. Problem Statements
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

63. Which Statement Is More Precise?
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.

64. 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; 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.

65. 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
Why do problem behaviors keep happening
Referrals by motivation

66. 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)

67. Trevor Test Middle School
Hypothesis:
Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety

68. Implementing Solutions
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

69. Evaluating Solutions 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?

70. Achieving a Precise Problem Statement for Fictional Trevor Test School
Middle School – Grades 6, 7, & 8
565 students

71. Trevor Test Middle School n= 565 grades 6-8 Is there a problem
Trevor Test Middle School n= grades 6-8 Is there a problem? Compare to national average, compare to last year, examine trend, examine peaks?
565/100 = 5.65; X .85 = 4.8

72. Trevor Test Middle School Identified Problem
for last 4 mos., Major ODRs per day higher than national avg.
increasing trend across all 5 mos.

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

75. What information do we need?
Who is involved in problem behavior in the cafeteria?
ODRs in the Cafeteria

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

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

78. Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
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

79. Trevor Test Solution Actions
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
Are we doing the plan?
1 ….. 2 …..3 ….. 4 ….. 5
No Yes

80. Trevor Test Solution Actions
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

81. 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
The minute taker/recorder needs to build fluency in getting relevant information documented. This is the plan for Trevor Test Middle School.

83. Application of TIPS model with DIBELS & CICO data

85. JM

86. Application of model when monitoring individual student progress

87. Phoenix Elementary 265 Students K-5 A second simulation
Judge the time you have left to determine how to go through each of these. The big idea here is to have data for one school in one spot for discussion to define a precision problem statement, solutions, action plan and evaluation plan. An action plan says who will do what by when. An evaluation plan is a plan for specifying how the team will know that their efforts have (1) been implemented as planned (fidelity) and (2) that student outcomes have been effected (decreased rates of problem behavior). A question that needs to be answered is ‘what is the goal?’ or ‘what will it look like for us to say, we don’t have a problem?’

88. Phoenix: Previous Meeting minutes

89. Phoenix Elementary 265/100 = 2.65 2.65 x .34 = .901
Do we have a problem?
03-04
04-05
Trends, patterns. Peaks?
What can we anticipate?

90. Phoenix Elementary Problem Behaviors
Build the precision problem statement
Aggression, disrespect, inappropriate language

91. Phoenix Elementary Locations
Year One
Year Two
On the playground

92. Phoenix Elementary - Time
When are the problems happening? Get school schedule and look at recesses, who is out there, who is supervising, etc?

93. Phoenix Elementary Referrals Per Student (2 + Referrals)
Lots of students
This leads me to wanting to build a custom report by grade level. Matching that data with the by time data gives more specific information

94. Problem Statement Do we have a problem?
Build a precise problem statement
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.
Have people write the problem statement down. It sounds silly, but it is something people don’t want to take the time to do, but we need them to practice. We want to build fluency for writing out precision problem statements so that it is easier to do during a meeting context.

95. Solution Development problem statement & hypothesis:
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
Have participants come up with ideas
This table is a prompt for getting the discussion going. teams do not need to identify a solution for each category above, but the categories provide prompts for the team:
What can we do to prevent the problem?
What can we do to teach the students to do what we expect?
What can we do to reinforce appropriate student behavior?
What can we do to minimize reinforcement for the problem behavior?
What can we do to correct inappropriate behavior?
What data will we collect to measure effectiveness of solutions?
Choose a solution or a package of solutions to implement. Do not default to doing everything listed. Always choose the least amount of tasks/actions that you think will produce the biggest effect.

96. Phoenix: Previous Meeting minutes

97. Langley Elementary School
478 Students
K-5
Generate a discussion after 5 minute review of the data.
What is the first thing we do? Calculate ODR per 100 students
Review the other graphs, which of the big 5 are missing?
How would you create that report? (custom graph by motivation).
What else would you want to know about this school?

98. A completed example…
IF a person knows how to use the meeting minute form, the person should be able to pick these minutes up from Jan 7, 2010 and be able to organize previous items to update and facilitate creation of the Feb 3, 2010 agenda

99. Pattern of problem behavior is getting better
Pattern of problem behavior is getting better. what did we do in Feb and March to see this outcome? How will we celebrate this success? How will we maintain this success?
However, there are two possible problems (as you look at location and at problem behavior. Students typically get tardies from the classroom not the playground) start with two problem statements:
Classroom, tardies
Playground, 10:30, 12:00, 12:30.
To get more precise with these two statements, use SWIS custom reports to generate a by grade report and a by motivation for each of the two locations

100. Talk about options for this graph. Get names of students…
Talk about options for this graph. Get names of students…. We have many students getting many referrals….. Classroom, playground, both?

101. Precision Statement/Hypothesis
What
Where
When
Who
Why
What other info needed?
Possible Solutions?
What are Langley’s precision statements. Since you don’t have access to other data, make best guesses for the sake of the discussion or at a minimum talk about what other reports would be needed.
Then move into discussing possible solutions. The more you can reinforce function-based solutions, the better. IF the possible motivation is escape, what solutions might work best?; what about if the possible motivation is peer attention?, how would that change the discussion?

102. Solution Development problem statement & hypothesis:
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection

103. 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
01.
02.
03.
Administrative/General Information and Issues
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable)
Who?
By When?
Problem-Solving Action Plan
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
This slide is animated to teach the different parts of the meeting minute form each click adds the next section
Most schools have the title at the top and write/type as the meeting progresses
Make a point that we don’t need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took at 5 minute bathroom break)
Our Rating
Yes
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”)

105. Sandhill High school 354 students
Another simulation to work through as a small or larger group.
Go through the same steps as in previous simulations.

106. Sandhill High School: 354 students
What is our calculated rate per 100 students?
How are we doing? As compared to national average? As compared to last year?
What are our patterns, trends?
What should we anticipate, try to prevent?

107. Sandhill - Problem Behavior
skipping

108. Sandhill - Location
class

109. Sandhill –Referrals by Student
Lots of students

110. Sandhill - Time
7:00 was used as a default if ‘time’ was not written on the referral form
First period and many ‘unknown’. The staff need to be more precise with ‘time of incident’ . 7:00am has been used as a default for ‘unknown’. THIS SWIS Facilitator did not hold the team to a compatible ODR form and didn’t put a place for time of incident. If the time was not noted on the ODR, the data entry person was taught to enter 7:00am as ‘unknown’

111. Sandhill hypothesis
Students are skipping class to avoid doing the work
8: oversleeping?
Other times: avoid class? Gain more social time with peers?
We don’t know exactly when due to the 7:00 time used as a default

112. Precision Statement/Hypothesis
What
Where
When
Who
Why
What other info needed?
Possible Solutions?
Verbalize and write down the precision problem statement. What more do you need to know and how will you get that information?

113. Solution Development problem statement & hypothesis:
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
Solutions for tardies in class?
The best strategy I have heard from high school teachers is to model ‘being on time’, define what being on time looks and sounds like, and before each class period starts, have a potential test question on the board for students to copy as they construct a study guide.

114. Sandhill: Previous Meeting minutes

115. Team Training & Follow Up
Swift at SWIS Training
Team Meetings:
First time: Simulated Data
Second time: Use First Month of Data
Third time: Problem Solving Statements
Working with the team overtime is essential. Plan how this will work with your teams. Will you teach the data analyst to create the big 5 report, or will you do it in your SAMI account and get it to them before the meeting? what will your coaching look like? How will you build fluency of team members to build precision problem statements, discuss possible solutions, and build an action and evaluation plan?

116. Next Steps As a field: Coaches:
Add TIPS training to Trainer repertoire
Integrate messages, language, and processes for using data for problem solving and progress monitoring across the state
Determine impact of TIPS on student outcomes (next grant proposal)
Coaches:
Prompt teams to not only define precision problem statements but to also define a goal for ‘what it will look like’ when we don’t have a problem
Prompt team members to be effective and efficient in their roles
data analysts create and summarize data to jump start the meeting
minute takers record relevant information(not novels) about problems discussed, solutions determined and action plan to implement solutions
facilitators ask questions to facilitate problem solving and decision making
Ask for support
Tell the Network what you need in order to be successful in your role(s)

117. Getting a SWIS account www.swis.org
Work with a SWIS Facilitator to complete a License Agreement
Ten readiness requirements including
Positive School culture is a priority
Team identified to use the data at least monthly
Consistent, coherent procedures for dealing with problem behavior (process and documentation)
Data entry time and person scheduled
Cost of SWIS
$250 per year (additional $50 for Check in Check out)