revisit tips team minute form titled problem solving action plan? teams need a review on: getting to...
TRANSCRIPT
Revisit TIPS team minute form titled Problem Solving Action Plan? Teams need a review on:
getting to a precision problem statement deciding what their plan will be, who will be
responsible, and how they will review if plan is effective
TIPS Review
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 Items01. 02. 03.
1. 2.
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and EvaluationPrecise Problem Statement, based on review of
data(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety)Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Our RatingYes So-So No
1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?
Evaluation of Team Meeting (Mark your ratings with an “X”)
2
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
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 Educational and Community Supports, University of Oregon unpublished training manual.
Problem StatementsWrite a “problem statement” that specifies
the precise nature of the problem
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
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.
Use Schoolwide Information System (SWIS) Data to Achieve Precision
Question SWIS Table/GraphWhat 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 is the problem behavior continuing to occur?
Custom Report by Motivation
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.
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
Trevor Test Middle SchoolIs there a problem? If so, what is it?
0
5
10
15
20
Sep Oct Nov Dec Jan
Avg
. OD
Rs
Pe
r S
cho
ol D
ay
School Months
School Avg. National Avg. = 4.8
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.
Trevor Test Middle SchoolIdentified Problem
Identified problemfor last 4 mos., Major ODRs per day higher than
national avg.increasing trend across all 5 mos.
Define & Clarify the ProblemStart with the “Big 5”Narrow the Focus
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.
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
What are the What, When, Where, Who of the problem?
Trevor Test Logical Inferences Based on Big 4
1. Most Disruptions occur in Cafeteria2. Most Disruptions occur in Cafeteria
between 11:30 AM and 12:00 PM3. 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
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.
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.
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)
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.
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”
Here’s Problem Statement section of P-S Action Plan for Trevor Test Middle School
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.
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.
Is there a problem?K-8 school of 500 students
What are your Logical Inferences?
What do we Know?
Who?What?When?Where?Why?
1. As a team – begin writing your
precision statement
2. What are your next questions to further refine &
verify your Precision Statement?
Precise Problem StatementBased on “Big 4”
Many instances of disrespect & inappropriate language (what)…
occurring in classroom (where)…With spikes at 9:45, 12:45 and 1:30, with most at
9:45 (when)…Several students with more than 5 referrals (who)
…
NEXT QUESTIONS?At 9:45 – where and who (grade level &
individual) more specificallyNewton, 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.
9:45 Who & Where
6th grade students in the classroomNext Questions?
9:45 – 6th grade Custom Report
Which Staff?
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.
9:45 – 6th grade Custom Report(continued)
Which Staff?
9:45 – 6th grade Custom Report
Which Student?
9:45 – 6th grade Custom Report(continued)
Which Student?
6th graders @ 9:45 – WHY?
Precise Problem StatementBased on “Big 4” + Custom Reports
Many instances of disrespect & inappropriate language (what)…
occurring in Mr. Martin’s 6th grade classroom (where)…
At 9:45 (when)…Across many different students, not 1
particular student (who)…To gain peer and adult attention (why)
12:45 – Where & Who
7th graders at 12:45Who & Why
All 49 - 7th grade referrals at 12:45 by Donna Lomas (staff)
No individual student with more than 3 referrals
Staff with 10 or more referrals
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.
Write your precision statement for 12:45WhatWhere When – 12:45Who Why
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.
Each Task Requires a
Who & When