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SimulationsTrevor Test Middle SchoolPhoenix ElementaryLangley Elementary Sandhill High 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 Educational and Community Supports, University of Oregon, unpublished training manual.
Problem Solving
Foundations
Collect and Use
Data
DevelopHypothesis
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify 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 Educational and Community Supports, University of Oregon, unpublished training manual.
2
TREVOR TEST MIDDLE SCHOOL565 students
Grades 6,7,8
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
Per
Sch
oo
l Day
School Months
School Avg. National Avg. = 4.8
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.
Activity
• Define & Clarify problem identified by Trevor Test PBS Team– Produce the SWIS “Big 4” for the previous 3-
month period (solve current problem with current data)
• Draw logical inferences about problem• Confirm/disconfirm inferences via analysis of
SWIS Custom Reports
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
Perceived motivation for inappropriate language and disruption in the cafeteria (all students)
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
Precise Problem Statement &Hypothesis Development
• Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
• A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
Solution Development:For disruption in hall and cafeteria
Prevention *Teach behavioral expectations in cafeteria*Maintain current lunch schedule, but shift classes to balance numbers.Teaching
Reward 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
Corrective Consequence Active supervision, and continued early consequence (ODR)
Data Collection Maintain ODR record and supervisor weekly report
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
12
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
Problem Solving Action Plan
Precise Problem Statement
Solution Actions Who? When? Goal, Timeline, Rule & Updates
Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Teach behavioral expectations in cafeteria
Maintain current lunch schedule, but shift classes to balance numbers
Teachers will take class to cafeteria; Cafeteria staff will teach the expectations
Principal to adjust schedule and send to staff
Rotating schedule on November 15
Changes begin on Monday
Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)
Timeline: Review Data & Update Monthly
A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
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
PHOENIX ELEMENTARYUsing Data For Decision-Making
You are the PBS team for Phoenix Elementary. 365 students K-5
• Do you have a problem?• Where?• With Whom?• What other information might you want?• Given what you know, what considerations
would you have for possible action?
Phoenix Elementary365/100 = 3.65 3.65 x .22 = .80
Phoenix Elementary Problem Behaviors
Phoenix ElementaryLocations
Year OneYear Two
Phoenix Elementary - Time
Phoenix ElementaryReferrals Per Student (2 + Referrals)
Problem Statement
• Do we have a problem?• Build a precise problem statement
Solution Development
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
Problem Solving Action Plan
Precise Problem Statement
Solution Actions Who? When? Goal, Timeline, Rule & Updates
Activity
• Consider the ODR patterns for your school
• Do you have a problem? What is it?
• Possible solutions?
• Action Planning?
Solution Development
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
LANGLEY ELEMENTARY SCHOOL478 Students
K-5
Precision Statement/Hypothesis
• What• Where• When• Who• Why• What other info needed?
• Possible Solutions?
Solution Development
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
Problem Solving Action Plan
Precise Problem Statement
Solution Actions Who? When? Goal, Timeline, Rule & Updates
Sandhill High school354 students
Sandhill High School: 354 students
Sandhill - Problem Behavior
Sandhill - Location
Sandhill –Referrals by Student
Sandhill - Time
Precision Statement/Hypothesis
• What• Where• When• Who• Why• What other info needed?
• Possible Solutions?
Solution Development
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
Problem Solving Action Plan
Precise Problem Statement
Solution Actions Who? When? Goal, Timeline, Rule & Updates