Presentation on theme: "Simulations Trevor Test Middle School Phoenix Elementary Langley Elementary Sandhill High School Problem Solving Foundations Newton, J. S., Todd, A. W.,"— Presentation transcript:
1SimulationsTrevor Test Middle School Phoenix Elementary Langley Elementary Sandhill High SchoolProblemSolvingFoundationsNewton, 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 Educational and Community Supports, University of Oregon, unpublished training manual.
2Problem Solving Meeting Foundations 4/1/2017IdentifyProblemsTeam Initiated Problem Solving (TIPS) ModelDevelopHypothesisEvaluate andReviseAction Plan.Collectand UseDataThe TIPS modelThe larger outer circle is the system of Meeting Foundations that supports the use of the problem solving modelMeeting Foundations were taught earlier in the trainingThe inner circles provide the strategies for using data to identify and solve problemsThis slide provides a visual as to what you are teaching… for the next set of slides, you are focusing on ‘identifying the problem’Discuss andSelectSolutionsDevelop andImplementAction PlanProblem Solving Meeting FoundationsNewton, 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 Educational and Community Supports, University of Oregon, unpublished training manual.Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B
3Trevor Test Middle School 565 studentsGrades 6,7,8
4Trevor Test Middle School Is there a problem? If so, what is it?
5Trevor Test Middle School Identified Problem for last 4 mos., Major ODRs per day higher than national avg.increasing trend across all 5 mos.
6Activity 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 problemConfirm/disconfirm inferences via analysis of SWIS Custom Reports
7Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)
8Perceived motivation for inappropriate language and disruption in the cafeteria (all students)
9Trevor Test Logical Inferences Based on Big 4 Most Disruptions occur in CafeteriaMost Disruptions occur in Cafeteria between 11:30 AM and 12:00 PMMost instances Inappropriate Language occur in Cafeteria between 11:30 AM and 12:00 AM
10Precise 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 attentionA 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.
11Solution Development: For disruption in hall and cafeteria Prevention*Teach behavioral expectations in cafeteria*Maintain current lunch schedule, but shift classes to balance numbers.TeachingRewardEstablish “Friday Five”: Extra 5 min of lunch on Friday for five good days.ExtinctionEncourage all students to work for “Friday Five”… make reward for problem behavior less likelyCorrective ConsequenceActive supervision, and continued early consequence (ODR)Data CollectionMaintain ODR record and supervisor weekly report
12Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruptionPrevent “Trigger”Change lunch schedule so fewer students are eating between 11:30 AM & 12:00 PM?Define & TeachFocus on 6th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunchReward/ReinforceSet up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time)Withhold RewardEnsure 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 5Corrective consequenceEnsure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbookOtherDetermine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteriaSafety
13Problem Solving Action Plan Precise Problem StatementSolution ActionsWho?When?Goal, Timeline, Rule & UpdatesMany 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 attentionPrevention: Teach behavioral expectations in cafeteriaMaintain current lunch schedule, but shift classes to balance numbersTeachers will take class to cafeteria; Cafeteria staff will teach the expectationsPrincipal to adjust schedule and send to staffRotating schedule on November 15Changes begin on MondayGoal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)Timeline: Review Data & Update MonthlyA 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 daysExtinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likelySchool Counselor and Principal will create chart & staff extra recessPrincipal to give announcement on intercom on MondayCorrective Consequence- Active supervision and continued early consequence (minor/major ODR’s)Hall and Cafeteria SupervisorsOngoingData Collection – Maintain ODR record & supervisor weekly reportSWIS data entry person & Principal shares report with supervisorsWeekly
14Using Data For Decision-Making Phoenix ElementaryUsing Data For Decision-Making
15You 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?
16Phoenix Elementary 365/100 = 3.65 3.65 x .22 = .80