1. 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

2. 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 Items 01. 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 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 Problem-Solving Action Plan Our Rating YesSo-SoNo 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

3. 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 identifying a)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 Educational and Community Supports, University of Oregon unpublished training manual.

4. Problem Statements Write 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.

5. Use Schoolwide Information System (SWIS) Data to Achieve Precision QuestionSWIS 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 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.

6. 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

7. Trevor Test Middle School Is there a problem? If so, what is it? 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. Trevor Test Middle School Identified Problem Identified problem for last 4 mos., Major ODRs per day higher than national avg. increasing trend across all 5 mos. Define & Clarify the Problem Start 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.

9. Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.) What are the What, When, Where, Who of the problem?

10. Trevor Test Logical Inferences Based on Big 4 1. Most Disruptions occur in Cafeteria 2. Most Disruptions occur in Cafeteria between 11:30 AM and 12:00 PM 3. 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.

13. Trevor Test Precise 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.

14. 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.

16. Is there a problem? K-8 school of 500 students

17. What are your Logical Inferences?

18. 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?

19. Precise Problem Statement Based 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 specifically 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. 9:45 Who & Where 6 th grade students in the classroom Next Questions?

21. 9:45 – 6 th 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.

22. 9:45 – 6 th grade Custom Report (continued) Which Staff?

23. 9:45 – 6 th grade Custom Report Which Student?

24. 9:45 – 6 th grade Custom Report (continued) Which Student?

25. 6 th graders @ 9:45 – WHY?

26. Precise Problem Statement Based on “Big 4” + Custom Reports Many instances of disrespect & inappropriate language (what)… occurring in Mr. Martin’s 6 th grade classroom (where)… At 9:45 (when)… Across many different students, not 1 particular student (who)… To gain peer and adult attention (why)

27. 12:45 – Where & Who

28. 7 th graders at 12:45 Who & Why All 49 - 7 th grade referrals at 12:45 by Donna Lomas (staff) No individual student with more than 3 referrals

29. 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.

30. Write your precision statement for 12:45 What Where When – 12:45 Who 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.

31. Each Task Requires a Who & When