Simulations Trevor Test Middle School Phoenix Elementary Langley Elementary Sandhill High School Problem Solving Foundations 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 Educational and Community Supports, University of Oregon, unpublished training manual.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 Meeting Foundations 4/1/2017 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model Meeting Foundations were taught earlier in the training The inner circles provide the strategies for using data to identify and solve problems This slide provides a visual as to what you are teaching… for the next set of slides, you are focusing on ‘identifying the problem’ Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations 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 Educational and Community Supports, University of Oregon, unpublished training manual.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. 2008

Trevor Test Middle School 565 students Grades 6,7,8

Trevor Test Middle School Is there a problem? If so, what is it?

Trevor Test Middle School 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.)

Perceived motivation for inappropriate language and disruption in the cafeteria (all students)

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

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

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

Using Data For Decision-Making Phoenix Elementary Using 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 Elementary 365/100 = 3.65 3.65 x .22 = .80

Phoenix Elementary Problem Behaviors

Phoenix Elementary Locations Year One Year Two

Phoenix Elementary - Time

Phoenix Elementary Referrals 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 School 478 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 school 354 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