1. 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 Educational and Community Supports, University of Oregon, unpublished training manual.

2. 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 Educational and Community Supports, University of Oregon, unpublished training manual.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

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

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

5. Trevor Test Middle School Identified Problem
for last 4 mos., Major ODRs per day higher than national avg.
increasing trend across all 5 mos.

6. 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

7. Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)

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

9. 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

10. 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.

11. 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

12. 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

13. 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

14. Using Data For Decision-Making
Phoenix Elementary
Using Data For Decision-Making

15. 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?

16. Phoenix Elementary 365/100 = 3.65 3.65 x .22 = .80

17. Phoenix Elementary Problem Behaviors

18. Phoenix Elementary Locations
Year One
Year Two

19. Phoenix Elementary - Time

20. Phoenix Elementary Referrals Per Student (2 + Referrals)

21. Problem Statement Do we have a problem?
Build a precise problem statement

22. Solution Development Prevention Teaching Reward Extinction
Corrective Consequence
Data Collection

23. Problem Solving Action Plan
Precise Problem Statement
Solution Actions
Who?
When?
Goal, Timeline, Rule & Updates

24. Activity Consider the ODR patterns for your school
Do you have a problem? What is it?
Possible solutions?
Action Planning?

25. Solution Development Prevention Teaching Reward Extinction
Corrective Consequence
Data Collection

26. Langley Elementary School
478 Students
K-5

29. Precision Statement/Hypothesis
What
Where
When
Who
Why
What other info needed?
Possible Solutions?

30. Solution Development Prevention Teaching Reward Extinction
Corrective Consequence
Data Collection

31. Problem Solving Action Plan
Precise Problem Statement
Solution Actions
Who?
When?
Goal, Timeline, Rule & Updates

32. Sandhill High school 354 students

33. Sandhill High School: 354 students

34. Sandhill - Problem Behavior

35. Sandhill - Location

36. Sandhill –Referrals by Student

37. Sandhill - Time

38. Precision Statement/Hypothesis
What
Where
When
Who
Why
What other info needed?
Possible Solutions?

39. Solution Development Prevention Teaching Reward Extinction
Corrective Consequence
Data Collection

40. Problem Solving Action Plan
Precise Problem Statement
Solution Actions
Who?
When?
Goal, Timeline, Rule & Updates