Revisit TIPS team minute form titled Problem Solving Action Plan? Teams need a review on: getting to a precision problem statement deciding what their

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

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 Items01. 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 EvaluationPrecise 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 RatingYes So-So No

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

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 Educational and Community Supports, University of Oregon unpublished training manual.

Problem StatementsWrite 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


Use Schoolwide Information System (SWIS) Data to Achieve Precision

Question SWIS Table/GraphWhat 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


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

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

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School Avg. National Avg. = 4.8


Trevor Test Middle SchoolIdentified Problem

Identified problemfor last 4 mos., Major ODRs per day higher than

national avg.increasing trend across all 5 mos.

Define & Clarify the ProblemStart with the “Big 5”Narrow the Focus


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

Referrals by Problem Behavior

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Referrals by Student

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Student No.

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What are the What, When, Where, Who of the problem?

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

Now…use a Custom Graph to confirm (or disconfirm) your inferences, starting with Disruptions, by grade level



Trevor TestPrecise 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)


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



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

What are your Logical Inferences?

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?

Precise Problem StatementBased 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 specificallyNewton, 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.

9:45 Who & Where

6th grade students in the classroomNext Questions?

9:45 – 6th grade Custom Report

Which Staff?


9:45 – 6th grade Custom Report(continued)

Which Staff?

9:45 – 6th grade Custom Report

Which Student?

9:45 – 6th grade Custom Report(continued)

Which Student?

6th graders @ 9:45 – WHY?

Precise Problem StatementBased on “Big 4” + Custom Reports

Many instances of disrespect & inappropriate language (what)…

occurring in Mr. Martin’s 6th grade classroom (where)…

At 9:45 (when)…Across many different students, not 1

particular student (who)…To gain peer and adult attention (why)

12:45 – Where & Who

7th graders at 12:45Who & Why

All 49 - 7th grade referrals at 12:45 by Donna Lomas (staff)

No individual student with more than 3 referrals

Staff with 10 or more referrals


Write your precision statement for 12:45WhatWhere When – 12:45Who Why


Each Task Requires a

Who & When

Documents

Revisit TIPS team minute form titled Problem Solving Action Plan? Teams need a review on: getting to a precision problem statement deciding what their