Rebecca Mendiola PBIS Coordinator, District and School Support Services Developed by: Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina at Charlotte

Themes & Assumptions

    Decision making is aided by access to data (“data-based decision making”- DBDM) PBIS Team meetings are a major context for DBDM Providing instruction on how to embed DBDM in a problem-solving model (TIPS) will result in problem solving that is     Thorough Logical Efficient Effective Structure of meetings lays foundation for efficiency and effectiveness 2

Organizing SWIS Data for Decision-making

 Universal Screening Tool  Proportion of students with    0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs  Progress Monitoring Tool  Compare data across time  Prevent previous problem patterns  Define Problems with precision that lead to solvable problems 3

Using the Referrals by Student report as a Universal Screening Tool

20 10 0 Students 4

Using office discipline referrals as a metric for universal screening of student social behavior

~5% ~15% 6+ office discipline referrals 2-5 office discipline referrals 0-1 office discipline referral ~80% of Students 5

Using ODRs to Identify Problems

 Build a picture for the pattern of office referrals in your school.

Goal



1.

Compare the picture with a national average

Identify problems empirically



2. Identify problems early



3. Identify problems in a manner that

families, students.

complaining

6

Problems & Problem Solving

 PBIS Teams focus on social and academic problems  Problem – Difference between expected/desired student behavior & current student behavior  Problem identification - Finding a difference & making decision about whether it is significant enough to require team action now  Problem solving – Figuring out how to eliminate or reduce difference 7

Total Office Discipline Referrals as of January 10 8

SWIS summary 2008-2009 (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs

Grade Range Number of Schools

K-6 2,162 6-9 9-12 602 215

Avg. Enrollment per school

450 657 887

National Avg. for Major ODRs per 100 students , per school day .34

= about 1 Major ODR every 3 school days, or about 34 every 100 days

.85

= a little less than 1 Major ODR per school day, or about 85 every 100 days

1.27

= more than 1 Major ODR per school day, or about 127 every 100 days K (8-12) 431 408

1.06

= about 1 Major ODR per school day, or about 106 every 100 days 9

Comparing a Specific Elementary School to the National Average

Grade Range Number of Schools Avg. Enrollment per school National Avg. for Major ODRs per 100 students , per school day

K-6 2,162 450

.34

= about 1 Major ODR every 3 school days, or about 34 every 100 days If your elementary school has 150 students, it has ____ times more than

100 students

? (150/100 = 1.5 times more) So you might expect Major ODRs per school day to be about 1.5 times greater than .34 (1.5 X .34 = 0.51 ODRs per school day, for a school with 150 students) Now compare school’s Major ODRs per school day per month against national average of 0.51 ODRs per school day per month for elementary school with 150 students. Judge whether difference is significant enough to be a problem. Let’s take a look… 10

Activity #1

   How many students does your school have?

_____ Your school has _____ times more than 100 students So, you might expect your Major ODRs per school day to be about _____ times greater than .34 (for Elementary) OR .85 (for Middle Schools) OR 1.06 (for K-8/12) _____ X .34 (or .85; or 1.06) = _____ Major ODRs per school day  Record the absolute values on your TIPS worksheet 11

Start with the ODR/Day/Month Graph

 Use the information in the data to build a narrative that draws the team into problem solving.

 Be descriptive  Link local data to national patterns  Tie the data back to local conditions/events.

12

Elementary School 465 students (465/ 100 = 4.6 X .34= 1.56) Our rate of problem behavior has been above the national average for schools our size for 9 of 10 months this year. There has been a decreasing trend since Dec.

13

14

15

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Finding Differences (Identifying Trends of the Problem)

 Look for Difference Between…  A “desirable” trend - Major ODRs per school day per month are decreasing, or are flat at an acceptable level, and  An “undesirable” trend – Major ODRs per school day per month are increasing, or are flat at an unacceptable level 17

18

Here’s an Elementary School with 200 Students behavior are below the Is There a Problem? How About the Trend?

1.00

2 X .34 = .68

school our size. We have an increasing 0.90

0.80

trend during the past five months 0.70

0.60

0.50

0.40

0.30

0.20

0.10

0.00

Sep Oct Nov Dec Jan Feb

School Months

Mar Apr May Jun School Avg.

National Avg. = 0.68

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Activity #2

 Use the 08-09 SWIS data summary to determine if you have a problem with majors only  average Major ODRs per school day for all the months of this school year, AND the average Major ODRs per school day for all the months of the previous school year  Develop a verbal statement about these data to answer  Do you have a problem?

 Do we have trends?

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What About… Minors Only?

 You can use the data on the next slide to figure out how your school is doing compared against the national average for…  Minors per school day 21

SWIS summary 2008-2009 (Minors Only) 2,582 schools; 1,283,526 students; 1,018,726 ODRs

Grade Range Number of Schools

K-6 1,655 6-9 9-12 436 149

Avg. Enrollment per school

444 647 820

National Avg. for Minor ODRs per 100 students , per school day .47

= a little less than 1 Minor ODR every 2 school days, or about 47 every 100 days

.74

= less than 1 Minor ODR per school day, or about 74 every 100 days

1.61

= more than 1 Minor ODR per school day, or about 161 every 100 days K (8-12) 342 416

1.02

= about 1 Minor ODR per school day, or about 102 every 100 days 22

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Activity #3

   How many students does your elementary school have? _____ Your school has _____ times more than 100 students So, you might expect your Minors per school day to be about _____ times greater than .47  _____ X .47 = _____ Minors per school day How is your school doing compared against national average for Minors per school day for an elementary school of your enrollment size?

  Use your SWIS data summary to draw in the line for the national average. Develop a verbal statement about these data to answer  Do you have a problem?

 Do we have trends?

Record a statement about the data on your TIPS worksheet 24

–Bertrand Russell

Identification of Problem (for example...)

 Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size  Our average ODRs per school day per month are higher this year than for corresponding months of previous year  Our average ODRs per school day per month are showing an increasing trend  Faculty, parents, and students say our ODR levels are too high 26

1.

2.

More Precision Is Required to Solve the Identified Problem

Define problem by identifying What problem behaviors are involved in ODRs Clarify problem by identifying

a) b) c)

When ODRs are occurring (time of day) Where ODRs are occurring (location) Who is engaging in problem behaviors that result in ODRs 27

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 28

Which Statement Is More Precise?

1a. Too many ODRs 2a. Too many ODRs between 1:00pm and 1:30pm 3a. Too many ODRs occurring outside the classrooms 4a. 25% of students have at least 2 ODRs 5a. Too many ODRs on the playground 1b. Too many instances of disrespect 2b. Too many ODRs in the afternoon 3b. Too many ODRs on the playground 4b. Many students are experiencing ODRs 5b. Total of 12 aggression ODRs on playground last month; more than last year & showing increasing trend this year; occurring during first recess; 8 different students involved 29

Use Schoolwide Information System (SWIS) Data to Achieve Precision

Question SWIS Table/Graph What

problem behaviors are occurring?

Referrals by problem behavior Referrals by time

When

are problem behaviors occurring?

Where

are problem behaviors occurring?

Who

is engaging in problem behaviors?

Why

is the problem behavior continuing to occur?

Referrals by location Referrals by student Custom Report by Motivation 30

Defining the Problem

clusters of problems, many problems?

20

Referrals by Problem Behavior

How do the problem behaviors link to the SW expectations?

15 10 5 0 31

32

Note that you can request a Table as well as a Graph 33

Is there one problem, clusters of problems, many problems?

How do the problem behaviors link to the SW expectations?

34

Disrespect is our most frequent problem behavior.

We also have incidents of fighting and harassment 35

We have many instances of disrespect, aggression/fighting. technology violations, tardies, harassment, lying, skipping, and inappropriate language 36

Clarifying the Problem When Are Problem Behaviors Occurring?

Referrals by Time

Is there one time period, clusters of time periods, many time periods throughout the day?

How do the problem times link to the schedule of activities?

2 0 8 6 4 16 14 12 10 37

38

39

Is there one time period, clusters of time periods, many time periods throughout the day?

How do the problem times link to the schedule of activities?

We have spike in problem behavior between 9:45 10:15 and at 2:15 40

Clarifying the Problem

Are there problems in one

Where Are Problem Behaviors Occurring?

locations or many locations?

We have problems in the 100 classroom and on the bus 80

Referrals by Location

60 40 20 0 41

42

43

Problem behaviors are occurring in the classroom and a few in hall and on playground 44

Clarifying the Problem Who Is Engaging in Problem Behaviors?

90% of our students have had

Referrals by Student

0-1 ODR this year. We have 8 students with 2-5 ODRs and 3 students with 6 + 10 8 6 4 2 0 1 2 3 5 10 11 12 13 17 18 20 21 22 23 24 25 34 35 37 38 39 40 42 47 48 49 50 52 54 56 57 60 62 65 72 73 75 78 79 85 86 88 89 93 94 96 97 99

Student No.

95 84 91 98 87 67 26 55 51 36 41 45

46

47

Three students with 6+ ODRs, 5 with 2-5 ODRs and lots of students with none 48

Activity #4

 Review the SWIS data summary and determine what, where, when problem behaviors are occurring and who are the students contributing to the problem (for majors or minors)  Record your problem statement for what, where, when, by whom, on your TIPS worksheet 49

Achieving a Precise Problem Statement

1. Identify the problem (See: Average Referrals Per Day Per Month) q 2. Define and clarify the problem (See: Referrals by Problem Behavior, Time, Location, & Student) q 3. Confirm (or disconfirm) logical inferences (See : Custom Reports ) q 4. Write a precise Problem Statement 50

Achieving a Precise Problem Statement for Fictional Trevor Test School

 Middle School – Grades 6, 7, & 8  565 students 51

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

20 15 10 5 0 Sep Oct Nov Dec Jan

School Months

School Avg.

National Avg. = 4.8

52

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. 53

Activity #5 Define and Clarify Problem

   Navigate to  http://www.swis.org/ Login   Username: ttms Password: ttms For the date range 11/01/2007 through 01/31/2008, produce All Referrals & Minors for     Problem Behavior Time Location Student 54

200 180 160 140 120 100 80 60 40 20 0 140 130 120 110 100 90 80 70 60 50 40 30 20 10 0 Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)

Referrals by Problem Behavior Referrals by Time

130 120 110 100 90 80 70 60 50 40 30 20 10 0

Referrals by Location Referrals by Student

80 70 60 50 40 30 20 10 0 13 16 24 28 30 33 17 21 37 43 5 8 23 31 39 40

Student No.

11 29 12 22 25 35 42 34 15 26 36 7 3 55 32 27

1.

2.

3.

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 Now…use a Custom Graph to confirm (or disconfirm) your inferences, starting with Disruptions, by grade level 56

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59

60

61

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Confirming/Disconfirming Inferences About Disruptions

 How many (and what proportion of) the 132 Disruptions occurred in Cafeteria between 11:30am and 12:00pm?

 Were your inferences about Disruptions confirmed?

 What else can we learn from the Custom Graph and Custom Report? 63

Confirming/Disconfirming Inferences About Inappropriate Language

 How many (and what proportion of) the 99 instances of Inappropriate Language occurred in the Cafeteria?

64

Confirming/Disconfirming Inferences About Inappropriate Language

 How many (and what proportion of) the 99 instances of Inappropriate Language occurred in Cafeteria between 11:30am and 12:00pm?

 Were your inferences about Inappropriate Language confirmed? 65

66

67

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) 68

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 69

70

Activity #6

 Use SWIS data summary and TIPS worksheet to clarify the problem with precision (what, where, when, by whom, and why)  Write the precision problem statement on P-S Action Plan/Meeting Minute form  Draw logical inferences about problem  What questions of the data do you have?

 Make a list of custom reports/graphs to generate at your next opportunity 71

72

Hypothesis & Solution

 Think of them as paired…  Hypothesis – Why you have problem  Solution – What you will do to reduce or eliminate problem 73

Hypothesis

 Is best explanation for what the data and your experience tell you  Provides a possible “why” for other Ws you discovered  AND guides you toward possible solutions 74

Some “Why” Questions a Hypothesis Might Explain

 Why do these types of problem behaviors occur frequently?

 Why is this type of problem behavior (and ODRs in general) happening most often at this time of day?

 Why is this type of problem behavior (and ODRs in general) happening most often in this location?

 Why does this particular group of students account for a large majority of this particular type of problem behavior (and ODRs in general)?

You will find yourself thinking about answers (solutions) at same time you are developing your hypothesis 75

Behavioral Explanations for “Why”

 Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…  Gaining attention  Gaining access to activities or tangible items  Avoiding or escaping from something student finds unpleasant 76

The problem behaviors are most likely maintained by task avoidance and peer avoidance.

We have many incidents with unknown motivation 77

Problem behaviors appear to be maintained by peer and adult attention 78

79

80

81

What information do we need?

 Who is involved in problem behavior in the cafeteria?

25 5 0 20 15 10 6th grade 7th grade 8th grade 82

Trevor Test Hypothesis Statement

 Many instances of disruption occurring in cafeteria between 11:30 AM and 12:00 PM; large majority involving 6 th graders, particularly Student #10…  because (a) cafeteria overcrowded at that time, (b) 6 th graders have received insufficient instruction in cafeteria expectations, and (c) disruption results in attention from adults and peers Here’s hypothesis statement incorporated into P-S Action Plan 83

84

85



Solutions – Generic Strategies

Prevent – Remove or alter “trigger” for problem behavior  Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior  Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary  Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)  Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage) 86

Building Solutions

 Keep problem statement in focus  Brainstorm all ideas for decreasing the problem  prevention, teaching, acknowledgment, correction & extinction, safety  Determine which of the solution ideas you will implement now  Guidelines to follow  Determine intensity and frequency of the problem to establish the priority of the problem   Choose solutions that best fit the context & the problem Choose the least number of things to do that will support meeting the expected outcomes (meeting the goal) 87

Problem Statement

We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety We will just write them up 88

Problem Statement

We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games

Prevent “Trigger” Define & Teach Reward/Reinforce Re-teach SW expectations for Respect on the playground Re-define and teach check out routine. Check out equipment happens before recess in classrooms Staff acknowledge students appropriate use of equipment and respectful behavior with SW PAW tickets Withhold Reward Corrective consequence Other Safety 89

Problem Statement

We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games

Prevent “Trigger” One supervisor is assigned to equipment check out,/check in while other(s) walk a figure 8 through playground boundaries during recess.

Teach students to wait with hands to self to check out equipment Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Equipment unavailable the next recess period if there are instances of shoving and /or inappropriate language Equipment unavailable the next recess period if there are instances of shoving and /or inappropriate language Other Safety 90

Trevor Test Middle School Problem statement: many disruptions in cafeteria during 6 th grade lunch due to being overcrowded; having insufficient instruction in cafeteria expectations; & wanting 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 Reward/Reinforce Withhold Reward Corrective consequence Other Set up “Friday 5” (extra 5 mins. of independent work time on Friday, if no ODRs occur in cafeteria during lunch time) 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 Ensure quick corrective consequence, per our handbook Determine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria Safety 91

Trevor Test Middle School Problem statement: many disruptions in cafeteria during 6 th grade lunch due to being overcrowded; having insufficient instruction in cafeteria expectations; & wanting 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 Reward/Reinforce Withhold Reward Corrective consequence Other Focus on 6 th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunch Set up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time) 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 Ensure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbook Determine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria Safety 92

Trevor Test Solution Actions

 Choose the least number of solution(s)that will have the biggest impact on decreasing the problem.

 Implementing the solution requires action  Here are solution actions, added to the P-S Action Plan… 93

Trevor Test Solution Actions

   Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective.

 Choose least amount of work that will have the biggest impact on decreasing the problem.

Implementing the solution requires action and time lines Problems need goals so that we can measure progress and

Are we doing the plan?

 Use weekly 1-5 survey of cafeteria monitors to assess

1 ….. 2 …..3 ….. 4 ….. 5 No Yes

94

95

Activity #7

 Using your precision problem statement  Draw logical inferences about problem  What questions of the data do you have?

 Confirm/disconfirm inferences via analysis of SWIS Custom Reports, during your meeting later today.

96

Team Initiated Problem Solving (TIPS) Model

Evaluate and Revise Action Plan .

Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan Collect and Use Data Develop Hypothesis Quick Review Develop and Implement Action Plan Discuss and Select Solutions

Problem Solving Meeting Foundations

97

P-S Action Plan (Continued)

 We’ve been completing a P-S Action Plan for Trevor Test Middle School  Each “row” in plan referenced to a single team identified problem 98

Action planning requires assignments and timelines for completing tasks 99

P-S Action Plan Goal for a Problem…

 What will the data tell you when you answer, ‘no’, to the question: do we have a problem?

 Base on team-established standard  Easier to monitor if quantifiable (“countable”) 100

Establishing goals for social behavior

   Goals need to be defined for measuring progress toward a positive school culture Use national average SWIS summary data for initial goal setting  Our rate of problem behavior will be at or below the national average for schools our size Use precision problem statement for refining the goal   Problem behavior hallways will be reduced by 50%, monthly, by June.

OR Problem behavior in hallways during the lunch passing times (11:45-12:45) will be reduced by 50%, monthly, by June.

101

Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Many instances of disruption occurring in cafeteria between 11:30am and 12:00pm; large majority involving 6 th graders, particularly Student #10 Because (a) cafeteria overcrowded at that time, (b) sixth graders have received insufficient instruction in cafeteria expectations, and (c) disruption results in attention from adults and peers.

Problem-Solving Action Plan

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Determine whether change in lunch Reach agreement on wording of 1. An observable goal for decreasing the problem 2. A plan for measuring th fidelity of period before lunch; continue for at implementation least one month; remind students of 3. A plan for measuring outcomes of the disruptive students intervention All; Wynn All 6 th grade teachers (Aparicio to observe classrooms, see if teachers remember) Determine whether we can add a cafeteria supervisor to be on duty between 11:30am and 12:00pm Initiate Friday 5; ensure Friday 5 in effect for remainder of school year Check on Behavior Support Program for Student #10 Who?

Implementation and Evaluation By When?

Goal, Timeline, Decision Rule, & Updates Aparicio Aparicio All (Wynn to observe cafeteria, see if F5 in effect) Ortiz 4/15/08 4/15/08; 4/22/08 4/15/08

GOAL:

Reduce disruptions in cafeteria between 11:30am and 12:00pm to no more than 6 per calendar month, representing a 75% reduction from baseline rate of 24 per month, as measured monthly by SWIS Staff will rate their level of implementation weekly

Update:

between 03/01/2008 and 03/31/2008 there were 4 disruptions in the cafeteria between 11:30am and 12:00pm; solution appears to be working! Continue with implementation.

Continue to review Custom Report data for successive calendar months; if Goal not met by 06/11/2008 meeting, revise hypothesis and/or 102 solution actions

P-S Action Plan Goals

 Percent reduction to be achieved & maintained:  “Reduce cafeteria disruptions by 75% & maintain for remainder of school year.” OR  Absolute reduction to be achieved & maintained:  “Reduce cafeteria disruptions to an average of no more than 2 per month & maintain for remainder of school year.” And/ OR  Satisfaction level to be achieved & maintained:  “All school personnel assigned to cafeteria between 11:30 AM and 12:00 PM will rate the level of disruptions to be ‘acceptable’ or better; rating maintained during monthly reviews conducted throughout remainder of school year.” 103

Progress Monitoring effects of solution

 What is current status of problem before implementation of solution?

 What is percent reduction during a current time period (e.g., last 3 mos., last 90 days, etc.) before ANY of the solution tasks have been implemented  Pre or baseline scores  Progress Monitoring during Solution phase:  Rate of problem at regular intervals (e.g., prior to each team meeting) after ALL of the solution tasks have been implemented  Post scores 104

update 105

Evaluate P-S Action Plan Part 1

 How and when will we measure fidelity of implementation?

  Determine strategy for gathering this information and write into plan Review current implementation status at meetings  If fidelity of implementation of Solution Actions incomplete or poor…  provide additional information/support to implementers?

  assign to another person?

revise timeline for implementation?

106

Evaluate & Revise Action Plan Part 2

 When fidelity of implementation is strong, use data for monitoring progress toward goal  Team decision about success of solution is based on P S Action Plan’s   Goal Timeline & Decision Rule – Rough idea of when to consider revising hypothesis and/or solutions if desired results not being achieved   What data will be used to measure outcomes of plan?

How often will the data be reviewed?

107

Staff perception & SWIS data 108

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

If “Solution” Not Working

Check fidelity of implementation  Revise timeline only?

 Solution may need more time  Students must come into “contact” with solution for it to have effect  Revise hypothesis?

 Revise solution actions to fit retained or revised hypothesis?

 Some problems may require several cycles (illustrates nature of data-based decision making)  Let data guide you… 110

Revise P-S Action Plan

 Change plan to reflect any…  Revised timelines  Revised hypotheses…  Revised/new solution tasks… 111

Managing the “Flow” of the Meeting

     Review Previous Meeting Minutes   Old business: status update to determine whether tasks are being completed New business – Refer to “Today’s NEW Business Agenda items” section on form Review your data    Problem-Solving Action Plan Old problem(s)– status update to determine whether solution actions are being implemented and having the desired effect New problem(s)– Refers to initiating the TIPS Model again to identify and address a NEW problem Other discussion items Next meeting agenda items Evaluation of Meeting (your fidelity of TIPS implementation measure!) 112

113

114

Team Initiated Problem Solving (TIPS) Model

Evaluate and Revise Action Plan Identify Problems Develop Hypothesis Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions

Problem Solving Meeting Foundations

115

The Problem-Solving “Mantra”

      Do we have a problem?

(identify) What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences) Why does the problem exist, & what can we do about it?

(hypothesis & solution) What are the actual elements of our plan?

(Action Plan) Is our plan being implemented, & is it working?

(evaluate & revise plan) What is the goal?

(What will it look like when there is not a problem?) 116

Conduct Team Meetings

 Hook up projector and laptop  Physically arrange yourselves so you can see each other  Use electronic agenda format  Move Meeting Foundation tasks from the checklist to the meeting minute form  Continue to use P-S model with your schools data 117

What’s Next?

   Review “Responsibilities of PBIS Team Members” (next slide) before your next team meeting; be ready to assume responsibilities Rebecca et al. will provide technical assistance before your next meeting, as his/her schedule permits  Work with data analyst to create SWIS Summary report At your next two meetings, Rebecca et al. will provide you with least amount of help you need to use TIPS model in meeting 118