Transcript Slide 1

TIPS: Team Initiated Problem Solving
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The Pennsylvania Positive Behavior Support Network
The mission of the Pennsylvania Positive Behavior Support Network (PA PBS
Network), through training and technical assistance, is to support schools
and their family and community partners to create and sustain
comprehensive, school-based behavioral health support systems in order
to promote the academic, social and emotional well-being of all
Pennsylvania’s students. The network’s goal is to ensure that all schools
have the necessary technical assistance, collaborative opportunities, and
evaluative tools needed to overcome non-academic barriers to learning
and achieve competence and confidence in advancing academic, social,
and emotional success for all students.
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Objectives
• Provide an overview of the TIPS System
• Review effective meeting practices through the
use of the TIPS Meeting Foundations
• Change primary statements into precision
statements and identify a problem that includes
precision elements critical for problem solving
• Review the use of data based decision making
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Sharing Time
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Why TIPS?
 Every school has teams
 Teams are being expected to do problem solving
 Get training and implement new ideas/programs
 Provide efficient leadership
 Teams need to report data to administration, district,
state
 Teams NEED data to do good problem solving.
 Most teams are not skilled at running problem
solving meetings and using data for decision-making
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What do Teams Need?
• A clear model with steps for problem
solving
• Access to the right information at the
right time in the right format
• A formal process that a group of people
can use to build and implement solutions.
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TIPS Model
• Provides tools to define a system for
effective meetings, roles, responsibilities,
materials, accountability and procedures
• Steps for effective problem solving
including a strategy for assessing,
monitoring, and evaluating the
implementation and results of solutions
• Can be used with other data sets
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Team Initiated
Problem Solving
(TIPS) Model
Review
Status and
Identify
Problems
Evaluate and
Revise
Action Plan
Develop and
Refine
Hypotheses
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
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TIPS Model
• Team Meeting
– Use of electronic meeting minute system
– Formal roles
– Specific expectations
– Access and use of data
– Projected meeting minutes
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Building Capacity and Sustainability
For Social Competence,
Academic Achievement, and Safety
OUTCOMES
*Meeting
time
SYSTEMS
*Support
*Report to
Faculty
SWIS or
other data
DATA
collection
and
reporting
system
Electronic
Meeting
PRACTICES
Minutes
Form
Supporting
Staff & Student Behavior and Decision Making
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Improving Decision-Making
via Problem Solving
Problem
Problem
Solution
Solving
Action
Planning &
Evaluation
Information/ Data
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Problem-Solving
Meeting Foundations
Structure for efficiency & effectiveness
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Meeting Minutes
• Documentation of
– Logistics of meeting
– Agenda items for today’s meeting and the
next meeting
– Discussion items, decisions made, tasks and
timelines assigned
– Problem statements,
solutions/decisions/tasks, people assigned to
implement with timelines assigned, and an
evaluation plan to determine effect on
student behavior
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Meeting Minutes
Review of Meeting Minutes
• Effective strategy for getting a snapshot of what
happened at the previous meeting and what
needs to be reviewed during the upcoming
meeting
–
–
–
–
What was the issue/problem?
What were we going to do?
Who was going to do it and by when?
How are we measuring progress toward the goal?
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Meeting Minutes
• Visual tracking of focus topics during/after
the meeting
– Prevents side conversations
– Prevents repetition
– Encourages completion of tasks
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Organizing for an effective problem solving
conversation
Problem
A key to collective problem solving is to
Use that allows everyone
provide a visual context
Data
to follow and contribute
Out
of
Time
Solution
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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
01.
02.
03.
Next Meeting Agenda Items
1.
2.
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Discussion/Decision/Task (if applicable)
Who?
By When?
Problem-Solving Action Plan
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach,
Prompt, Reward, Correction, Extinction,
Safety)
Evaluation of Team Meeting (Mark your ratings with an “X”)
Who?
Implementation and Evaluation
Goal, Timeline,
By When?
Decision Rule, & Updates
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?
Our Rating
Yes
So-So
No
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Team Initiated
Problem Solving
(TIPS) Model
Review
Status and
Identify
Problems
Evaluate and
Revise
Action Plan
Develop and
Refine
Hypotheses
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
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Meeting Foundations
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Meeting Foundations
• Define purpose of team meeting
– Decisions to be made; cycle of decision
making; data sources to use
• Define roles and responsibilities
• Define team agreements about meeting
processes
–
–
–
–
–
–
Inform facilitator of absence/tardy prior to meeting
Be prepared by completing assigned tasks
Avoid side bars and stay focused
Start and end on time
Be an active participant
Use electronic minutes
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Activity
• Complete the Foundations Checklist
• Use the PBIS team you know best
• How would you use the Foundations
Checklist to help a school team that was
preparing to adopt TIPS procedures?
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Data Collection
You will need:
• SWIS or another information system for
gathering, entering, summarizing, reporting
and using office discipline referral
information
• A progress monitoring tool for improving
the ability of school personnel to develop
safe and effective learning environments
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Using office discipline
referrals as a metric for
universal screening of
student social behavior
6+ office discipline referrals
~5%
2-5 office discipline referrals
~15%
0-1 office discipline
referral
~80% of Students
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Using ODRs to Identify Problems
• Build a picture for the pattern of office
referrals in your school.
• Compare the picture with a national
average
• Compare the picture with previous years
• Compare the picture with social
standards of faculty, families, students.
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Goal
1.
2.
3.
Identify problems empirically
Identify problems early
Identify problems in a manner that leads to
problem solving not just whining
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2009-10 SWIS Summary
National
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New SWIS Graph
Average Referrals Per Day Per Month (National data lines)
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SWIS summary 2009-10 (Majors Only)
4,019 schools; 2,063,408 students;
1,622,229 ODRs
Grade Range
Number of
Schools
Mean Enrollment ODRs per 100
per school
per school day
K-6
2565
452
(Mean) .32 (sd = .43)
(Median) .22
6-9
713
648
(Mean) .69 (sd = .85)
(Median) .50
9-12
266
897
(Mean) .95 (sd = 1.12)
(Median) .68
K-(8-12)
474
423
(Mean) .72 (sd = 1.63)
(Median) .42
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12.4 - Mean Percentage Students (2009-10 Reg Ed) (Majors Only)
Students 6+
Students 2 to 5
Students 0 or 1
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pre-K
N=
K-6
6-9
9-12
K8-12
2565
713
266
474
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Using Data to Problem Solve
• Do we have a problem?
• Refine the description of the problem?
• What behavior, Who, Where, When, Why
• Test hypotheses
• “I think the problem on the playground is due to Eric”
• “ We think the lunch period is too long”
• “We believe the end of ‘block schedule” is used poorly”
• Define how to monitor if solution is effective
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Using Data
Do We Have a Problem?
• What data to monitor
–
–
–
–
ODR per day per month
OSS, ISS, Attendance, Teacher report
Team Implementation Checklist
Benchmarks of Quality
• What questions to ask of Level,Trend,
Peaks
– How do our data compare with last year?
– How do our data compare with national/regional norms?
– How do our data compare with our expectations?
• If a problem is identified, then ask
– What are the data we need to make a good decision?
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Using Data
Refine the Problem Statement
• The statement of a problem is important
for team-based problem solving.
• Everyone must be working on the same problem
with the same assumptions.
• Problems often are framed in a “Primary”
form, that creates concern, but that is not
useful for problem-solving.
• Frame primary problems based on initial review
of data
• Use more detailed review of data to build
“Solvable Problem Statements.”
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Solvable Problem Statements
What are the data we need for a decision?
• Five core “W” questions.
– What is problem, and how often is it
happening
– Where is it happening
– Who is engaged in the behavior
– When the problem is most likely
– Why the problem is sustaining
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What are the data you are most likely to need
to move from a Primary to a Precise statement?
• What problem behaviors are most common?
– ODR per Problem Behavior
• Where are problem behaviors most likely?
– ODR per Location
• When are problem behaviors most likely?
– ODR per time of day
• Who is engaged in problem behavior?
– ODR per student
• Why are problem behaviors sustaining?
– Motivation Graph
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Primary versus Precise Statements
• Primary Statements
– Too many referrals
– September has more
suspensions than last
year
– Gang behavior is
increasing
– The cafeteria is out of
control
– Student disrespect is out
of control
• Precise Statements
– There are more ODRs for
aggression on the
playground than last year.
These are most likely to
occur during first recess,
with a large number of
students, and the aggression
is related to getting access
to the new playground
equipment.
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Precise Statements
5 Core “W” Questions
What
Where
When
Who
Why
Precise Statements
There are more
ODRs for aggression
on the playground
than last year. These are
most likely to occur
during first recess, with
a large number of
students, and the
aggression is related to
getting access to the
new playground
equipment.
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Precise or Primary Statement?
• ODRs during December are higher than in any
other month.
• Minor disrespect and disruption are increasing
over time, and are most likely during the last
15 minutes of our block periods when
students are engaged in independent seat
work. This pattern is most common in 7th and
8th grades, involves many students, and appears
to be maintained by escape from work (but
may also be maintained by peer attention… we
are not sure).
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Precise or Primary Statement?
• Children are using inappropriate language
with a high frequency in the presence of
both adults and other children. This is
creating a sense of disrespect and
incivility in the school
• James D. is hitting others in the cafeteria
during lunch, and his hitting is maintained
by peer attention.
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Precise Statements
• Using your data, develop a precision
statement that describes a problem
behavior your data shows
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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)
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Trevor Test Middle School
Hypothesis:
Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
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Implementing Solutions
• Who is going to do it?
• When will they do it?
• Minute Taker writes this information
down, facilitator follows up at next
meeting on status of implementation
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Evaluating Solutions
• Define the goal for solving the problem
• What will ‘it’ look like when you say it is not a
problem
• Define how you will know that the solutions
were implemented as planned (with fidelity)?
• How often will you conduct a status review?
• Define how you will know that the solutions
had a positive effect on student achievement,
social competence, and/or safety?
• How often will you monitor student progress?
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Achieving a Precise Problem Statement
for Fictional Trevor Test School
• Middle School – Grades 6, 7, & 8
• 565 students
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Trevor Test Middle School
n= 565 grades 6-8
Is there a problem? Compare to national average, compare to
last year, examine trend, examine peaks?
MEDIAN
565/100 = 5.65;
5.65 X .50 = 2.8
Avg. ODRs Per School Day
20
15
10
5
0
Sep
Oct
Nov
Dec
Jan
School Months
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Trevor Test Middle School
Identified Problem
• Identified problem
– for last 4 months, Major ODRs per day
higher than national average
– increasing trend across all 5 months
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140
120
100
80
60
40
Number of Referrals
Referrals by Location
200
180
20
0
1
13
16
18
2
20
24
28
30
33
38
4
9
17
21
37
43
23
31
39
40
41
5
8
11
29
12
22
25
35
42
6
14
34
15
26
36
7
3
19
32
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10
Café
Hall
Common
Class
Other
Special evt
Bus
Bus Zn
Gym
Bathrm
Library
Music rm
Stadium
Off-Campus
Locker rm
Office
Unknown
Park lot
Minor
Tardy
Bomb
Arson
Weapons
Other
Unknown
Drugs
M-Prpty…
M-Other
M-Dress
M-Tech
Tech
Inapp affection
Out bounds
M-Unknown
Gang display
Skip
Truan
Lying
M-Disruption
Dress
Tobacco
Alcohol
Combust
M-Inapp lan
Forge/Theft
Vandal
M-Contact
M-Disrespt
Prop dam
Agg/Fight
M-Tardy
Skip
Harass
Disrespt
Inapp lan
Disruption
Student No.
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5:00 PM
4:30 PM
4:00 PM
3:30 PM
3:00 PM
2:30 PM
2:00 PM
1:30 PM
1:00 PM
12:30 PM
12:00 PM
11:30 AM
11:00 AM
Number of Referrals
Referrals by Problem Behavior
10:30 AM
10:00 AM
9:30 AM
9:00 AM
8:30 AM
8:00 AM
7:30 AM
7:00 AM
Number of Referrals
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Plygd
Number of Referrals
Trevor Test Middle School
11/01/2007 through 01/31/2008 (last 3 mos.)
Referrals by Time
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Referrals by Student
80
160
70
60
50
40
30
20
10
0
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What information do we need?
• Who is involved in problem behavior in
the cafeteria?
ODRs in the Cafeteria
25
20
15
10
5
0
6th grade
7th grade
8th grade
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Main problem

The sixth graders are disruptive & use
inappropriate language in the cafeteria
between 11:30 AM and 12:00 PM to get peer
attention.
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Trevor Test Middle School
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
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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
sodoing
that wethe
can plan?
measure
Are
we
progress and know when to move on.
 Use weekly11-5
survey
of cafeteria
…..
2 …..3
….. 4monitors
….. 5 to
assess implementation of plan
No
Yes
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TIPS: Team Initiated Problem Solving
For additional information:
Name:____________
Email Address:__________
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