Team Initiated Problem Solving Rob Horner, Steve Newton, & Anne Todd, University of Oregon Bob Algozzine & Kate Algozzine, University of North Carolina at.
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Team Initiated Problem Solving Rob Horner, Steve Newton, & Anne Todd, University of Oregon Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte Coaches Conference Feb 3, 2010 Oregon State University www.swis.org Anne Todd [email protected] [email protected] Today’s Goals Coaches are able to: Prompt & support facilitator, minute taker and data analyst to prepare for meetings Meeting Foundations Checklist Prompt the use of the TIPS model during meetings Data-based Decision-making rules Help teams stay focused during meetings Electronic Meeting Minute format Clarification Coaches are NOT expected to be Trainers Trainers deliver TIPS team training & help Coaches anticipate errors while guiding them through the possible solutions & adaptations Context Every school has teams Teams are being expected to do problem solving Select curricula Get training and implement new ideas/programs Provide efficient leadership “Communities of Practice” 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. Assumption: Coaching is Critical Teams will need more than a manual or brief training to become skilled at use of data for efficient problem solving Coaching will be a key element to successful use of good problem solving procedures. What do we 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. 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 TIPS Model TIPS Training One full day team training Two coached meetings Team Meeting Use of electronic meeting minute system Formal roles (facilitator, recorder, data analyst) Specific expectations (before meeting, during meeting, after meeting) Access and use of data Projected meeting minutes Research tool to measure effectiveness of TIPS Training DORA (decision, observation, recording and analysis) Measures “Meeting Foundations” & “Thoroughness of Problem Solving” Evidence of Effectiveness Evaluation Study (2007-08) Newton et al., Single-case Study (2008-09) Todd et al., Group Design Study (2009-10) TIPS Study: Todd et al., 2009 Baseline Coaching TIPS 100% 80% 60% 40% 20% School A % DORA Foundations Score 0% 100% 80% 60% 40% 20% School B 0% 100% 80% 60% 40% 20% School C 0% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% School D Meeting Foundations Score TIPS Study: Todd, et al, 2009 . % DORA Thoroughness Score Baseline 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Coaching TIPS Thoroughness of decision-making School A 100% 80% 60% 40% 20% School B 0% 100% 80% 60% 40% 20% 0% School C 100% 80% 60% 40% 20% 0% School D Building Capacity and Sustainability For Social Competence, Academic Achievement, and Safety OUTCOMES *Meeting time SYSTEMS *Support *Report to Faculty DATA SWIS Electronic Meeting PRACTICES Minutes Form Supporting Staff & Student Behavior and Decision Making Improving Decision-Making via Problem Solving Problem Problem Solving Solution Information/ Data Action Planning & Evaluation Structure of meetings lays foundation for efficiency & effectiveness Using Meeting Minutes Documentation of Logistics of meeting (date, time, location, roles) Agenda items for today’s meeting ( and 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 the effect on student behavior Reviewing Meeting minutes An 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?, and How are we measuring progress toward the goal? Visual tracking of focus topics during and after meetings Prevents side conversations Prevents repetition Encourages completion of tasks Organizing for an effective problem solving conversation Problem A key to collective problem solving is to provide a visual context that allows Use Data everyone to follow and contribute Out of Time Solution 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 Important Structural Components Regular meetings & regular attendance The “right” people The right roles Facilitator Minute Taker Data Analyst Active Team Members The right information for problem solving & decision making Accomplishments – Products of successful meeting Meeting Minutes (record of decisions & tasks concerning administrative/general issues) Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team) 20 21 22 Before the Meeting… Room reserved “New” items solicited for agenda Agenda produced Team member roles determined Data reviewed by Data Analyst before the meeting; Analyst ready to lead team through discussion of (a) possible new problems and (b) effects of in-process solutions on “old” problems Computer reserved; access to SWIS online database assured LCD projector reserved & set up to project data (or team has some other strategy for ensuring team members can review data at meeting) Team members have individual TIPS Notebooks to bring to meeting (We’ll review the (a) before-meeting, (b) during-meeting, and (c) aftermeetings responsibilities of individual team members later in this workshop) 23 At Close of and After Meeting… Meeting Minutes and Problem-Solving Action Plan completed Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs. 24 25 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? Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations 27 SWISTM (School-Wide Information System) Defined SWISTM is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral information Purpose A progress monitoring tool for improving the ability of school personnel to develop safe and effective learning environments Three Key Elements of SWISTM Data Collection System Coherent system for assigning referrals Prob. behavior definitions, referral form, rules for referral Allocation of FTE to enter data, build reports. Computer Application Web-based, continuously available, secure Decision-making Use of data School-wide Individual Student Features of SWISTM Only reports discipline data Major office referrals Minor discipline offences Highly efficient (30 sec per referral) Local control Formatted for decision-making (pictures) Information is available continuously Confidential, secure Can be combined with district data base History of SWIS School Wide Information System 8000 SWIS 4.3 7000 SWIS 5 & ISIS-SWIS SWIS 4.2 & CICOSWIS 6000 5000 SWIS 4 4000 Schools SWIS 3.2 Facilitators 3000 SWIS 3.1 SWIS 3 2000 1000 SWIS 2 SWIS 1 & 1.5 0 1998-99 1999-00 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 How SWISTM works Data Entry School Address and Contact Enrollment/Ethnicity/Days per month Staff Information Student Information Referrals Reporting Average Referrals per Day per month Referrals by Problem Behavior Referrals by Location Referrals by Time Referrals by Student Other Reports Tools Total Office Discipline Referrals Total Office Discipline Referrals as of January 10 Change Report Options 3.49 2.75 2.5 2.7 1.8 1.4 0 .00 What behaviors are problematic? N um ber of R efer r als Re fe rr als pe r Prob Be havior 50 40 30 20 10 0 L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p Types of Problem Behavior What behaviors are problematic? N um ber of R efer r als Re fe rr als pe r Prob Be havior 50 40 30 20 10 0 L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p Types of Problem Behavior What behaviors are problematic? N um ber of R efer r als Re fe rr als pe r Prob Be havior 15 10 5 0 L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p Types of Problem Behavior Where are the problems occurring? N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other Where are the problems occurring? N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other When are the problems occurring? N um ber of R efer r als Re fe rrals by Tim e of Day 30 25 20 15 10 5 0 7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0 Time of Day When are the problems occurring? N um ber of R efer r als Re fe rrals by Tim e of Day 30 25 20 15 10 5 0 7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0 Time of Day N um ber of R efer r als per S tudent Who is contributing to the problem? Stude nts pe r Num be r of Re fe rrals 20 10 0 Students 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 Using office discipline referrals as a metric for universal screening of student social behavior ~5% 6+ office discipline referrals ~15% 2-5 office discipline referrals 0-1 office discipline referral ~80% of Students N um ber of R efer r als per S tudent Using the Referrals by Student report as a Universal Screening Tool 20 10 0 Students Jennifer Frank, Kent McIntosh, 12 Seth May Cumulative Mean ODRs 10 Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 8 0-1 6 2-5 6+ 4 2 0 Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Using ODRs to Identify Problems Build a picture for the pattern of office referrals in your school. Goal Compare the picture with a national average 1. Identify problems empirically 2.Compare the picture with previous Identify problems earlyyears 3. Identify problems in a manner that Compare the picture with social standards of faculty, leads to problem solving not just families, students. whining SWIS summary 2008-2009 (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs Grade Number of Range Schools K-6 2,162 6-9 602 Avg. Enrollment per school National Avg. for Major ODRs per 100 students, per school day 450 .34 = about 1 Major ODR every 3 school days, or about 34 every 100 days 657 .85 = a little less than 1 Major ODR per school day, or about 85 every 100 days How to use these numbers: 9-12 215 1.27 = more than 1 Major ODR per 1. Your enrollment (e.g. 400887 students or 225 students) school day, or about 127 every 100 2. Divide by 100 (e.g. 400/100 = days 4; 225/100 = 2.25 3. Multiply by the National Average to get ODR per day K- 1. (4 X .34 431= 1.36 1.06 about 1 Major ODR per school 2.25408 X .34 = =.76) (8-12) day, or about 106 every 100 days 50 Office Re fe rrals pe r Day pe r M onth A v e R efer r als per D ay Compare with National Average Last year Elementary 150 / 100 = 1.50 1.50 X .34 =School .51 with 150 Students 2 1.5 1 0.5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun Office Re fe rrals pe r Day pe r M onth Last year A v e R efer r als per D ay Compare with National Average 450 / 100 = 4.50 2 4.50 X .34 = 1.53 Elementary School with 450 Students 1.5 1 0.5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun Application Activity: Absolute Value Is there a Problem? Compare with national average: Middle School of 625 students? 6.25 X .85 = 5.31 625/100 = 6.25 per School Day Office Discipline per 100 students # per dayReferrals Office Discipline Referrals per Day per Month per 100 Students 16 14 12 10 8 6 4 2 0 Sept Oct Nov Dec Jan Feb March April May June Office Re fe rrals pe r Day pe r M onth High School: Compare with NationalLast Average year A v e R efer r als per D ay 1800 / 100 = 18High18School X 1.27=of22.86 1800 students 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun Office Re fe rrals pe r Day pe r M onth High School: Compare with National Average Last year A v e R efer r als per D ay 450 / 100 = 4.5 4.5 X 1.27= 5.17 High School of 450 students 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun Office Re fe rrals pe r Day pe r M onth A v e R efer r als per D ay This Year 20 Middle School of 700 students 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun Office Re fe rrals pe r Day pe r M onth A v e R efer r als per D ay Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun Office Re fe rrals pe r Day pe r M onth A v e R efer r als per D ay Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun 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 60 More Precision Is Required to Solve the Identified Problem 1. 2. Define problem by identifying What problem behaviors are involved in ODRs Clarify problem by identifying a) When ODRs are occurring (time of day) b) Where ODRs are occurring (location) c) Who is engaging in problem behaviors that result in ODRs d) Why are problem behaviors continuing to occur 61 Problem Statements Ultimately, you want to write a “problem statement” that precisely specifies the problem you identified 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 62 Which Statement Is More Precise? 1a. Too many ODRs 1b. Total of 22 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 15 different students involved; aggression appears to provide peer attention, and resolve unclear playground rules (who gets equipment), 2a. Behavior in cafeteria is uncivil and unsafe. 2b. Verbal threats and gender harassment in the cafeteria are increasing; 80% of events are from 4 students during second lunch; We are unclear what is maintaining these behaviors. 3a. Hallway noise is unbearable. 3b. 4a. The number of ODRs per day has increased by 20% each month since school started. 4b. 63 Use Schoolwide Information System (SWIS) Data to Achieve Precision Question SWIS Table/Graph What 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 do problem behaviors keep happening Referrals by motivation 65 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) 66 Trevor Test Middle School Hypothesis: Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 67 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 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? Achieving a Precise Problem Statement for Fictional Trevor Test School Middle School – Grades 6, 7, & 8 565 students 70 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? 565/100 = 5.65; School Avg. 20 Avg. ODRs Per School Day 6.65 X .85 = 4.8 15 10 5 0 Sep Oct Nov Dec Jan School Months School Avg. 71 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. 72 140 120 100 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 27 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. 73 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 74 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 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. 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 78 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 know when to move on.doing Are we the plan? Use weekly 1-5 survey of cafeteria monitors to assess implementation of plan 1 ….. 2 …..3 No ….. 4 ….. 5 Yes 79 Problem Solving Action Plan Precise Problem Statement Solution Actions Who? When? Goal, Timeline, Rule & Updates Many 6th grade students are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention Prevention: Maintain current lunch schedule, but shift classes to balance numbers Principal to adjust schedule and send to staff Changes begin on Monday Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average) Teach: Teach behavioral expectations in cafeteria Teachers will take class to cafeteria; Cafeteria staff will teach the expectations Rotating schedule on November 15 Measure: 1. SWIS ODRs 2. Brief fidelity survey Timeline: Review monthly Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days School Counselor and Principal will create chart & staff extra recess Principal to give announcement on intercom on Monday Corrective ConsequenceActive 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 Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely 82 JM Application of model when monitoring individual student progress 265 Students K-5 Phoenix: Previous Meeting minutes Phoenix Elementary 265/100 = 2.65 2.65 x .34 = .901 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 Give best guess on hypothesis Other information sources lead to sharing equipment, taking turns on swings, different games rules for soccer during recess and during soccer games. Solution Development problem statement & hypothesis: Prevention Teaching Reward Extinction Corrective Consequence Data Collection Phoenix: Previous Meeting minutes 478 Students K-5 Precision Statement/Hypothesis What Where When Who Why What other info needed? Possible Solutions? Solution Development problem statement & hypothesis: Prevention Teaching Reward Extinction Corrective Consequence Data Collection 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 Sandhill High school 354 students Sandhill High School: 354 students Sandhill - Problem Behavior 2009-2010 Sandhill - Location Sandhill –Referrals by Student Sandhill - Time 7:00 was used as a default if ‘time’ was not written on the referral form Sandhill hypothesis Students are skipping class to avoid doing the work 8:00---- oversleeping? Other times: avoid class? Gain more social time with peers? We don’t know exactly when due to the 7:00 time used as a default Precision Statement/Hypothesis What Where When Who Why What other info needed? Possible Solutions? Solution Development problem statement & hypothesis: Prevention Teaching Reward Extinction Corrective Consequence Data Collection Sandhill: Previous Meeting minutes Team Training & Follow Up Swift at SWIS Training Team Meetings: First time: Simulated Data Second time: Use First Month of Data Third time: Problem Solving Statements Next Steps As a field: Add TIPS training to Trainer repertoire Integrate messages, language, and processes for using data for problem solving and progress monitoring across the state Determine impact of TIPS on student outcomes (next grant proposal) Coaches: Prompt teams to not only define precision problem statements but to also define a goal for ‘what it will look like’ when we don’t have a problem Prompt team members to be effective and efficient in their roles data analysts create and summarize data to jump start the meeting minute takers record relevant information(not novels) about problems discussed, solutions determined and action plan to implement solutions facilitators ask questions to facilitate problem solving and decision making Ask for support Tell the Network what you need in order to be successful in your role(s) Getting a SWIS account www.swis.org Work with a SWIS Facilitator to complete a License Agreement Ten readiness requirements including Positive School culture is a priority Team identified to use the data at least monthly Consistent, coherent procedures for dealing with problem behavior (process and documentation) Data entry time and person scheduled Cost of SWIS $250 per year (additional $50 for Check in Check out)