Team-Initiated Problem
Solving (TIPS)
Rob Horner, Steve Newton, & Anne Todd
University of Oregon
Bob Algozzine & Kate Algozzine
University of North Carolina at Charlotte
Background Information



Grant – “Enhancing Data-based Decision
Making in Schools”
Funded by U. S. Department of Education’s
Institute of Education Sciences
4-year project
2
Project Goals





Develop assessment instrument to measure decision
making & problem solving of PBS Teams
Develop problem-solving model (“TIPS”) to
enhance data-based decision making
Conduct initial workshops and do field testing in
Oregon & North Carolina
Get feedback from field testers & revise
Conduct 2 rigorous research studies – Does
instruction in use of TIPs actually enhance teams’
data-based decision making?
3
Themes & Assumptions



Decision making is aided by access to data (“data-based
decision making”- DBDM)
PBS Team meetings are a major context for DBDM
Providing instruction on how to embed DBDM in a problemsolving model (TIPS) will result in problem solving that is





Thorough
Logical
Efficient
Effective
Structure of meetings lays foundation for efficiency and
effectiveness
4
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Problem Solving
Foundations
5
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Problem Solving
Foundations
6
Problem-Solving
Foundations
Structure of meetings lays foundation for
efficiency & effectiveness
“Well begun is half done.”
—Aristotle, quoting an old proverb
Important Structural Components



Regular meetings & regular attendance
The “right” people
The right roles





Facilitator
Minute Taker
Data Analyst
Active Team Members
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)
(We’ll discuss these in more detail later in this workshop)
9
10
11
Before the Meeting…








Room reserved
“New business” items solicited for agenda
Agenda produced
Team member roles determined
Data reviewed by Data Analyst; 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)
12
At Close of and After Meeting…


Meeting Minutes and Problem-Solving Action
Plan completed (more on this later in this
workshop)
Copy of Meeting Minutes & Problem-Solving
Action Plan distributed to each member
within 24 hrs.
13
14
15
Activity #1

On the TIPS Foundations Checklist…


Complete Checklist Items 1 through 9, and
Checklist Items 10a through 10e
16
The TIPs Model
Identify Problems
“We are all continually faced with a
series of great opportunities,
brilliantly disguised as insoluble
problems.”
—John Gardner
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Problem Solving
Foundations
19
Problems & Problem Solving




PBS 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
20
Let’s Practice Finding Differences
(Identifying Problems)

Look for Difference Between…


school’s average Major ODRs per school day per
month, and
national average for other schools of comparable
enrollment size
21
SWIS summary 2008-2009 (Majors Only)
3,410 schools; 1,737,432 students; 1,500,770 ODRs
Grade Number of
Range
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
6-9
602
657 .85 = a little less than 1 Major ODR
per school day, or about 85 every 100
days
9-12
215
887 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
22
Comparing a Specific
Elementary School to the National Average
Grade Number of
Range
Schools
K-6
2,162
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
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…
23
This Elementary School has 150 Students
Is there a problem?
Average Referrals Per Day
2
1.5
1
0.5
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
School Avg.
National Avg. = 0.51
24
Comparing a Specific
Middle School to the National Average
Grade Number of
Range
Schools
6-9
602
Avg. Enrollment
per school
National Avg. for Major ODRs per
100 students, per school day
657 .85 = a little less than 1 Major ODR
per school day, or about 85 every 100
days
If your middle school has 600 students, it has ____ times more than 100 students?
(600/100 = 6 times more)
So you might expect Major ODRs per school day to be about 6 times greater than .92
(6 X .85 = 5.1 ODRs per school day, for a school with 600 students)
Now compare school’s Major ODRs per school day per month against national average of
5.1 ODRs per school day per month for middle school with 600 students. Judge whether
difference is significant enough to be a problem. Let’s take a look…
25
This Middle School has 600 Students
Is there a problem?
16
Average Referrals Per Day
14
12
10
8
6
4
2
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
School Avg.
National Avg. = 5.10
26
Activity #2




How many students does your elementary 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
_____ X .34 = _____ Major ODRs per school day
How is your school doing compared against national average for Major
ODRs 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.
Do you have a problem?

Record the absolute values on your TIPS worksheet
27
28
29
30
31
Let’s Practice Finding Differences
(Identifying Problems)

Look for Difference Between…


school’s average Major ODRs per school day, per
month, and
the average achieved by the same school during
corresponding months of the previous school year
32
This Middle School has 700 Students – Is There a Problem?
How about Compared to Previous School Year?
Average Referrals Per Day
20
15
10
5
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
School Avg.
National Avg. = 5.95
33
Same School – This Year vs. Previous Year
Is There a Problem?
Average Referrals Per Day
20
15
10
5
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
School, Previous Year Avg.
School, This Year Avg.
National Avg. = 5.95
34
Same School: Previous Year vs. This Year
(Data for Entire Year)
Is There a Problem?
Average Referrals Per Day
20
15
10
5
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
School, Previous Year Avg.
School, This Year Avg.
National Avg. = 5.95
35
Activity #3

Use 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
Do you have a problem?
36
37
38
39
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
40
SWIS summary 2008-2009 (Minors Only)
2,582 schools; 1,283,526 students; 1,018,726 ODRs
Grade Number of
Range
Schools
Avg. Enrollment
per school
National Avg. for Minor ODRs per
100 students, per school day
K-6
1,655
444 .47 = a little less than 1 Minor ODR
every 2 school days, or about 47 every
100 days
6-9
436
647 .74 = less than 1 Minor ODR per
school day, or about 74 every 100
days
9-12
149
820 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
41
42
Activity #4




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.
Do you have a problem?

Record the absolute values on your TIPS worksheet
43
Let’s Practice Finding Differences
(Identifying Problems)

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
44
Here’s an Elementary School with 200 Students
Is There a Problem? How About the Trend?
1.00
Average Referrals Per Day
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
School Avg.
National Avg. = 0.68
45
This Middle School has 495 Students – Is There a Problem?
How About the Trend?
Average Referrals Per Day
20
15
10
5
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
School Avg.
National Avg. = 4.21
46
Activity #5




Go back to your graph showing average
Major ODRs per school day per month for the
months of this school year…
Look at the trend for this school year’s data
Repeat for Minors Only
Determine if you will define precision
statement for Majors only or Minors only
47
This Session Will Have Been a
Success If You Can Now…

Identify problems in terms of differences between…



Your school’s average Major ODRs/ Minors per school
day per month and the national average
Your school’s average Major ODRs/ Minors per school
day per month for this year and for corresponding months
of the previous year
A desirable trend and an undesirable trend
48
The TIPs Model
Identify
Problems
Define & Clarify Problem
(What, When, Where, Who)
“Everything is vague to a degree you do not
realize till you have tried to make it precise.”
–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
51
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 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
52
Problem Statements



Ultimately, you want to write a “problem
statement” that precisely specifies the
problem you identified
The more Ws (what, when, where, who) 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
53
Which Statement Is More Precise?
1a. Too many ODRs
1b. Too many instances of disrespect
2a. Too many ODRs between
1:00pm and 1:30pm
2b. Too many ODRs in the afternoon
3a. Too many ODRs occurring
outside the classrooms
3b. Too many ODRs on the playground
4a. 25% of students have at least 2
ODRs
4b. Many students are experiencing ODRs
5a. Too many ODRs on the
playground
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
54
Use Schoolwide Information System
(SWIS) Data to Achieve Precision
Question
SWIS Table/Graph
What problem behaviors are
occurring?
When are problem behaviors
occurring?
Where are problem behaviors
occurring?
Who is engaging in problem
behaviors?
Referrals by problem
behavior
Referrals by time
Referrals by location
Referrals by student
55
0
Tardy
Forge/Theft
Dress Code
Tobacco
Alcohol
Combustible
Bomb
Arson
Weapons
Other
Unknown
Drugs
Tech
Iapp
Out bounds
Gang
Minor
M-Prpty
M-Other
M-Dress
M-Tech
M-Tardy
M-Unknown
Inapp lan
Agg/Fight
Lying
Prop dam
Vandal
M-Disruption
M-Inapp lan
Harass
M-Contact
M-Disrespt
Disruption
Skip
Disrespt
Number of Referrals
Defining the Problem
What Problem Behaviors are Occurring?
Referrals by Problem Behavior
20
15
10
5
56
57
Note that you can request a
Table as well as a Graph
58
59
Activity #6

Review the SWIS data summary and
determine what the problems are
(for majors or minors)

Record on your TIPS worksheet
60
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
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
Clarifying the Problem
When Are Problem Behaviors Occurring?
Referrals by Time
16
14
12
10
8
6
4
2
0
61
62
63
64
Activity #7

Review the SWIS data summary and
determine when the problems are
(for majors or minors)

Record on your TIPS worksheet
65
Class
Bus
Hall
Plygd
Café
Gym
Stadium
Off-Campus
Locker rm
Office
Unknown
Other
Special evt
Park lot
Bus Zn
Library
Bathrm
Common
Number of Referrals
Clarifying the Problem
Where Are Problem Behaviors Occurring?
Referrals by Location
100
80
60
40
20
0
66
67
68
69
Activity #8

Review the SWIS data summary and
determine who the problems are
(for majors or minors)

Record on your TIPS worksheet
70
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
100
95
84
91
98
87
67
26
55
51
36
41
Number of Referrals
Clarifying the Problem
Who Is Engaging in Problem Behaviors?
Referrals by Student
12
10
8
6
4
2
0
Student No.
71
72
73
74
Activity #9

Review the SWIS data summary and
determine who the problems are
(for majors or minors)

Record on your TIPS worksheet
75
The TIPs Model
Identify
Problems
Define & Clarify problem (What, When, Where, Who)
Use Custom Reports to write precise Problem Statement
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
77
Achieving a Precise Problem Statement
for Fictional Trevor Test School


Middle School – Grades 6, 7, & 8
565 students
78
Trevor Test Middle School
Is there a problem? If so, what is it?
Avg. ODRs Per School Day
20
15
10
5
0
Sep
Oct
Nov
Dec
Jan
School Months
School Avg.
National Avg. = 4.8
79
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.
80
Activity #11

Define & Clarify problem identified by
Trevor Test PBS Team


Draw logical inferences about problem


Produce/ Review the SWIS “Big 4” for the
previous 3 month period (solve current problem
with current data
What questions of the data do you have?
Confirm/disconfirm inferences via analysis of
SWIS Custom Reports
81
140
120
100
80
60
40
Number of Referrals
Referrals by Location
200
180
20
0
Student No.
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
Referrals by Problem Behavior
10:30 AM
10:00 AM
9:30 AM
9:00 AM
8:30 AM
40
30
20
8:00 AM
60
50
7:30 AM
90
80
70
Number of Referrals
120
110
100
7:00 AM
Number of Referrals
140
130
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 Misuse
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
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
83
Trevor Test
Logical Inferences Based on Big 4
1.
2.
3.
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
84
85
86
87
88
89
90
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?
91
Confirming/Disconfirming Inferences
About Inappropriate Language

How many (and what proportion of) the 99
instances of Inappropriate Language occurred
in the Cafeteria?
92
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?
93
94
95
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)
96
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”
The P-S Action Plan is simply a record of




team decisions and
actions needed to implement the decisions
Here’s Problem Statement section of P-S Action
Plan for Trevor Test Middle School
We’ll return to this often as we work through the
TIPs model
97
Note: Data analyst reviewed SWIS
data prior to meeting, identified
potential new problems, and asked
Facilitator to add disruption and
inappropriate language to this
section of the agenda
98
Activity #12



Use SWIS data summary and TIPS worksheet
to define a precision problem statement
Write the precision problem statement on
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 later
99
100
This Session Will Have Been a
Success If You Can Now…



Define and clarify problems using SWIS data
(ODRs by problem behavior, time, location,
& student)
Determine what SWIS Custom Reports are
needed to confirm/disconfirm your inferences
Write a precise problem statement that
incorporates information about what, when,
where, & who
101
Identify
Problems
Team Initiated
Problem Solving
(TIPS) Model
Quick Review
Then Define & Clarify
(What, When, Where, Who);
use Custom Reports
to write Precise
Problem Statement on
Action Plan
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Problem Solving
Foundations
102
The TIPs Model



Identify Problems
Define & Clarify problem (What, When, Where, Who)
Use Custom Reports to write precise Problem Statement
Develop Hypothesis
Discuss & Select Solutions
Identify
Problems
Team Initiated
Problem Solving
(TIPS) Model
Then Define & Clarify
(What, When, Where, Who);
use Custom Reports
to write Precise
Problem Statement on
Action Plan
Evaluate and
Revise
Action Plan
Develop
Hypothesis
Collect
and Use
Data
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Problem Solving
Foundations
104
Hypothesis & Solution

Think of them as paired…


Hypothesis – Why you have problem
Solution – What you will do to reduce or
eliminate problem
105
The Hypothesis…


Is best explanation for what the data and your
experience tell you
Answers the “why” for the other Ws you
discovered
106
Some “Why” Questions
a Hypothesis Might Explain





Why do these types of problem behaviors account for large majority of
ODRs?
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
107
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
108
109
110
111
Trevor Test
Hypothesis Statement


Many instances of disruption occurring in cafeteria
between 11:30 AM and 12:00 PM; large majority
involving 6th graders, particularly Student #10…
because (a) cafeteria overcrowded at that time, (b)
6th 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
112
113
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
114
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)
115
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria
expectations; attention from adults and peers rewarding disruption
Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
116
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
117
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…
118
119
This Session Will Have Been a
Success If You Can Now…


Develop a hypothesis about why problem is
occurring, & write hypothesis statement on
P-S Action Plan
Discuss and select solutions to problem, &
write solution actions on P-S Action Plan
120
Identify
Problems
Team Initiated
Problem Solving
(TIPS) Model
Quick Review
Then Define & Clarify
(What, When, Where, Who);
use Custom Reports
to write Precise
Problem Statement on
Action Plan
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Discuss Why problem is
occurring; add to written
Problem Statement
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Generic  Specific
Write on Action Plan
Problem Solving
Foundations
121
The TIPs Model
Identify
Problems; Define & Clarify Problems to Achieve Precision; Use
Custom Reports to write precise Problem Statement
Develop Hypothesis
Discuss and Select Solutions
Develop
& Implement Action Plan
Evaluate & Revise Action Plan
Identify
Problems
Team Initiated
Problem Solving
(TIPS) Model
Then Define & Clarify
(What, When, Where, Who);
use Custom Reports
to write Precise
Problem Statement on
Action Plan
Develop and
Refine
Hypotheses
Evaluate and
Revise
Action Plan
Discuss Why problem is
occurring; add to written
Problem Statement
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Generic  Specific
Write on Action Plan
Problem Solving
Foundations
123
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
124
125
P-S Action Plan
Goal for a Problem…


Based on team-established standard
Easier to monitor if quantifiable (“countable”)
126
Sample Quantifiable
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.”
127
That Pesky Quantification Issue


ID of problem/Baseline phase: Rate of
problem during a current time period (e.g.,
last 3 mos., last 90 days, etc.) before ANY of
the solution tasks have been implemented
Progress Monitoring/Solution phase: Rate of
problem at regular intervals (e.g., prior to
each team meeting) after ALL of the solution
tasks have been implemented
128
Calculating Baseline Rate

SWIS Custom Reports will produce very precise information about the LEVEL of the
problem (e.g., absolute number of disruptions in cafeteria between 11:30 AM and
12:00 PM) between any two dates (e.g., 11/01/2007 through 01/31/2008)…

but will not yet automatically produce information about the RATE of the problem
during a specified time period (e.g., average number of cafeteria disruptions per
school day between 11:30 AM and 12:00 PM for 11/01/2007 through 01/31/2008)

You can calculate an approximate monthly baseline rate by:
Running a Custom Report for the preceding 3 calendar-month periods (in our case,
11/01/2007 through 01/31/2008), and then
Dividing the resulting number of ODRs by the number of calendar months (in our
case, 73 ODRs/3 mos. = 24.33 per mo.)
So...we know that over the last calendar 3 months, disruptions in the cafeteria
between 11:30 AM and 12:00 PM have averaged about 24 per month
Here’s a P-S Action Plan goal, referenced to that baseline rate
129
130
Calculating Solution Rate


After ALL agreed upon solution tasks have
been implemented, begin calculating rate of
problem during solution phase
Use Custom Reports to produce counts for
successive calendar months that solution is in
effect; review data at team meetings
Here’s an example
131
132
Identify
Problems
Team Initiated
Problem Solving
(TIPS) Model
Then Define & Clarify
(What, When, Where, Who);
use Custom Reports
to write Precise
Problem Statement on
Action Plan
Develop and
Refine
Hypotheses
Evaluate and
Revise
Action Plan
Discuss Why problem is
occurring; add to written
Problem Statement
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Generic  Specific
Write on Action Plan
Problem Solving
Foundations
133
Evaluate P-S Action Plan
Part 1

Assumes Solution Actions being implemented as
intended, (did we implement with fidelity?)



Determine strategy for gathering this information and
write into plan (see Trevor Test P-S Action Plan)
Review current implementation status at meetings
If implementation of Solution Actions incomplete or
poor…



provide additional information/support to implementers?
assign to another person?
revise timeline for implementation?
134
135
Evaluate & Revise Action Plan
Part 2


When implementation of Solution Actions
occurring as intended, use data for progress
monitoring
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
136
137
138
If “Solution” Not Working

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…
139
Revise P-S Action Plan

Change plan to reflect any…



Revised timelines
Revised hypotheses…
Revised/new solution tasks…
140
Meeting Minutes




Meetings usually not limited to identifying new
problems & monitoring effect of solutions on old
problems
May need to address administrative/general stuff
Information only – May or may not require team
decisions
“Issues” – May require decisions & tasks
141
142
Managing the “Flow” of the Meeting

Meeting Minutes



Problem-Solving Action Plan



Old business – Review last meeting’s Meeting Minutes section to
determine whether tasks being completed
New business – Refer to “Today’s NEW Business Agenda items”
section on form
Old business – Review last meeting’s Problem-Solving Action Plan
section to determine whether solution actions are being implemented
and having the desired effect
New business – Refers to initiating the TIPS Model again to identify
and address a NEW problem
Evaluation of Meeting (optional)
143
144
145
Activity #13

Have a meeting
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Hook up laptop and LCD projector
Minute taker takes minutes on meeting minute form, electronically
Minute taker records precision problem statement from TIPS
Worksheet
Pull up SWIS account
Verify precision problem statement
Create custom graph for ‘motivation’
Begin building possible solutions
Determine which solution to implement
Define who will do what by when
Define goal (what will it take to say this is no longer a problem
Review foundations checklist, record tasks and timelines on
‘administrative/general information’ portion of meeting minute form
Build agenda for next meeting
146
147
This Session Will Have Been a
Success If You Can Now…



Write P-S Action Plan items for teamidentified problems, including measurable
Goals
Calculate baseline & solution rates for
problems
Monitor progress at…


Completing tasks listed in Meeting Minutes
Solving problems listed in P-S Action Plan
148
Identify
Problems
Team Initiated
Problem Solving
(TIPS) Model
Quick Review
Then Define & Clarify
(What, When, Where, Who);
use Custom Reports
to write Precise
Problem Statement on
Action Plan
Evaluate and
Revise
Action Plan
Develop and
Refine
Hypotheses
Are we implementing
plan? Is it working?
Review Custom Report
data at each mtg.
Discuss Why problem is
occurring; add to written
Problem Statement
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Complete Action Plan;
make Goal measurable;
establish baseline
rate
Generic  Specific
Write on Action Plan
Problem Solving
Foundations
149
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)
150
What’s Next?


Review “Responsibilities of PBS Team Members” (next
slide) before your next team meeting; be ready to assume
responsibilities
Your PBS Coach 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, your PBS Coach will provide you
with least amount of help you need to use TIPS model in
meeting
One or two data collectors will then observe three more of
your meetings (Jan, Feb, April) and collect some data
concerning your independent use of TIPS (so he will not be
providing technical assistance)
151