Simulations Trevor Test Middle School Phoenix Elementary Langley Elementary Sandhill High School Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Problem Solving Foundatio ns
40
Embed
Simulations Trevor Test Middle School Phoenix Elementary Langley Elementary Sandhill High School Newton, J. S., Todd, A. W., Algozzine, K., Horner, R.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
SimulationsTrevor Test Middle SchoolPhoenix ElementaryLangley Elementary Sandhill High School
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Problem Solving
Foundations
Collect and Use
Data
DevelopHypothesis
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
2
TREVOR TEST MIDDLE SCHOOL565 students
Grades 6,7,8
Trevor Test Middle SchoolIs there a problem? If so, what is it?
0
5
10
15
20
Sep Oct Nov Dec Jan
Avg
. OD
Rs
Per
Sch
oo
l Day
School Months
School Avg. National Avg. = 4.8
Trevor Test Middle SchoolIdentified Problem
• Identified problem– for last 4 mos., Major ODRs per day higher than
national avg.– increasing trend across all 5 mos.
Activity
• Define & Clarify problem identified by Trevor Test PBS Team– Produce the SWIS “Big 4” for the previous 3-
month period (solve current problem with current data)
• Draw logical inferences about problem• Confirm/disconfirm inferences via analysis of
SWIS Custom Reports
Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)
Perceived motivation for inappropriate language and disruption in the cafeteria (all students)
Trevor Test Logical Inferences Based on Big 4
1. Most Disruptions occur in Cafeteria2. Most Disruptions occur in Cafeteria between 11:30
AM and 12:00 PM3. Most instances Inappropriate Language occur in
Cafeteria between 11:30 AM and 12:00 AM
Precise Problem Statement &Hypothesis Development
• Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
• A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
Solution Development:For disruption in hall and cafeteria
Prevention *Teach behavioral expectations in cafeteria*Maintain current lunch schedule, but shift classes to balance numbers.Teaching
Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.
Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
Corrective Consequence Active supervision, and continued early consequence (ODR)
Data Collection Maintain ODR record and supervisor weekly report
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
12
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Teach behavioral expectations in cafeteria
Maintain current lunch schedule, but shift classes to balance numbers
Teachers will take class to cafeteria; Cafeteria staff will teach the expectations
Principal to adjust schedule and send to staff
Rotating schedule on November 15
Changes begin on Monday
Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)
Timeline: Review Data & Update Monthly
A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days
Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
School Counselor and Principal will create chart & staff extra recess
Principal to give announcement on intercom on Monday
Corrective Consequence- Active 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
PHOENIX ELEMENTARYUsing Data For Decision-Making
You are the PBS team for Phoenix Elementary. 365 students K-5
• Do you have a problem?• Where?• With Whom?• What other information might you want?• Given what you know, what considerations
would you have for possible action?
Phoenix Elementary365/100 = 3.65 3.65 x .22 = .80
Phoenix Elementary Problem Behaviors
Phoenix ElementaryLocations
Year OneYear Two
Phoenix Elementary - Time
Phoenix ElementaryReferrals Per Student (2 + Referrals)
Problem Statement
• Do we have a problem?• Build a precise problem statement