Team-Initiated Problem Solving (TIPS)
Team Initiated Problem SolvingRob Horner, Steve Newton, &
Anne Todd,University of Oregon
Bob Algozzine & Kate Algozzine,University of North Carolina
at Charlotte
Coaches Conference Feb 3, 2010Oregon State University
[email protected]@uoregon.edu
Anne ToddThis session provides a model and some strategies for
teams to use as they use SWIS data for problem-solving and decision
making. The TIPS model (team initiated problem solving) is a model
that has been built as a result of a federal IES grant charged with
figuring out how to teach and coach teams when using SWIS data. The
project is a collaboration between UO (Horner, Newton, Todd) and
UNC at Charlotte (Algozzines)
Something to remember: The word data is plural. Say data
are1Todays GoalsCoaches are able to:Prompt & support
facilitator, minute taker and data analyst to prepare for
meetingsMeeting Foundations ChecklistPrompt the use of the TIPS
model during meetingsData-based Decision-making rulesHelp teams
stay focused during meetingsElectronic Meeting Minute format
ClarificationCoaches are NOT expected to be TrainersTrainers
deliver TIPS team training & help Coaches anticipate errors
while guiding them through the possible solutions &
adaptationsSome participants will be coaches, some will be
trainers, and some will be both. Today we want coaches to
understand how the Meeting Foundations Checklist and Meeting Minute
form are used to support team functioning and sustainability.Be
able to use the TIPS problem solving model to simulated SWIS
summary dataPlus the three goals above2ContextEvery school has
teamsTeams are being expected to do problem solvingSelect
curriculaGet training and implement new ideas/programsProvide
efficient leadershipCommunities of PracticeTeams need to report
data to administration, district, stateTeams 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 CriticalTeams 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 solvingAccess to the right information at the right time in
the right formatA formal process that a group of people can use to
build and implement solutions.Collect and UseData
Review Status and Identify ProblemsDevelop
andRefineHypothesesDiscuss andSelectSolutionsDevelop
andImplementAction Plan
Evaluate andReviseAction Plan
Problem Solving Meeting FoundationsTeam Initiated Problem
Solving (TIPS) ModelThe outer circle ( Problem Solving Meeting
Foundations) refer to the process and procedures and team uses to
function. Roles are determined and defined, meetings are scheduled
for the year, electronic equipment and internet access are
available, and an agenda is established.The inner circles and
arrows define a problem-solving model designed to improve the
decision-making and problem solving of PBIS Team. This model is
called TIPS, which stands for Team-Initiated Problem Solving. The
model uses data for during problem solving and decision making,
during meetings. We will also apply a metric for determining if
rates of problem behavior at a school or below, at, or above the
national average to determine if there is a problem or not. TIPS
teaches teams to use their SWIS data to define precision problem
statements. Once the problem statement is precise, a variety of
solutions are discussed based on prevention, teaching, reward,
correction and extinction and teams will determine which
solution(s) they want to implement. The TIPS model then moves the
team to action planning ,evaluation and measurement
determination.
We are finding it more difficult to use these skills in the REAL
context, the purpose of this session is to build the skills and
build the fluency of using those skills.
6TIPS ModelTIPS TrainingOne full day team trainingTwo coached
meetings
Team MeetingUse of electronic meeting minute systemFormal roles
(facilitator, recorder, data analyst)Specific expectations (before
meeting, during meeting, after meeting)Access and use of
dataProjected meeting minutes
Research tool to measure effectiveness of TIPS TrainingDORA
(decision, observation, recording and analysis)Measures Meeting
Foundations & Thoroughness of Problem SolvingTIPS Training is a
package across time starting with one full day of team training
(the binder has all the materials, the thumb drive has the files)
Followed by two coached meetings. Coaching includes:Prompting &
supporting the facilitator, minute taker and data analyst to
prepare for meetingsPrompting the use of the TIPS model during
meetingsHelping the team stay focused during meetings
Points to make: tough to build fluency if meeting once a month.
The frequency is too lean.7
This is the observation tool used to measure Meeting Foundations
and Thoroughness of Problem-Solving for the research studies.
DORA does not stand for Dora the Explorer!8Evidence of
EffectivenessEvaluation Study (2007-08)Newton et al.,Single-case
Study (2008-09)Todd et al.,Group Design Study (2009-10)TIPS Study:
Todd et al., 2009School ASchool BSchool CSchool DMeeting
Foundations ScoreBaseline Coaching TIPS% DORA Foundations
Score10TIPS Study: Todd, et al, 2009. School ASchool DSchool
CBaseline Coaching TIPSThoroughness of decision-making% DORA
Thoroughness ScoreSYSTEMSPRACTICES DATASupportingStaff &
Student Behavior and Decision MakingBuilding Capacity and
SustainabilityOUTCOMESFor Social Competence,Academic Achievement,
and SafetySWISElectronicMeeting Minutes Form*Meeting
time*Support*Report to FacultyBuilding Capacity and Sustainability
using the TIPS model to:1. Conduct effective, efficient meetings
when using SWIS data for problem solving and decision making.2.
Implement and evaluate solutions that result in positive effects on
student achievement, social behavior and safety.a. The Information
system is the use of the School Wide Information System. The data
are current, accurate, believableb. The Practices include the use
of the meeting minute form and the problem solving processc. The
System is the implementation of Meeting Foundations, the TIPS
model, and the documentation of decisions, action plans, and
evaluation plans12Improving Decision-Making via Problem
SolvingProblemProblemSolvingSolutionInformation/ DataAction
Planning & Evaluation13Steps in the problem solving
model.Problem-Solving Meeting FoundationsStructure of meetings lays
foundation for efficiency & effectiveness
Using Meeting MinutesDocumentation of Logistics of meeting
(date, time, location, roles)Agenda items for todays meeting ( and
next meeting)Discussion items, decisions made, tasks and timelines
assignedProblem 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 meetingWhat 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
meetingsPrevents side conversationsPrevents repetition Encourages
completion of tasks Organizing for an effective problem solving
conversationProblemSolutionOut of TimeUse Data A key to collective
problem solving is to provide a visual context that allows everyone
to follow and contributeBuilding a system that is NOT person
dependentWe want to walk into a meeting having no previous history,
review the previous meeting minutes be able to fit into any role
neededFacilitatorMinute takerData analystActive team member
ExamplePBIS Team Meeting Minutes and Problem-Solving Action Plan
FormTodays 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)Todays Agenda Items Next Meeting Agenda Items01. 02. 03.
Information for Team, or Issue for Team to
AddressDiscussion/Decision/Task (if applicable)Who?By When?
Administrative/General Information and IssuesImplementation and
EvaluationPrecise Problem Statement, based on review of data(What,
When, Where, Who, Why)Solution Actions (e.g., Prevent, Teach,
Prompt, Reward, Correction, Extinction, Safety)Who?By When?Goal,
Timeline, Decision Rule, & UpdatesProblem-Solving Action
PlanOur RatingYesSo-SoNo1. Was todays meeting a good use of our
time?2. In general, did we do a good job of tracking whether were
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? Evaluation of
Team Meeting (Mark your ratings with an X)This slide is animated to
teach the different parts of the meeting minute form each click
adds the next sectionMost schools have the title at the top and
write/type as the meeting progresses
Make a point that we dont need to document everything that
happened (i.e., NM rolled her eyes KJ entered the room, SW
continued to repeat the same issue, we took at 5 minute bathroom
break)18
A completed exampleIF a person knows how to use the meeting
minute form, the person should be able to pick these minutes up
from Jan 7, 2010 and be able to organize previous items to update
and facilitate creation of the Feb 3, 2010 agenda19Important
Structural ComponentsRegular meetings & regular attendanceThe
right peopleThe right rolesFacilitatorMinute TakerData
AnalystActive Team MembersThe right information for problem solving
& decision makingAccomplishments Products of successful
meetingMeeting Minutes (record of decisions & tasks concerning
administrative/general issues)Problem-Solving Action Plan (record
of decisions & tasks concerning problems identified by
team)
202021
22
Before the MeetingRoom reservedNew items solicited for
agendaAgenda produced Team member roles determinedData 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 problemsComputer reserved; access to
SWIS online database assuredLCD 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
(Well review the (a) before-meeting, (b) during-meeting, and (c)
after-meetings responsibilities of individual team members later in
this workshop)
23At Close of and After MeetingMeeting Minutes and
Problem-Solving Action Plan completedCopy of Meeting Minutes &
Problem-Solving Action Plan distributed to each member within 24
hrs.
2425
ActivityComplete the Foundations ChecklistUse 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?Collect and
UseData
Develop Hypothesis
Discuss andSelectSolutions
Develop andImplementAction Plan
Evaluate andReviseAction Plan
Problem Solving Meeting FoundationsTeam Initiated Problem
Solving (TIPS) ModelIdentify Problems
27
Ask participants about knowledge and experience of
SWIS27SWISTM(School-Wide Information System)DefinedSWISTM is a
web-based information system for gathering, entering, summarizing,
reporting and using office discipline referral informationPurposeA
progress monitoring tool for improving the ability of school
personnel to develop safe and effective learning
environments28Three Key Elements of SWISTMData Collection
SystemCoherent system for assigning referralsProb. behavior
definitions, referral form, rules for referral Allocation of FTE to
enter data, build reports.Computer ApplicationWeb-based,
continuously available, secureDecision-making Use of data
School-wideIndividual Student29Features of SWISTMOnly reports
discipline dataMajor office referralsMinor discipline
offencesHighly efficient (30 sec per referral)Local control
Formatted for decision-making (pictures)Information is available
continuouslyConfidential, secureCan be combined with district data
base30Teams need access to the data AND a person or two who know
how to access and navigate through the data. Ideally, this should
happen during a meeting when team members are asking questions
about the data. Since SWIS is web-based, it is always available
through an internet browser. We need to help people learn how to
use the data in an interactive format during a meeting, when the
data are most needed. moving the group through the simulations
helps to build fluency of the skills needed.
How SWISTM works
Data EntrySchool Address and ContactEnrollment/Ethnicity/Days
per monthStaff InformationStudent
InformationReferralsReportingAverage Referrals per Day per
monthReferrals by Problem BehaviorReferrals by LocationReferrals by
TimeReferrals by StudentOther ReportsTools32
Total Office Discipline ReferralsTotal Office Discipline
Referrals as of January 10Lets talk about accuracy of the data
again. When you begin to use the data and draw comparisons, the
data need to be comparable. Look at the data above. First, as a
data analyst, you look and see, wow.. Things are getting better,
the graph is going down. Then you do what you are supposed to do
first, and look at the label on the Y axis. This label says total
office discipline referrals. It is great to compare the total ODRs,
but now look at the X-axis. There are a different number of days in
each month and the number of schools day in each much has a wide
range (Dec may have 10 school days, January may have 19 school
days). These months, the way they are arrayed here, are not
comparable and this data should not be used! If you arent using
SWIS, do the math to get average referrals per day per month by
using the total referrals and the total days each month. If you are
using SWIS, do not fear.. (next slide)34
SWIS does that calculation for you. look at the Y-axis label
now. Average referrals per day per month allow us to compare
months. Now look at the trend.. we are going to have a wild spring
term if we dont do anything differently!). This is the same set of
data on the previous slide and look at what the pattern of data
does for the problem solving process.Accurate data and data that
are formatted for purposes of making decisions is critical.I like
to make this a bit dramatic by going back and forth between this
slide and previous, telling them they are the team and they are
reviewing this data 35What behaviors are problematic?
What behaviors are problematic?
What behaviors are problematic?
Where are the problems occurring?
Where are the problems occurring?When are the problems
occurring?
When are the problems occurring?
Who is contributing to the problem?
Organizing SWIS Data for Decision-makingUniversal Screening
ToolProportion of students with 0-1 Office Discipline Referrals
(ODRs)2-5 ODRs6+ ODRsProgress Monitoring Tool Compare data across
timePrevent previous problem patterns Define Problems with
precision that lead to solvable problemsOK. Building precision
problem statements is a skill that is needed for using the data.
organizing and interpreting the data requires another set of
skills.Slides 25-47 provide a sequence of slides to illustrate
different precision statements based on different pictures of the
same type of data.44~80% of Students~15% ~5% 0-1 office discipline
referral6+ office discipline referrals
2-5 office discipline referrals
Using office discipline referrals as a metric for universal
screening of student social behaviorUsing the Referrals by Student
report as a Universal Screening Tool
Cumulative Mean ODRsCumulative Mean ODRs Per Month for 325+
Elementary Schools 08-09Jennifer Frank, Kent McIntosh, Seth
MayUsing ODRs to Identify ProblemsBuild 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.Goal
Identify problems empiricallyIdentify problems earlyIdentify
problems in a manner that leads to problem solving not just whining
Using ODRs to Identify ProblemsBuild 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.SWIS summary 2008-2009 (Majors Only)3,410 schools;
1,737,432 students; 1,500,770 ODRsGrade RangeNumber of SchoolsAvg.
Enrollment per schoolNational Avg. for Major ODRs per 100 students,
per school dayK-62,162450.34 = about 1 Major ODR every 3 school
days, or about 34 every 100 days6-9602
657.85 = a little less than 1 Major ODR per school day, or about
85 every 100 days9-122158871.27 = more than 1 Major ODR per school
day, or about 127 every 100 daysK-(8-12)4314081.06 = about 1 Major
ODR per school day, or about 106 every 100 days50How to use these
numbers:Your enrollment (e.g. 400 students or 225 students)Divide
by 100 (e.g. 400/100 = 4; 225/100 = 2.25Multiply by the National
Average to get ODR per day(4 X .34 = 1.36 2.25 X .34 = .76)SWIS
summary 2008-2009 (Majors Only)3,410 schools; 1,737,432 students;
1,500,770 ODRsGrade RangeNumber of SchoolsAvg. Enrollment per
schoolNational Avg. for Major ODRs per 100 students, per school
dayK-62,162450.34 = about 1 Major ODR every 3 school days, or about
34 every 100 days6-9602
657.85 = a little less than 1 Major ODR per school day, or about
85 every 100 days9-122158871.27 = more than 1 Major ODR per school
day, or about 127 every 100 daysK-(8-12)4314081.06 = about 1 Major
ODR per school day, or about 106 every 100 days51
Elementary School with 150 StudentsCompare with National
Average150 / 100 = 1.50 1.50 X .34 = .51
Elementary School with 450 StudentsCompare with National
Average450 / 100 = 4.50 4.50 X .34 = 1.53
Application Activity: Absolute ValueIs there a Problem?
Middle School of 625 students?Compare with national
average:625/100 = 6.25 6.25 X .85 = 5.31 Office Discipline
Referrals per School Day54
High School of 1800 studentsHigh School: Compare with National
Average1800 / 100 = 18 18 X 1.27= 22.86Build the routine when
reviewing these slides:How many students?How many hundreds?What is
the per 100 rate for your school?How are you doing?Is there a
trend, are there peaks, patterns?; what can we anticipate?
55
High School of 450 studentsHigh School: Compare with National
Average450 / 100 = 4.5 4.5 X 1.27= 5.17Build the routine when
reviewing these slides:How many students?How many hundreds?What is
the per 100 rate for your school?How are you doing?Is there a
trend, are there peaks, patterns?; what can we anticipate?
56
Middle School of 700 studentsSlides 31-33 work as a set. This
slide is a precursor to the next slide to show how to start with
this years data and then use it to compare to last year (slide
32)
Build the routine when reviewing these slides:How many
students?How many hundreds?What is the per 100 rate for your
school?How are you doing?Is there a trend, are there peaks,
patterns?; what can we anticipate?
57
Build the routine when reviewing these slides:How many
students?How many hundreds?What is the per 100 rate for your
school?How are you doing?Is there a trend, are there peaks,
patterns?; what can we anticipate?What happened last year that we
dont want to repeat?58
Final slide of this set
Build the routine when reviewing these slides:How many
students?How many hundreds?What is the per 100 rate for your
school?How are you doing?Is there a trend, are there peaks,
patterns?; what can we anticipate?What are we going to do next fall
to maintain this success?
59Identification of Problem(for example...)Our average Major
ODRs per school day per month are higher than national average for
a school of our enrollment sizeOur average ODRs per school day per
month are higher this year than for corresponding months of
previous yearOur average ODRs per school day per month are showing
an increasing trendFaculty, parents, and students say our ODR
levels are too high60More Precision Is Required to Solve the
Identified ProblemDefine problem by identifying What problem
behaviors are involved in ODRsClarify problem by identifyingWhen
ODRs are occurring (time of day)Where ODRs are occurring
(location)Who is engaging in problem behaviors that result in ODRs
Why are problem behaviors continuing to occur
61Problem StatementsUltimately, you want to write a problem
statement that precisely specifies the problem you identifiedThe
more Ws (what, when, where, who why) you incorporate into the
problem statement, the more precise the problem statement will
beThe more precise the problem statement, the easier it will be to
generate a solution that fits the problem62Which Statement Is More
Precise?1a. Too many ODRs1b. 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. 63Which
Statement Is More Precise?1a. Too many ODRs1b. Too many instances
of disrespect2a. Too many ODRs between 1:00pm and 1:30pm2b. Too
many ODRs in the afternoon3a. Too many ODRs occurring outside the
classrooms3b. Too many ODRs on the playground4a. 25% of students
have at least 2 ODRs 4b. Many students are experiencing ODRs5a. Too
many ODRs on the playground5b. Total of 12 aggression ODRs on
playground last month; twice as many as last year & showing
increasing trend this year; occurring during first recess; 8
different students involved; aggression appears to provide peer
attention.64Use Schoolwide Information System (SWIS) Data to
Achieve PrecisionQuestionSWIS Table/GraphWhat problem behaviors are
occurring?Referrals by problem behaviorWhen are problem behaviors
occurring?Referrals by timeWhere are problem behaviors
occurring?Referrals by locationWho is engaging in problem
behaviors?Referrals by studentWhy do problem behaviors keep
happeningReferrals by motivation65Solutions Generic
StrategiesPrevent Remove or alter trigger for problem
behaviorDefine & Teach Define behavioral expectations; provide
demonstration/instruction in expected behavior (alternative to
problem behaviorReward/reinforce The expected/alternative behavior
when it occurs; prompt for it, as necessaryWithhold
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)
6666Prevent TriggerDefine & TeachReward/ReinforceWithhold
RewardCorrective consequenceOtherSafety67Trevor Test Middle
SchoolHypothesis:Implementing SolutionsWho 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 implementationEvaluating
SolutionsDefine the goal for solving the problemWhat will it look
like when you say it is not a problemDefine 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 Statementfor Fictional Trevor
Test SchoolMiddle School Grades 6, 7, & 8565 students
70Trevor Test Middle Schooln= 565 grades 6-8Is there a problem?
Compare to national average, compare to last year, examine trend,
examine peaks?
71565/100 = 5.65; 6.65 X .85 = 4.8Trevor Test Middle
SchoolIdentified ProblemIdentified problemfor last 4 mos., Major
ODRs per day higher than national avg.increasing trend across all 5
mos.
72Trevor Test Middle School 11/01/2007 through 01/31/2008 (last
3 mos.)
7374
What information do we need?Who is involved in problem behavior
in the cafeteria?ODRs in the CafeteriaMain problemThe sixth graders
are disruptive & use inappropriate language in the cafeteria
between 11:30 AM and 12:00 PM to get peer attention.
Trevor Test
The sixth graders are disruptive & use inappropriate
language in the cafeteria between 11:30 AM and 12:00 PM to get peer
attention.77Prevent TriggerChange lunch schedule so fewer students
are eating between 11:30 AM & 12:00 PM?Define & TeachFocus
on 6th graders; define cafeteria expectations; develop and post
expectation signage in cafeteria; demonstrate/teach expectations in
class periods occurring just prior to lunchReward/ReinforceSet up
Friday 5 (extra 5 mins. of lunch time on Friday, if no ODRs occur
in cafeteria during lunch time)Withhold RewardEnsure staff dont
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 5Corrective
consequenceEnsure active supervision during lunch (add one
supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective
consequence, per our handbookOtherDetermine whether Behavior
Support Program has been initiated for Student #10; if it has, make
sure it includes focus on disruption in cafeteriaSafety78Trevor
Test Middle SchoolHypothesis - cafeteria overcrowded; 6th graders
with insufficient instruction in cafeteria expectations; attention
from adults and peers rewarding disruption
Trevor TestSolution ActionsChoose 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 linesProblems need goals so that we can measure
progress and know when to move on.
Use weekly 1-5 survey of cafeteria monitors to assess
implementation of plan
79Are we doing the plan?
1 .. 2 ..3 .. 4 .. 5No Yes Trevor TestSolution ActionsChoose 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
linesProblems need goals so that we can measure progress and know
when to move on.
Use weekly 1-5 survey of cafeteria monitors to assess
implementation of plan
80Problem Solving Action PlanPrecise Problem StatementSolution
ActionsWho?When?Goal, Timeline, Rule & UpdatesMany 6th grade
students are engaging in disruption, inappropriate language and
harassment in cafeteria and hallway during lunch, and the behavior
is maintained by peer attentionPrevention: Maintain current lunch
schedule, but shift classes to balance numbers
Teach: Teach behavioral expectations in cafeteria
Principal to adjust schedule and send to staff
Teachers will take class to cafeteria; Cafeteria staff will
teach the expectations
Changes begin on Monday
Rotating schedule on November 15
Goal: Reduce cafeteria ODRs by 50% per month (Currently 24 per
month average)
Measure: 1. SWIS ODRs 2. Brief fidelity survey
Timeline: Review monthlyRecognition: 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 likelySchool Counselor and
Principal will create chart & staff extra recessPrincipal to
give announcement on intercom on MondayCorrective Consequence-
Active supervision and continued early consequence (minor/major
ODRs)Hall and Cafeteria SupervisorsOngoingData Collection Maintain
ODR record & supervisor weekly reportSWIS data entry person
& Principal shares report with supervisorsWeeklyThe minute
taker/recorder needs to build fluency in getting relevant
information documented. This is the plan for Trevor Test Middle
School.8182
Application of TIPS model with DIBELS & CICO data
JMApplication of model when monitoring individual student
progress
Phoenix Elementary265 Students K-5 A second simulationJudge the
time you have left to determine how to go through each of these.
The big idea here is to have data for one school in one spot for
discussion to define a precision problem statement, solutions,
action plan and evaluation plan. An action plan says who will do
what by when. An evaluation plan is a plan for specifying how the
team will know that their efforts have (1) been implemented as
planned (fidelity) and (2) that student outcomes have been effected
(decreased rates of problem behavior). A question that needs to be
answered is what is the goal? or what will it look like for us to
say, we dont have a problem?87Phoenix: Previous Meeting minutes
Phoenix Elementary265/100 = 2.65 2.65 x .34 = .901Do we have a
problem? 03-0404-05Trends, patterns. Peaks?What can we
anticipate?
89Phoenix Elementary Problem Behaviors
Build the precision problem statementAggression, disrespect,
inappropriate language90Phoenix ElementaryLocations
Year OneYear TwoOn the playground91Phoenix Elementary - Time
When are the problems happening? Get school schedule and look at
recesses, who is out there, who is supervising, etc?92Phoenix
ElementaryReferrals Per Student (2 + Referrals)
Lots of studentsThis leads me to wanting to build a custom
report by grade level. Matching that data with the by time data
gives more specific information93Problem StatementDo we have a
problem?Build a precise problem statementGive best guess on
hypothesisOther information sources lead to sharing equipment,
taking turns on swings, different games rules for soccer during
recess and during soccer games.Have people write the problem
statement down. It sounds silly, but it is something people dont
want to take the time to do, but we need them to practice. We want
to build fluency for writing out precision problem statements so
that it is easier to do during a meeting context.94Solution
Developmentproblem statement & hypothesis:
PreventionTeachingRewardExtinctionCorrective ConsequenceData
CollectionHave participants come up with ideasThis table is a
prompt for getting the discussion going. teams do not need to
identify a solution for each category above, but the categories
provide prompts for the team: What can we do to prevent the
problem?What can we do to teach the students to do what we
expect?What can we do to reinforce appropriate student
behavior?What can we do to minimize reinforcement for the problem
behavior?What can we do to correct inappropriate behavior?What data
will we collect to measure effectiveness of solutions?Choose a
solution or a package of solutions to implement. Do not default to
doing everything listed. Always choose the least amount of
tasks/actions that you think will produce the biggest
effect.95Phoenix: Previous Meeting minutes
Langley Elementary School478 StudentsK-597Generate a discussion
after 5 minute review of the data.What is the first thing we do?
Calculate ODR per 100 studentsReview the other graphs, which of the
big 5 are missing? How would you create that report? (custom graph
by motivation). What else would you want to know about this
school?
A completed exampleIF a person knows how to use the meeting
minute form, the person should be able to pick these minutes up
from Jan 7, 2010 and be able to organize previous items to update
and facilitate creation of the Feb 3, 2010 agenda98
99Pattern of problem behavior is getting better. what did we do
in Feb and March to see this outcome? How will we celebrate this
success? How will we maintain this success?However, there are two
possible problems (as you look at location and at problem behavior.
Students typically get tardies from the classroom not the
playground) start with two problem statements:Classroom, tardies
Playground, 10:30, 12:00, 12:30.To get more precise with these two
statements, use SWIS custom reports to generate a by grade report
and a by motivation for each of the two locations
100Talk about options for this graph. Get names of students. We
have many students getting many referrals.. Classroom, playground,
both?Precision Statement/HypothesisWhatWhereWhenWhoWhyWhat other
info needed?
Possible Solutions?What are Langleys precision statements. Since
you dont have access to other data, make best guesses for the sake
of the discussion or at a minimum talk about what other reports
would be needed.Then move into discussing possible solutions. The
more you can reinforce function-based solutions, the better. IF the
possible motivation is escape, what solutions might work best?;
what about if the possible motivation is peer attention?, how would
that change the discussion?101Solution Developmentproblem statement
& hypothesis: PreventionTeachingRewardExtinctionCorrective
ConsequenceData Collection102PBIS Team Meeting Minutes and
Problem-Solving Action Plan FormTodays 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)Todays Agenda Items
Next Meeting Agenda Items01. 02. 03. Information for Team, or Issue
for Team to AddressDiscussion/Decision/Task (if applicable)Who?By
When? Administrative/General Information and IssuesImplementation
and EvaluationPrecise Problem Statement, based on review of
data(What, When, Where, Who, Why)Solution Actions (e.g., Prevent,
Teach, Prompt, Reward, Correction, Extinction, Safety)Who?By
When?Goal, Timeline, Decision Rule, & UpdatesProblem-Solving
Action PlanOur RatingYesSo-SoNo1. Was todays meeting a good use of
our time?2. In general, did we do a good job of tracking whether
were 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? Evaluation of
Team Meeting (Mark your ratings with an X)This slide is animated to
teach the different parts of the meeting minute form each click
adds the next sectionMost schools have the title at the top and
write/type as the meeting progresses
Make a point that we dont need to document everything that
happened (i.e., NM rolled her eyes KJ entered the room, SW
continued to repeat the same issue, we took at 5 minute bathroom
break)103
Sandhill High school354 studentsAnother simulation to work
through as a small or larger group. Go through the same steps as in
previous simulations.105
Sandhill High School: 354 studentsWhat is our calculated rate
per 100 students?How are we doing? As compared to national average?
As compared to last year?What are our patterns, trends?What should
we anticipate, try to prevent?106Sandhill - Problem Behavior
2009-2010skipping107Sandhill - Location
class108Sandhill Referrals by Student
Lots of students109
Sandhill - Time7:00 was used as a default if time was not
written on the referral formFirst period and many unknown. The
staff need to be more precise with time of incident . 7:00am has
been used as a default for unknown. THIS SWIS Facilitator did not
hold the team to a compatible ODR form and didnt put a place for
time of incident. If the time was not noted on the ODR, the data
entry person was taught to enter 7:00am as unknown110Sandhill
hypothesisStudents are skipping class to avoid doing the
work8:00---- oversleeping?Other times: avoid class? Gain more
social time with peers? We dont know exactly when due to the 7:00
time used as a default
Precision Statement/HypothesisWhatWhereWhenWhoWhyWhat other info
needed?
Possible Solutions?Verbalize and write down the precision
problem statement. What more do you need to know and how will you
get that information?112Solution Developmentproblem statement &
hypothesis: PreventionTeachingRewardExtinctionCorrective
ConsequenceData CollectionSolutions for tardies in class?The best
strategy I have heard from high school teachers is to model being
on time, define what being on time looks and sounds like, and
before each class period starts, have a potential test question on
the board for students to copy as they construct a study
guide.113Sandhill: Previous Meeting minutes
Team Training & Follow UpSwift at SWIS TrainingTeam
Meetings:First time: Simulated DataSecond time: Use First Month of
DataThird time: Problem Solving StatementsWorking with the team
overtime is essential. Plan how this will work with your teams.
Will you teach the data analyst to create the big 5 report, or will
you do it in your SAMI account and get it to them before the
meeting? what will your coaching look like? How will you build
fluency of team members to build precision problem statements,
discuss possible solutions, and build an action and evaluation
plan?115Next StepsAs a field:Add TIPS training to Trainer
repertoire Integrate messages, language, and processes for using
data for problem solving and progress monitoring across the
stateDetermine 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 dont have a problemPrompt team members to be effective and
efficient in their rolesdata analysts create and summarize data to
jump start the meetingminute takers record relevant information(not
novels) about problems discussed, solutions determined and action
plan to implement solutionsfacilitators ask questions to facilitate
problem solving and decision makingAsk for supportTell the Network
what you need in order to be successful in your role(s)Getting a
SWIS accountwww.swis.orgWork with a SWIS Facilitator to complete a
License AgreementTen readiness requirements includingPositive
School culture is a priorityTeam identified to use the data at
least monthlyConsistent, coherent procedures for dealing with
problem behavior (process and documentation)Data entry time and
person scheduledCost of SWIS$250 per year (additional $50 for Check
in Check out)Chart86.587121013151198
# per day per 100 studentsOffice Discipline Referrals per Day
per Month per 100 Students
SET TrevorTrevor Test Middle SchoolPre PBSYear 1Year 2Expect
Defined5010075Expect
Taught126040Acknowledge506750Corrections387575Monitoring508875Management448867District
Support255050Overall mean387562
SET Trevor
Features% implementedTrevor Test Middle SchoolPre-PBS SET
Scores
SET Pond
Pre PBSYear 1Features% implementedTrevor Test Middle SchoolSET
Scores
SSS Risk
Pre PBSYear 1Year 2% implementedTrevor Test Middle SchoolSET
Scores
SSS ProtectivePre- PBSYear 1Year 2Expect Defined5050100Expect
Taught505083Acknow671783Corrections2583100Monitoring138862Leadership288892District
Support75100100mean446889
SSS Protective
Pre- PBSFeatures% implementedPond Middle SchoolSET Scores
TIC
Pre- PBSYear 1Year 2Features% implementedPond Middle SchoolSET
Scores
ODRsPre-PBSYear 1Weapons0.50.5Vandalism1.71High
Mobility22Graffitti1.60.7Gang Activity0.60.5Truancy1.51Suspensions/
Expulsions1.71Court0.70.5Withdrawn0.80.6Child Abuse
Home0.30.3Trespassing School0.50.5Poverty1.71.7Crimes10.7Drug/
Alcohol1.91.6Fights Conflict1.61.7Bullying
Harrassment1.91.5Deterioration0.70.8
ODRs
FactorsRatingSchool Safety Survey Risk Factors
Pre-PBSYear 1FactorsRatingSchool Safety Survey Risk Factors
Pre-PBSYear 1year 2Extracurricular
Opportunities221.5Professional Dev.1.71.91.4Crisis
Response2.42.62.5Discipline Plans22.32.4Support
Services1.61.82Parent Involvement1.51.41.8Crisis
Preparation1.81.92Supervision All1.51.82Sucide
Prevention1.822Academic Preparation221.9Positive
Climate22.32Diversity Acceptance1.722Conflict
Response221.7Community Resources1.61.81.5High
Expectations2.32.42Student-Teacher221.7
Pre-PBSFeaturesRatingSchool Safety Survey Protective Factors
Pre-PBSYear 1FeaturesRatingSchool Safety Survey Protective
Factors
Pre-PBSYear 1year 2FeaturesRatingSchool Saftey Survey Protective
Factors
Pre-PBSYear 1Year 2Commitment10010050Team348350Self
Assessment50100100SW Expectations428358Information
System5010050Function-based Support05050overall477962
Pre-PBS% implementedTeam Implementation Checklist
Pre-PBSYear 1% implementedTeam Implementation Checklist
Pre-PBSYear 1Year 2% implementedTeam Implementation
Checklist
Sept6.5Sept5Oct8Oct7Nov7Nov8Dec12Dec8Jan10Jan9Feb13Feb11March15March13April11April5May9May6June8June5
# per day per 100 studentsOffice Discipline Referrals per Day
per Month
# per day per 100 studentsOffice Discipline Referrals per Day
per Month
Chart12.5679.510.25
School Avg.School MonthsAvg. ODRs Per School Day
TTNatAvgMiddleTrevor Test Middle School 565 StudentsSchool
MonthsODRsSep2.50Oct6.00Nov7.00Dec9.50Jan10.25National Avg. =
4.804.814.8Note: Updated to 2008-2009 dataMean Major ODRs per 100
students per school day = .854.80Information useful for building
sample Custom ReportSep-JanMonths in graph5Avg. no. school days per
mo.20Total school days for 5 mos.100Avg. ODRs per school
day7.05Expected Total ODRs705Nov-JanMonths in graph3Avg. no. school
days per mo.20Total school days for 3 mos.60Avg. ODRs per school
day8.92Expected Total ODRs535Big 4 Graphs for the Nov-Jan time
period shouldTotal 535 MajorsPlus additional MinorsOriginal
TotalsRevised
TotalsRoundingMajors190534.85535Minors1850.6751Combined208586To
achieve believeable result for Nov-Jan time periodMultiply Majors
and Minors by 2.815The Rounded Totals should appear in the Big 4
Reports
TTNatAvgMiddle
School Avg.National Avg. = 4.8School MonthsAvg. ODRs Per School
Day
TTProbBeh2.815Original Master List, UnsortedOriginal Master
List, Sorted1Revised Master List, Multiplied by 2.815Problem
BehaviorTypeFrequencyProblem
BehaviorTypeFrequencyPercentNewFreqProblem BehaviorTypeFrequencyX
2.815
RoundedTardyMajor0TardyMajor000ArsonMajor00Forge/TheftMajor0BombMajor000BombMajor00Dress
CodeMajor0ArsonMajor000DrugsMajor00TobaccoMajor0WeaponsMajor000Gang
displayMajor00AlcoholMajor0OtherMajor000Iapp
affectionMajor00CombustiblesMajor0UnknownMajor000M-DressMinor00BombMajor0DrugsMajor000M-OtherMinor00ArsonMajor0TechMajor000M-Prpty
MisuseMinor00WeaponsMajor0Iapp
affectionMajor000M-TechMinor00OtherMajor0Out
boundsMajor000M-UnknownMinor00UnknownMajor0Gang
displayMajor000M-WarningMinor00DrugsMajor0M-WarningMinor000Other
behavMajor00TechMajor0M-Prpty MisuesMinor000Out boundsMajor00Iapp
affectionMajor0M-OtherMinor000TardyMajor00Out
boundsMajor0M-DressMinor000TechMajor00Gang
displayMajor0M-TechMinor000Unknown behavMajor00Inapp
lanMajor1M-UnknownMinor000WeaponsMajor00Agg/FightMajor1LyingMajor10.00480769230.5961538462LyingMajor13LyingMajor1M-DisruptionMinor10.00480769230.5961538462M-DisruptionMinor13Prop
damMajor1TobaccoMajor20.00961538461.1923076923AlcoholMajor26VandalMajor1AlcoholMajor20.00961538461.1923076923CombustMajor26HarassMajor3CombustiblesMajor20.00961538461.1923076923DressMajor26DisruptionMajor5Dress
CodeMajor20.00961538461.1923076923M-Inapp
lanMinor26SkipMajor5M-Inapp
lanMinor20.00961538461.1923076923TobaccoMajor26DisresptMajor15Forge/TheftMajor30.01442307691.7884615385M-ContactMinor38M-WarningMinor0VandalMajor30.01442307691.7884615385M-DisresptMinor38M-Prpty
MisuesMinor0M-ContactMinor30.01442307691.7884615385TheftMajor38M-OtherMinor0M-DisresptMinor30.01442307691.7884615385VandalMajor38M-DressMinor0Prop
damMajor70.03365384624.1730769231Prop
damMajor720M-TechMinor0Agg/FightMajor90.04326923085.3653846154Agg/FightMajor925M-TardyMinor0M-TardyMinor90.04326923085.3653846154M-TardyMinor925M-UnknownMinor0SkipMajor180.086538461510.7307692308SkipMajor1851M-DisruptionMinor1HarassMajor270.129807692316.0961538462HarassMajor2776M-Inapp
lanMinor2DisresptMajor320.153846153819.0769230769DisresptMajor3290M-ContactMinor3Inapp
lanMajor350.168269230820.8653846154Inapp
lanMajor3599M-DisresptMinor3DisruptionMajor470.225961538528.0192307692DisruptionMajor4713220812420858636All
Referrals & Minors08/01/2006-10/31/2006
TTProbBeh
Number of ReferralsReferrals by Problem Behavior
TTTime2.815OriginalRevisedTimeFrequencyTimeFrequencyX 2.815
Rounded7:00 AM07:00 AM007:15 AM07:15 AM007:30 AM07:30 AM007:45
AM07:45 AM008:00 AM78:00 AM7208:15 AM48:15 AM4118:30 AM38:30
AM388:45 AM28:45 AM269:00 AM59:00 AM5149:15 AM89:15 AM8239:30
AM09:30 AM009:45 AM89:45 AM82310:00 AM010:00 AM0010:15 AM410:15
AM41110:30 AM510:30 AM51410:45 AM610:45 AM61711:00 AM111:00
AM1311:15 AM311:15 AM3811:30 AM2011:30 AM205611:45 AM4211:45
AM4211812:00 PM2212:00 PM226212:15 PM1312:15 PM133712:30 PM412:30
PM41112:45 PM312:45 PM381:00 PM01:00 PM001:15 PM31:15 PM381:30
PM41:30 PM4111:45 PM51:45 PM5142:00 PM22:00 PM262:15 PM42:15
PM4112:30 PM22:30 PM262:45 PM112:45 PM11313:00 PM83:00 PM8233:15
PM43:15 PM4123:30 PM53:30 PM5143:45 PM03:45 PM004:00 PM04:00
PM004:15 PM04:15 PM004:30 PM04:30 PM004:45 PM04:45 PM005:00 PM05:00
PM00208208586
TTTime
Number of ReferralsReferrals by Time
TTLocation2.815OriginalRevisedLocationFrequencyLocationFrequencyX
2.815Park lot0Locker rm00Unknown0Off-Campus00Office0Office00Locker
rm0Park
lot00Off-Campus0Plygd00Stadium0Stadium00Plygd0Unknown00Library4Library412Bathrm5Bathrm514Bus
Zn5Bus Zn514Gym5Gym514Special evt7Bus720Bus7Special
evt720Other8Other
loc823Class26Class2673Common30Common3084Hall41Hall41115Caf70Caf70197208208586
TTLocation
Number of ReferralsReferrals by Location
TTStudent2.815OriginalRevisedStudentFrequencyStudentFrequencyX
2.815211133121351310281114131315382016514221772061183862191365110257066111411681125146911313122146172121572058216136721726131813103191542173201323321263732251447323385932413184255146042672024527226234528133952941148530135453138635321645256331364634617407355145073672056737265773813351039383815403849164138522242514422543264320843208586CountSumCountSumSum
TTStudent
Student No.Number of ReferralsReferrals by Student
TTClarifyAllTrevor Test Middle School All Referrals & Minors
11/01/2006 - 01/31/2007
TTClarifyAll000000000000000003366666888820252551769099132
Number of ReferralsReferrals by Problem Behavior
Sheet100002011861423023011141738561186237118081114611631231214000000
Number of ReferralsReferrals by Time
DataForCR0000000121414142020237384115197
Number of ReferralsReferrals by Location
2.8152.81528.152.8158.44514.07519.7058.4452.81570.37511.2614.0752.81516.8919.7052.8155.632.81542.2252.8155.6314.0758.4452.81514.07519.70561.932.81511.262.8158.44545.042.81516.8914.07519.7055.632.8158.4458.4458.44514.0755.63
Student No.Number of ReferralsReferrals by Student
389994192413841645482031272348524308938126318150513371028342933180713781301085431530173344213003371582391556524604041503147912336144131618155029410511104742108212422435885626362215725160434109114376115492136417774045262223313321951532377727251610
Data for Creating Trevor Test Elementary School Custom
ReportDemographics: Grades 6, 7, & 8Number of students:
565Custom Report Time Period: 11/01/2006 - 01/31/2007Problem
BehaviorTimeLocationStudentRevised Master List, Multiplied by
2.815RevisedRevisedRevisedProblem BehaviorTypeTT FreqTimeTT FreqCF
FreqDifferenceLocationTT FreqCF FreqDifferenceStudentX
2.815TardyMajor07:00 AM0Park lot02023BombMajor07:15
AM0Unknown0233ArsonMajor07:30 AM0Office0353WeaponsMajor07:45
AM0Locker rm00113OtherMajor08:00
AM20Off-Campus00133UnknownMajor08:15
AM11Stadium00203DrugsMajor08:30 AM8Plygd073223TechMajor08:45
AM6Library1120613Iapp affectionMajor09:00 AM14Bathrm1447623Out
boundsMajor09:15 AM23Bus Zn1414653Gang displayMajor09:30
AM0Gym1421663M-WarningMinor09:45 AM23Special evt2011683M-Prpty
MisuesMinor010:00 AM0Bus2014693M-OtherMinor010:15
AM11Other238126M-DressMinor010:30
AM14Class73175216M-TechMinor010:45
AM17Common8441586M-UnknownMinor011:00
AM3Hall11586676LyingMajor311:15
AM8Caf1973218M-DisruptionMinor311:30
AM56586567108TobaccoMajor611:45 AM118178AlcoholMajor612:00
PM62238CombustiblesMajor612:15 PM37378Dress CodeMajor612:30
PM11478M-Inapp lanMinor612:45 PM8598Forge/TheftMajor81:00
PM01811VandalMajor81:15 PM86011M-ContactMinor81:30
PM112414M-DisresptMinor81:45 PM143414Prop damMajor202:00
PM63914Agg/FightMajor252:15 PM114814M-TardyMinor252:30
PM65414SkipMajor512:45 PM316314HarassMajor763:00
PM232517DisresptMajor903:15 PM116417Inapp lanMajor993:30
PM144020DisruptionMajor1323:45 PM050205864:00 PM056204:15
PM057204:30 PM035284:45 PM038425:00
PM049455865262427043586CountSum
Chart100000000000000000003366666888820252551769099132
Number of ReferralsReferrals by Problem Behavior
TTProbBehAll Referrals & Minors08/01/2006-10/31/2006Problem
BehaviorFrequencyMinor0Tardy0Bomb0Arson0Weapons0Other0Unknown0Drugs0M-Prpty
Misuse0M-Other0M-Dress0M-Tech0Tech0Inapp affection0Out
bounds0M-Unknown0Gang
display0Skip0Truan0Lying3M-Disruption3Dress6Tobacco6Alcohol6Combust6M-Inapp
lan6Forge/Theft8Vandal8M-Contact8M-Disrespt8Prop
dam20Agg/Fight25M-Tardy25Skip51Harass76Disrespt90Inapp
lan99Disruption132586
TTProbBeh
Number of ReferralsReferrals by Problem Behavior
TTTimeAll Referrals &
Minors08/01/2006-10/31/2006TimeFrequency7:00 AM07:15 AM07:30
AM07:45 AM08:00 AM208:15 AM118:30 AM88:45 AM69:00 AM149:15 AM239:30
AM09:45 AM2310:00 AM010:15 AM1110:30 AM1410:45 AM1711:00 AM311:15
AM811:30 AM6811:45 AM11512:00 PM5312:15 PM3712:30 PM1112:45 PM81:00
PM01:15 PM81:30 PM111:45 PM142:00 PM62:15 PM112:30 PM62:45 PM313:00
PM233:15 PM123:30 PM143:45 PM04:00 PM04:15 PM04:30 PM04:45 PM05:00
PM0586
TTTime
Number of ReferralsReferrals by Time
TTLocationAll Referrals &
Minors08/01/2006-10/31/2006LocationFrequencyPlygd0Park
lot0Unknown0Office0Locker rm0Off-Campus0Stadium0Music
rm0Library12Bathrm14Gym14Bus Zn14Bus20Special
evt20Other23Class73Common84Hall115Caf197586
TTLocation
Number of ReferralsReferrals by Location
TTStudentAll Referrals &
Minors08/01/2006-10/31/2006StudentFrequency131331631832320324328330333338343931762163764362383183984084185888111129111214221425143514421461414173417152026203620720328194232452762107043586CountSum
TTStudent
Student No.Number of ReferralsReferrals by Student
Sheet1
Sheet2
Sheet3
Chart200002011861423023011141738681155337118081114611631231214000000
Number of ReferralsReferrals by Time
TTProbBehAll Referrals & Minors08/01/2006-10/31/2006Problem
BehaviorFrequencyMinor0Tardy0Bomb0Arson0Weapons0Other0Unknown0Drugs0M-Prpty
Misuse0M-Other0M-Dress0M-Tech0Tech0Inapp affection0Out
bounds0M-Unknown0Gang
display0Skip0Truan0Lying3M-Disruption3Dress6Tobacco6Alcohol6Combust6M-Inapp
lan6Forge/Theft8Vandal8M-Contact8M-Disrespt8Prop
dam20Agg/Fight25M-Tardy25Skip51Harass76Disrespt90Inapp
lan99Disruption132586
TTProbBeh
Number of ReferralsReferrals by Problem Behavior
TTTimeAll Referrals &
Minors08/01/2006-10/31/2006TimeFrequency7:00 AM07:15 AM07:30
AM07:45 AM08:00 AM208:15 AM118:30 AM88:45 AM69:00 AM149:15 AM239:30
AM09:45 AM2310:00 AM010:15 AM1110:30 AM1410:45 AM1711:00 AM311:15
AM811:30 AM6811:45 AM11512:00 PM5312:15 PM3712:30 PM1112:45 PM81:00
PM01:15 PM81:30 PM111:45 PM142:00 PM62:15 PM112:30 PM62:45 PM313:00
PM233:15 PM123:30 PM143:45 PM04:00 PM04:15 PM04:30 PM04:45 PM05:00
PM0586
TTTime
Number of ReferralsReferrals by Time
TTLocationAll Referrals &
Minors08/01/2006-10/31/2006LocationFrequencyPlygd0Park
lot0Unknown0Office0Locker rm0Off-Campus0Stadium0Music
rm0Library12Bathrm14Gym14Bus Zn14Bus20Special
evt20Other23Class73Common84Hall115Caf197586
TTLocation
Number of ReferralsReferrals by Location
TTStudentAll Referrals &
Minors08/01/2006-10/31/2006StudentFrequency131331631832320324328330333338343931762163764362383183984084185888111129111214221425143514421461414173417152026203620720328194232452762107043586CountSum
TTStudent
Student No.Number of ReferralsReferrals by Student
Sheet1
Sheet2
Sheet3
Chart300000000121414142020237384115197
Number of ReferralsReferrals by Location
TTProbBehAll Referrals & Minors08/01/2006-10/31/2006Problem
BehaviorFrequencyMinor0Tardy0Bomb0Arson0Weapons0Other0Unknown0Drugs0M-Prpty
Misuse0M-Other0M-Dress0M-Tech0Tech0Inapp affection0Out
bounds0M-Unknown0Gang
display0Skip0Truan0Lying3M-Disruption3Dress6Tobacco6Alcohol6Combust6M-Inapp
lan6Forge/Theft8Vandal8M-Contact8M-Disrespt8Prop
dam20Agg/Fight25M-Tardy25Skip51Harass76Disrespt90Inapp
lan99Disruption132586
TTProbBeh
Number of ReferralsReferrals by Problem Behavior
TTTimeAll Referrals &
Minors08/01/2006-10/31/2006TimeFrequency7:00 AM07:15 AM07:30
AM07:45 AM08:00 AM208:15 AM118:30 AM88:45 AM69:00 AM149:15 AM239:30
AM09:45 AM2310:00 AM010:15 AM1110:30 AM1410:45 AM1711:00 AM311:15
AM811:30 AM6811:45 AM11512:00 PM5312:15 PM3712:30 PM1112:45 PM81:00
PM01:15 PM81:30 PM111:45 PM142:00 PM62:15 PM112:30 PM62:45 PM313:00
PM233:15 PM123:30 PM143:45 PM04:00 PM04:15 PM04:30 PM04:45 PM05:00
PM0586
TTTime
Number of ReferralsReferrals by Time
TTLocationAll Referrals &
Minors08/01/2006-10/31/2006LocationFrequencyPlygd0Park
lot0Unknown0Office0Locker rm0Off-Campus0Stadium0Music
rm0Library12Bathrm14Gym14Bus Zn14Bus20Special
evt20Other23Class73Common84Hall115Caf197586
TTLocation
Number of ReferralsReferrals by Location
TTStudentAll Referrals &
Minors08/01/2006-10/31/2006StudentFrequency131331631832320324328330333338343931762163764362383183984084185888111129111214221425143514421461414173417152026203620720328194232452762107043586CountSum
TTStudent
Student No.Number of ReferralsReferrals by Student
Sheet1
Sheet2
Sheet3
Chart42.8152.8152.8152.8152.8152.8152.8152.8152.8152.8152.8152.8152.8155.635.635.635.638.4458.4458.4458.4458.4458.4458.44511.2611.2614.07514.07514.07514.07514.07514.07516.8916.8919.70519.70519.70519.70528.1542.22545.0461.9370.375
Student No.Number of ReferralsReferrals by Student
TTProbBehAll Referrals & Minors08/01/2006-10/31/2006Problem
BehaviorFrequencyMinor0Tardy0Bomb0Arson0Weapons0Other0Unknown0Drugs0M-Prpty
Misuse0M-Other0M-Dress0M-Tech0Tech0Inapp affection0Out
bounds0M-Unknown0Gang
display0Skip0Truan0Lying3M-Disruption3Dress6Tobacco6Alcohol6Combust6M-Inapp
lan6Forge/Theft8Vandal8M-Contact8M-Disrespt8Prop
dam20Agg/Fight25M-Tardy25Skip51Harass76Disrespt90Inapp
lan99Disruption132586
TTProbBeh
Number of ReferralsReferrals by Problem Behavior
TTTimeAll Referrals &
Minors08/01/2006-10/31/2006TimeFrequency7:00 AM07:15 AM07:30
AM07:45 AM08:00 AM208:15 AM118:30 AM88:45 AM69:00 AM149:15 AM239:30
AM09:45 AM2310:00 AM010:15 AM1110:30 AM1410:45 AM1711:00 AM311:15
AM811:30 AM6811:45 AM11512:00 PM5312:15 PM3712:30 PM1112:45 PM81:00
PM01:15 PM81:30 PM111:45 PM142:00 PM62:15 PM112:30 PM62:45 PM313:00
PM233:15 PM123:30 PM143:45 PM04:00 PM04:15 PM04:30 PM04:45 PM05:00
PM0586
TTTime
Number of ReferralsReferrals by Time
TTLocationAll Referrals &
Minors08/01/2006-10/31/2006LocationFrequencyPlygd0Park
lot0Unknown0Office0Locker rm0Off-Campus0Stadium0Music
rm0Library12Bathrm14Gym14Bus Zn14Bus20Special
evt20Other23Class73Common84Hall115Caf197586
TTLocation
Number of ReferralsReferrals by Location
TTStudentAll Referrals &
Minors08/01/2006-10/31/2006StudentFrequency131331631832320324328330333338343931762163764362383183984084185888111129111214221425143514421461414173417152026203620720328194232452762107043586CountSum
TTStudent
Student No.Number of ReferralsReferrals by Student
Sheet1
Sheet2
Sheet3