A PBIS Quick Refresher: Team Initiated Problem Solving

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A PBIS Quick RefresherTeam Initiated
Problem Solving

• Jim Drown and Richard Boltax
• From the work of
• Rob Horner, Steve Newton, Anne Todd,
• University of Oregon
• Bob Algozzine Kate Algozzine,
• University of North Carolina at Charlotte
• Coaches Conference Feb 3, 2010
• Oregon State University
• www.swis.org
• robh_at_uoregon.edu
• awt_at_uoregon.edu

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What is PBiS?
Laying the foundation for School-wide PBiS
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What it is all about!

• A framework that focuses on
• changing environmental factors
• instead of
• fixing the person.
• Its about what we as adults will do differently!

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When a student

• Doesnt know how to read what do we do?
• WE TEACH.
• Doesnt know how to add what do we do?
• WE TEACH.
• Doesnt know how to swim what do we do?
• WE TEACH.
• Doesnt know how to drive what do we do?
• WE TEACH.
• When a student doesnt know how to behave What
  do we do?
• what can we do? . . . . . . . . . . . . . . .

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PBIS School Team Pop Quiz!

• Test your PBIS knowledge and skills

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Question 1

• What does a school need to do to be ready and
  why is it important?

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Question 2

• What is the relationship between behavior and
  academic success?

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Question 3

• Describe three things you would see or hear in a
  PBIS School.

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Question 4

• What would you say to people in your school who
  are reluctant to give tangible rewards/acknowledge
  ments?

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Question 5

• Why is data important in a PBIS School?
• What information (data) is used to make
  decisions.

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• The Big Picture Your Journey through PBS

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• Learn about PBS
• Attend Prerequisite Trainings
• Establish Readiness
• Complete baseline SET EBS
• Develop PBS Implementation Plan
• Purpose Statement
• 3-5 Expectations
• System for Teaching Expectations
• System for Acknowledging Expectations
• System for Discouraging Problem Behavior
• Data-based Decision Making
• Meet Monthly as a PBS Leadership Team
• Complete Post Implementation SET

Universal
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• Implement Universal with Fidelity
• SET Evaluation at 80/80
• Establish Targeted Team and Identify Targeted
  Coordinator
• Learn about PBS Targeted Level
• Inventory Existing Targeted Practices
• Develop Check-in/Check-out
• Introduce Function-Based Practices
• Develop Data System to Support Targeted
  Interventions

Targeted
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• Establish Intensive Team and Indentify Intensive
  Coordinator
• Learn about the Intensive Level of PBS
• Develop Capacity to Complete FBA and BSP
• Develop Capacity for Wraparound Supports

Intensive
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Integrated Continuum of Support for ALL
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Responsiveness to Intervention
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Problem-Solving Meeting Foundations

• Structure of meetings lays foundation for
  efficiency effectiveness

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Review Status and Identify Problems
Team Initiated Problem Solving (TIPS) Model
Develop and Refine Hypotheses
Evaluate and Revise Action Plan
Collect and Use Data
Discuss and Select Solutions
Develop and Implement Action Plan
Problem Solving Meeting Foundations
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Improving Decision-Making via Problem Solving
Action Planning Evaluation
Problem Solving
Problem
Solution
Information/ Data
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Organizing for an effective problem solving
conversation
A key to collective problem solving is to provide
a visual context that allows everyone to follow
and contribute
Problem
Use Data
Out of Time
Solution
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Define roles for effective meetings

• Core roles
• Facilitator
• Minute taker
• Data analyst
• Active team member
• Administrator
• Backup for each role

Typically NOT the administrator
Can one person serve multiple roles? Are there
other roles needed?
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Any tasks assigned get copied to the meeting
minutes of the next meeting as a follow up
item Meeting Agenda Item Meeting Foundations
Tasks What, by whom, by when
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Activity

• Complete the Foundations Checklist
• For your PBiS leadership team.
• Thank you

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PBIS Team Meeting Minutes and Problem-Solving
Action Plan Form
Todays 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 Items Todays Agenda Items Next Meeting Agenda Items Todays Agenda Items Next Meeting Agenda Items
01. 02. 03.
Administrative/General Information and Issues
Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?



Problem-Solving Action Plan
Implementation and Evaluation Implementation and Evaluation Implementation and Evaluation
Precise 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, Updates



Our Rating Our Rating Our Rating
Yes So-So No
1. 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)
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Meeting Foundations
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Langley Elementary PBIS Team Meeting Minutes and
Problem-Solving Action Plan Form
Todays Meeting Date, time, location
Facilitator Minute Taker Data Analyst

• Where in the Form would you place
• Planning for next PTA meeting?
• Too many students in the intensive support for
  literacy
• Schedule for hallway monitoring for next month
• There have been five fights on playground in last
  month.
• Next meeting report on lunch-room status.

Next Meeting Date, time, location
Facilitator Minute Taker Data Analyst
Team Members (bold are present today)
Todays Agenda Items Next Meeting Agenda Items Todays Agenda Items Next Meeting Agenda Items Todays Agenda Items Next Meeting Agenda Items
01. 02. 03.
Administrative/General Information and Issues
Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?



Problem-Solving Action Plan
Implementation and Evaluation Implementation and Evaluation Implementation and Evaluation
Precise 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, Updates



Our Rating Our Rating Our Rating
Yes So-So No
1. 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)
12/26/2020
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Before the Meeting

• Room reserved
• New items solicited for agenda
• Agenda produced
• Team member roles determined
• Data reviewed by Data Analyst before the meeting
  Analyst ready to lead team through discussion of
  (a) possible new problems and (b) effects of
  in-process solutions on old problems
• Computer reserved access to SWIS online database
  assured
• LCD projector reserved set up to project data
  (or team has some other strategy for ensuring
  team members can review data at meeting)
• Team members have individual TIPS Notebooks to
  bring to meeting(Well review the (a)
  before-meeting, (b) during-meeting, and (c)
  after-meetings responsibilities of individual
  team members later in this workshop)

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At Close of and After Meeting

• Meeting Minutes and Problem-Solving Action Plan
  completed
• Copy of Meeting Minutes Problem-Solving Action
  Plan distributed to each member within 24 hrs.

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Identify Problems
Team Initiated Problem Solving (TIPS) Model
Develop Hypothesis
Evaluate and Revise Action Plan
Collect and Use Data
Discuss and Select Solutions
Develop and Implement Action Plan
Problem Solving Meeting Foundations
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SWISTM(School-Wide Information System)

• Defined
• SWISTM is a web-based information system for
  gathering, entering, summarizing, reporting and
  using office discipline referral information
• Purpose
• A progress monitoring tool for improving the
  ability of school personnel to develop safe and
  effective learning environments

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Features of SWISTM

• Only reports discipline data
• Major office referrals
• Minor discipline offences
• Highly efficient (30 sec per referral)
• Local control
• Formatted for decision-making (pictures)
• Information is available continuously
• Confidential, secure
• Can be combined with district data base

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How SWISTM works

• Data Entry
• School Address and Contact
• Enrollment/Ethnicity/Days per month
• Staff Information
• Student Information
• Referrals
• Reporting
• Average Referrals per Day per month
• Referrals by Problem Behavior
• Referrals by Location
• Referrals by Time
• Referrals by Student
• Other Reports
• Tools

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Total Office Discipline Referrals as of January 10
Total Office Discipline Referrals
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What behaviors are problematic?
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What behaviors are problematic?
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What behaviors are problematic?
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Where are the problems occurring?
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Where are the problems occurring?
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When are the problems occurring?
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When are the problems occurring?
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Who is contributing to the problem?
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Organizing SWIS Data for Decision-making

• Universal Screening Tool
• Proportion of students with
• 0-1 Office Discipline Referrals (ODRs)
• 2-5 ODRs
• 6 ODRs
• Progress Monitoring Tool
• Compare data across time
• Prevent previous problem patterns
• Define Problems with precision that lead to
  solvable problems

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Using office discipline referrals as a metric for
universal screening of student social behavior
6 office discipline referrals 2-5 office
discipline referrals
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0-1 office discipline referral
80 of Students
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Identifying problems/issues

• What data to monitor
• ODR per day per month
• OSS, ISS, Attendance, Teacher report
• Team Checklist/ SET (are we doing what we planned
  to do?)
• What question to answer
• Do we have a problem?
• What questions to ask of Level, Trend, Peaks
• How do our data compare with last year?
• How do our data compare with national/regional
  norms?
• How do our data compare with our
  preferred/expected status?
• If a problem is identified, then ask
• What are the data we need to make a good
  decision?

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Solvable Problem Statements(What are the data we
need for a decision?)

• Solvable problem statements include information
  about the five core W questions.
• What is problem, and how often is it happening
• Where is it happening
• Who is engaged in the behavior
• When the problem is most likely
• Why the problem is sustaining

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Using ODRs to Identify Problems

• Build a picture for the pattern of office
  referrals in your school.
• Compare the picture with a national average
• Compare the picture with previous years
• Compare the picture with social standards of
  faculty, families, students.

• Goal
• Identify problems empirically
• Identify problems early
• Identify problems in a manner that leads to
  problem solving not just whining

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Using ODRs to Identify Problems

• Build a picture for the pattern of office
  referrals in your school.
• Compare the picture with a national average
• Compare the picture with previous years
• Compare the picture with social standards of
  faculty, families, students.

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Using data to determine when to consider targeted
interventions
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SWIS summary 2008-2009 (Majors Only)3,410
schools 1,737,432 students 1,500,770 ODRs
Grade Range Number of 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

• How to use these numbers
• Your enrollment (e.g. 400 students or 225
  students)
• Divide by 100 (e.g. 400/100 4 225/100 2.25
• Multiply by the National Average to get ODR per
  day
• (4 X .34 1.36 2.25 X .34 .76)

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SWIS summary 2008-2009 (Majors Only)3,410
schools 1,737,432 students 1,500,770 ODRs
Grade Range Number of 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
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Compare with National Average 150 / 100 1.50
1.50 X .34 .51
Elementary School with 150 Students
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Compare with National Average 450 / 100 4.50
4.50 X .34 1.53
Elementary School with 450 Students
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Application Activity Absolute Value Is 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 Day
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High School Compare with National Average 1800 /
100 18 18 X 1.27 22.86
High School of 1800 students
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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

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More Precision Is Required to Solve the
Identified Problem

• Define problem by identifying What problem
  behaviors are involved in ODRs
• Clarify problem by identifying
• When 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

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Problem Statements

• Ultimately, you want to write a problem
  statement that precisely specifies the problem
  you identified
• The more Ws (what, when, where, who why) you
  incorporate into the problem statement, the more
  precise the problem statement will be
• The more precise the problem statement, the
  easier it will be to generate a solution that
  fits the problem

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Which Statement Is More Precise?
1a. Too many ODRs 1b. Total of 22 aggression ODRs on playground last month twice as many as last year showing increasing trend this year occurring during first recess 15 different students involved aggression appears to provide peer attention, and resolve unclear playground rules (who gets equipment),
2a. Behavior in cafeteria is uncivil and unsafe. 2b. Verbal threats and gender harassment in the cafeteria are increasing 80 of events are from 4 students during second lunch We are unclear what is maintaining these behaviors.
3a. Hallway noise is unbearable. 3b.
4a. The number of ODRs per day has increased by 20 each month since school started. 4b.
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Which Statement Is More Precise?
1a. Too many ODRs 1b. Too many instances of disrespect
2a. Too many ODRs between 100pm and 130pm 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 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.
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Use Schoolwide Information System (SWIS) Data to
Achieve Precision
Question SWIS Table/Graph
What problem behaviors are occurring? Referrals by problem behavior
When are problem behaviors occurring? Referrals by time
Where are problem behaviors occurring? Referrals by location
Who is engaging in problem behaviors? Referrals by student
Why do problem behaviors keep happening Referrals by motivation
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Solutions Generic Strategies

• Prevent
• Remove or alter trigger for problem behavior
• Define Teach
• Define behavioral expectations provide
  demonstration/instruction in expected behavior
  (alternative to problem behavior
• Reward/reinforce
• The expected/alternative behavior when it occurs
  prompt for it, as necessary
• Withhold reward/reinforcement
• For the problem behavior, if possible
  (Extinction)
• Use non-rewarding/non-reinforcing corrective
  consequences When problem behavior
  occursAlthough not a solution strategy,
  Safety may need to be considered (i.e.,
  procedures that may be required to decrease
  likelihood of injuries or property damage)

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Trevor Test Middle School Hypothesis
Prevent Trigger
Define Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
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Implementing Solutions

• Who is going to do it?
• When will they do it?
• Minute Taker writes this information down,
  facilitator follows up at next meeting on status
  of implementation

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Evaluating Solutions

• Define the goal for solving the problem
• What will it look like when you say it is not a
  problem
• Define how you will know that the solutions were
  implemented as planned (with fidelity)?
• How often will you conduct a status review?
• Define how you will know that the solutions had a
  positive effect on student achievement, social
  competence, and/or safety?
• How often will you monitor student progress?

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Main problem

• The sixth graders are disruptive use
  inappropriate language in the cafeteria between
  1130 AM and 1200 PM to get peer attention.

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Trevor Test Middle School Hypothesis - cafeteria
overcrowded 6th graders with insufficient
instruction in cafeteria expectations attention
from adults and peers rewarding disruption
Prevent Trigger Change lunch schedule so fewer students are eating between 1130 AM 1200 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 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 5
Corrective consequence Ensure active supervision during lunch (add one supervisor between 1130 AM and 1200 PM?) ensure quick corrective consequence, per our handbook
Other Determine whether Behavior Support Program has been initiated for Student 10 if it has, make sure it includes focus on disruption in cafeteria
Safety
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Trevor TestSolution Actions

• Choose the solutions that will create an
  environment that makes the problem irrelevant,
  inefficient, and ineffective.
• Choose least amount of work that will have the
  biggest impact on decreasing the problem.
• Implementing the solution requires action and
  time lines
• Problems need goals so that we can measure
  progress and know when to move on.
• Use weekly 1-5 survey of cafeteria monitors to
  assess implementation of plan

Are we doing the plan? 1 .. 2 ..3 .. 4 ..
5 No Yes
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Solution Development
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
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Solution DevelopmentFor disruption in hall and
cafeteria
Prevention Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers.
Teaching Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers.
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
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Thanks and

• Please spend few minutes sharing your
  impressions of where your school is at with PBiS
  and how todays learning should be used.