1. Team Initiated Problem Solving Overview 2015-2016 1

2. Participant Expectations Be Responsible Return promptly from breaks Be an active participant Use electronic devices appropriately Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic Be Kind Enter discussions with an open mind Respond appropriately to others’ ideas Honor confidentiality

3. Attention Signal Please make note of time limits and watch your clocks!  Trainer will raise his/her hand.  Finish your thought/comment.  Participants will raise a hand and wait quietly.

4. People are not tired from solving problems. They are tired from solving the same problem over and over. 4

5. https://www.youtube.com/watch?v =lm9gOxnX5XM 5

6. At your table, discuss problem-solving models you’ve used before. What worked with these models? What could have been better? Appoint one person to share this with the larger group.(3 minutes) Turn and Talk

7. Brief Overview of TIPS Funded by Institute on Educational Sciences, USA Authors:  Steve Newton, Anne Todd, Rob Horner, University of Oregon  Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte A model for using data for problem solving and decision making that includes a systematic team process for:  Organizing and conducting team meetings  Problem solving and developing solutions with precision problem statements  Defining action plans for implementing solutions  Defining goals and evaluation plans for measuring fidelity and effectiveness (benefits to students)  Documenting decisions and plans TIPS processes are generalize-able across data sets. 7

8. Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact of Solution and Compare Against Goal Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data 8

9. Core: Tier 1 9 Who: All students are in Tier 1 (Core) What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students Effectiveness: If at least 80% of all students are meeting benchmarks in Core alone. What about subgroups?

10. Supplemental Instruction: Tier II Slide adapted from G. Batsche Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students) What: Evidence-based programs and practices demonstrated to improve performance in Core Effectiveness: If at least 70-80% of students improve performance (toward Core standards)

11. Intensive Instruction: Tier III 11 Who: Students needing Intensive support in addition to Supplemental and Core instruction (approx. 5% of students) What: Evidence-based programs and practices demonstrated to improve performance Effectiveness: If there is progress toward performance in Core standards Slide adapted from G. Batsche

12.  Define a solution before defining the problem  Build solutions from broadly defined, or fuzzy problem statements  Fail to use data to confirm/define problem  Agree on a solution without building a plan for how to implement or evaluate the solution  Agree on a solution but never assess if the solution was implemented  Serial problem solving without decisions Pitfalls to Avoid 12

13. Problem Solving “An undefined problem has an infinite number of solutions.” —Robert A. Humphrey 13

14. Problem-Solving Process  Problem: Difference exists between expected/desired student behavior and current student behavior.  Problem identification: Difference is discovered and significance is determined.  Problem solving: A plan is created to reduce or eliminate difference. 14 Definitions

15. Identify Problems with Precision Move from Primary to Precise 15

16.  Do we have a problem? Identify  What is the precise nature of our problem? Define, clarify, confirm/disconfirm inferences  What is the goal? What will it look like when there is not a problem?  Why does the problem exist, and what can we do about it? Hypothesis and solution  What are the actual elements of our plan? Action Plan  Is our plan being implemented? Fidelity of implementation  Is our plan working? Evaluate and revise plan Problem Solving “Mantra” 16

17. Identify Potential Problems 17

18. What data sources does your LEA/school use to identify potential problems.(3 minutes) 18

19. Data Sources  Discipline Data  Academic  Indicators  Graduation Rate  EOG Proficiency  Disproportionality 19

20. Review Data to Identify Potential Problems 20

21. Gang-like behavior is increasing. The buses are awful! 21

22. Identify Problem with Precision Who, what, when, where, why and how? 22

23. Examples: Primary to Precise Gang-like behavior is increasing. The buses are awful!  There were 45 referrals for 3 rd, 4 th, and 5 th graders using inappropriate language on the afternoon buses because these students wanted attention from their from peers. Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4 th grade boys, and seems to be maintained by social praise from the bystander peer group. There were 45 referrals for 3 rd, 4 th, and 5 th graders using inappropriate language on the afternoon buses because these students wanted attention from their peers. 23

24. Identify Goal For Change How do we want the problem to change? 24

25. S- Specific M- Measurable A- Attainable R- Relevant T- Time-Bound SMART Goals 25

26. Referrals for tardies among ninth graders will reduce by 50% by our March meeting and will continue to decrease across the next 3 months until there are no more than 2 per month for 3 months. Referral rates for aggression on the playground will reduce to one or fewer each week (.20 per day) among 5 th grade students and will stay at this level for the rest of the school year. Reading assessment data for students in literacy intervention group performance will move from High to Low Risk status by the Winter benchmark and will be at this level or move to “No Risk” levels by the Spring benchmark. Goal What? By when? 26

27. Identify Solution and Create Implementation Plan with Contextual Fit What are we going to do to bring about desired change? 27

28.  How are we going to solve the problem?  How are we going to bring about desired change?  Is solution appropriate for problem?  Is solution likely to produce desired change? How do we know? When available, we use what is proven to work. Discuss and Plan Solutions 28

29. Instruction Curriculum Environment Learner Other Avenues for Brainstorming Solutions 29

30. 30

31. A Resource Guide to Function-Based Solution Brainstorming To Gain To Avoid 31

32. Create your action plan WHAT will be done? WHO is going to do it? By WHEN will it be done? 32

33. Implement Solution with High Integrity Did we implement with fidelity? 33

34. Fidelity of Implementation Measures the degree to which the intervention or action was implemented as defined/expected  Use percent/absolute value/rate/scale as metric  For school-wide, strive for 80% fidelity of implementation  Measure monthly, weekly, or biweekly  If safety issue – strive for higher level of implementation fidelity  Make it easy to gather  Start simple Are we implementing the plan? 34

35. Other Data for Monitoring Fidelity of Implementation 35

36. Fidelity Data Collection Discussion Time:(3 Mins) How are you collecting fidelity data? Things to Define:  What tools are you using to gather data?  How often are you collecting data? 36

37. Monitor Impact of Solution and Compare Against Goal Has the problem been solved? 37

38. How will we know if the solution worked? Step 2 of Evaluation Planning: Identifying Outcome Measures 38

39. Outcomes Data Answers the Question: Did it Work?  Define data to be used to answer this question (compare to goal).  Must be tied to goal (what and by when). Effectiveness of Implementation Measure: Monthly SWIS ODR reports for Defiance for 3 rd and 4 th graders Effectiveness of Implementation Measure: Monthly SWIS ODR reports for Defiance for 3 rd and 4 th graders Goal: To reduce ODRs for defiance among 3 rd and 4 th graders to.5 or fewer per day by the month of December Effectiveness of Implementation Measure: Weekly cafeteria cleanliness rating scale Effectiveness of Implementation Measure: Weekly cafeteria cleanliness rating scale Goal : By next month, to increase cafeteria worker’s weekly satisfaction level from 2.5 to a 4.5 (out of 5-points with 5 being very clean) for cafeteria table cleanliness after 3 rd, 4 th, and 5 th grader lunch periods have cleaned their tables. 39

40. Make Summative Evaluative Decision Compare Data to Goal…..What Next? 40

41.  Has the problem been solved?  Has desired goal been achieved?  What should we do next? Summative Evaluation 41

42. Do we need to modify the solution to have a stronger impact? Do we need to discuss the feasibility of this solution? If we met the goal, how do we maintain it? Do we need to revise the goal? Do we need to revise the precision statement for the problem? Should we recycle through the problem solving process? What do we do next? 42