1. Team Initiated Problem Solving
2014

2. Today’s Agenda Team Initiated Problem Solving (TIPS)
Meeting Foundations

3. Create Implementation
Team-Initiated Problem Solving II
(TIPS II) Model
Identify Problem
with
Precision
Make Summative
Evaluation
Decision
Identify Goal
for Change
Collect and Use Data
Monitor Impact of
Solution and
Compare Against
Goal
Identify Solution and
Create Implementation
Plan with Contextual
Fit
The TIPS 2 model! 
Implement
Solution with
High Integrity
Meeting
Foundations

4. Building Capacity and Sustainability
Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes
Building Capacity and Sustainability
For Social Competence,
Academic Achievement, and Safety
OUTCOMES
PowerSchool,
NCDMS,
SWIS, DBR
mClass
AIMSweb
Easy CBM
RIOT
Team-based, documentation, regular communication
cycles
SYSTEMS
INFORMATION
Meeting Foundations
Meeting Minute Format
Problem solving routine
Building Capacity and Sustainability using the TIPS model to:
1. Conduct effective, efficient meetings when using academic and behavior 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 systems examples are: NC PBIS DMS, SIRS, SWIS, DBR, AIMSWeb, EASI, etc. The data are current, accurate, believable
b. The Practices include the use of the meeting minute form and the problem solving process
c. The System is the implementation of Meeting Foundations, the TIPS model, and the documentation of decisions, action plans, and evaluation plans
PRACTICES
Supporting
Staff & Student Behavior and Decision Making

5. TIPS processes are generalize-able across data sets.
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.
The original research project involved schools in Wake and Mecklenburg Counties in NC, and several school systems in Oregon in

6. What do we need?

7. Elements of Meeting Foundations
Meeting starts on time
Previous meeting minutes available
At least 75% of team members present at start of meeting
Agenda is available for all to view
Roles and responsibilities of team members defined
Next meeting is scheduled
Meeting ends on time (unless agreement to continue)
At least 75% of team members are present at end of meeting
Meeting
Foundations

8. Keys to Effective Meetings
1. Organization (team roles, meeting process, agenda)
2. Data (right information at right time in right format)
3. Logical Agenda
Review of on-going problem solving
Administrative logistics
New problem solving
4. Define problems with precision
5. Build comprehensive solutions that “fit”
6. Add action plans for all solutions
7. Review fidelity and impact regularly
8. Adapt solutions in response to data
We will review all 8 components.

9. Team-Initiated Problem Solving (TIPS II) Model
What, Who, When, Where, and Why?
Identify Problem
with
Precision
Compare data to goal. What next?
Make Summative
Evaluation
Decision
How do we want the problem to change?
Identify Goal
For Change
Collect and Use Data
Has the problem been solved?
Monitor Impact
of Solution and
Compare against Goal
Identify
Solution and Create
Implementation Plan
with
Contextual Fit
These are the important questions we ask while moving through this model.
Implement
Solution with
High Integrity
What are we going to do to bring about desired change?
Did we implement with fidelity?
Meeting
Foundations

10. Features of Effective Meetings
Predictability
Participation
Accountability
Communication

11. Features of Effective Meetings
1. Predictability
Defined roles, responsibilities, and expectations for the meeting
Start and end on time (if meeting needs to be extended, all members agree)
Agenda is used to guide meeting topics
Data are reviewed in first five minutes of the meeting
Next meeting is scheduled
2. Participation
75% of team members are present and engaged in topic(s)
Decision makers are present when needed
There should not be any guessing as to who is taking the minutes or who is supposed to provide the data or what the agenda items are. These should be set and known for every meeting.
Teams must ensure that ever member can participate effectively and remain engaged. Teams must also understand what “engaged” means to each member.
Teams must establish protocol for how to handle decision-making moments if the decision-makers (administrators, usually) are not present.

12. Features of Effective Meetings
3. Accountability
Facilitator, Minute Taker and Data Analyst come prepared and complete responsibilities during the meeting
System is used for monitoring progress of implemented solutions
(review previous meeting minutes, goal setting)
System is used for documenting decisions
Efforts are making a difference in the lives of children/students
4. Communication
All regular team members (absent or present) able to access meeting minutes within 24 hours
Team members commit to practice norms/agreements
Documentation (minutes/action plan) are reviewed at each meeting.
Norms and team member expectations held and team members coach each other when necessary.

13. Structure of Successful Meetings
2/16/2018
Structure of Successful Meetings
Start and end on time
75% of team members present and engaged in topic(s)
Agenda is used to guide meeting topics
Decision makers are present when needed
Facilitator, Minute Taker and Data Analyst come prepared for meeting and fulfill during the meeting responsibilities
System is used for monitoring progress of implemented solutions (review previous meeting minutes)
System is used for documenting decisions
Next meeting is scheduled
All regular team members (absent or present) get access to the meeting minutes w/n 24 hours of the meeting
Efforts are making a difference in the lives of children/students.
This sounds simple, but it is very hard for meetings to actually start and end on time. How will your team ensure that meetings start and end on time? Use a timer? Have a strict time keeper? Develop protocol for what to do with an agenda item when time is up?
If there is a small number of team members at the table, what is the agreed upon procedure for the team?
What is the plan for when an additional agenda item is presented during the meeting?
What is the protocol for meeting without a decision maker (administrator) present?
What will happen if the facilitator, minute taker or data analyst is not prepared for the meeting?
What will happen if team members did not complete tasks?
How will we document our agenda, minutes and action plan?
How will we ensure that we schedule meetings equitably?
What will happen if the team members don’t get the minutes in a timely fashion?
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

14. Roles for Successful Meetings
2/16/2018
Roles for Successful 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?
Are all team members culturally responsive?
We need primary people with a back up person for each role needed.
It is encouraged to NOT have the administrator play a primary role for facilitator, data analyst, or minute taker. Administrators need to be flexible with what might come up and it is unpredictable when a situation causes administrator absence from a planned meeting. Since we know that this might occur, let’s avoid problems and set up the roles so that the team is not dependent on administrators being at the full meetings 100% of the time.
Many schools use the administrator as a co-data analyst because administrators usually have more far-reaching access to more data.
If it is impossible to have every student’s ethnicity represented on the team, is it possible to have culturally responsive team members?
Are all skill sets for problem solving present or easily accessible?
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

15. Roles for Successful Meetings
Facilitator
Before meeting, provides agenda items to Minute Taker
Starts meeting on time
Determines date, time, and location of next meeting
At meeting, manages the “flow” of meeting by adhering to the agenda
Prompts team members (as necessary) with the TIPS problem-solving “mantra”
Do we have a problem?
What is the precise nature of the problem?
Why does the problem exist, and what can we do about it?
For problems with existing solution actions:
What is the implementation status of our solution actions – Not started? Partially implemented? Implemented with fidelity? Completed?
What will we do to improve implementation of our solution actions?
Are implemented solution actions“working” (i.e., reducing the rate/frequency of the targeted problem to our goal level)?
Is active participant in meeting
The facilitator is responsible for making sure the team sticks to the agenda, topic, mission statement and action plan. This person does not need to be afraid of directing people back to the topic at hand, or reminding the team that the energy should be focused on the current agenda topic. The facilitator should be fluent in meeting foundations and the TIPS model.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

16. Roles for Successful Meetings
Data Analyst
Before meeting, reviews data
Identifies potential new problems with precision (What, Who, Where, When, Why)
Asks Facilitator to add potential new Problems to list of agenda items for upcoming meeting
At meeting, makes the following available, as appropriate
Report on ODRs per day per month and “Big 5” reports (to identify/show potential new problems at broad/macro level)
Provides custom reports to:
Identify/show potential new problems at precise/micro level
Confirm/disconfirm inferences regarding new problems
Show “pre-solution” data for identified problems that do not currently have implemented solution actions
Show "solution-in-process” data for problems that do have currently implemented solution actions
Is active participant in meeting
The data analyst must not only be comfortable pulling data reports and analyzing them, he or she must also be able to mine different data sources live, in the meeting.
The data analyst must also be able to tell team members what they are looking at in the data, and feel comfortable explaining different reports to different people.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

17. Roles for Successful Meetings
Minute Taker
Before meeting
Collects agenda items from Facilitator
Prepares meeting minutes form
Is prepared to project forms via LCD projector
Sets up room for meeting, table, chairs, internet connection, LCD/document camera connection
Opens documents needed for the meeting (previous meeting minutes and a saved copy with current meeting date, data access as needed
At meeting, asks for clarification of tasks/decisions to be recorded in meeting minutes, as necessary
Is active participant in meeting
After meeting
Disseminates copy of completed meeting minutes to all team members within 24 hours
Maintains electronic file of team documents
The minute taker must be someone who is comfortable recording the important, taking suggestions from other team members, and not be sensitive to attention to spelling or grammatical errors. The minute taker must be able to do this while still actively participating in the meeting and not be afraid of typing while the minutes are projected for all to see.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

18. Roles for Successful Meetings
Team Member
Before meeting, recommends agenda items to Facilitator
At meeting, responds to agenda items
Analyzes/interprets data; determines if a new problem exists
Ensures new problems are defined with precision (What, Who, Where, When, Why)
Discusses/selects solutions for new problems
For problems with existing solution actions:
Reports on implementation status (Not started? Partially implemented? Implemented with fidelity? Completed?)
Suggests how implementation of solution actions could be improved
Analyzes/interprets data to determine whether implemented solution actions are working (i.e., reducing the rate/frequency of the targeted problem to goal level)?
Is active participant in meeting
Team members without designated, assigned roles still must be actively engaged in the meeting and have responsibilities during the meeting.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

19. Who is Responsible? Action Person Responsible Reserve Room Facilitator
Recruit items for Agenda
Review data prior to the meeting
Data Analyst
Reserve projector and computer for meeting
Minute Taker
Keep discussion focused
Record Topics and Decisions on agenda/minutes
Minute taker
Ensure that problems are defined with precision
Ensure that solutions have action plans
Provide “drill down” data during discussion
End on time
Prepare minutes and send to all members
Let’s Play Who Is Responsible!!!

20. One goal is to be able to walk into any meeting, with no prior knowledge of team/context, find and review minutes from previous meeting, and be ready to take minutes or facilitate “today’s” meeting… within 5 minutes of reviewing the previous meeting minutes. Can you do that with at least one team?

21. Documentation of Successful Meetings
2/16/2018
Documentation of Successful Meetings
Meeting Demographics
Date, time, team members present, team members absent
Agenda
Next meeting date/time/location/roles
Administrative/General Information/Planning Items
Topic of discussion, decisions made, responsible persons, deadlines
Problem-Solving Items
Problem statement, data used, determined solutions, responsible parties with timelines of implementation, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured
Agenda items come in 3 types: demographics/logistics, general administrative, and problem solving. The next set of slides provides examples of what is said during a meeting and what needs to be documented.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

22. Use of Minutes in Successful Meetings
2/16/2018
Use of Minutes in Successful Meetings
Documentation
Logistics of meeting
Agenda items for today’s meeting (and next meeting)
Discussion items, decisions made, tasks and timelines assigned
Problem statements, solutions/decisions/tasks
Reviewing Meeting Minutes
Snapshot of what happened at the previous meeting and what needs to be reviewed during the current meeting
Visual Tracking of Focus Topics
Prevents side conversations
Prevents repetition
Encourages completion of tasks
Help people understand what needs to be documented and why. If someone talks the entire meeting and there is no discussion, that is a memo, not a meeting! No need to document irrelevant anecdotes like: ‘ Jason yawned after Debbie explained her problem’, or ‘Debbie rolled her eyes and sighed when we talked about the testing schedule’
What do we document?
Members present, the date, time and location of meeting.
Agenda items for the current meeting and the next one.
Any discussions, decisions made, and/or tasks assigned.
Any problem solving.
AT the beginning of the meeting, the minute taker should do a quick review of the previous meeting’s minutes---action items in particular----to remind everyone what happened at the last meeting and what will be reviewed this meeting.
The reason the minutes should be displayed via projector or smart board is that it keeps team members focused, encourages accurate note taking, and encourages accountability. If you know your name will be projected next to a task with a deadline, you are more likely to do it.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

23. It does not matter which form your team uses, just that the form contains the demographics of the meeting, the agenda items, the minutes, and the action plan. It is very important that all of those components are in the same document.

27. Where in the form would you place:
Schedule for hallway monitoring for next month
Too many students in the “intensive support” for literacy
Status of fights on playground in last month.
Next meeting date/time.
Today’s agenda
Solutions for a new problem

28. Where in the Form would you place:
Staff will complete weekly fidelity checks
Three students are not meeting daily CICO goal
Parents are not signing CICO home report
ORF scores are too low for third graders
Next meeting plan for school board report

29. Progress Monitoring of TIPS
Beginning of the year, mid year and end of year:
Complete the TIPS Team Fidelity of Implementation Checklist
Create action plans for items that are not implemented or are in progress
Use meeting minute form to document plan and monitor progress
End of each meeting:
Teams complete short evaluation of the meeting
Document responses on meeting minute form
Make adjustments as needed
We monitor the students’ progress, what about the use of TIPS? 

30. Fidelity of Implementation Checklist
18 item checklist
Three point rating scale
Single response per team
Meeting Foundations, items 1-9
Problem Solving, items 10-18
Results for overall implementation and subscale scores for Meeting Foundations and Problem Solving
Use checklist criteria for each item to rate current level of implementation 30

31. The TIPS Team Implementation Checklist is a fidelity checklist that the teams can use to monitor the implementation of TIPS strategies over time.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

32. Page two of TIPS Team Implementation Checklist
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

34. Define a solution before defining the problem
Pitfalls to Avoid
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
“Analysis Paralysis”