Team-Initiated Problem Solving (TIPS)

Team-Initiated Problem Solving (TIPS)
9/17/2018 Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina at Charlotte TIPS was funded by the Institute on Educational Sciences (IES). Initial research results show that SWPBIS Teams using the TIPS model with SWIS data improve in (a) the overall meeting foundation practices and (b) the thoroughness of problem identification and problem solving with SWIS data. Single Subject Study is currently in press and will be published January 2011, The Journal of Applied School Psychology. Citation is below. Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology This power point is intended for use with SW PBIS teams as they use SWIS data for problem solving. Some slides are animated to highlight the critical concepts/discriminations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Goals Define need to focus on Team use of Data
Define core “meeting foundations” Roles Electronic Minutes Define problem-solving protocol Defining problems with precision Standards for using data for decision-making A matrix for defining Solutions. Building and using Action Planning Participants will span the range of roles including team members, coaches and trainers, and some will have a combination of roles. Today we want teams/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 data. Review specific goals above. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

People aren’t tired from solving problems – they are tired from solving the same problem over and over. It isn’t whether you have a problem, it’s whether you have the same problem again next year. Admiration of the problems is contagious! Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Improving Decision-Making via Problem Solving
Action Planning & Evaluation Problem Solving Problem Solution Steps in the problem solving model. (this is a linear version of the inside circles of the TIPS model). Information/ Data Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

TIPS Model TIPS Training Team Meeting
One full day team training Two coached meetings Team Meeting Use of electronic meeting minute system Formal roles (facilitator, recorder, data analyst) Specific expectations (before meeting, during meeting, after meeting) Access and use of data Projected meeting minutes Research tool to measure effectiveness of TIPS Training DORA (decision, observation, recording and analysis) Measures “Meeting Foundations” & “Thoroughness of Problem Solving” TIPS 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 meetings Prompting the use of the TIPS model during meetings Helping the team stay focused during meetings Points to make: tough to build fluency if meeting once a month. The frequency is too lean. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished manual. 9

Problem Solving Meeting Foundations
9/17/2018 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model Meeting Foundations were taught earlier in the training The inner circles provide the strategies for using data to identify and solve problems Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Evidence of Effectiveness
Evaluation Study ( ) Newton et al., Single-case Study ( ) Todd et al., Group Design Study ( )

TIPS Study: Todd et al., 2009 Meeting Foundations Score School A
Baseline Coaching TIPS Meeting Foundations Score School A School B % DORA Foundations Score School C School D

TIPS Study: Todd, et al, 2009 . Thoroughness of decision-making
Baseline Coaching TIPS Thoroughness of decision-making School A % DORA Thoroughness Score School C School D

Effects of TIPS Training on Team Meeting Foundations
Newton et al., 2010: Effects of TIPS Training on Team Meeting Foundations DORA Foundations Score Pre TIPS Training Post-TIPS Training

Effects of TIPS Training on Team Decision-making
Newton et al., 2010: Effects of TIPS Training on Team Decision-making DORA Thoroughness of Decision Making Score (Simple) Pre TIPS Training Post-TIPS Training

Problem-Solving Meeting Foundations
9/17/2018 Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Meeting Foundations Elements
9/17/2018 Meeting Foundations Elements Purpose of the team Define team agreements about meeting processes Define roles & responsibilities Use electronic meeting minutes Basic Meeting Foundations Elements are essential no matter what type of meeting is being conducted. Teams need to know the purpose and expected outcomes of their group, they need to establish operating agreements (always start with something nice, avoid side talk, be on time, etc), and they need to establish roles and the expected responsibilities . Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Define roles for effective meetings
9/17/2018 Define roles for effective meetings Core roles Facilitator Minute taker Data analyst Active team member Administrator Backup for each role Typically NOT the administrator 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. Can one person serve multiple roles? Are there other roles needed? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

9/17/2018 Responsibilities are organized around roles and the meeting cycle (before, during and after). If a team needs to add a column/role, they can. However try to encourage use of the materials first, before doing too many adaptations. If a team needs to add a role/column or other information, the coaches need to help to determine how the information will be used. A revision such as changing A8 to include other data sets such as DIBELS, AimsWeb, eSIS is encouraged. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Newton, J. S. , Todd, A. W. , Algozzine, K. , Horner, R. H
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Using Meeting Minutes Documentation of Reviewing Meeting minutes
9/17/2018 Using Meeting Minutes Documentation of Logistics of meeting (date, time, location, roles) Agenda items for today’s meeting ( and next meeting) Discussion items, decisions made, tasks and timelines assigned Problem 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 meeting What 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 meetings 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’ Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Organizing for an effective problem solving conversation
9/17/2018 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 Animated slide telling a well too known story. Out of Time Solution Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Where in the Form would you place:
9/17/2018 PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Next 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. Team Members (bold are present today) Potential Problems Raised Today’s 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 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 This slide is animated to teach the different parts of the meeting minute form each click adds the next section Most schools have the title at the top and write/type as the meeting progresses Make a point that we don’t 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) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re 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”)

Meeting Simulation F 9/17/2018 Show as a positive example
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Important Structural Components
9/17/2018 Important Structural Components Regular meetings & regular attendance The “right” people The right roles Facilitator Minute Taker Data Analyst Active Team Members Accomplishments – Products of successful meeting Meeting Minutes (record of decisions & tasks concerning administrative/general issues) Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team) (We’ll discuss these in more detail later in this workshop) Summary of structural components that support effective and efficient team processes/decisions Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

9/17/2018 Any tasks from the Meeting Foundations Checklist (and any other checklists used) are now documented and defined on the meeting minute form as a task/decision for the General Administrative Item of Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

A completed example… IF 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 agenda

Problems & Problem Solving
9/17/2018 Problems & Problem Solving PBIS Teams focus on social and academic problems Problem – Difference between expected/desired student behavior & current student behavior Problem identification - Finding a difference & making decision about whether it is significant enough to require team action now Problem solving – Figuring out how to eliminate or reduce difference Clarification in terms. Basically, you can’t solve a problem unless there is a discrepancy between what is happening and what you want. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

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?) If a problem is identified, then ask What are the data we need to make a good decision? What questions to consider to define a goal Do we have a problem? Are we implementing the procedures we selected? What is “typical” for our performance measure (reading, behavior)? What is “possible?” What is “needed” for student success? What makes sense as a goal for our community/school/context?

Using Data to Build a Solution: Start with a “precise” problem statement
The statement of a problem is important for team-based problem solving. Everyone must be working on the same problem with the same assumptions. Problems often are framed in a “Primary” form, that creates concern, but that is not useful for problem-solving. Frame primary problems based on initial review of data Use more detailed review of data to build “Solvable Problem Statements.”

Precise Problem Statements (What are the data we need for a decision?)
Precise problem statements include information about the Big Five 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

What When Why Designing Effective Behavior Support Where Who

Primary versus Precision Statements
Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Primary versus Precision Statements
There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control

Precise or Primary Statement?
Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school. ODRs during December are higher than in any other month. Primary Primary

James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention. Boys are engaging in sexual harassment. Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention. Primary Precise

Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure). Precise

Examples: Primary to Precise
Gang-like behavior is increasing Texting during school is becoming more negative Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group. A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.

Examples: Primary to Precise
Carly is having reading difficulties 50% of 2nd graders are not meeting math benchmarks Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts 2nd graders, who entered school after Oct 31, do not know whole numbers and are not accurately adding two digit numbers because of lack of skills

Your Turn Identify a “Primary” problem
Transform it into a “Precise” problem statement

Organizing Data for Decision-making
Compare data across time Moving from counts to count/month

Making Data into Information
Look first at your patterns (tell the story) Level, Trend Peaks Match data to current perceptions Compare your data With national median With last year With what your faculty/students/ families want What is? What is typical? What is possible? What is needed?

Total Office Discipline Referrals as of January 10
Let’s 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 trend on the graph is going down’…. Now, teach people to be disciplined and examine the axis and determine the units of measurement. Total ODR’s OK, comparison of Months will not provide an accurate measurement for comparison, since the number of school days varies monthly (Dec may have 10 school days, January may have 19 school days). These months, as they are arrayed in this graph, are not comparable and these data should not be used! If your school is not using SWIS, calculate the 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) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

SWIS does that calculation for you. look at the Y-axis label now
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 an exciting spring term if we don’t do anything differently! These are the same data as on the previous slide. The team immediately creates a primary problem statement. The problem solving conversation goes in a different direction based on these data. 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… Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

SWIS summary 2009-10 (Majors Only) 4,019 schools; 2,063,408 students; 1,622,229 ODRs
Grade Range Number of Schools Mean Enrollment per school Median ODRs per 100 per school day K-6 2565 452 .22 6-9 713 648 .50 9-12 266 897 .68 K-(8-12) 474 423 .42 *Median scores are a more accurate reflection of the average score for all schools. To be a school included in this summary data, two criteria are in place. Licensee has signed off to share the data, anonymously with the research data base, for purposes of these types of reports. The school has a full school year of data for the summary data year. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Questions to Ask of the Data
Elementary School with 150 Students 9/17/2018 Questions to Ask of the Data What is? What is typical? What is possible? What is needed? Compare with National Median 150 / 100 = X = .33 We want to review the trend, peaks in problems, and compare our average with the national summary data median per day per 100 students. (red line = median, purple line= 75th percentile, bluish line 25th percentile) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Example of primary problem statement from previous report
Our average Major ODRs per school day per month are higher than national median for a school of our enrollment size. We have peaks in frequency of problems in Nov, Feb & April, with an increasing trend from August to May. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01)
9/17/2018 Elementary School students (465/ 100 = 4.6 X .22= 1.01) The next three slides represent the exact same data set so that you can illustrate how size and age range of school makes a difference on what the story is. With each of these three examples, the peaks and trend are the same, however, due to enrollment differences and age range of school, the median score is different….. Schools will have different problems and different goals for solving those problems. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Elementary School 1500 Students (1500/100 =105 X .22= 3.3)

Middle School 765 students (765/100 = 7.6 X .50= 3.8)

Describe the narrative for this school

Steps in Problem Solving
Is there a problem? Define the problem with precision Identify possible solutions Select a solution that fits the school Build an “Action Plan” for implementation Implement and monitor Fidelity Impact Adapt plan as needed Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Using Data to Build Solutions
9/17/2018 Using Data to Build Solutions Prevention: How can we avoid the problem context? Who, When, Where Schedule change, curriculum change, etc Teaching: How can we define, teach, and monitor what we want? Teach appropriate behavior Use problem behavior as negative example Recognition: How can we build in systematic reward for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes? We have developed a set of solution options for teams to use when brainstorming solutions. Each solution option is listed with a short example of what is needed when reviewing each solution option. Teams need to brainstorm solutions for many of these areas, but do not necessarily need to implement all of the discussed options. Encourage teams to determine to use the least number of solutions that will produce the largest effect. In addition, problems have varying levels of intensity and frequency, and possibly safety issues. Depending on intensity, frequency and safety, will also depend on how much to implement at a time. Remember too, that all implementation needs a fidelity of implementation measure. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Solution Development Prevention Teaching Reward Extinction
9/17/2018 Solution Development Prevention Teaching Reward Extinction Corrective Consequence Data Collection Teams are given the blank matrix. The table tent has the solution option questions on it to serve as prompts during the problem solving discussion Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Solution Development Prevention Teaching Reward Extinction
9/17/2018 Focus on prevention first. How could we reduce the situations that lead to these behaviors? How do we ensure that students know what they SHOULD be doing when these situations arise? How do we ensure that appropriate behavior is recognized? How do we work to ensure that problem behavior is NOT being rewarded. Are corrective consequences needed? How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students? Solution Development Prevention Teaching Reward Extinction Corrective Consequence Data Collection Teams are given the blank matrix. The table tent has the solution option questions on it to serve as prompts during the problem solving discussion Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Building Solutions Keep problem statement in focus
9/17/2018 Building Solutions Keep problem statement in focus Brainstorm all ideas for decreasing the problem prevention, teaching, acknowledgment, correction & extinction, safety Determine which of the solution ideas you will implement now Guidelines to follow Determine intensity and frequency of the problem to establish the priority of the problem Choose solutions that best fit the context & the problem Choose the fewest number of things to do that will support meeting the expected outcomes (meeting the goal) Precorrect teams to not implement every solution they came up with unless they need to, brainstorm all areas, but don’t implement something you don’t need. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Corrective consequence
Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 9/17/2018 Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Data collection Safety Negative example Writing someone up is NOT a consequence, it is documentation of an incident Writing this incident up does not allow students to get access to equipment when they have been respectful and safe Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

We will just write them up
Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 9/17/2018 Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward We will just write them up Corrective consequence Other Safety Negative example Writing someone up is NOT a consequence, it is documentation of an incident Writing this incident up does not allow students to get access to equipment when they have been respectful and safe Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Corrective consequence
Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 9/17/2018 Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Data collection Safety Negative example Writing someone up is NOT a consequence, it is documentation of an incident Writing this incident up does not allow students to get access to equipment when they have been respectful and safe Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Re-teach SW expectations for Respect on the playground
9/17/2018 Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games Prevent “Trigger” Define & Teach Re-teach SW expectations for Respect on the playground Re-define and teach check out routine. Check out equipment happens before recess in classrooms Reward/Reinforce Staff acknowledge students appropriate use of equipment and respectful behavior with SW PAW tickets Withhold Reward Corrective consequence Other Safety Positive example Both solution options lead to positive reinforcement for being respectful and safe Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

The Problem-Solving “Mantra”
9/17/2018 The Problem-Solving “Mantra” Do we have a problem? (identify) What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) Why does the problem exist, & what can we do about it? (hypothesis & solution) What are the actual elements of our plan? (Action Plan) Is our plan being implemented, & is it working? (evaluate & revise plan) What is the goal? (What will it look like when there is not a problem?) Review of Mantra (it is on table tent) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Conduct Team Meetings Hook up projector and laptop
9/17/2018 Conduct Team Meetings Hook up projector and laptop Physically arrange yourselves so you can see each other Use electronic agenda format Move Meeting Foundation tasks from the checklist to the meeting minute form Continue to use P-S model with your schools data At this time, teams hold team meetings for about 45 minutes. Minute taker uses meeting minutes from the morning and the TIPS worksheet that the team has been using through the day to organize for the meeting. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

What’s Next? Review “Responsibilities of PBIS Team Members” (next slide) before your next team meeting; be ready to assume responsibilities Your PBIS Coach will provide technical assistance before your next meeting, as his/her schedule permits Work with data analyst to create SWIS Summary report At your next two meetings, your PBIS Coach will provide you with least amount of help you need to use TIPS model in meeting Complete Meeting Foundations Checklist at least annually with your team(s) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Problem Solving Meeting Foundations
Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan Quick Review Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Discuss Why problem is occurring; add to written Problem Statement Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Generic  Specific Write on Action Plan Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Examples with DIBELS and CICO
9/17/2018 Examples with DIBELS and CICO Another example as needed. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

Application of model when monitoring individual student progress

Summary Meeting practices make a difference Define roles
Use an efficient meeting minute format Define problems with precision Use data to select efficient and effective solutions Build Action Plans in addition to Solutions Monitor Fidelity and Impact Make it fit your context. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

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