Team-Initiated Problem Solving (TIPS) Overview Presented by: and PBIS Leadership Forum October 2012 Acknowledgements to: Rob Horner & Steve Newton, University.

Team-Initiated Problem Solving (TIPS) Overview Presented by: and PBIS Leadership Forum October 2012 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon and Bob Algozzine & Kate Algozzine at University of North Carolina at Charlotte www.uoecs.org

Maximizing Your Session Participation Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned?

810,000 hours of meetings 4,050,000 hours of personal time annually

Problem Solving Components (Bransford & Stein, 1984) I I dentify the problem D D efine the problem E E x pl or e p os si bl e so lu ti o ns a n d se le ct a p pr o pr ia te st ra te g y A A ct on the strategy L L ook back and evaluate the effects of activities

To what extent do teams follow problem solving steps and include critical components? Include a behavioral definition of target behavior Have a direct measure of the target behavior prior to intervention Include a step-by-step intervention plan Graph intervention results Compare pre-intervention and post- intervention performance Develop a hypothesized reason for the problem Gather evidence that the intervention was implemented as designed Team members rated implementation as higher than observers with observers rating identifying antecedents and consequences for behavior, identifying data to monitor progress, scheduling a follow up meeting as unmet (Telzow, McNamara, & Hollinger, 2000)

Problem Out of Time Solution Organizing for an Effective Problem Solving Conversation Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

People aren’t tired from solving problems – they are tired from solving the same problem over and over. 7 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 Educational and Community Supports, University of Oregon, unpublished training manual.

Action Planning Action Planning Improving Decision-Making Problem Solution Problem From To Problem Solving Information Solution

Decision are more likely to be effective and efficient when they are based on data Quality of decision-making depends most on the first step (defining the problem to be solved) Data help us ask the right question…they do not provide the answers: Use data to identify problems, refine the problems, and define the questions that lead to solutions Data help place the “problem” in the context rather than in students Main Ideas

Build “decision systems” not “data systems” Use data in “decision layers” (a) Is there a problem? (b) Localize the problem (location, problem behavior, students, time of day), and (c) Get specific Do not drown in data Be efficient It is OK to be doing well! More Main Ideas

The process a team uses is important Roles Facilitator Recorder Data analystActive Member Organization Agenda, old business, new business, action plan for decisions What happens BEFORE a meetingWhat happens DURING a meetingWhat happens AFTER a meeting More Main Ideas

What do we need? A clear model with steps for problem solving Access to the right information at the right time in the right format A formal process that a group of people can use to build and implement solutions. 12 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.

Eight Keys to Effective Meetings 1.Organization (team roles, meeting process, agenda) 2.Data (right information at right time in right format) 3.Separate (a) Review of On-going Problem Solving (b) Administrative Logistics and (c) New Problem Solving 4.Problems are defined with precision 5.Solutions are comprehensive and built to “fit” 6.“Action Plans” are added for all solutions 7.Fidelity and impact of interventions are reviewed regularly 8.Solutions are adapted in response to data.

Implement Solution(s) with High Integrity Implement Solution(s) with High Integrity Establish Solution Goal(s) Establish Solution Goal(s) Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution(s) and Compare with Goal Monitor Impact of Solution(s) and Compare with Goal Evaluate Problem and Redirect Evaluate Problem and Redirect Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Discuss and Select Solution(s) with Contextual Fit Discuss and Select Solution(s) with Contextual Fit Collect and Use Data

TIPS Model TIPS Training 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” 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

TIPS I Study: Todd et al., 2011 School A School B School C School D Baseline Coaching TIPS % DORA Foundations Score Solid = SW PBIS meetings using SWIS Open = progress monitoring meeting using DIBELS Journal of Applied School Psychology

TIPS I Study: Todd et al., 2011 School A School D School C Baseline Coaching TIPS % DORA Thoroughness Score Journal of Applied School Psychology Solid = SW PBIS meetings using SWIS Open = progress monitoring meeting using DIBELS

DORA Foundations Score Newton et al., 2012: Effects of TIPS Training on Team Meeting Foundations Pre TIPS Training Post-TIPS Training

DORA Thoroughness of Decision Making Score (Simple) Newton et al., 2012: Effects of TIPS Training on Team Decision-making Pre TIPS Training Post-TIPS Training

Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness

Meeting Foundations Elements Four features of effective meetings 1.Predictability 2.Participation 3.Accountability 4.Communication Define roles & responsibilities Facilitator, Minute Taker, Data Analyst Use electronic meeting minutes format 21 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.

Predictability Defined roles, responsibilities and expectations for the meeting Start & end on time, if meeting needs to be extended, get agreement from all members Agenda is used to guide meeting topics Data are reviewed in first 5 minutes of the meeting Next meeting is scheduled Participation 75% of team members present & engaged in topic(s) Decision makers are present when needed What makes a successful meeting?

Accountability Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during their 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. Communication All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting Team member support to practice team meeting norms/agreements

Define Roles for Effective Meetings Core roles Facilitator Minute taker Data analyst Active team member Administrator Backup for each role Typically NOT the administrator 24 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.

Who is Responsible? ActionPerson Responsible Reserve Room Recruit items for Agenda Review data prior to the meeting Reserve projector and computer for meeting Keep discussion focused Record Topics and Decisions on agenda/minutes 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 Facilitator Data Analyst Minute Taker Facilitator Minute Taker Facilitator Data Analyst Facilitator Minute Taker

What needs to be documented? Meeting demographics Date, time, who is present, who is absent Agenda Next meeting date/time/location/roles Administrative/General information/Planning items Topic of discussion, decisions made, who will do what, by when Problem-Solving items Problem statement, data used for problem solving, determined solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured 26 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 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: Team Members (bold are present today________________________________________________________________ Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Administrative/General Information and Issues 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 Problem-Solving Action Plan Agenda for NEXT Meeting 1. 2. 3. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (Prevent, Teach, Prompt, Reward, Correction, Extinction, Adaptations, Safety) Who?By When?Goal with Timeline Fidelity of Imp measure Effective ness of Solution/ Plan Not started Partially Imp Imp Fidelity Done Goal Met Better Same Worse Agenda for Today: 1. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update)

TIPS 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: Team Members (bold are present today________________________________________________________________ Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Administrative/General Information and Issues 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 Problem-Solving Action Plan Agenda for NEXT Meeting 1. 2.‘ 3. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (Prevent, Teach, Prompt, Reward, Correction, Extinction, Adaptations, Safety) Who? By When?Goal with Timeline Fidelity of Imp measure Effective ness of Solution/ Plan Not started Partially Imp Imp Fidelity Done Goal Met Better Same Worse Agenda for Today: 1. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update) Where in the Form would you place: 1.Planning for next PTA meeting? 2.There have been five fights on the playground in the past 3 weeks. 3.Update on CICO implementation 4.Increasing gang recruitment as an agenda topic for today. 5.Next meeting report on lunch- room status.

More Precision Is Required to Solve the Identified Problem 1.Have current & accurate data with ability to generate custom reports before & during meetings Start with data that are summarized as primary statements 2.Use data to define precision problem statement(s) A problem exists, when there is a discrepancy between current level and desired level Define a primary problem statement Use basic and custom reports to define problem with precision What, Where, When, Who, Why Discrimination/ motor/ self-management errors 3.Define goal(s) What will those data look like when there is not a problem? SMART goals: S pecific, M easurable, A chievable, R elevant, T imely

Start with Primary Problem Statements Look at the Big Picture, then use data to refine the Big Picture, moving to development of Precise Problem Statement(s) Move to Precise Problem Statements More Precision Is Required to Solve Identified Problems

Problem Solving (Core) Features Defining Goals Problems that have solutions defined have a goal defined. SMART Goals S pecific M easurable A chievable R elevant T imely Primary Problem Statement Our average Major ODRs per school day per month are higher than the 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. Primary Goal The rate of problem behavior will be at or below the national average for a school of our enrollment size. (~.31 per day per month) for the next school year Examples

W hat When Who Why Designing Effective Supports Where W hat When Who Why Where Precision Components for Behavior Problem Statements Precision Components for Academic Problem Statements

Examples: Primary to Precise Gang-like behavior is increasing. Our fourth graders cannot comprehend when reading! 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. Forty-seven percent of 4 th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessments when 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.

Examples: Primary to Precise Carly is having reading difficulties. Jack cannot add or subtract. Carly is reading 20 words correctly per minute (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts. Carly can not decode and struggles to read words containing R controlled vowels, digraphs, & long vowels. Jack’s math CBM scores fell at the 10 th percentile as compared to national norms. Jack is not fluent in his knowledge of basic math facts and often does not attend to addition or subtraction signs on written math problems.

Precise or Primary Statement? 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 7 th and 8 th 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 or Primary Statement? James is instructional in reading content that falls two grades below his current placement. His reading fluency scores fall below the 25 th %ile and his rate of improvement is predicting that he will not meet end of the year goals for his grade. He has difficulty decoding unfamiliar words and does not track accurately from left to right when reading. The boys in third grade are performing well below the 3 rd grade girls in reading. Three 5 th grade students are having great difficulty expressing their thoughts in writing. Their fine motor skills are well developed but writing test scores are well below target. Since they can verbally share well-constructed and grammatically correct stories, it is thought that their spelling skills are hindering their writing skills with average weekly spelling test scores of C’s and D’s obtained.

Morphing Data into Useful Information Develop Primary Problem Statements Look first at your patterns (tell the story) Level, Trend Peaks Match data to current perceptions Compare your data With national median or percentiles With last year With what your faculty/students/ families want

W hat When Who Why Designing Effective Supports Where W hat Who Why Precision Components for Behavior Problem Statements Precision Components for Academic Problem Statements

SWIS summary 2010-11 [Majors Only] 4,634 schools; 2,394,591 students; 1,802,178 ODRs Grade Range Number of Schools Mean Enrollment per school Mean (Sd) ODRs per 100 stud/ school day Median ODRs per 100 per school day 25 th Percentile ODR/100/ school day 75 th Percentile ODR/100/ school day K-62979456.32 (.41).21.11.39 6-9889626.64 (.81).46.25.79 9-12390818.86 (.89).62.341.08 PreK-8254438.50 (.49).32.19.65 PreK-12504551.1 (3.0).37.18.71

Elementary School with 150 Students 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.

80% meeting expectation 15% need more 5% need the most Academic Reference Points for Goals 50 th Percentile on national norms Low Risk indicator

DIBELS Universal Screening Primary Problem Statement Our DIBELS Distribution summary shows that 49% of our kindergarten students at Adams Elementary fall in the strategic and intensive range. We have over 50% of our students requiring strategic and intensive supports for ISF, LNF. Primary Goal At least 80% of our Kinders will be in Benchmark range at Winter Universal Screening Time

Only 62% of 4 th graders and 65% of 5 th graders are meeting expectations in reading comprehension at the winter benchmark; although a slight improvement from fall to winter is noted, it is below the goal of having 80% of students meet expectation.

Four 4 th graders have the lowest scores on measures of reading comprehension. Other students are below expectation but their scores are within + 1 correct responses (CR) of the target (14 CR). Scores for these four students fall in the At Risk range, which is below the 10 th percentile on national norms. Low Risk > 14 CR All close to goal of 14 CR

Three 4 th grade students are performing well below expectation comprehending written text that is presented at grade level (scores on Maze measures fall below the 10 th percentile on national norms). These students also have weak reading fluency skills that fall well below expectation, which is thought to be the reason for their low reading comprehension skills. A fourth student (Sally) also is performing well below expectation in reading comprehension, but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills. Let us look at reading fluency as a possible reason for these four students’ low reading comprehension. Harris Word list for Sally = 2 nd grade

Implement Solution(s) with High Integrity Implement Solution(s) with High Integrity Establish Solution Goal(s) Establish Solution Goal(s) Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution(s) and Compare with Goal Monitor Impact of Solution(s) and Compare with Goal Evaluate Problem and Redirect Evaluate Problem and Redirect Meeting Foundations Team-Initiated Problem Solving (TIPS-II) Model Discuss and Select Solution(s) with Contextual Fit Discuss and Select Solution(s) with Contextual Fit Collect and Use Data

Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans Solutions Prevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? 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? Action Plan Who will do each task & when will it be completed?

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 51 Example for Precise Behavior Problem Statement 6 th and 7 th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6 th and 7 th grade classrooms, for 2010-11 school year. Re-review 6 th and 7 th graders classroom expectations/Respecting others, daily Focus on Respect, Re-teach stop-walk routine Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk. Provide specific feedback for using stop-walk routine Ensure staff use routine for responding to a report when student comes to talk. Use School Defined Process

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 52 Example for Precise Academic Problem Statement Four 4 th grade students are performing below expectation in reading comprehension. For three of these students, their performance is being impacted by low reading fluency skills. For one student, weak vocabulary skills are keeping her from comprehending written text. Provide instructional level materials for independent reading activities. Participation in a Repeated Readings intervention group. Self monitoring of reading fluency skills with gains tied to rewards. Self monitoring of known and unknown vocabulary words and accuracy rates. Participation in a Drill Sandwich vocabulary practice.

Every solution/task needs an action plan Who will do the task? When will the task be completed? Action Planning

Evaluation Planning Evaluation Plan for monitoring fidelity of implementation AND impact on student behavior Evaluate fidelity of implementation compared to the goal Define how, when, criteria Evaluate effect of solutions on student behavior (impact) as compared to the goal Define data to be used, how often and criteria Data analyst with data summaries and data access

Fidelity of Implementation Measure the degree in which the intervention was implemented as defined/expected Use percent/absolute value/ rate/scale as metric Strive for 80% fidelity of implementation as measured weekly (bi- weekly) on scale of 1-5 Make easy for staff to record data Fidelity Check Board: X on number line Fist of five Fidelity check basket Direct observation Are we implementing the plan? 1 2 3 4 5 No Yes

Other Data for Monitoring Fidelity of Implementation

Fidelity Check Routine We do what we say we will do and we do it with 80% fidelity Establish a fidelity check routine that relates to Implementation A 1-5 scale is used for all questions, with up to three questions per week At staff meeting, use fist of five while asking questions In staff room, create number line poster with questions Did you provide instructional level reading to students? 1 2 3 4 5 No Yes Did you acknowledge 5 students, not in your classroom, daily? 1 2 3 4 5 No Yes

Evaluation Planning Every problem needs to be monitored and evaluated Fidelity of Implementation Effectiveness of Implementation

Evaluate the Problem: Did we make a difference? ✔

✔✔ ✔ Identify Problem with Precision Identify Problem with Precision Evaluate Problem and Redirect Evaluate Problem and Redirect

TIPS Team Training Readiness Team Membership Team Data Access Team Commitment Coaching Commitment

Team Membership 1. Representation needed for meeting their purpose 2. Inclusion and presence of administrator with authority to make decisions Team Data Access 3. Data available for problem solving & decision-making before and during the meeting 4. Consistent process & procedures for documenting & entering data exists 5. Team member is fluent in generating basic and custom reports from data set(s) being used TIPS Team Training Readiness 10 readiness guidelines

Team Commitment 6. Implementation of TIPS Meeting Foundations 7. Team & coach attendance at TIPS Team Training ** one full day or two half day team trainings 8. Application of the TIPS model through the school year & annual TIPS boosters Coaching Commitment 9. Team has access to a coach who knows the TIPS system & who is available before, during, & after meetings to support fidelity of implementation 10. Commitment to attend team training and provide coaching before, during and after the meetings

For More Information on TIPS Contact: Implement Solution(s) with High Integrity Implement Solution(s) with High Integrity Establish Solution Goal(s) Establish Solution Goal(s) Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution(s) and Compare with Goal Monitor Impact of Solution(s) and Compare with Goal Evaluate Problem and Redirect Evaluate Problem and Redirect Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Discuss and Select Solution(s) with Contextual Fit Discuss and Select Solution(s) with Contextual Fit Collect and Use Data

Maximizing Your Session Participation Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned?

Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence-based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real (investment) Full Implementation Let’s make it our way of doing business (institutionalized use) Sustainability & Continuous Regeneration

Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Session Assignments & Notes: High Priorities Action Planning: Enhancements & Improvements

TIPS T eam- I nitiated P roblem S olving (TIPS II)

Team-Initiated Problem Solving (TIPS) Overview Presented by: and PBIS Leadership Forum October 2012 Acknowledgements to: Rob Horner & Steve Newton, University.

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Team-Initiated Problem Solving (TIPS) Overview Presented by: and PBIS Leadership Forum October 2012 Acknowledgements to: Rob Horner & Steve Newton, University.

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Presentation on theme: "Team-Initiated Problem Solving (TIPS) Overview Presented by: and PBIS Leadership Forum October 2012 Acknowledgements to: Rob Horner & Steve Newton, University."— Presentation transcript:

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