1. Brief Introduction to Team-Initiated Problem Solving (TIPS) Anne Todd, Steve Newton, & Rob Horner, University of Oregon Kate Algozzine & Bob Algozzine, University of North Carolina at Charlotte APA Citation: Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Educational and Community Supports, University of Oregon. www.uoecs.orgwww.uoecs.org.

2. Goals Foundations of an effective meeting Identifying “problems” effectively Building useful solutions Implementation, follow-up and adaptation of solutions.

3. TIPS II Training Manual (2013) www.uoecs.org 3 People aren’t tired from solving problems – they are tired from solving the same problem over and over.

4. 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 TIPS II Training Manual (2013) www.uoecs.org 4

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

6. DORA Foundations Score Newton et al., 2012: Effects of TIPS Training on Team Meeting Foundations Pre TIPS Training Post-TIPS Training TIPS II Training Manual (2013) www.uoecs.org 6 TIPS I Study

7. 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 TIPS II Training Manual (2013) www.uoecs.org 7

8. Meeting Foundations Clear Purpose/ Authority How will we know if the meeting is effective? What is the impact we are to have on students/ families/ School? Roles and responsibilities Facilitator Minute Taker Data Analyst Member Agreement about process Start time/stop time Schedule Respect and commitment Electronic Meeting Minutes/Agenda

9. Define roles for effective meetings Core roles Facilitator Minute taker Data analyst Active team member Administrator Backup for each role TIPS II Training Manual (2013) www.uoecs.org 9 Can one person serve multiple roles? Are there other roles needed? Typically NOT the administrator

10. ActionPerson Responsible Reserve RoomFacilitator Recruit items for AgendaFacilitator Review data prior to the meetingData Analyst Reserve projector and computer for meeting Minute Taker Keep discussion focusedFacilitator Record Topics and Decisions on agenda/minutes Minute taker Ensure that problems are defined with precision Facilitator Ensure that solutions have action plans Facilitator Provide “drill down” data during discussion Data Analyst End on timeFacilitator Prepare minutes and send to all members Minute taker Who is Responsible? 10

11. Your Turn Define who will be: Facilitator Minute Taker Data Analyst Backup

12. Organizing for an effective problem solving conversation TIPS II Training Manual (2013) www.uoecs.org 12 Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

13. Using Meeting Minutes 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 TIPS II Training Manual (2013) www.uoecs.org 13

14. 14 Agenda for Next Meeting

15. Where in the Form would you place: 1.Schedule for hallway monitoring for next month 2. Too many students in the “intensive support” for literacy 3. Status of fights on playground in last month. 4. Next meeting date/time. 5. Today’s agenda 6. Solutions for a new problem Where in the Form would you place: 1.Schedule for hallway monitoring for next month 2. Too many students in the “intensive support” for literacy 3. Status of fights on playground in last month. 4. Next meeting date/time. 5. Today’s agenda 6. Solutions for a new problem TIPS II Training Manual (2013) www.uoecs.org 15

16. Where in the Form would you place: 1.Staff will complete weekly fidelity checks 2. Three students are not meeting daily CICO goal 3. Parents are not signing CICO home report 4.ORF scores are too low for third graders 5. Plan for school board report Where in the Form would you place: 1.Staff will complete weekly fidelity checks 2. Three students are not meeting daily CICO goal 3. Parents are not signing CICO home report 4.ORF scores are too low for third graders 5. Plan for school board report TIPS II Training Manual (2013) www.uoecs.org 16

17. Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating YesNoSo-So 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? At end of each meeting, conduct a BRIEF assessment of the meeting by asking 4 questions TIPS II Training Manual (2013) www.uoecs.org 17

18. Defining “problems” The first step to effective problem solving A Problem Any significant difference between what is expected/desired and what is actually observed (academic, behavior). Define Problems is “Precision” What is the behavior (and discrepancy)? Where is it most likely? When does it occur? Who performs the behavior? Why does the behavior keep happening in this situation?

19. Using Data to Refine 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.”

20. Precise Problem Statements (What are the data we need for a decision?) Precise problem statements include information about the following questions: What is the problem behavior? How often is the problem happening? Where is the problem happening? Who is engaged in the behavior? When is the problem most likely to occur? Why is the problem sustaining?

21. What When Where Who Why Designing Effective Behavior Support

22. 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.

23. 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.

24. 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.

25. Precise or Primary Statement? 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 5 th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

26. 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.

27. 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 4 th 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.

28. Your Turn Define a “primary” problem you have encountered. Transform that “primary” problem statement into a “precise” problem statement.

29. Using Data to Build Precise Problem Statements STEP ONE Do we have a problem? (compare observed with expected) What and How Often STEP TWO Define the problem with precision (which behaviors?) Where When Who Why

30. Total Office Discipline Referrals Total Office Discipline Referrals as of January 10

32. Transforming 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 staff/students/ families want

33. SWIS summary 2011-12 (Majors Only) 5194 schools; 2,663,221 students; 2,033,426 ODRs Grade Range Number of Schools Mean Enrollment per school Mean ODRs per 100 stud/ school day Median ODRs per 100 per stud/ school day 25 th Percentile ODR/100/ school day 75 th Percentile ODR/100/ school day K-63310446.34 (.41).22.11.42 6-9972614.61 (.65).44.25.76 9-12477853.78 (.86).53.30.94 PreK-8285336.51 (.57).36.18.64 PreK-12714311.07 (1.19).44.21.88

34. Elementary School with 150 Students 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 What is happening? What is typical? What is possible? What is needed?

35. Elementary School

36. Middle School 765 students

37. Describe the narrative for this elementary school

38. Describe the narrative for this Middle school

39. Describe the narrative for this High school Year One Year Two Median Line based on 2010-11 Data

40. What are the SWIS reports you need to move from a Primary to a Precise statement? What problem behaviors are most common? ODR per Problem Behavior Where are problem behaviors most likely? ODR per Location When are problem behaviors most likely? ODR per time of day Who is engaged in problem behavior? ODR per student Why are problem behaviors sustaining? Custom graph

41. Data lead to asking the right questions If many referrals in classroom Which classes? Which students? What problem behaviors? When? If many referrals in cafeteria Which students? What times? (beginning or end of lunch period?) What problem behaviors?

42. Questions to ask about Referrals by Problem Behavior Is there one major problem behavior or multiple problem behaviors? Do they appear to be student-student problem behaviors or student- adult? Are there similarities in the types of behaviors? Are they major or minor problem behaviors?

46. Questions to ask about Referrals by Location Where are the problems occurring? Are there problems in many locations, clusters of locations, or one location?

49. Questions to ask about Referrals by Time When are the problem behaviors most likely? How do those times match with the daily activities? How does this information match up to Referrals by Location?

53. WHO: Questions to ask about Referrals by Student Who is engaging in problem behavior? What proportion of students has 0-1 ODR? What proportion of students has 2-5 ODRs? What proportion of students has 6+ ODRs?

57. Why? The hardest question Given a specific behavior in a specific context: What consequence is perceived as maintaining the problem behavior? Always assess motivation AFTER you have defined who, what, where? You always ask WHY the students misbehave in a specific context Look for the “primary” motivation if there are multiple possibilities.

58. Motivation for Many students engaging in Disruption in the Cafeteria This Year

59. Motivation for many students engaging in Disruption in the Classroom: Elementary This Year

60. Motivation for Non-compliance and Insubordination in the Classroom: All students/ Middle School This Year

61. Motivation for Brian’s Disrespectful Behavior in the Classroom This Year

62. Meeting Video #1 Check if you identified the ____ minute taker ____ facilitator ____ data analyst ____ school administrator What was one “problem” (old or new) addressed by the team? Was it defined with precision?

63. Building Goals Define the problem with precision Define the measure of the problem (level, amount) Define what would be considered “good” Use the Goal to guide the Solution. How can we move from where we are to where we want to be?

64. Building Goals ProblemLevelGoal Many students are leaving garbage in cafeteria resulting in conflict and ODRs. The behavior is maintained because it is easy to do. 22 ODRs per month from Cafeteria Heidi (sup) rates Cafeteria as “1” (low) on a 1-5 scale of Cleanliness <5 ODRs per month from Cafeteria Heidi rates Cafeteria as >4 for cleanliness two weeks in a row.

65. Building Goals ProblemLevelGoal 7 th Grade students are tardy for 5 th period classes after their lunch. Tardiness is rewarded by peer attention, and no consequences in class. 5 of 6 7 th grade teachers indicate they have >3 students tardy on a regular basis for 5 th period. Estimated 18, 7 th grade students tardy for 5 th period last week. ??

66. Building Goals ProblemLevelGoal Phil is engaging in physical/verbal aggression toward three younger students during non- structured times, and we believe this is maintained by social positives from his peer group, and responses from the 3 students. Phil has received 4 ODRs this week for bullying, teasing, or aggression. ??

68. 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?

69. Solution Development Prevention Teaching Recognition Extinction Corrective Consequence Safety (if needed) Data Collection

70. Solution Action ElementsSolution Action Elements Defined Prevent Focus on prevention first. How could we reduce the situations that lead to these behaviors? Teach How do we ensure that students know what they SHOULD be doing when these situations arise? Reward How do we ensure that appropriate behavior is recognized? Extinguish How do we work to ensure that problem behavior is NOT being rewarded. Correct How will you correct errors? Safety Are additional safety precautions needed? Solution Implementation Plan Elements TIPS II Training Manual (2013) www.uoecs.org 70

71. How are we going to solve the problem? InternalExternal Obtain SomethingFeeling of SuccessChoice of Activity/Tangible Reward Avoid SomethingAnxiety Triggers/PanicPeer Ridicule TIPS II Training Manual (2013) www.uoecs.org 71 Research to Practice Fact To be effective, solution actions should address the function of the problem behavior. Implications for solution being appropriate for problem AND likely to produce desired change

72. Solution Action ElementsPossible Generic Solution Actions Prevent What can we do to prevent the problem? Adjust physical environment. Define & document expectations and routines. Assure consistent & clear communication with all staff. Teach What do we need to teach to solve the problem? Explicit instruction linked to school wide expectations. Teach what to do, how to do it and when to do it. Model respect. Reward What can we do to reward appropriate behavior? Strengthen existing school wide rewards. Include student preferences. Extinguish What can we do to prevent the problem behavior from being rewarded? Use ‘signal’ for asking person to ‘stop’. Teach others to ignore (turn away/look down) problem behavior. Correct What will we do to provide corrective feedback? Intervene early by using a neutral, respectful tone of voice to tell the student what he/she is doing wrong and what he/she should be doing. Safety Do we need additional safety precautions? Separate student from others if he/she is unable to demonstrate self-control. Make sure adult supervision is available. TIPS II Training Manual (2013) www.uoecs.org 72

73. Implement Solution(s) with High Integrity Establish Solution Goal(s) Identify Problem with Precision Monitor Impact Of Solution(s) & Compare with Goal Reassess and Revise Solution(s) As Needed Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Develop Solution(s) Collect and Use Data

74. Trevor Test Middle School 565 students Grades 6,7,8

75. Trevor Test Middle School Is there a problem? If so, what is it?

76. Cafeteria Class Commons Hall 11:45 Lang. Defiance Disruption Harass Skip

78. Perceived motivation for inappropriate language and disruption in the cafeteria (all students)

79. Precise Problem Statement & Hypothesis Development Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

80. Solution Development: For disruption in hall and cafeteria Goal: To reduce referrals for disruption in the hall & cafeteria by 50% Prevention *Teach behavioral expectations in cafeteria *Maintain current lunch schedule, but shift classes to balance numbers. Teaching Recognition Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely Corrective Consequence Active supervision, and continued early consequence (ODR) Data Collection Maintain ODR record and supervisor weekly report

81. Problem Solving Action Plan Precise Problem Statement Solution ActionsWho?When?Goal, Timeline, Rule & Updates Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention Prevention: Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers Teachers will take class to cafeteria; Cafeteria staff will teach the expectations Principal to adjust schedule and send to staff Rotating schedule on November 15 Changes begin on Monday Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average) Timeline: Review Data & Update Monthly A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape. Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely School Counselor and Principal will create chart & staff extra recess Principal to give announcement on intercom on Monday Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s) Hall and Cafeteria SupervisorsOngoing Data Collection – Maintain ODR record & supervisor weekly report SWIS data entry person & Principal shares report with supervisors Weekly

82. PHOENIX ELEMENTARY 265 Students K-5

83. Phoenix Elementary Year One Year Two National Median Line is for 2010-11

84. Our rates of problem behavior are above the national average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November – April Use what, where, when, by whom, why reports to define problem with precision Primary Problem Statement

85. Phoenix Elementary Problem Behaviors

86. Phoenix Elementary - Locations Year One Year Two

87. Phoenix Elementary - Time

88. Phoenix Elementary Referrals Per Student (2 + Referrals)

89. Phoenix Elementary Referrals by Motivation Year One Year Two

90. Do we have one or more problems? Based on location, time, problem behavior, and students involved Build a precise problem statement for one problem at a time Give best guess on hypothesis Other information sources lead to sharing equipment, taking turns on swings, different games rules for soccer during recess and during soccer games. Problem Statement

91. 1.We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games. 2.We have lower rates of disruption and disrespect in classrooms throughout the day with many students, some of whom are also having problems on the playground. Problems are occurring with grades 3-5 students. Precision Statements

92. Solution Development Precise Problem Statement: We have high rates of physical aggression, disrespect and inappropriate language on the playground at lunch & break times. Many students are involved and it appears that students are trying to get access to equipment/games. GOAL: We want to reduce the number of referrals on the playground for each of the remaining months of the school year. Prevention Teaching Reward Extinction Corrective Consequence Safety/ Data

93. Problem Solving Action Plan Precise Problem Statement Solution ActionsWho?When?Goal, Timeline, Rule & Updates We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games. Reduce Playground referrals each month from now until the end of the school year. Progress monitor SWIS data weekly

94. Implement/Follow-up/ Adapt

95. Agenda for Next Meeting

96. Your Turn Define a current problem with precision Define a goal Use the Solution Development Matrix to identify possible solution elements Define how you would determine if the solution was implemented (fidelity) and if it was effective.

97. Solution Development Prevention Teaching Recognition Extinction Corrective Consequence Safety (if needed) Data Collection

98. TIPS Fidelity of Implementation Checklist 18 item checklist 3 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

99. TIPS II Training Manual (2013) www.uoecs.org 99

100. TIPS II Training Manual (2013) www.uoecs.org 100

101. TIPS II Training Manual (2013) www.uoecs.org 101

102. TIPS Fidelity of Implementation Checklist: Meeting Foundations (Items 1-9) 1.Primary and backup individuals are assigned to defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst. 2.Meeting participants have the authority to develop and implement problem-solving solutions. 3.Meeting started on time. 4.Meeting ended on time, or members agreed to extend meeting time. 5.Team members attend meetings promptly and regularly.

103. TIPS Fidelity of Implementation Checklist: Meeting Foundations (Items 1-9) 6.Public agenda format was used to define topics and guide meeting discussion and was available for all participants to refer to during the meeting. 7.Previous meeting minutes were present and reviewed at start of the meeting. 8.Next meeting was scheduled by the conclusion of the meeting. 9.Meeting Minutes are distributed to all team members within 24 hours of the conclusion of the meeting.

104. Your Turn: Use the TIPS Fidelity Checklist What do we already do well? Meeting Foundations: Purpose/ Roles/ Meeting Agenda Do we have an adequate data system? Do we define problems with precision? Do we build comprehensive and efficient solutions? Do we implement/following up/ Adapt What would work well in our school? What are the next steps for improving our team meetings? For Sept For Oct