1. Team Initiated Problem Solving TIPS Presented by Rob H. Horner & Anne W. Todd, University of Oregon On Behalf of Steve Newton, Bob Algozzine and Kate Algozzine

2. Today’s Goals All able to realize coaching support in: – Use roles and “meeting foundations” Build roles: facilitator, minute taker and data analyst Meeting Foundations Checklist Electronic meeting minutes – Use the TIPS problem solving model during meetings Data-based Decision-making rules Defining “problems” with precision Building practical solutions – Implement the solutions developed during meetings Building action plans to implement solutions. Assess if action plans benefit students 2 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 Educational and Community Supports, University of Oregon, unpublished training manual.

3. Part 1 Overview of TIPS Model

4. People aren’t tired from solving problems – they are tired from solving the same problem over and over. 4 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 Educational and Community Supports, University of Oregon, unpublished training manual.

5. 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. 5 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 Educational and Community Supports, University of Oregon, unpublished training manual.

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

7. TIPS Model TIPS Training – TIPS Coaches Training – TIPS Team training (initial and booster) – On-line TA Meetings for Coaches – Three coached meetings for teams 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

8. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify 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. 8

9. TIPS Model Team Meeting – Use of electronic agenda – Formal roles (facilitator, recorder, data analyst) – Specific expectations (before meeting, during meeting, after meeting) – Expected use of data Data Collection Tool – DORA – “Foundations” “Thoroughness”

10. 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

11. 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

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

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

14. Professional Citations for TIPS Algozzine, B., Newton, J.S., Horner, R., Todd, A., & Algozzine, K.M. (in press). Development and technical adequacy of a team decision making assessment tool. Journal of Psychoeducational Assessment. Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (2009). Using a problem-solving model for data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.). Handbook of positive behavior support. New York: Springer, 551-580. Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (in press). Randomized waitlist control analysis of team-initiated problem solving with elementary schools. Journal of School Psychology. Newton, J.S., Horner, R., Todd, A., Algozzine, B., & Algozzine, K., (in press). Descriptive evaluation of a Team Initiated Problem-Solving (TIPS) model for data-based decision making in schools. Education and Treatment of Children Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. & Frank, J. (2011). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology, 27, 42-59..

15. 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.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.

16. Main Ideas Decisions are more likely to be effective and efficient when they are based on data. The quality of decision-making depends most on the first step (defining the problem to be solved) Define problems with precision and clarity

17. Main Ideas Data help us ask the right questions…they do not provide the answers: Use data to – Identify problems – Refine problems – Define the questions that lead to solutions Data help place the “problem” in the context rather than in the students.

18. Main Ideas The process a team uses to problem solve is important: – Roles : – Facilitator; Recorder; Data analyst; Active member – Organization – Agenda; Old business (did we do what we said we would do); New business; Action plan for decisions. – What happens BEFORE a meeting – What happens DURING a meeting – What happen AFTER a meeting

19. Main Ideas Build “decision systems” not “data systems” Use data in “decision layers” – Is there a problem? (overall rate of ODR) – Localize the problem – (location, problem behavior, students, time of day) – Get specific Don’t drown in the data It’s “OK” to be doing well Be efficient

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

21. Meeting Foundations Elements Four features of effective meetings Predictability Participation Accountability 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.

22. A. Predictability 1.Defined roles, responsibilities and expectations for the meeting 2.Start & end on time, if meeting needs to be extended, get agreement from all members 3.Agenda is used to guide meeting topics 4.Data are reviewed in first 5 minutes of the meeting 5.Next meeting is scheduled B. Participation 5.75% of team members present & engaged in topic(s) 6.Decision makers are present when needed What makes a successful meeting?

23. C. Accountability 7. Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities 8.System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal setting) 9.System is used for documenting decisions 10. Efforts are making a difference in the lives of children/students. D. Communication 11.All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting 12.Team member support to practice team meeting norms/agreements

24. Define roles for effective meetings Core roles – Facilitator – Minute taker – Data analyst – Active team member – Administrator Backup for each role Can one person serve multiple roles? Are there other roles needed? 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.

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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. 26

27. Who is Responsible? 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 plansFacilitator Provide “drill down” data during discussionData Analyst End on timeFacilitator Prepare minutes and send to all membersMinute taker

28. Activity # 1 (7 min) For discussion today Select – Facilitator – Data Analyst – Minute Taker Back up for each 28 RolePrimaryBackup Facilitator Data Analyst Minute Taker Next role review date: 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.

29. Organizing for an effective problem solving conversation 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 29 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.

30. 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)

31. 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.

32. Activity #2 (7 min) Examine the Langley minutes: – 1. What is one agenda item for next meeting? – 2. Who will do what by when to get the video system working? – 3. For the problem of “disrespectful behavior,” how will they know if they achieved their goal?

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34. 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 34 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.

35. Big Ideas for Effective Problem Solving Teams use a predictable routine – Practicing effective meeting foundations – Interacting with their data Problem Solving model is generalize-able across – Contexts/teams School wide, grade level/groups, individual students – Content areas Academic and social behavior Fidelity of implementation – Data sets Primary Problems are defined with precision before ‘solving’ them – Active use of data Fidelity of implementation and student outcomes are measured regularly to determine when goals are met

36. Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify 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. Collect and Use and UseData SWIS

37. 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

38. W hat When Who Why Designing Effective Behavior Support Where

39. 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.

40. Examples: Primary to Precise Carly is having reading difficulties Jack is having lots of trouble at home Carly is reading 20 cwpm (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 screams and cries at home, daily, when asked to get in car, do homework, and get ready for bed. He does not like riding in the car and does not like doing school work at home.

41. 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).

42. 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.

43. 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 With last year With what your faculty/students/ families want

44. 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

45. 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.

46. Problem Solving (Core) Features Defining Goals Problems that have solutions defined have a goal defined. – SMART Goals Specific Measureable Achievable Relevant Timely Examples: 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

47. 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 Primary Goal At least 80% of our Kinders will be in Benchmark range at Winter Universal Screening Time

48. 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: Specific, Measureable, Achievable, Relevant, Timely

49. Elementary School 465 students (465/ 100 = 4.6 X.21=.97) Primary Problem Statement We had peaks of problem behavior in Sept, Oct, & Nov. There has been a decreasing trend since December. Our rate of problem behavior has been above the national median for schools our size every month this year. Primary Goal Our rate of problem behavior will be at or below the national median as measured by SWIS, monthly for the next ‘school year’

50. Example Using the SWIS Demo Data – www.swis.org www.swis.org login: username: ebs password: ebs

51. Primary Problem: Last year we had an increasing trend during first 3 months. (.5-2.2/day above national median) &.5-1.0 per day above national median for remainder of school year. Goal: Rate of problem behavior to be at or below the national median for our enrollment size

52. Defining Precision Elements of the problem What are the problems?

53. Defining Precision Elements of the problem Where are problem occurring?

54. Defining Precision Elements of the problem When are problem occurring?

55. Defining Precision Elements of the problem What students are involved?

56. Refining the Elements via custom reports 3 rd, 6 th, & 7 th graders

57. Primary to Precision Last year we had an increasing trend during first 3 months. (.5-2.2/day above national median).5-1.0 per day above national median for remainder of school year. Inappropriate language, disrespect, physical aggression, harassment, disruption, in class & common areas (hall, café, playground, commons), 9:45, 12:45-1:30, 11:30-12:15, lots of students, in grades 3-8

58. Let’s look at 6th-7th graders problem behavior in classrooms first

60. 6 th and 7 th grader problem behaviors in classrooms Inappropriate Language Disrespect Harassment Physical Aggression Skipping/ Truancy

61. Time Inappropriate Language

62. 6 th and 7 th graders, in classroom, engaging in inappropriate language, at 9:45 & 12:45

63. 6 th and 7 th graders 6 th and 7 th graders, in classrooms at 9:45 & 12:45, are engaging in inappropriate language to obtain peer & adult attention & to avoid tasks

64. Using Precision Problem Statements to Build Solutions, Action & Evaluation plans 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? Action Plan: Who will do each task & when will it be completed? Evaluation: How will we collect and what data will we use to evaluate – implementation fidelity, & – impact on student outcomes?

65. Prevent “Trigger”Re-review 6 th & 7 th graders the classroom expectations/ Respecting others, daily. Define & TeachFocus on Respect Re-teach stop-walk-talk routine. Reward/ReinforceSet up “Daily Double” : Class period without problem behavior occurrence receive extra 2 mins. at end of period to talk. Provide specific feedback for using stop-walk-talk routine Withhold RewardEnsure staff use routine for responding to a report when student comes to talk. Corrective consequenceUse School Defined Process Other Safety 65 SWIS Demo School Precise 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. SWIS Demo School Precise 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.

66. Action Planning Every solution/task needs an action plan – Who will do the task? – When will the task be completed? Measure used, schedule and format for collecting those data

67. 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

68. Fidelity of Implementation Before determining if an intervention (solutions) had an impact on student behavior ensure a high level of implementation fidelity – Define how fidelity data will be collected & when those data will be collected – Define criteria for fidelity – Define process & schedule for the data analyst to access fidelity data when needed Examples

69. 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

70. Fidelity Check Routine We do what we say we will do & we do it with 80% fidelity Did you stand in hallway during passing periods? 1 2 3 4 5 No Yes 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 acknowledge 5 students, not in your classroom, daily? 1 2 3 4 5 No Yes

71. Evaluation Planning Every problem needs to be monitored and evaluated – Fidelity of Implementation – Effectiveness of Implementation Measure used, schedule and format for collecting those data

72. Set up daily double (class period without problem behavior = 2 min talk time Ensure staff use routine for responding to a report when student comes to talk EXAMPLE Of Partial Meeting Minutes

73. Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify 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. www.uoecs.org Collect and Use and UseData

74. Part 2 Coaching TIPS

75. TIPS Team Training Readiness 10 readiness guidelines 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

76. 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

77. Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify 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. www.uoecs.org Collect and Use and UseData

78. Role of Coach Initial goal is to help team be successful during problem solving meetings – Facilitator – Data Analyst – Minute Taker – Meeting process Long term goal is to help team be successful during problem solving meetings your support will ebb & flow Using multiple data sources 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. 78

79. A Generic Coaching Cycle Initially Provide support to build fluency in using TIPS Model for at least two meetings following team training Quarterly Prompt teams to complete the TIPS Team Implementation Checklist Give support to acknowledge & celebrate success while strengthening the application of TIPS Model On-going Use TIPS Coaches Fidelity Checklist as your guide – Review Meeting Minutes – Acknowledge team efforts & resulting outcomes – Provide support to refine problem statements, solutions & action plans Prompt team to complete the Meeting Foundations Checklist at least annually. 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. 79

80. Phases of Meetings Before the Meeting During the Meeting After 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. 80

81. 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. 81

82. Coaches Fidelity Checklist, continued 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. 82

83. What makes a successful meeting? Predictability 1.Defined roles, responsibilities and expectations for the meeting 2.Start & end on time, if meeting needs to be extended, get agreement from all members 3.Agenda is used to guide meeting topics 4.Data are reviewed in first 5 minutes of the meeting 5.Next meeting is scheduled Participation 5.75% of team members present & engaged in topic(s) 6.Decision makers are present when needed Accountability 7. Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities 8.System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal setting) 9.System is used for documenting decisions 10. Efforts are making a difference in the lives of children/students. Communication 11.All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting 12.Team member support to practice team meeting norms/agreements 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. 83

84. 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. 84

85. 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. 85

86. 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. 86 Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when

87. 87 Meeting Foundations

88. Getting Started Demographics for the meeting 1.School 2.Team 3.Coach 4.Meeting time 5.Meeting location 6.Facilitator 7.Minute Taker 8.Data analyst 9.Regular Team Members 10.Meeting Norms 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. 88

89. Meeting Norms/Agreements examples Respect – Active participation/listening – Be equitable – Be attentive focus on the task; avoid side talk/multi-tasking – Offer creative & comprehensive ideas Responsibility – Complete tasks between meetings – Be on time – Apply a positive framework to discussion Reality – Agree to ‘doable’ tasks – Be honest and share what we think and feel. 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. 89

90. 90 1.Respect: active, equitable, attentive 2.Responsibility: task completion timeliness positivity 3. Reality: doable honesty 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.

91. 91 1.Inform facilitator of absence/tardy before meeting 2.Avoid side talk 3.Remind each other to stay focused 4.Start and end on time 5.Be an active participant 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.

92. The Flow of the Meeting 1.Attendance, roles for meeting 2.Next meeting scheduled 3.Review agenda for meeting 4.Review/status update of previous meeting minutes 5.Review data & use TIPS problem solving model to prompt the development of a comprehension action plan for each decision 6.Reports identified for next meeting 7.Information to communicate to others 8.Team assessment of meeting 9.Dissemination of meeting minutes 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. 92

93. Activity: In table groups discuss strategies that work well for each scenario Activity: In table groups discuss strategies that work well for each scenario 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. 93

94. Before the Meeting Coaching the Facilitator 1.Ask facilitator if s/he is prepared to assume facilitator responsibilities 2.Provide technical assistance to facilitator to prepare for the meeting, as needed a.Sequence of agenda items b.Solicit new agenda items from team members c.Determine items needing administrative decisions d.Check in with administrator, data analyst, minute taker e.Review TIPS model 3.Remind facilitator to review previous meeting minutes, with team, at start of the meeting a. Post agenda items (on wall/board/paper) for review throughout the meeting ( the agenda gets lost as the meeting minute form is used) 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. 94

95. Before the Meeting Coaching the Data Analyst 4. Ask data analyst if s/he is prepared to assume data analyst responsibilities 5. Remind/assist data analyst to prepare data summary (SWIS/DIBELS/OAKS) for the meeting to review progress of existing problem(s) and any other potential problems that are noticed 6. Provide technical assistance to data analyst to prepare data summary, as needed 7. Remind data analyst to prepare meeting minute form 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. 95

96. Before the Meeting Coaching the Minute Taker 8. Ask minute taker if s/he is prepared to assume minute taker responsibilities 9. Remind minute taker to review previous meeting minutes from laptop/projector with team at start of meeting 10. Provide technical assistance to minute taker to prepare meeting minute form, as needed a. save previous meeting minutes with current meeting date b. update date’s for today’s/next meeting c. shift next meeting agenda items to ‘today’s agenda items 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. 96

97. During the Meeting 11. Attend the meeting until team becomes fluent with TIPS as a system a. prompt navigation for custom reports 12. Provide the least amount of feedback & guidance required to ensure that team uses the TIPS model and doesn’t get “off track;” refer team to Problem-Solving “Mantra” if necessary a. prompt use of TIPS table tent b. prompt minute taker, as needed -- accurate & relevant content -- document content in appropriate section of meeting minute form 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. 97

98. After the Meeting 13. Provide assistance to minute taker to clean up & clarify meeting minutes, as needed a. organize topics, decisions, action plans, timelines, goals, fidelity & outcome measures 14. Prompt minute take to send electronic copy of completed meeting minutes, if prompt is needed 15. Provide feedback to facilitator on quality of meeting; provide suggestions and technical assistance for improvement 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. 98

99. Scaffolding of Coaching Meeting #1 – Before the meeting: Call Facilitator to make sure – Roles are defined – Big 5 SWIS reports are available – Agenda prepared – Prompt to ask questions during the meeting Check in with data analyst & help prepare data summary Check in with Minute Taker – Set up Meeting Minute form for the meeting – During the meeting – Reinforce organization – Help data analyst use SWIS decision-rules – Prevent drowning in data – After meeting – Help Minute Taker clarify/clean up meeting minutes – Make sure meeting minutes are disseminated 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. 26

100. Scaffolding of Coaching Meeting #2 – Before: Call Facilitator – Make sure issues from last meeting are on next meeting agenda – Make sure Big 5, internet, & projector are available – Prompt to ask questions during the meeting Help Data Analyst prep data summary Check in with Minute Taker – Prompt to project previous meeting minutes » ‘save as’ with the current meeting date – During: – Make sure issues from last meeting are addressed – Prompt team members to use problem-solving Mantra, as needed – Prompt minute taker to ‘cut’ completed tasks & update/add items throughout the meeting – After: – Help Minute Taker clarify/clean up meeting minutes 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. 27

101. Scaffolding Coaching Meeting #3 – Before: email prompt to facilitator minute taker – During: be quiet, but supportive Prompt team members as needed – After: Celebrate Review meeting minutes, support 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. 28

102. Ongoing Coaching Stay on meeting minute distribution list – Review meeting minutes, offer suggestions Attend meetings as schedule allows – Prompt team members to use problem solving mantra Send email to team members acknowledging efforts and successes Annually, prompt team to conduct Meeting Foundations Checklist 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. 29

103. TIPS Publications 02-01-2012 Newton, J. S., Algozzine, B., Algozzine, K., Horner, R. H., & Todd, A. W. (2011). Building local capacity for training and coaching data-based problem solving with positive behavior intervention and support teams. Journal of Applied School Psychology, 27, 228-245. Newton, J. S., Horner, R. H., Algozzine, R. F., Todd, A. W., & Algozzine, K. M. (2009). Using a problem-solving model to enhance data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 551-580). New York, NY: Springer. Newton, J. S., Horner, R. H., Algozzine, B., Todd, A. W., & Algozzine, K. M. (2011). A randomized wait-list controlled analysis of team-initiated problem solving. Manuscript submitted for publication. Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, B., & Algozzine, K. M. (in press). A pilot study of a problem-solving model for team decision making. Education and Treatment of Children. Newton, J. S., Todd, A. W., Algozzine, K. M., Horner, R. H., & Algozzine, B., (2009). Team-initiated problem solving training manual. Educational and Community Supports, University of Oregon, Eugene, Oregon. Todd, A. W., Algozzine, B., Horner, R. H., & Algozzine, K. (in press). Data-based decision making. In C. Reynolds, K. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4 th ed.). Hoboken, NJ: John Wiley & Sons. Todd, A. W., Horner, R. H., Berry, D., Sanders, C., Bugni, M., Currier, A., Potts, N., Newton, J. S., Algozzine, B., & Algozzine, K. (2011) A case study of team-initiated problem solving in an elementary school. Manuscript submitted for publication. Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., Algozzine, K. M., & Frank, J. L. (2011). Effects of team-initiated problem solving on decision making by schoolwide behavior support teams. Journal of Applied School Psychology, 27, 42-59.