Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina.

Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina at Charlotte

Background Information  Grant – “Enhancing Data-based Decision Making in Schools”  Funded by U. S. Department of Education’s Institute of Education Sciences  4-year project 2

Project Goals  Develop assessment instrument to measure decision making & problem solving of PBS Teams  Develop problem-solving model (“TIPS”) to enhance data-based decision making  Conduct initial workshops and do field testing in Oregon & North Carolina  Get feedback from field testers & revise  Conduct 2 rigorous research studies – Does instruction in use of TIPs actually enhance teams’ data-based decision making? 3

Themes & Assumptions  Decision making is aided by access to data (“data-based decision making”- DBDM)  PBS Team meetings are a major context for DBDM  Providing instruction on how to embed DBDM in a problem- solving model (TIPS) will result in problem solving that is Thorough Logical Efficient Effective  Structure of meetings lays foundation for efficiency and effectiveness 4

Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 5

Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 6

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

“Well begun is half done.” —Aristotle, quoting an old proverb

Important Structural Components  Regular meetings & regular attendance  The “right” people  The right roles Facilitator Minute Taker Data Analyst Active Team Members  Accomplishments – Products of successful meeting Meeting Minutes (record of decisions & tasks concerning administrative/general issues) Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team) (We’ll discuss these in more detail later in this workshop) 9

Before the Meeting…  Room reserved  “New business” items solicited for agenda  Agenda produced  Team member roles determined  Data reviewed by Data Analyst; Analyst ready to lead team through discussion of (a) possible new problems and (b) effects of in-process solutions on “old” problems  Computer reserved; access to SWIS online database assured  LCD projector reserved & set up to project data (or team has some other strategy for ensuring team members can review data at meeting)  Team members have individual TIPS Notebooks to bring to meeting (We’ll review the (a) before-meeting, (b) during-meeting, and (c) after- meetings responsibilities of individual team members later in this workshop) 12

At Close of and After Meeting…  Meeting Minutes and Problem-Solving Action Plan completed (more on this later in this workshop)  Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs. 13

Activity #1  On the TIPS Foundations Checklist… Complete Checklist Items 1 through 9, and Checklist Items 10a through 10e 16

The TIPs Model Identify Problems

“We are all continually faced with a series of great opportunities, brilliantly disguised as insoluble problems.” —John Gardner

Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan. Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 19

Problems & Problem Solving  PBS Teams focus on social and academic problems  Problem – Difference between expected/desired student behavior & current student behavior  Problem identification - Finding a difference & making decision about whether it is significant enough to require team action now  Problem solving – Figuring out how to eliminate or reduce difference 20

Let’s Practice Finding Differences (Identifying Problems)  Look for Difference Between… school’s average Major ODRs per school day per month, and national average for other schools of comparable enrollment size 21

SWIS summary 2008-2009 (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs Grade Range Number of Schools Avg. Enrollment per school National Avg. for Major ODRs per 100 students, per school day K-62,162450.34 = about 1 Major ODR every 3 school days, or about 34 every 100 days 6-9602657.85 = a little less than 1 Major ODR per school day, or about 85 every 100 days 9-122158871.27 = more than 1 Major ODR per school day, or about 127 every 100 days K- (8-12) 4314081.06 = about 1 Major ODR per school day, or about 106 every 100 days 22

Comparing a Specific Elementary School to the National Average Grade Range Number of Schools Avg. Enrollment per school National Avg. for Major ODRs per 100 students, per school day K-62,162450.34 = about 1 Major ODR every 3 school days, or about 34 every 100 days If your elementary school has 150 students, it has ____ times more than 100 students? (150/100 = 1.5 times more) So you might expect Major ODRs per school day to be about 1.5 times greater than.34 (1.5 X.34 = 0.51 ODRs per school day, for a school with 150 students) Now compare school’s Major ODRs per school day per month against national average of 0.51 ODRs per school day per month for elementary school with 150 students. Judge whether difference is significant enough to be a problem. Let’s take a look… 23

This Elementary School has 150 Students Is there a problem? 24

Comparing a Specific Middle School to the National Average Grade Range Number of Schools Avg. Enrollment per school National Avg. for Major ODRs per 100 students, per school day 6-9602657.85 = a little less than 1 Major ODR per school day, or about 85 every 100 days If your middle school has 600 students, it has ____ times more than 100 students? (600/100 = 6 times more) So you might expect Major ODRs per school day to be about 6 times greater than.92 (6 X.85 = 5.1 ODRs per school day, for a school with 600 students) Now compare school’s Major ODRs per school day per month against national average of 5.1 ODRs per school day per month for middle school with 600 students. Judge whether difference is significant enough to be a problem. Let’s take a look… 25

This Middle School has 600 Students Is there a problem? 26

Activity #2  How many students does your elementary school have?_____  Your school has _____ times more than 100 students  So, you might expect your Major ODRs per school day to be about _____ times greater than.34 _____ X.34 = _____ Major ODRs per school day  How is your school doing compared against national average for Major ODRs per school day for an elementary school of your enrollment size? Use your SWIS data summary to draw in the line for the national average. Do you have a problem?  Record the absolute values on your TIPS worksheet 27

Let’s Practice Finding Differences (Identifying Problems)  Look for Difference Between… school’s average Major ODRs per school day, per month, and the average achieved by the same school during corresponding months of the previous school year 32

This Middle School has 700 Students – Is There a Problem? How about Compared to Previous School Year? 33

Same School – This Year vs. Previous Year Is There a Problem? 34

Same School: Previous Year vs. This Year (Data for Entire Year) Is There a Problem? 35

Activity #3  Use SWIS data summary to determine if you have a problem with majors only average Major ODRs per school day for all the months of this school year, AND the average Major ODRs per school day for all the months of the previous school year Do you have a problem? 36

What About… Minors Only?  You can use the data on the next slide to figure out how your school is doing compared against the national average for… Minors per school day 40

SWIS summary 2008-2009 (Minors Only) 2,582 schools; 1,283,526 students; 1,018,726 ODRs Grade Range Number of Schools Avg. Enrollment per school National Avg. for Minor ODRs per 100 students, per school day K-61,655444.47 = a little less than 1 Minor ODR every 2 school days, or about 47 every 100 days 6-9436647.74 = less than 1 Minor ODR per school day, or about 74 every 100 days 9-121498201.61 = more than 1 Minor ODR per school day, or about 161 every 100 days K- (8-12) 3424161.02 = about 1 Minor ODR per school day, or about 102 every 100 days 41

Activity #4  How many students does your elementary school have?_____  Your school has _____ times more than 100 students  So, you might expect your Minors per school day to be about _____ times greater than.47 _____ X.47 = _____ Minors per school day  How is your school doing compared against national average for Minors per school day for an elementary school of your enrollment size? Use your SWIS data summary to draw in the line for the national average. Do you have a problem?  Record the absolute values on your TIPS worksheet 43

Let’s Practice Finding Differences (Identifying Problems)  Look for Difference Between… A “desirable” trend - Major ODRs per school day per month are decreasing, or are flat at an acceptable level, and An “undesirable” trend – Major ODRs per school day per month are increasing, or are flat at an unacceptable level 44

Here’s an Elementary School with 200 Students Is There a Problem? How About the Trend? 45

This Middle School has 495 Students – Is There a Problem? How About the Trend? 46

Activity #5  Go back to your graph showing average Major ODRs per school day per month for the months of this school year…  Look at the trend for this school year’s data  Repeat for Minors Only  Determine if you will define precision statement for Majors only or Minors only 47

This Session Will Have Been a Success If You Can Now…  Identify problems in terms of differences between… Your school’s average Major ODRs/ Minors per school day per month and the national average Your school’s average Major ODRs/ Minors per school day per month for this year and for corresponding months of the previous year A desirable trend and an undesirable trend 48

The TIPs Model Identify Problems Define & Clarify Problem (What, When, Where, Who)

“Everything is vague to a degree you do not realize till you have tried to make it precise.” –Bertrand Russell

Identification of Problem (for example...)  Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size  Our average ODRs per school day per month are higher this year than for corresponding months of previous year  Our average ODRs per school day per month are showing an increasing trend  Faculty, parents, and students say our ODR levels are too high 51

More Precision Is Required to Solve the Identified Problem 1.Define problem by identifying What problem behaviors are involved in ODRs 2.Clarify problem by identifying a)When ODRs are occurring (time of day) b)Where ODRs are occurring (location) c)Who is engaging in problem behaviors that result in ODRs 52

Problem Statements  Ultimately, you want to write a “problem statement” that precisely specifies the problem you identified  The more Ws (what, when, where, who) you incorporate into the problem statement, the more precise the problem statement will be  The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem 53

Which Statement Is More Precise? 1a. Too many ODRs1b. Too many instances of disrespect 2a. Too many ODRs between 1:00pm and 1:30pm 2b. Too many ODRs in the afternoon 3a. Too many ODRs occurring outside the classrooms 3b. Too many ODRs on the playground 4a. 25% of students have at least 2 ODRs 4b. Many students are experiencing ODRs 5a. Too many ODRs on the playground 5b. Total of 12 aggression ODRs on playground last month; more than last year & showing increasing trend this year; occurring during first recess; 8 different students involved 54

Use Schoolwide Information System (SWIS) Data to Achieve Precision QuestionSWIS Table/Graph What problem behaviors are occurring? Referrals by problem behavior When are problem behaviors occurring? Referrals by time Where are problem behaviors occurring? Referrals by location Who is engaging in problem behaviors? Referrals by student 55

Defining the Problem What Problem Behaviors are Occurring? 56

58 Note that you can request a Table as well as a Graph

Activity #6  Review the SWIS data summary and determine what the problems are (for majors or minors)  Record on your TIPS worksheet 60

Clarifying the Problem When Are Problem Behaviors Occurring? 61

Activity #7  Review the SWIS data summary and determine when the problems are (for majors or minors)  Record on your TIPS worksheet 65

Clarifying the Problem Where Are Problem Behaviors Occurring? 66

Activity #8  Review the SWIS data summary and determine who the problems are (for majors or minors)  Record on your TIPS worksheet 70

Clarifying the Problem Who Is Engaging in Problem Behaviors? 71

Activity #9  Review the SWIS data summary and determine who the problems are (for majors or minors)  Record on your TIPS worksheet 75

The TIPs Model Identify Problems Define & Clarify problem (What, When, Where, Who) Use Custom Reports to write precise Problem Statement

Achieving a Precise Problem Statement 1. Identify the problem (See: Average Referrals Per Day Per Month)  2. Define and clarify the problem (See: Referrals by Problem Behavior, Time, Location, & Student)  3. Confirm (or disconfirm) logical inferences (See: Custom Reports)  4. Write a precise Problem Statement 77

Achieving a Precise Problem Statement for Fictional Trevor Test School  Middle School – Grades 6, 7, & 8  565 students 78

Trevor Test Middle School Is there a problem? If so, what is it? 79

Trevor Test Middle School Identified Problem  Identified problem for last 4 mos., Major ODRs per day higher than national avg. increasing trend across all 5 mos. 80

Activity #11  Define & Clarify problem identified by Trevor Test PBS Team Produce/ Review the SWIS “Big 4” for the previous 3 month period (solve current problem with current data  Draw logical inferences about problem What questions of the data do you have?  Confirm/disconfirm inferences via analysis of SWIS Custom Reports 81

Define and Clarify Problem  Navigate to http://www.swis.org/  Login Username: ttms Password: ttms  For the date range 11/01/2007 through 01/31/2008, produce All Referrals & Minors for Problem Behavior Time Location Student 82

Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.) 83

Trevor Test Logical Inferences Based on Big 4 1. Most Disruptions occur in Cafeteria 2. Most Disruptions occur in Cafeteria between 11:30 AM and 12:00 PM 3. Most instances Inappropriate Language occur in Cafeteria between 11:30 AM and 12:00 AM Now…use a Custom Graph to confirm (or disconfirm) your inferences, starting with Disruptions, by grade level 84

Confirming/Disconfirming Inferences About Disruptions  How many (and what proportion of) the 132 Disruptions occurred in Cafeteria between 11:30am and 12:00pm?  Were your inferences about Disruptions confirmed?  What else can we learn from the Custom Graph and Custom Report? 91

Confirming/Disconfirming Inferences About Inappropriate Language  How many (and what proportion of) the 99 instances of Inappropriate Language occurred in the Cafeteria? 92

Confirming/Disconfirming Inferences About Inappropriate Language  How many (and what proportion of) the 99 instances of Inappropriate Language occurred in Cafeteria between 11:30am and 12:00pm?  Were your inferences about Inappropriate Language confirmed? 93

Trevor Test Precise Problem Statement Many instances of disruption (what)… occurring in cafeteria (where)… between 11:30 AM and 12:00 PM (when)… with large majority involving 6th graders (who)… particularly Student #10 (who) 96

Beginning to Develop a Problem-Solving Action Plan  Once you have identified, defined, clarified, and confirmed the nature of a problem, write your precise Problem Statement as one element of your “Problem-Solving Action Plan”  The P-S Action Plan is simply a record of team decisions and actions needed to implement the decisions  Here’s Problem Statement section of P-S Action Plan for Trevor Test Middle School  We’ll return to this often as we work through the TIPs model 97

98 Note: Data analyst reviewed SWIS data prior to meeting, identified potential new problems, and asked Facilitator to add disruption and inappropriate language to this section of the agenda

Activity #12  Use SWIS data summary and TIPS worksheet to define a precision problem statement  Write the precision problem statement on meeting minute form  Draw logical inferences about problem What questions of the data do you have?  Make a list of custom reports/graphs to generate later 99

This Session Will Have Been a Success If You Can Now…  Define and clarify problems using SWIS data (ODRs by problem behavior, time, location, & student)  Determine what SWIS Custom Reports are needed to confirm/disconfirm your inferences  Write a precise problem statement that incorporates information about what, when, where, & who 101

Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan. Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan Quick Review 102

The TIPs Model Identify Problems Define & Clarify problem (What, When, Where, Who) Use Custom Reports to write precise Problem Statement Develop Hypothesis Discuss & Select Solutions

Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan 104

Hypothesis & Solution  Think of them as paired… Hypothesis – Why you have problem Solution – What you will do to reduce or eliminate problem 105

The Hypothesis…  Is best explanation for what the data and your experience tell you  Answers the “why” for the other Ws you discovered 106

Some “Why” Questions a Hypothesis Might Explain  Why do these types of problem behaviors account for large majority of ODRs?  Why do these types of problem behaviors occur frequently?  Why is this type of problem behavior (and ODRs in general) happening most often at this time of day?  Why is this type of problem behavior (and ODRs in general) happening most often in this location?  Why does this particular group of students account for a large majority of this particular type of problem behavior (and ODRs in general)? You will find yourself thinking about answers (solutions) at same time you are developing your hypothesis 107

Behavioral Explanations for “Why”  Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… Gaining attention Gaining access to activities or tangible items Avoiding or escaping from something student finds unpleasant 108

Trevor Test Hypothesis Statement  Many instances of disruption occurring in cafeteria between 11:30 AM and 12:00 PM; large majority involving 6 th graders, particularly Student #10…  because (a) cafeteria overcrowded at that time, (b) 6 th graders have received insufficient instruction in cafeteria expectations, and (c) disruption results in attention from adults and peers Here’s hypothesis statement incorporated into P-S Action Plan 112

Hypothesis  Is best explanation for what the data and your experience tell you  Provides a possible “why” for other Ws you discovered  AND guides you toward possible solutions 114

Solutions – Generic Strategies  Prevent – Remove or alter “trigger” for problem behavior  Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior  Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary  Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)  Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage) 115

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety Trevor Test Middle School Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption 116

Prevent “Trigger”Change lunch schedule so fewer students are eating between 11:30 AM & 12:00 PM? Define & TeachFocus on 6 th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunch Reward/ReinforceSet up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time) Withhold RewardEnsure staff don’t argue back and forth with student if instance of disruption occurs (may be an inadvertent reward); remind students that paying attention to a disruptive student can mess up Friday 5 Corrective consequenceEnsure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbook OtherDetermine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria Safety Trevor Test Middle School Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption 117

Trevor Test Solution Actions  Choose the least number of solution(s)that will have the biggest impact on decreasing the problem.  Implementing the solution requires action  Here are solution actions, added to the P-S Action Plan… 118

This Session Will Have Been a Success If You Can Now…  Develop a hypothesis about why problem is occurring, & write hypothesis statement on P-S Action Plan  Discuss and select solutions to problem, & write solution actions on P-S Action Plan 120

Collect and Use and UseData Develop Hypothesis Discuss Why problem is occurring; add to written Problem Statement Discuss and Select Solutions Generic  Specific Write on Action Plan Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan Quick Review 121

The TIPs Model Identify Problems; Define & Clarify Problems to Achieve Precision; Use Custom Reports to write precise Problem Statement Develop Hypothesis Discuss and Select Solutions  Develop & Implement Action Plan  Evaluate & Revise Action Plan

Collect and Use and UseData Develop and Refine Hypotheses Discuss Why problem is occurring; add to written Problem Statement Discuss and Select Solutions Generic  Specific Write on Action Plan Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan 123

P-S Action Plan (Continued)  We’ve been completing a P-S Action Plan for Trevor Test Middle School  Each “row” in plan referenced to a single team-identified problem 124

P-S Action Plan Goal for a Problem…  Based on team-established standard  Easier to monitor if quantifiable (“countable”) 126

Sample Quantifiable P-S Action Plan Goals  Percent reduction to be achieved & maintained: “Reduce cafeteria disruptions by 75% & maintain for remainder of school year.” OR  Absolute reduction to be achieved & maintained: “Reduce cafeteria disruptions to an average of no more than 2 per month & maintain for remainder of school year.” And/ OR  Satisfaction level to be achieved & maintained: “All school personnel assigned to cafeteria between 11:30 AM and 12:00 PM will rate the level of disruptions to be ‘acceptable’ or better; rating maintained during monthly reviews conducted throughout remainder of school year.” 127

That Pesky Quantification Issue  ID of problem/Baseline phase: Rate of problem during a current time period (e.g., last 3 mos., last 90 days, etc.) before ANY of the solution tasks have been implemented  Progress Monitoring/Solution phase: Rate of problem at regular intervals (e.g., prior to each team meeting) after ALL of the solution tasks have been implemented 128

Calculating Baseline Rate  SWIS Custom Reports will produce very precise information about the LEVEL of the problem (e.g., absolute number of disruptions in cafeteria between 11:30 AM and 12:00 PM) between any two dates (e.g., 11/01/2007 through 01/31/2008)…  but will not yet automatically produce information about the RATE of the problem during a specified time period (e.g., average number of cafeteria disruptions per school day between 11:30 AM and 12:00 PM for 11/01/2007 through 01/31/2008)  You can calculate an approximate monthly baseline rate by: Running a Custom Report for the preceding 3 calendar-month periods (in our case, 11/01/2007 through 01/31/2008), and then Dividing the resulting number of ODRs by the number of calendar months (in our case, 73 ODRs/3 mos. = 24.33 per mo.) So...we know that over the last calendar 3 months, disruptions in the cafeteria between 11:30 AM and 12:00 PM have averaged about 24 per month Here’s a P-S Action Plan goal, referenced to that baseline rate 129

Calculating Solution Rate  After ALL agreed upon solution tasks have been implemented, begin calculating rate of problem during solution phase  Use Custom Reports to produce counts for successive calendar months that solution is in effect; review data at team meetings Here’s an example 131

Collect and Use and UseData Develop and Refine Hypotheses Discuss Why problem is occurring; add to written Problem Statement Discuss and Select Solutions Generic  Specific Write on Action Plan Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan 133

Evaluate P-S Action Plan Part 1  Assumes Solution Actions being implemented as intended, (did we implement with fidelity?) Determine strategy for gathering this information and write into plan (see Trevor Test P-S Action Plan) Review current implementation status at meetings  If implementation of Solution Actions incomplete or poor… provide additional information/support to implementers? assign to another person? revise timeline for implementation? 134

Evaluate & Revise Action Plan Part 2  When implementation of Solution Actions occurring as intended, use data for progress monitoring  Team decision about success of solution is based on P-S Action Plan’s Goal Timeline & Decision Rule – Rough idea of when to consider revising hypothesis and/or solutions if desired results not being achieved 136

If “Solution” Not Working  Revise timeline only? Solution may need more time Students must come into “contact” with solution for it to have effect  Revise hypothesis?  Revise solution actions to fit retained or revised hypothesis?  Some problems may require several cycles (illustrates nature of data-based decision making)  Let data guide you… 139

Revise P-S Action Plan  Change plan to reflect any… Revised timelines Revised hypotheses… Revised/new solution tasks… 140

Meeting Minutes  Meetings usually not limited to identifying new problems & monitoring effect of solutions on old problems  May need to address administrative/general stuff  Information only – May or may not require team decisions  “Issues” – May require decisions & tasks 141

Managing the “Flow” of the Meeting  Meeting Minutes Old business – Review last meeting’s Meeting Minutes section to determine whether tasks being completed New business – Refer to “Today’s NEW Business Agenda items” section on form  Problem-Solving Action Plan Old business – Review last meeting’s Problem-Solving Action Plan section to determine whether solution actions are being implemented and having the desired effect New business – Refers to initiating the TIPS Model again to identify and address a NEW problem  Evaluation of Meeting (optional) 143

Activity #13  Have a meeting 1. Hook up laptop and LCD projector 2. Minute taker takes minutes on meeting minute form, electronically 3. Minute taker records precision problem statement from TIPS Worksheet 4. Pull up SWIS account 5. Verify precision problem statement 6. Create custom graph for ‘motivation’ 7. Begin building possible solutions 8. Determine which solution to implement 9. Define who will do what by when 10. Define goal (what will it take to say this is no longer a problem 11. Review foundations checklist, record tasks and timelines on ‘administrative/general information’ portion of meeting minute form 12. Build agenda for next meeting 146

This Session Will Have Been a Success If You Can Now…  Write P-S Action Plan items for team- identified problems, including measurable Goals  Calculate baseline & solution rates for problems  Monitor progress at… Completing tasks listed in Meeting Minutes Solving problems listed in P-S Action Plan 148

Collect and Use and UseData Develop and Refine Hypotheses Discuss Why problem is occurring; add to written Problem Statement Discuss and Select Solutions Generic  Specific Write on Action Plan Develop and Implement Action Plan Complete Action Plan; make Goal measurable; establish baseline rate Evaluate and Revise Action Plan Are we implementing plan? Is it working? Review Custom Report data at each mtg. Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan Quick Review 149

The Problem-Solving “Mantra”  Do we have a problem? (identify)  What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences)  Why does the problem exist, & what can we do about it? (hypothesis & solution)  What are the actual elements of our plan? (Action Plan)  Is our plan being implemented, & is it working? (evaluate & revise plan) 150

What’s Next?  Review “Responsibilities of PBS Team Members” (next slide) before your next team meeting; be ready to assume responsibilities  Your PBS Coach will provide technical assistance before your next meeting, as his/her schedule permits Work with data analyst to create SWIS Summary report  At your next two meetings, your PBS Coach will provide you with least amount of help you need to use TIPS model in meeting  One or two data collectors will then observe three more of your meetings (Jan, Feb, April) and collect some data concerning your independent use of TIPS (so he will not be providing technical assistance) 151

Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina.

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Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina.

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