1. NC Scaling-Up Workgroup September 19, 2012 Team Initiated Problem Solving (TIPS)

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

3. Rationale Decision making is aided by access to data Team meetings are a major context for data-based decision making Providing instruction on how to embed data-based decision making 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 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 Educational and Community Supports, University of Oregon unpublished training manual.

4. Problems & Problem Solving Problem – Difference between expected/desired current Problem identification - Finding a difference & determining if significant enough to require action now Problem solving – Figuring out how to eliminate or reduce difference (Newton et al, 2009)

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 Educational and Community Supports, University of Oregon unpublished training manual.

6. Finding Differences Look for Difference Between… Desirable/Undesirable Trends Where you data says you are and where you want to be (Newton et al, 2009)

10. SET scores across school years

14. Do we have a Problem?

15. Problem Statements Write a “problem statement” that specifies the precise nature of the problem More Ws (what, when, where, who, why) yield a more precise problem statement The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem (Newton et al, 2009)

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

17. Achieving a Precise Problem Statement 1. Identify the problem 2. Define and clarify the problem 3. Confirm (or disconfirm) logical inferences 4. Write a precise Problem Statement (Newton et al, 2009)

18. Precise Problem Statement Example Who: School Teams; PBIS Implementing Schools (those submitting data) What: Lower statewide scores on Data subscale of IIO, and Monitoring subscale of SET Where: PBIS implementing schools across the state When: IIO – beginning in 2007 with first collection; SET – drop in 2009-10 (Newton et al, 2009)

19. 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” See Problem Statement section of P-S Action Plan for our state data example (Newton et al, 2009)

21. 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.

22. The Hypothesis… Is best explanation for what the data and your experience tell you Answers the “why” for the other Ws you discovered (Newton et al, 2009)

24. 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 (Newton et al, 2009)

25. 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 Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan 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. Building Solutions Keep problem statement in focus Solutions reduce or eliminate problem Brainstorm all ideas for decreasing the problem prevention, teaching, acknowledgment, correction & extinction, safety Determine which solution you will implement now (Newton et al, 2009)

27. Solutions – Generic Strategies Prevent: remove or alter “trigger” for problem behavior Define & Teach: provide instruction in expected behavior Reward/reinforce: expected/alternative behavior; 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 (Newton et al, 2009)

28. TIPS Worksheet

29. Choosing Solution Actions Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective Choose least amount of work that will have the biggest impact on decreasing the problem Implementing the solution requires action and time lines Problems need goals so that we can measure progress and know when to move on

31. Module Revisions Content changes to address needs identified by statewide data Inclusion of TIPS Emphasis on Action Planning

32. 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 Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan 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.

33. P-S Action Plan Goal for a Problem… What will the data tell you when you answer, ‘no’, to the question: do we have a problem? Base on team-established standard Satisfaction ratings Easier to monitor if quantifiable Percent reduction or increase Absolute reduction or increase (Newton et al, 2009)

35. 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 Then Define & Clarify (What, When, Where, Who); use Custom Reports to write Precise Problem Statement on Action Plan Quick Review 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.

36. Evaluation Planning Requires An observable goal for decreasing the problem A plan for measuring fidelity of implementation A plan for measuring outcomes of the intervention

37. Evaluate & Revise Action Plan How and when will we measure fidelity of implementation? Strategy for gathering this information written into plan Review current implementation status at meetings If fidelity of implementation of Solution Actions incomplete or poor… provide additional information/support to implementers? assign to another person? revise timeline for implementation? (Newton et al, 2009)

38. Evaluate & Revise Action Plan When fidelity of implementation is strong, use data for monitoring progress toward goal Team decision about success of solution is based on Goal Timeline & Decision Rule – Rough idea of when to consider revising hypothesis and/or solutions if desired results not being achieved What data will be used to measure outcomes of plan? How often will the data be reviewed? (Newton et al, 2009)

39. If Solution Not Working Check fidelity of implementation 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…then update plan and try again (Newton et al, 2009)

44. Data Decision Rules Ongoing evaluation highlights trends used to create data decision rules Guidelines used to make decisions based on data Helpful for structuring service delivery: The level of support needed The intensity of support needed When supports should be initiated When supports might be phased out

45. Data Decision Rules Examples Disciplinary data: 0-1 Office referrals= Core 2-5 Office referrals= Core + Supplemental 6 or more Office referrals= Core + Supplemental + Intensive Blood Pressure: 120/80= Normal 139/89= Pre-hypertension 159/99= Stage 1 Hypertension 160/100= Stage 2 Hypertension

46. Collect and Use Data 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 Quick Review 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.

47. Effective Problem-Solving Uses data to drive decisions Is aided by a standardized process Is strengthened by stakeholder participation Includes actionable plans implemented with fidelity Improves with continuous assessment and evaluation Reveals trends and outcomes that be used to drive future innovation and policy

48. References 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. Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self- assessment. Eugene, OR: University of Oregon.