1. Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina at Charlotte Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

2. Main Messages Team problem solving is essential for effective education. Most teams do not use the wisdom and talent of their team members. Focus first on Meeting Foundations Purpose/Authority Roles Schedule Meeting Minutes Forum Focus second on the Process of Problem Solving Define problem Select Solution (one that works, one that fits) Build a plan to implement Focus third on follow up and adaptation Assess if plan was implemented Assess if plan was effective Adapt solutions based on new information Handout 1.Meeting Agenda 2.Roles 3.TIPS fidelity Checklist

3. Data based Decision making

4. 4 People arn’t tired from solving problems – they are tired from solving the same problem over and over. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

5. Implement Solution(s) with High Integrity Establish Solution Goal(s) Identify Problem with Precision Monitor Impact of Solution(s) and Compare with Goal Evaluate Problem and Redirect Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Discuss and Plan Solution(s) with Contextual Fit Collect and Use Data What is the problem? Who? What? Where? When? Why? How do we want the problem to change? What evidence do we need to show that we have achieved our goal? How are we going to solve the problem? How are we going to bring about desired change? Is solution appropriate for problem? Is solution likely to produce desired change? How will we know solution was implemented with fidelity? Did we implement solution with fidelity? Are we solving the problem? Is desired goal being achieved? Has the problem been solved? Has desired goal been achieved? What should we do next?

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

7. TIPS Study: Todd et al., 2011 School A School D School C Baseline Coaching TIPS Thoroughness of decision-making scores % DORA Thoroughness Score Solid = SW PBIS meetings Open = progress monitoring (DIBELS) meetings Journal of Applied School Psychology

8. DORA Foundations Score Newton et al., 2012: Effects of TIPS Training on Team Meeting Foundations Pre TIPS Training Post-TIPS Training 8

9. 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 9

10. What do we need? A clear model with steps for problem solving routine Access to the right information at the right time in the right format A formal/ predictable process that a group of people can use to build and implement solutions. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

11. Evaluation Planning Improving Decision-Making Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 11 Problem Solution From To Define Problem with precision Solution & Action plans

12. Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

13. Meeting Foundations Meeting Logistics Define Team Member Roles Meeting Minutes Form Guides meeting process Records meeting decisions Maintains group focus

14. Meeting Logistics Authority Why are we here, how will we assess if we are being effective? Do we have the authority to make and implement decisions? Schedule Meet often enough… at least once a month (preferable twice) Meet long enough… at least 45 min Start and Stop on time… use time efficiently

15. Meeting Member Roles Core Team Roles Facilitator Minute taker Data analyst Active team member Administrator Backup for each role 15 Can one person serve multiple roles? Are there other roles needed? Typically NOT the administrator Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

16. Facilitator Critical Skills – Ask questions 75% of what a facilitator says should be in question form – Implement group norms/agreements – Keep people on track (back on track) – Move through agenda in a timely fashion Need access to a clock/watch Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

17. Data Analyst Critical Skills – Ability to review and interpret data – Fluency in navigating data sets to generate custom reports – Create a story from data summary For new problems Status on old problems – 15-20 minutes prior meetings to generate data summaries Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

18. Minute Taker Critical Skills – Uses computer Word processer Save files Edit files – Ability to listen to a discussion and paraphrase critical information in written form – Fluent with meeting minute form – Organized Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

19. Team Member Critical Skills – Willingness to listen and consider all perspectives – Use sense of humor – Mutual respect – Practical problem solving – Implement selected solutions Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

20. 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 20

21. Team Roles: Activity #1: 7 min. 21 RolePrimaryBackup Facilitator Minute Taker Data Analyst Next role review date: Tasks to complete Determine primary and backup people for key roles

22. 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

23. Meeting Minutes Guides meeting process Records meeting decisions Maintains group focus

24. Implement Solution(s) with High Integrity Establish Solution Goal(s) Identify Problem with Precision Monitor Impact of Solution(s) and Compare with Goal Evaluate Problem and Redirect Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Discuss and Plan Solution(s) with Contextual Fit Collect and Use Data What is the problem? Who? What? Where? When? Why? How do we want the problem to change? What evidence do we need to show that we have achieved our goal? How are we going to solve the problem? How are we going to bring about desired change? Is solution appropriate for problem? Is solution likely to produce desired change? How will we know solution was implemented with fidelity? Did we implement solution with fidelity? Are we solving the problem? Is desired goal being achieved? Has the problem been solved? Has desired goal been achieved? What should we do next?

25. Organizing for an effective problem solving conversation 25 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 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

26. 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 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

29. 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 1.Status of fights on playground in last month. 2.Next meeting date/time. 1.Today’s agenda 2. 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 1.Status of fights on playground in last month. 2.Next meeting date/time. 1.Today’s agenda 2. solutions for a new problem

30. Where in the Form would you place: 1.Staff will complete weekly fidelity checks 2. Three students are not meeting daily CICO goal as part of existing solution 3. Parents are not signing CICO home report for existing solution 4.ORF scores are too low for third graders 5. next meeting 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 as part of existing solution 3. Parents are not signing CICO home report for existing solution 4.ORF scores are too low for third graders 5. next meeting plan for school board report

31. TIPS Problem Solving

32. Problem Solving Define the problem with precision Build a comprehensive plan of support Prevent Teach Reward Extinction Safety Data Define how support plan will be implemented and evaluated (action planning)

33. Precise Problem Statements (What are the data we need for a decision?) Precise problem statements include information about the Big Five questions: – What is problem, and how often is it happening – Where is it happening – Who is engaged in the behavior – When the problem is most likely – Why the problem is sustaining

34. 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.

35. 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.

36. 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.

37. 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.

38. 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).

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 50% of 2 nd graders are not meeting math benchmarks Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts 2 nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills

41. Transforming Data into Information 1.Develop a primary summary statement – Examine the 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 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

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

44. Elementary School with 150 Students Compare with National Median 150 / 100 = 1.50 1.50 X.21 =.32 44 Questions to Ask of the Data What is? What is typical? What is possible? What is needed? Questions to Ask of the Data What is? What is typical? What is possible? What is needed? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

45. Using the Referrals by Student report as a Universal Screening Tool 45

46. 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

47. 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 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

48. Elementary School 465 students (465/ 100 = 4.6 X.21=.97 Our rate of problem behavior has been above the national median for schools our size every month this year. There has been a decreasing trend since December Primary Goal: Our rate of problem behavior is at or below the national median as measured by SWIS, monthly for the ‘school year’

49. Middle School 765 students (765/100 = 7.6 X.39= 1.8) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

50. Describe the narrative for this elementary school Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

51. Describe the narrative for this Middle school Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

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

53. Cost Benefits of Problem Solving with Precise Problem Statements A Hypothetical Example based on: Todd, A. W., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching Recess: Low Cost Efforts Producing Effective Results. Journal of Positive Behavioral Interventions. Vol 4. (1). pp. 46-52. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

54. Elementary School (Title 1) Total enrollment= 550 3 classes per grade level 18 classrooms (30/class) Primary Problem Statement – fighting and physical aggression on playground 550 students full playground area, expectations, equipment use Precise Problem Statement – High rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 180 2 ne/3rd graders, routine for accessing/sharing equipment/games Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

55. hours Savings in Planning & Implementation Time Moving from Primary Problem Statements to Precision Problem Statement Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

56. Primary to Precision Use other reports for generating precision problem statement(s) – Start with primary statement – Separate problems – Engage in problem solving with one problem at a time Make priorities for what problems to deal with & when – Safety, Time, Intensity, Frequency, Resources Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

57. What are the problems?

58. Where are problem occurring?

59. When are problem occurring?

60. What students are involved?

61. Activity Define a common “Primary Problem Statement” Transform that statement into a “precise problem statement”

62. Building Goals Use precision statement to define goal – Current status Define the goal for resolving the problem – Where do you want to be? What is “typical?” What will your data look like when problem is resolved? – Fidelity of implementation – Impact/effect on student behavior – How and when will you measure progress? Use the goal to guide the solution. How can we move from where we are to where we want to be? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

63. Building Solution Plans Prioritize problems Solve problems that have been defined with precision Build solutions that are: Comprehensive (prevent, teach, reward,….) Effective (functional) Efficient (doable) A good fit (contextually appropriate)

64. Solution Elements Prevention Teaching Reward Extinction (withhold reward for problem behavior) Corrective Consequence Safety Data Collection Solution Development

65. How to Build Solution Plan Ask the right questions How would we prevent this problem What do we do to minimize the pay off for problem behavior What do we need to teach (or re-teach) Brain storm, but don’t plan to do everything you think of. Select a set of actions (one plan) that build from what you already do well, fit with the data and need, are efficient, and likely to be effective

66. Using Data to Build Solution Plan 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? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

67. Solution Elements Prevention Teaching Reward Extinction (withhold reward for problem behavior) Corrective Consequence Safety Data Collection Solution Development 1.Focus on prevention first. How could we reduce the situations that lead to these behaviors? 2.How do we ensure that students know what they SHOULD be doing when these situations arise? 3.How do we ensure that appropriate behavior is recognized? 4.How do we work to ensure that problem behavior is NOT being rewarded. 5.Are corrective consequences needed? 6.How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students?

68. Discuss and Plan Solution(s) with Contextual Fit – Contextual Fit (A solution has a set of procedures) Procedures are consistent with values Procedures make us of current practice Procedures are likely to be effective Procedures are “doable” with current resources Procedures have strong administrative support Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

69. Easy Mistakes Use an intervention we already have in place (easy to implement) but not likely to produce change in problem behavior. Use an “off the shelf” intervention package we can buy even though it is expensive, does not have good contextual fit, and is unlikely to be implemented with fidelity

70. Hall Way Example

71. Activity #8 Solution Plan Development Precise problem statement: Between 11:30-12:15 each day 5-7 instances with 3 rd graders engaging physical aggression, harassment, and disrespect, in cafeteria and on playground to get peer attention. Many different students involved. Goal: No more than 1 instance of disrespect per period 71 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Solution Elements Prevention Teaching Reward Extinction (withhold reward for problem behavior) Corrective Consequence Safety Data Collection Re-teach Stop-Walk-Talk routines 5-min extra recess on Fri if no disrespect ODRs from playground Encourage use of Stop-Walk-Talk Continue current ODR and redirect use Continue collection and reporting of incidents

72. Action Planning Every Solution Plan needs an Action Plan Now that we know what we want to do, how are we going to do it? – Who will do what – By when Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

74. Every Solution needs an action plan Who will do what By when Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

76. Build Evaluation Plan Evaluation Plan for progress monitoring fidelity and impact on student behavior (progress toward goal) – Evaluate fidelity of implementation How and when – Evaluate effect of solutions on student behavior What data will be used & how often? – Data analyst with data summaries and data access Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

77. Implement Solution Plans with High Integrity How will we know solution was implemented with fidelity? Did we implement solution with fidelity? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

78. 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 process & schedule for the data analyst to access data needed for team progress monitoring Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

80. 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

81. 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 School Wide 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

82. Monitor Impact of Solution Plans and Compare with Goal Are we solving the problem? Is desired goal being achieved? – Create reports to show the status of the current problem on measures as defined in the goal – Update meeting minutes with current status of OLD problems Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

83. Evaluate Problem and Redirect Has the problem been solved? Has desired goal been achieved? What should we do next? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

84. Team Progress Monitoring of TIPS At beginning of the year, mid year and end of year, teams – Complete the TIPS Team Fidelity of Implementation Checklist – Create action plans for items that are not implemented or in progress. – Use meeting minute form to document plan & monitor progress At the end of each meeting – Teams complete a short evaluation of the meeting – Document responses on meeting minute form – Make adjustments as needed Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

85. 85 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

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

88. TIPS FIDELITY OF IMPLEMENTATION DATA MEETING FOUNDATIONS PROBLEM SOLVING

89. Summary Establish teams that have solid foundations Authority Operating procedures Roles Electronic minutes Access to data Define problems with precision Build solutions by asking the right questions Build solutions that are effective and have strong contextual fit Build Action Plans Evaluate both Fidelity and Impact

90. Current TIPS Publications (results from TIPS I Federal Grant) 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. (2012). A randomized wait-list controlled analysis of team-initiated problem solving. Journal of School Psychology Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, B., & Algozzine, K. M. (2012). 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. (2012). 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. (in press) A case study of team-initiated problem solving in an elementary school. Journal of Special Education Leadership. 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.

91. For More Information Access to Team Training materials – TIPS II Training Materials revisions available January 2013 at www.uoecs.org www.uoecs.org For more information contact Warren Dawson Your Regional Coach Anne W. Todd, awt@uoregon.eduawt@uoregon.edu Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.