Adapted from the TIPS training materials developed by Horner & Todd, University of Oregon

Effective Team Problem Solving with Data

Adapted from the TIPS training materialsdeveloped by Horner & Todd, University of Oregon

What is TIPS and Why Use It?

Meeting Foundations—the structure of the meeting, including how a team prepares for and conducts meetings

Problem Solving Model—the step-by-step process of developing a plan of action based on data

TIPS is a formal and predictable process used to build and implement effective, data-based solutions. It consists of two parts:

Effective problem solving meetings are key to developing and sustaining an effective Child Study System—3 tiered model for prevention and intervention.

When Can TIPS be Used?Useful for many types of campus based meetings:

Child Study Team (CST) MeetingsPositive Behavior Support (PBS) MeetingsData meetings (ex. determining students in

need of Tier II supports)Campus Leadership MeetingsCabinet Meetings

Team Initiated Problem Solving (TIPS) Model

CollectData

& TransformInto Information

Identify goaland how to

monitor

Build solutions and create action plan

Measure fidelityand impact;

revise

Define problemwith precision

Meeting Foundations

Goals for Today

Understand basic meeting foundations

Understand TIPS problem solving model

Leave ready to implement TIPS at your next meeting

Research BasedBasic steps for data-based problem solving

remain consistent across time, context, and authors

A 2011 research study published in Journal of Applied School Psychology found that schools receiving training and follow-up coaching of TIPS model significantly improved their meeting effectiveness

Meeting Foundations

Provides a basis for efficiency and effectiveness of campus-based conversations

Meeting Foundation Elements Primary and backup up roles are assigned (facilitator, minute

taker, data analyst) with defined responsibilities

Meeting participants have the authority to develop and implement problem-solving solutions

Meetings start and end on time

Team members attend meetings promptly and regularly

Meeting Foundation Elements Agenda is visible during meeting and used to define topics

and guide discussion during meetings (consider projecting agenda)

Previous meeting minutes are reviewed at the start of each meeting (format will vary)

Next meeting is scheduled by the conclusion of each meeting

Meeting minutes are distributed to all team members within 24 hours of the conclusion of each meeting

Define Roles for Effective MeetingsCore roles

> Facilitator—maintains pace and focus, ensures adherence to agenda

> Minute taker—records meeting discussion and decisions; reviews previous meeting minutes

> Data analyst—ensures access to appropriate data, helps interpret data for meaning and relevance

> Active team member> Administrator

Identify backup for each role

Can one person serve multiple roles?

Are other roles needed?

Meeting AgendaStart up

• Roles for meeting• Review previous minutes with status update• Briefly review current meeting agenda

General Information/Issues Problem Solving

• Review data to prompt problem statement• Develop goal with comprehensive action plan

Wrap up• Brief team assessment of meeting• Determine follow-up needed for next meeting and who is

responsible

Important Structural Components• Regular meetings with regular attendance• The right people• The right roles- facilitator- minute taker- data analyst- active team members

• Meaningful meeting minutes- record of general issues/tasks with decisions made- record of problem-solving plans for specific issues

with decisions made

Team 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)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1. 2.

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Reinforce, Safety) Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

TIPS Problem Solving Model


CollectData



monitor



revise


Meeting Foundations

Big Ideas for Effective Problem SolvingTeams use a predictable routine

• Meeting foundations• Consistent use of data• Regularly scheduled reporting cycle(s)

Problem Solving model is generalized • Across contexts/teams (campus, group, individual)• Across content areas (academic, attendance, behavior)

Problems are defined with precision before solvingImplementation and outcomes are measured regularly

• To determine progress• To determine goal completion


CollectData



monitor



revise


Meeting Foundations

SchoolneteCST

AimsWeb

My Reportin

g

Student Level

ReviewACCESS

CollectData


Collect Data and Transform into Information

Collect dataAISD uses many different data sources (School-net, eCST, Access, Deeds, etc.)

Teams may need to use multiple sources.

Using data, develop a general statement of the problem

Examine the patterns (tell the story)Levels, trends, peaksExamine data related to current perceptions

Compare your data with previous years and with what staff, students, and families want


CollectData



monitor



revise


Meeting Foundations

Start with a general statement of the problem.

Look at the big picture and use data to refine and describe.

Create a precise statement.

Define Problems With Precision

Use Data to Refine and Describe

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.

What? When?

Who?

Why?

Where?

Use data that helps answers

these questions in order to move from general to

precise statements.

Examples: Primary to PreciseGang-like behavior is

increasing- playground bullying- recess- four 4th grade boys- Attention

Carly is having reading difficulties- 20 wpm- Should be 60 wpm- Skips, guesses- Language arts- R-controlled vowels, digraphs, long

vowels

Bullying (verbal and physical aggression) on the playground is increasing during first recess, is being done mostly by four 4th grade boys, and seems to be reinforced by peer attention.

Carly is reading 20 wcpm (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, and long vowels


CollectData



monitor



revise


Meeting Foundations

Identifying GoalsPercentage reduced or achieved: • Reduce cafeteria disruptions by 75% and maintain throughout year• Achieve weekly attendance rate of 97% and maintain throughout

year.

Absolute reduction: • Reduce cafeteria disruptions to an average of no more than 2 per

month and maintain throughout year.• Reduce word call errors to no more than 2 per passage when reading

grade level paragraphs.

Scale/satisfaction level:• Demonstrate appropriate cafeteria behavior by scoring “acceptable”

or better (4 on a 5-point scale) on bi-weekly checks completed by staff on duty.

• Demonstrate acceptable writing skills by scoring at least a 2 on a 4 point rubric on weekly writing assessments.

Progress MonitoringDetermine how progress will be measured at the time

the goal is written.Two ways to document:

1. Write measurement method directly into the goal—… by scoring at least 2 on a 4 point rubric… by regularly achieving at least 60 wpm on oral

reading fluency checks2. If using eCST, document measurement method

using the drop-down fields (assessment score, percentage, rubric or scale, etc.)

Sample GoalsCampus Goals

Behavior: Reduce serious cafeteria disruptions to no more than 2 per month and maintain.

Attendance: Achieve weekly attendance rate of 97% and maintain.

Disproportionality: Reduce number of discretionary removals by 25% as recorded in DEEDS.

Individual GoalsAcademic: Reduce word

call errors to no more than 2 when reading grade level paragraphs.

Behavior: Refrain from classroom disruptions as measured by scoring at least 7 of 10 on daily point sheet.

See the webinar on writing effective goals in eCST for

more information.

Goal Writing PracticeBullying (verbal and physical

aggression) on the playground is increasing during first recess, is being done mostly by four 4th grade boys, and seems to be reinforced by peer attention.

Carly is reading 20 wcpm (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, and long vowels

Verbal and/or physical aggression during fourth grade recess will be reduced to an average of no more than 1 instance per week.

Carly will consistently read at least 35 words correct per minute when reading a grade level passage.


CollectData



monitor



revise


Meeting Foundations

Hypothesis Drives the SolutionHypothesis• The best explanation for what data and experience tell you• Provides a possible “why” for other Ws you discovered (for

behavioral challenges, this is often referred to as the “function” of the behavior)

• Guides you toward possible solutionsThink of the hypothesis and solution as paired

Hypothesis-why you have the problem

Solution-what will reduce or eliminate

Build Solutions & Action Plan1. Brainstorm all ideas for addressing the problem. Think

specifically of ways to:• Prevent problems from occurring• Teach new skills or behaviors• Reinforce new skills or behaviors

2. Determine which ideas you will implement now:• Choose solutions that best fit the context and the problem • Choose the least number of things to do that will support

meeting the expected goals3. Document how the solution/intervention will be carried

out.


CollectData



monitor



revise


Meeting Foundations

Measure Fidelity—Establish ChecksFidelity—Did we implement our plan? Was the length

and duration of implementation adequate?Example: Use a 1-5 scale for all questions; no more than 3 questions/week

• At staff meeting, use fist of five to register score• In staff room, create number line poster with questions and stickers

Did you stand in hallway during passing periods?

1 2 3 4 5

No Yes

Did you stand in hallway during passing periods?

1 2 3 4 5No

Yes Did you greet 5 students not in your class each day?

1 2 3 4 5No

Yes

Measure Impact—Review Data

Did the plan/intervention produce the desired outcomes?

What data supports this determination?

Has the goal been met?Should interventions continue,

be modified, or stop?Are there any parts of the plan

that should become permanent?


CollectData



monitor



revise


Meeting Foundations

ActivityChoose one case study from the handout• Elementary—individual academic concern• Secondary—school-wide attendance concern

With a partner or small group, work through each step of the problem solving model.

Six Things to Avoid1. Moving to solution before defining the problem2. Building solutions from broadly defined or fuzzy

problem statements3. Failing to use data to define/confirm problem4. Agreeing on a solution without creating a plan for how

to implement and evaluate5. Agreeing on a solution and never assessing progress or

outcomes6. Engaging in serial problem solving without decisions

Monitoring the TIPS Process

At the end of each meeting, consider completing a short meeting evaluation.

• Document responses on meeting minute form• Make adjustments as needed

At the beginning, middle, and end of year, consider completing the Team Fidelity of Implementation Checklist (CSSF is available to assist upon request).

• Create action plans for items marked “not implemented” or “in progress”

• Document plan on meeting minutes form

Facilitator SupportTo support your TIPS process, CSSFs are available to:• Observe meetings and provide feedback• Provide TIPS training to campus groups• Complete the TIPS Fidelity Checklist

periodically• Provide assistance establishing meeting

foundations• Offer coaching on the use of TIPS model during

meetings For more information please see our website at:

www.childstudysystem.com



Documents

Adapted from the TIPS training materials developed by Horner & Todd, University of Oregon