Brief Introduction toTeam-Initiated Problem Solving

(TIPS) Anne Todd, Steve Newton, & Rob Horner, University of Oregon

Kate Algozzine & Bob Algozzine, University of North Carolina at Charlotte

APA Citation:

Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013).

The Team Initiated Problem Solving (TIPS II) Training Manual. Educational and

Community Supports, University of Oregon. www.uoecs.org

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Goals

• Foundations of an effective meeting

• Identifying “problems” effectively

• Building useful solutions

• Implementation, follow-up and adaptation of solutions.

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People aren’t tired from solving problems – they are tired from solving the same problem over and over.

ImplementSolution withHigh Integrity

Identify Goalfor Change

Identify Problemwith

Precision

Monitor Impact ofSolution and

Compare AgainstGoal

Make SummativeEvaluationDecision

MeetingFoundations

Team-Initiated Problem Solving II

(TIPS II) Model

Identify Solution and Create Implementation

Plan with ContextualFit

Collect and Use Data

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ActionPlanningAction

Planning

Improving Decision-Making

ProblemProblem SolutionSolution

ProblemProblem

From

To

Problem

Solving

Information

SolutionSolution

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Newton et al., 2012:Effects of TIPS Training on Team Meeting Foundations

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TIPS I Study

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Effects of TIPS Training on Team Decision-making

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Meeting Foundations• Clear Purpose/ Authority

• How will we know if the meeting is effective?• What is the impact we are to have on students/ families/ School?

• Roles and responsibilities• Facilitator• Minute Taker• Data Analyst• Member

• Agreement about process• Start time/stop time• Schedule• Respect and commitment

• Electronic Meeting Minutes/Agenda

Define roles for effective meetings• Core roles

• Facilitator• Minute taker• Data analyst• Active team member• Administrator

• Backup for each role

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Can one person serve multiple roles?

Are there other roles needed?

Typically NOT the administrator

Action Person ResponsibleReserve Room Facilitator

Recruit items for Agenda Facilitator

Review data prior to the meeting

Data Analyst

Reserve projector and computer for meeting

Minute Taker

Keep discussion focused Facilitator

Record Topics and Decisions on agenda/minutes

Minute taker

Ensure that problems are defined with precision

Facilitator

Ensure that solutions have action plans

Facilitator

Provide “drill down” data during discussion

Data Analyst

End on time Facilitator

Prepare minutes and send to all members

Minute taker

Who is Responsible?

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Your Turn

• Define who will be:• Facilitator• Minute Taker• Data Analyst

• Backup

Organizing for an effective problem solving conversation

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Problem

SolutionOut of Time

Use Data

A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

Using Meeting Minutes• Documentation

• Logistics of meeting• Agenda items for today’s meeting ( and next meeting)• Discussion items, decisions made, tasks and timelines assigned• Problem statements, solutions/decisions/tasks

• Reviewing Meeting minutes• Snapshot of what happened at the previous meeting and what needs

to be reviewed during the current meeting

• Visual tracking of focus topics• Prevents side conversations• Prevents repetition • Encourages completion of tasks

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Agenda for Next Meeting

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

3. Status of fights on playground in last month.

4. Next meeting date/time.

5. Today’s agenda

6. 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

3. Status of fights on playground in last month.

4. Next meeting date/time.

5. Today’s agenda

6. Solutions for a new problem

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Where in the Form would you place:

1.Staff will complete weekly fidelity checks

2. Three students are not meeting daily CICO goal

3. Parents are not signing CICO home report

4.ORF scores are too low for third graders

5. 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

3. Parents are not signing CICO home report

4.ORF scores are too low for third graders

5. Plan for school board report

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

Yes No So-So

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?

At end of each meeting, conduct a BRIEF assessment of the meeting by asking 4 questions

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Defining “problems”The first step to effective problem solving• A Problem

• Any significant difference between what is expected/desired and what is actually observed (academic, behavior).

• Define Problems is “Precision”• What is the behavior (and discrepancy)?• Where is it most likely?• When does it occur?• Who performs the behavior?• Why does the behavior keep happening in this situation?

Using Data to Refine Problem Statement

• The statement of a problem is important for team-based problem solving.

• Everyone must be working on the same problem with the same assumptions.

• Problems often are framed in a “Primary” form, that creates concern, but that is not useful for problem-solving.

• Frame primary problems based on initial review of data• Use more detailed review of data to build “Solvable Problem

Statements.”

Precise Problem Statements(What are the data we need for a decision?)• Precise problem statements include information about the

following questions:• What is the problem behavior?• How often is the problem happening?• Where is the problem happening?• Who is engaged in the behavior?• When is the problem most likely to occur?• Why is the problem sustaining?

What When

Where

Who

Why

Designing Effective Behavior Support

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.

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.

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.

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 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

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 7th and 8th grades, involves many students, and appears to be maintained by escape from work.

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 4th 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.

Your Turn

• Define a “primary” problem you have encountered.

• Transform that “primary” problem statement into a “precise” problem statement.

Using Data to Build Precise Problem Statements• STEP ONE

• Do we have a problem? (compare observed with expected)• What and How Often

• STEP TWO• Define the problem with precision (which behaviors?)

• Where• When• Who• Why

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Total Office Discipline Referrals as of January 10

Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000

Transforming Data into Information• 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 staff/students/ families want

SWIS summary 2011-12 (Majors Only)5194 schools; 2,663,221 students; 2,033,426 ODRs

Grade Range

Number of Schools

Mean Enrollment per school

Mean

ODRs per 100 stud/ school day

Median ODRs per 100 per stud/ school day

25th Percentile

ODR/100/ school day

75th Percentile

ODR/100/ school day

K-6 3310 446 .34 (.41) .22 .11 .42

6-9 972 614 .61 (.65) .44 .25 .76

9-12 477 853 .78 (.86) .53 .30 .94

PreK-8 285 336 .51 (.57) .36 .18 .64

PreK-12 71 431 1.07 (1.19) .44 .21 .88

Elementary School with 150 Students

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.

Elementary School

Middle School 765 students

Describe the narrative for this elementary school

Describe the narrative for this Middle school

Describe the narrative for this High schoolYear One Year Two

Median Line based on 2010-11 Data

What are the SWIS reports you need to move from a Primary to a Precise statement?• What problem behaviors are most common?

• ODR per Problem Behavior• Where are problem behaviors most likely?

• ODR per Location• When are problem behaviors most likely?

• ODR per time of day• Who is engaged in problem behavior?

• ODR per student• Why are problem behaviors sustaining?

• Custom graph

Data lead to asking the right questions

• If many referrals in classroom• Which classes?• Which students?• What problem behaviors?• When?

• If many referrals in cafeteria• Which students?• What times? (beginning or end of lunch period?)• What problem behaviors?

Questions to ask about Referrals by Problem Behavior

• Is there one major problem behavior or multiple problem behaviors?

• Do they appear to be student-student problem behaviors or student- adult?

• Are there similarities in the types of behaviors?• Are they major or minor problem behaviors?

Questions to ask about Referrals by Location

• Where are the problems occurring? • Are there problems in many locations, clusters of locations, or one

location?

Questions to ask about Referrals by Time

• When are the problem behaviors most likely?

• How do those times match with the daily activities?

• How does this information match up to Referrals by Location?

WHO:Questions to ask about Referrals by Student

• Who is engaging in problem behavior?

• What proportion of students has 0-1 ODR?

• What proportion of students has 2-5 ODRs?

• What proportion of students has 6+ ODRs?

Why? The hardest question

• Given a specific behavior in a specific context:• What consequence is perceived as maintaining the

problem behavior?• Always assess motivation AFTER you have defined

who, what, where?• You always ask WHY the students misbehave in a

specific context• Look for the “primary” motivation if there are multiple

possibilities.

Motivation for many students engaging in Disruption in the Classroom: Elementary

This Year

Motivation for Non-compliance and Insubordination in the Classroom: All students/ Middle School

This Year

Motivation for Brian’s Disrespectful Behavior in the Classroom

This Year

Meeting Video #1• Check if you identified the

• ____ minute taker• ____ facilitator• ____ data analyst• ____ school administrator

• What was one “problem” (old or new) addressed by the team?

• Was it defined with precision?

Building Goals

• Define the problem with precision• Define the measure of the problem (level,

amount)• Define what would be considered “good”• Use the Goal to guide the Solution.

• How can we move from where we are to where we want to be?

Building Goals

Problem Level GoalMany students are leaving garbage in cafeteria resulting in conflict and ODRs. The behavior is maintained because it is easy to do.

22 ODRs per month from Cafeteria

Heidi (sup) rates Cafeteria as “1” (low) on a 1-5 scale of Cleanliness

<5 ODRs per month from Cafeteria

Heidi rates Cafeteria as >4 for cleanliness two weeks in a row.

Building Goals

Problem Level Goal7th Grade students are tardy for 5th period classes after their lunch. Tardiness is rewarded by peer attention, and no consequences in class.

5 of 6 7th grade teachers indicate they have >3 students tardy on a regular basis for 5th period.

Estimated 18, 7th grade students tardy for 5th period last week.

??

Building Goals

Problem Level GoalPhil is engaging in physical/verbal aggression toward three younger students during non-structured times, and we believe this is maintained by social positives from his peer group, and responses from the 3 students.

Phil has received 4 ODRs this week for bullying, teasing, or aggression.

??

Using Data to Build Solutions

• 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?

Solution Action Elements Solution Action Elements DefinedPrevent Focus on prevention first. How could we reduce

the situations that lead to these behaviors?

Teach How do we ensure that students know what they SHOULD be doing when these situations arise?

Reward How do we ensure that appropriate behavior is recognized?

Extinguish How do we work to ensure that problem behavior is NOT being rewarded.

Correct How will you correct errors?

Safety Are additional safety precautions needed?

Solution Implementation Plan Elements

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How are we going to solve the problem?

Internal External

Obtain Something Feeling of Success Choice of Activity/Tangible Reward

Avoid Something Anxiety Triggers/Panic Peer Ridicule

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Research to Practice FactTo be effective, solution actions should address the function of the

problem behavior.

Implications for solution being appropriate for problem AND likely to produce desired change

Solution Action Elements Possible Generic Solution Actions

Prevent What can we do to prevent the problem?

Adjust physical environment.Define & document expectations and routines.Assure consistent & clear communication with all staff.

Teach What do we need to

teach to solve the problem? Explicit instruction linked to school wide expectations.Teach what to do, how to do it and when to do it.Model respect .

Reward What can we do to

reward appropriate behavior? Strengthen existing school wide rewards.Include student preferences.

Extinguish What can we do to prevent the problem behavior

from being rewarded?

Use ‘signal’ for asking person to ‘stop’.Teach others to ignore (turn away/look down) problem behavior.

Correct What will we do to provide corrective feedback?

Intervene early by using a neutral, respectful tone of voice to tell the student what he/she is doing wrong and what he/she should be doing.

Safety Do we need additional

safety precautions? Separate student from others if he/she is unable to demonstrate self-control.Make sure adult supervision is available.

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Implement Solution(s) with

High Integrity

Establish Solution Goal(s)

Identify Problemwith

Precision

Monitor ImpactOf Solution(s) &

Compare with Goal

Reassess and Revise Solution(s)

As Needed

MeetingFoundations

Team-Initiated Problem Solving II

(TIPS II) Model

DevelopSolution(s)

Collect and Use Data

Trevor Test Middle School

565 students

Grades 6,7,8

Trevor Test Middle SchoolIs there a problem? If so, what is

it?

0

5

10

15

20

Ave R

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Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthThis Year

0

10

20

30

40

50

Num

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of R

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Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

0

20

40

60

80

Num

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Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

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10

20

30

40

50

Num

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7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Cafeteria Class Commons Hall

11:45

Lang.

Defiance

Disruption

Harass Skip

Perceived motivation for inappropriate language and disruption in the cafeteria (all students)

Precise Problem Statement &Hypothesis Development

• Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

• A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Solution Development: For disruption in hall and cafeteriaGoal: To reduce referrals for disruption in the hall & cafeteria by 50%

Prevention *Teach behavioral expectations in cafeteria

*Maintain current lunch schedule, but shift classes to balance numbers.

Teaching

Recognition Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.

Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

Corrective Consequence Active supervision, and continued early consequence (ODR)

Data Collection Maintain ODR record and supervisor weekly report

Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline, Rule & Updates

Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

Prevention: Teach behavioral expectations in cafeteria

Maintain current lunch schedule, but shift classes to balance numbers

Teachers will take class to cafeteria; Cafeteria staff will teach the expectations

Principal to adjust schedule and send to staff

Rotating schedule on November 15

Changes begin on Monday

Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)

Timeline: Review Data & Update Monthly

A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days

Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

School Counselor and Principal will create chart & staff extra recess

Principal to give announcement on intercom on Monday

Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s)

Hall and Cafeteria Supervisors Ongoing

Data Collection – Maintain ODR record & supervisor weekly report

SWIS data entry person & Principal shares report with supervisors

Weekly

Phoenix Elementary265 Students K-5

Phoenix Elementary

Year OneYear Two

National Median Line is for 2010-11

• Our rates of problem behavior are above the national average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November – April

• Use what, where, when, by whom, why reports to define problem with precision

Primary Problem Statement

Phoenix Elementary Problem Behaviors

Phoenix Elementary - Locations

Year OneYear Two

Phoenix Elementary - Time

Phoenix ElementaryReferrals Per Student (2 + Referrals)

Phoenix ElementaryReferrals by Motivation

Year OneYear Two

• Do we have one or more problems?• Based on location, time, problem behavior, and students involved

• Build a precise problem statement for one problem at a time• Give best guess on hypothesis

• Other information sources lead to sharing equipment, taking turns on swings, different games rules for soccer during recess and during soccer games.

Problem Statement

1. We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.

2. We have lower rates of disruption and disrespect in classrooms throughout the day with many students, some of whom are also having problems on the playground. Problems are occurring with grades 3-5 students.

Precision Statements

Solution Development Precise Problem Statement:We have high rates of physical aggression, disrespect and inappropriate language on the playground at lunch & break times. Many students are involved and it appears that students are trying to get access to equipment/games.

GOAL: We want to reduce the number of referrals on the playground for each of the remaining months of the school year.

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Safety/ Data

Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline, Rule & Updates

We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.

Reduce Playground referrals each month from now until the end of the school year.

Progress monitor SWIS data weekly

Implement/Follow-up/ Adapt

Agenda for Next Meeting

Your Turn• Define a current problem with precision

• Define a goal

• Use the Solution Development Matrix to identify possible solution elements

• Define how you would determine if the solution was implemented (fidelity) and if it was effective.

Solution DevelopmentPrevention

Teaching

Recognition

Extinction

Corrective Consequence

Safety (if needed)

Data Collection

TIPS Fidelity of Implementation Checklist• 18 item checklist• 3 point rating scale• Single response per team• Meeting Foundations, items 1-9• Problem Solving, items 10-18• Results for overall implementation and subscale scores for Meeting

Foundations and Problem Solving• Use checklist criteria for each item to rate current level of

implementation

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Your Turn: Use the TIPS Fidelity Checklist• What do we already do well?

• Meeting Foundations: Purpose/ Roles/ Meeting Agenda• Do we have an adequate data system?• Do we define problems with precision?• Do we build comprehensive and efficient solutions?• Do we implement/following up/ Adapt

• What would work well in our school?

• What are the next steps for improving our team meetings?• For Sept• For Oct