Brief Introduction to Team-Initiated Problem Solving (TIPS)

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Brief Introduction to Team-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: - PowerPoint PPT Presentation

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<p>PowerPoint Presentation</p> <p>Brief Introduction toTeam-Initiated Problem Solving (TIPS) </p> <p>Anne Todd, Steve Newton, &amp; Rob Horner, University of Oregon</p> <p>Kate Algozzine &amp; Bob Algozzine, University of North Carolina at Charlotte</p> <p>APA Citation:Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Educational and Community Supports, University of Oregon. www.uoecs.org. 1TIPS was funded by the Institute on Educational Sciences (IES).Initial research results show that SWPBIS Teams using the TIPS model with SWIS data improve in (a) the overall meeting foundation practices and (b) the thoroughness of problem identification and problem solving with SWIS data.Single Subject Study is currently in press and will be published January 2011, The Journal of Applied School Psychology. Citation is below.Todd, A., Horner, R., Newton, J.S. Algozzine, B., &amp; Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology</p> <p>This power point is intended for use with SW PBIS teams as they use SWIS data for problem solving. Some slides are animated to highlight the critical concepts/discriminations4/30/2014Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. 2008Target AudienceAnyone who participates in teams designed to build behavior support plans for students with problem behavior.ObjectivesBy the end of today, you will:Understand the TIPS problem solving modelDefine logic for Meeting FoundationsRolesMeeting minutes formDefine Problem Solving ApproachDefine problem with precisionBuild comprehensive solutionsBuild action planDefine Implementation and Adaptation</p> <p>TIPS II Training Manual (2013) www.uoecs.org4</p> <p>People arent tired from solving problems they are tired from solving the same problem over and over. 4It isnt whether you have a problem, its whether you have the same problem again next year.Admiration of the problems is contagious! ActionPlanningEffective Problem SolvingProblemSolutionProblemFromToProblemSolvingSolution5A Quick Overview of TIPSImplement Solution with High IntegrityIdentify Goal for ChangeIdentify ProblemwithPrecisionMonitor Impactof Solution andCompare against GoalMake SummativeEvaluationDecisionMeetingFoundationsTeam-Initiated Problem Solving (TIPS II) ModelIdentifySolution and CreateImplementation Plan with Contextual FitCollect and Use DataWhat, Who, When, Where, and Why?How do we want the problem to change?What are we going to do to bring about desired change?Did we implement with fidelity?Has the problem been solved?What next?7Implement Solution with High IntegrityIdentify Goal for ChangeIdentify ProblemwithPrecisionMonitor Impactof Solution andCompare against GoalMake SummativeEvaluationDecisionMeetingFoundationsCritical Features of Team-Initiated Problem Solving (TIPS II)IdentifySolution and CreateImplementation Plan with Contextual FitCollect and Use Data8TIPS Fidelity of Implementation Checklist</p> <p>Meeting FoundationsClear Purpose/ AuthorityWhat is the purpose of our team?What is the impact we are to have on students/ families/ School?What authority do we have to implement solutions?</p> <p>Agreement about processStart time/stop timeScheduleRespect and commitment</p> <p>Roles and responsibilitiesFacilitatorMinute TakerData AnalystMember</p> <p>Electronic Meeting Minutes/Agenda</p> <p>Meeting Terms of AgreementStart/ Stop timeSchedule of meetingsConsideration for each otherE.g. be respectful, be responsibleSide conversationsCome preparedNo side tasks (technology)</p> <p>Roles and ResponsibilitiesFacilitator, Minute Taker, Data Analyst, Team MemberRoles on TIPS TeamsFacilitatorMinute TakerData AnalystTeam MemberFacilitators Responsibilities and Skills NeededFacilitatorBefore Meeting:Ask for agenda itemsProvide items to Minute TakerDuring Meeting:Starts meeting on timeManages flow of meetingPrompts team members (as necessary) with the TIPS problem-solving mantraIs an active participant in meetingDetermines date, time, and location of next meetingFacilitator should be able to:Ask questionsImplement group norms or agreementsKeep meeting on track (or navigate back on track when needed)Move through agenda in a timely fashionRoles on TIPS TeamsFacilitatorMinute TakerData AnalystTeam MemberMinute Takers ResponsibilitiesMinute TakerBefore Meeting:Collects agenda items from FacilitatorPrepares TIPS Meeting Minutes agenda form, including content from Data Analyst, as appropriateIs prepared to project TIPS Meeting Minute form via LCD during meetingDuring Meeting:Records decisions/notes on TIPS Meeting Minutes formAsks for clarification of tasks/decisions, as necessaryIs active participant in meetingAfter Meeting:Cleans up TIPS Meeting Minutes from meetingDisseminates Meeting Minutes to team within 36 hoursNeeded Skills for Minute TakerMinute TakerMinute Taker should be able to:Use word processor (copy, paste, add rows, save files, etc.)Listen to discussion and paraphrase critical information in written formBe fluent with Meeting Minutes formRoles on TIPS TeamsFacilitatorMinute TakerData AnalystTeam MemberData Analyst ResponsibilitiesData AnalystBefore Meeting:Review data and define potential new problems with precision (What, Who, Where, When, Why)Gather/organize data on previously-defined and/or potential new problemsReview data on previously-defined problems (i.e., frequency/rate for most recently-completed calendar month, direction of change in rate since last report, and relationship of change to goal)Prepares graphs for sharing at meetingAsks Facilitator to add potential new problems to agenda for meetingDuring Meeting:Leads discussion of potential new problemsResponds to questions about data; produces additional data on request (e.g., additional Drill Down Reports)Is active participant in meetingNeeded Skills for Data AnalystData AnalystData Analyst should:Like and feel comfortable with dataBe fluent in navigating dataset to generate custom reportsBe able interpret and summarize data/graphs about old and new problems:Retrieve data about previously defined problemsIdentify potential new problemsPrior to meetings generate data summaries for potential student problems and for previously defined student problemsRoles on TIPS TeamsFacilitatorMinute TakerData AnalystTeam MemberTeam Member ResponsibilitiesTeam MemberBefore Meeting:Recommends agenda items to FacilitatorDuring Meeting:Analyzes/interprets data; determines whether a new problem existsEnsures new problems are defined with precision (What, Who, Where, When, Why) and accompanied by a Goal and TimelineDiscusses/selects solutions and evaluation data (fidelity and outcome) for new problemsFor problems with existing solution actionsReports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Stopped?)Suggests how implementation of solution actions could be improvedAnalyzes/interprets data to determine whether implemented solution actions areIs an active team memberSkills Team Members NeedTeam MemberTeam Members should:Be willing to listen and consider all perspectivesUse a sense of humorDemonstrate mutual respectBe able to honor group norms or guidelinesWho is Responsible?FacilitatorMinute TakerData AnalystAll Team24Who is Responsible?ActionPerson ResponsibleReserve RoomRecruit items for AgendaReview data prior to the meetingReserve projector and computer for meetingKeep discussion focused Record Topics and Decisions on agenda/minutesEnsure that problems are defined with precisionEnsure that solutions have action plansProvide drill down data during discussionEnd on timePrepare minutes and send to all membersFacilitatorFacilitatorData AnalystMinute TakerFacilitatorMinute TakerFacilitatorFacilitatorData AnalystFacilitatorMinute TakerAll</p> <p>25On Last Section of TIPS Meeting Minutes Forms</p> <p>Meeting MinutesA framework for organizing and documenting efficient meetingsOrganizing for an effective problem solving conversationTIPS II Training Manual (2013) www.uoecs.org28ProblemSolutionOut of TimeUse Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contributeAnimated slide telling a well too known story. 4/30/201428Functions of Meeting MinutesBefore MeetingDefine agendaClarify start/stop timeGuide data analyst (updates on old problems)</p> <p>During MeetingOrganize time allocation/ PrioritizationEnsure old problems are reviewedEnsure that new problems are defined with precisionEnsure that solutions are comprehensive and linked to action planRecord Topic Decisions NOT discussionAssess meeting process and effectiveness</p> <p>After MeetingRecord for review Guide for tasks between meetings.Many Options for Minutes</p> <p>General Flow of MeetingCall meeting to order Who is present?Review agenda for todayDiscuss previously defined problem(s) Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next?Discuss administrative tasks and any general issuesDiscuss any new problems Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data neededWrap up meeting Review date/time for next meeting and evaluate present team meeting.</p> <p>Where does an item go on the Meeting Minutes Form?Demographics or AgendaPreviously -Defined ProblemAdministrative TasksNew Problem</p> <p>Planning for next PTA meeting.</p> <p>There have been 5 fights on the playground during the last week.</p> <p>Update on CICO implementation for previous problem solution.</p> <p>Increasing gang recruitment for an agenda topic today</p> <p>Next meeting, we need to hear a report on lunchroom needs.</p> <p>Staff will need to complete a monthly fidelity check</p> <p>Three students are not meeting CICO goals.</p> <p>Plan for school board report</p> <p>Currently, we are seeing 1 referral per day for our new problem.</p> <p>Team meetingDetermineFacilitator, Data Analyst, Minute Taker, AdministratorDefine one problem (old or new) that was consideredWere meeting minutes used correctly?</p> <p>Video for Minute TakersIdentify Problem with PrecisionWhat, Who, When, Where, and WhyImplement Solution with High IntegrityIdentify Goal for ChangeIdentify ProblemwithPrecisionMonitor Impactof Solution andCompare against GoalMake SummativeEvaluationDecisionMeetingFoundationsTeam-Initiated Problem Solving (TIPS II) ModelIdentifySolution and CreateImplementation Plan with Contextual FitCollect and Use Data50Defining a Problem with PrecisionWhat is a problem?A problem exists when there is a difference between what you want and what you have.</p> <p>Defining a Problem with PrecisionA major error is to launch into problem solving BEFORE the problem has been defined with precision.</p> <p>Pre-emptive solutionsWhat we did last yearWhat my cousin did with her sonWhat I can buy as a package on the internetWhat I can buy as a training from an expertPre-emptive solutionsOften do not workUsually are more expensiveTypically do not fit the context.What When </p> <p> Where WhoWhyDesigning Effective Behavior SupportHow Often</p> <p>Start with Primary Problem StatementsLook at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.Move to Precise Problem StatementsOffice discipline referrals for 3rd graders are above national median for schools our size.Referrals for physical aggression among third grade students from 11:30-12:30 in the cafeteria are increasing over time. It is believed that this is happening due to lack of consistent teaching of cafeteria procedures. Precise or Primary Statement?PrecisePrimaryPrimary versus Precision StatementsPrimary StatementsToo many referrals</p> <p>September has more suspensions than last year</p> <p>Gang behavior is increasing</p> <p>The cafeteria is out of control</p> <p>Student disrespect is out of control</p> <p>Precision StatementThere are twice as many 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.Examples: Primary to PreciseGang-like behavior is increasing.</p> <p>Behavior on the buses is awful!</p> <p>There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate language on the afternoon buses because these students wanted attention from their from peers.</p> <p>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.</p> <p>Bullying (verbal and physical aggression) on the playground is occurring on average twice during each first recess, is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.</p> <p>There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate language on the afternoon buses because these students wanted attention from their peers.Your TurnDescribe a Primary problem</p> <p>Now re-write it as a Precise Problem Statement.WhatWhoWhereWhyWhenHow Often</p> <p>Identify Solution and Create Implementation Plan with Contextual FitWhat and WhenImplement Solution with High IntegrityIdentify Goal for ChangeIdentify ProblemwithPrecisionMonitor Impactof Solution andCompare against GoalMake SummativeEvaluationDecisionMeetingFoundationsTeam-Initiated Problem Solving (TIPS II) ModelIdentifySolution and CreateImplementation Plan with Contextual FitCollect and Use Data60What are we going to do to bring about the desired change?</p> <p>Build Effective Support PlansMatch the solution to the function of the problem behaviorMatch the solution to the contextAre able to be doneAre consistent with the values of people in the settingAre practical given time and resources</p> <p>Build comprehensive plans that consider all solution elements</p> <p>Solution ElementsPreventTeach</p> <p>PromptReinforce</p> <p>Extinguish or Withhold Reward</p> <p>CorrectionSafetyData Change the context to avoid the problem situation?Teach what you want. Teach a socially acceptable replacement.Encourage opportunities for the desired behavior.Reward for the desired behavior.Prevent the problem behavior from being rewarded.Use negative feedback if needed. Add safety procedures if needed.Define data to monitor implementation fidelity and impactPreventTeachPromptReinforce</p> <p>Extinguish</p> <p>CorrectDataExample for Precise Behavior Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There have been 175 total instances of problem behavior in 6th and 7th grade classrooms so far this school year.Re-review 6th and 7th grade...</p>

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