Team Initiated Problem SolvingRob Horner, Steve Newton, & Anne Todd,

University of Oregon

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

Today’s GoalsCoaches are able to:

Prompt & support facilitator, minute taker and data analyst to prepare for meetings Meeting Foundations Checklist

Prompt the use of the TIPS model during meetings Data-based Decision-making rules

Help teams stay focused during meetings Electronic Meeting Minute format

ClarificationCoaches are NOT expected to be Trainers

Trainers deliver TIPS team training & help Coaches anticipate errors while guiding them through the possible solutions & adaptations

ContextEvery school has teamsTeams are being expected to do problem solving

Select curriculaGet training and implement new ideas/programsProvide efficient leadership

“Communities of Practice”Teams need to report data to administration, district,

stateTeams NEED data to do good problem solving.Most teams are not skilled at running problem

solving meetings and using data for decision-making.

What do we need?A clear model with steps for problem solvingAccess to the right information at the right

time in the right formatA formal process that a group of people can

use to build and implement solutions.

Collect and Use

Data

Review Status and

Identify Problems

Develop andRefine

Hypotheses

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Problem-Solving Meeting Foundations

Structure of meetings lays foundation for efficiency & effectiveness

Using Meeting Minutes Documentation of

Logistics of meeting (date, time, location, roles) Agenda items for today’s meeting ( and next meeting) Discussion items, decisions made, tasks and timelines assigned Problem statements, solutions/decisions/tasks, people assigned to implement

with timelines assigned, and an evaluation plan to determine the effect on student behavior

Reviewing Meeting minutes An effective strategy for getting a snapshot of what happened at the previous

meeting and what needs to be reviewed during the upcoming meeting What was the issue/problem?, What were we going to do?, Who was going to do it and

by When?, and How are we measuring progress toward the goal?

Visual tracking of focus topics during and after meetings Prevents side conversations Prevents repetition Encourages completion of tasks

PBIS Team Meeting Minutes and Problem-Solving Action Plan FormToday’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, Prompt, Reward, Correction, Extinction,

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”)

Important Structural ComponentsRegular meetings & regular attendanceThe “right” peopleThe right roles

FacilitatorMinute TakerData AnalystActive Team Members

The right information for problem solving & decision making

Accomplishments – Products of successful meetingMeeting Minutes (record of decisions & tasks concerning

administrative/general issues)Problem-Solving Action Plan (record of decisions & tasks

concerning problems identified by team)

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Before the Meeting…Room reserved“New” items solicited for agendaAgenda produced Team member roles determinedData reviewed by Data Analyst before the meeting; Analyst ready

to lead team through discussion of (a) possible new problems and (b) effects of in-process solutions on “old” problems

Computer reserved; access to SWIS online database assuredLCD projector reserved & set up to project data (or team has

some other strategy for ensuring team members can review data at meeting)

Team members have individual TIPS Notebooks to bring to meeting

(We’ll review the (a) before-meeting, (b) during-meeting, and (c) after-meetings responsibilities of individual team members later in this workshop)

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At Close of and After Meeting…Meeting Minutes and Problem-Solving Action

Plan completedCopy of Meeting Minutes & Problem-Solving

Action Plan distributed to each member within 24 hrs.

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ActivityComplete the Foundations Checklist

Use the PBIS team you know best

Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

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Organizing SWIS Data for Decision-makingUniversal Screening Tool

Proportion of students with 0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs

Progress Monitoring Tool Compare data across time

Prevent previous problem patterns Define Problems with precision that lead to

solvable problems

~80% of Students

~15%

~5%

0-1 office discipline referral

6+ office discipline referrals

2-5 office discipline referrals

Using office discipline referrals as a metric for universal screening of student social behavior

Using ODRs to Identify ProblemsBuild a picture for the pattern of office

referrals in your school.

Compare the picture with a national average

Compare the picture with previous years

Compare the picture with social standards of faculty, families, students.

Goal

1. Identify problems empirically2. Identify problems early3. Identify problems in a manner

that leads to problem solving not just whining

Which Statement Is More Precise?1a. Too many ODRs 1b. Total of 22 aggression ODRs on

playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 15 different students involved; aggression appears to provide peer attention, and resolve unclear playground rules (who gets equipment),

2a. Behavior in cafeteria is uncivil and unsafe.

2b. Verbal threats and gender harassment in the cafeteria are increasing; 80% of events are from 4 students during second lunch; We are unclear what is maintaining these behaviors.

3a. Hallway noise is unbearable. 3b.

4a. The number of ODRs per day has increased by 20% each month since school started.

4b.

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Solutions – Generic StrategiesPrevent –

Remove or alter “trigger” for problem behaviorDefine & Teach –

Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior

Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it,

as necessaryWithhold reward/reinforcement –

For the problem behavior, if possible (“Extinction”)Use non-rewarding/non-reinforcing corrective

consequences – When problem behavior occurs

Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage)

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Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety

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Trevor Test Middle SchoolHypothesis:

Implementing SolutionsWho is going to do it?When will they do it?

Minute Taker writes this information down, facilitator follows up at next meeting on status of implementation

Evaluating SolutionsDefine the goal for solving the problem

What will ‘it’ look like when you say it is not a problem

Define how you will know that the solutions were implemented as planned (with fidelity)?

How often will you conduct a status review?Define how you will know that the solutions

had a positive effect on student achievement, social competence, and/or safety?

How often will you monitor student progress?

PBIS Team Meeting Minutes and Problem-Solving Action Plan FormToday’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, Prompt, Reward, Correction, Extinction,

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”)

Next Steps As a field:

Add TIPS training to Trainer repertoire Integrate messages, language, and processes for using data for problem

solving and progress monitoring across the state Determine impact of TIPS on student outcomes (next grant proposal)

Coaches: Prompt teams to not only define precision problem statements but to also

define a goal for ‘what it will look like’ when we don’t have a problem Prompt team members to be effective and efficient in their roles

data analysts create and summarize data to jump start the meeting minute takers record relevant information(not novels) about problems discussed,

solutions determined and action plan to implement solutions facilitators ask questions to facilitate problem solving and decision making

Ask for support Tell the Network what you need in order to be successful in your role(s)