Team Initiated Problem Solving (TIPS)

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Team Initiated Problem Solving (TIPS). From the work of: Rob Horner, Steve Newton, & Anne Todd, University of Oregon Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte. TIPS offers:. Team Initiated Problem-Solving: Problem Solving and Action Planning using SWIS. - PowerPoint PPT Presentation

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<ul><li><p>From the work of:</p><p>Rob Horner, Steve Newton, &amp; Anne Todd,University of Oregon</p><p>Bob Algozzine &amp; Kate Algozzine,University of North Carolina at Charlotte</p></li><li><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. *</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Collect and UseData</p><p>Develop Hypothesis </p><p>Discuss andSelectSolutions</p><p>Develop andImplementAction Plan</p><p>Evaluate andReviseAction Plan</p><p>Problem Solving Meeting FoundationsTeam Initiated Problem Solving (TIPS) Model</p><p>Identify Problems</p><p>*</p></li><li><p>Identify problems based on your schools:</p><p>Desirable and undesirable trends</p><p>Average Referrals Per Day Per Month for this year and for corresponding months of the previous year</p><p>Average Referrals Per Day Per Month compared to the national median</p><p>Faculty, parents and students opinions regarding if ODR levels are acceptable or not Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. *</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Elementary School with 150 StudentsCompare with National Median150 / 100 = 1.50 1.50 X .22 = .33Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. *</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>What trend do you notice?</p></li><li><p>Solvable problem statements include information about the five core W questions.What is problem, and how often is it happeningWhere is it happeningWho is engaged in the behaviorWhen the problem is most likelyWhy the problem is sustaining</p></li><li><p>*</p><p>Question:SWIS Data:What problem behaviors are occurring?Referrals by problem behaviorWhen are problem behaviors occurring?Referrals by timeWhere are problem behaviors occurring?Referrals by locationWho is engaging in problem behaviors?Referrals by studentWhy do problem behaviors keep happening?Referrals by motivation</p></li><li><p>*</p><p>Too many ODRsToo many instances of disrespectToo many ODRs between 1:00pm and 1:30pmToo many ODRs in the afternoonToo many ODRs occurring outside the classroomsToo many ODRs on the playground25% of students have at least 2 ODRs Many students are experiencing ODRsToo many ODRs on the playgroundTotal of 12 aggression ODRs on playground last month; twice as many as last year &amp; showing increasing trend this year; occurring during first recess; 8 different students involved; aggression appears to provide peer attention.</p></li><li><p>The sixth graders are disruptive &amp; use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM to get peer attention.</p></li><li><p>Prevention: Remove/alter trigger for problem behaviorMaintain current lunch schedule, but shift classes to balance numbers.Teaching: Define, instruct &amp; model expected behavior Teach behavioral expectations in cafeteriaReward: Expected/alternative behavior when it occurs; prompt as necessaryEstablish Friday Five: Extra 5 min of lunch on Friday for five good days.Extinction: Increase acknowledgement of presence of desired behaviorEncourage all students to work for Friday Five make problem behavior less rewarding than desired behaviorCorrective Consequence: Use non-rewarding/non-reinforcing responses when problem behavior occurs Active supervision and continued early consequence (ODR)Data Collection: Indicate how you know when you have a solutionMaintain ODR record and supervisor weekly report </p></li><li><p>An observable goal for decreasing the problemWhat will it look/feel/sound like when the problem is resolved?A plan for measuring fidelity of implementationHow often will you conduct a status review?</p><p>A plan for measuring outcomes of the interventionHow often will you monitor student progress?</p></li><li><p>Who is going to do it?</p><p>When will they do it?</p><p>Minute Taker writes this information down; facilitator follows up at next meeting on status of implementation</p></li><li><p>ProblemSolutionOut of TimeUse Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute</p></li><li><p>Core rolesFacilitatorNote takerData analystActive team memberAdministratorBackup for each role</p><p>*Can one person serve multiple roles?Are other roles needed? Typically NOT the administrator</p></li><li><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>**Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item</p><p>Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when</p></li><li><p>PBIS Team Meeting Minutes and Problem-Solving Action Plan FormTodays 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)Administrative/General Information and IssuesProblem-Solving Action PlanEvaluation of Team Meeting (Mark your ratings with an X)</p><p>Todays Agenda Items Next Meeting Agenda Items01. 02. 03. </p><p>Information for Team, or Issue for Team to AddressDiscussion/Decision/Task (if applicable)Who?By When? </p><p>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, &amp; Updates</p><p>Our RatingYesSo-SoNo1. Was todays meeting a good use of our time?2. In general, did we do a good job of tracking whether were 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? </p></li><li><p>**Meeting Foundations</p></li><li><p> Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan FormTodays 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)Administrative/General Information and IssuesProblem-Solving Action PlanEvaluation of Team Meeting (Mark your ratings with an X)Where in the Form would you place:</p><p>Planning for next PTA meeting?</p><p>Too many students in the intensive support for literacy</p><p>Schedule for hallway monitoring for next month</p><p>There have been five fights on playground in last month.</p><p>Next meeting report on lunch-room status.</p><p>**</p><p>Todays Agenda Items Next Meeting Agenda Items01. 02. 03. </p><p>Information for Team, or Issue for Team to AddressDiscussion/Decision/Task (if applicable)Who?By When? </p><p>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, &amp; Updates</p><p>Our RatingYesSo-SoNo1. Was todays meeting a good use of our time?2. In general, did we do a good job of tracking whether were 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? </p></li><li><p>*</p></li><li><p>*</p></li><li><p>For additional information and support on completing and/or using TIPS and SWIS data for problem-solving, please contact your External Implementation Coach or State TA.More Questions?</p><p>**Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. 2008****Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. 2008**Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. 2008*************</p></li></ul>