Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University.

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<ul><li><p>Team-Initiated Problem Solving (TIPS):An Introduction</p><p>Rob Horner, Steve Newton, &amp; Anne ToddUniversity of Oregon</p><p>Bob Algozzine &amp; Kate AlgozzineUniversity of North Carolina at Charlotte</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). 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 Educational and Community Supports, University of Oregon, unpublished training manual.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. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Main MessagesTeam problem solving is essential for effective education.</p><p>Most teams do not use the wisdom and talent of their team members.</p><p>Focus first on Meeting FoundationsPurpose/AuthorityRolesScheduleMeeting Minutes Forum</p><p>Focus second on the Process of Problem SolvingDefine problemSelect Solution (one that works, one that fits)Build a plan to implement</p><p>Focus third on follow up and adaptationAssess if plan was implementedAssess if plan was effectiveAdapt solutions based on new informationHandoutMeeting Agenda</p><p>Roles</p><p>TIPS fidelity Checklist</p></li><li><p>Data based Decision making</p></li><li><p>*People arnt tired from solving problems they are tired from solving the same problem over and over. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Implement Solution(s) with High IntegrityEstablish Solution Goal(s)Identify ProblemwithPrecisionMonitor Impactof Solution(s) andCompare with GoalEvaluate Problem and RedirectMeetingFoundationsTeam-Initiated Problem Solving II (TIPS II) ModelDiscuss and PlanSolution(s) withContextual FitCollect and Use Data</p></li><li><p>TIPS Study: Todd et al., 2011School ASchool BSchool CSchool DMeeting Foundations ScoreBaseline Coaching TIPS% DORA Foundations ScoreSolid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetingsJournal of Applied School Psychology</p></li><li><p>TIPS Study: Todd et al., 2011 School ASchool DSchool CBaseline Coaching TIPSThoroughness of decision-making scores% DORA Thoroughness ScoreSolid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetingsJournal of Applied School Psychology </p></li><li><p>DORA Foundations Score </p><p>Newton et al., 2012:Effects of TIPS Training on Team Meeting Foundations</p><p> Pre TIPS Training Post-TIPS Training*</p></li><li><p>DORA Thoroughness of Decision Making Score (Simple)</p><p>Newton et al., 2012:Effects of TIPS Training on Team Decision-making</p><p> Pre TIPS Training Post-TIPS Training*</p></li><li><p>What do we need?A clear model with steps for problem solving routineAccess to the right information at the right time in the right formatA formal/ predictable process that a group of people can use to build and implement solutions.Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p> EvaluationPlanningImproving Decision-MakingNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. *ProblemProblemSolutionFromToDefine Problem with precisionSolution &amp; Action plans</p></li><li><p>Meeting FoundationsStructure of meetings lays foundation for efficiency &amp; effectiveness</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). 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. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Meeting FoundationsMeeting Logistics</p><p>Define Team Member Roles</p><p>Meeting Minutes FormGuides meeting processRecords meeting decisionsMaintains group focus</p></li><li><p>Meeting LogisticsAuthorityWhy are we here, how will we assess if we are being effective?Do we have the authority to make and implement decisions?</p><p>ScheduleMeet often enough at least once a month (preferable twice)Meet long enough at least 45 minStart and Stop on time use time efficiently</p></li><li><p>Meeting Member Roles</p><p>Core Team RolesFacilitatorMinute takerData analystActive team memberAdministrator</p><p>Backup for each role</p><p>*Can one person serve multiple roles?</p><p>Are there other roles needed? Typically NOT the administratorNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>FacilitatorCritical SkillsAsk questions75% of what a facilitator says should be in question form</p><p>Implement group norms/agreements</p><p>Keep people on track (back on track)</p><p>Move through agenda in a timely fashionNeed access to a clock/watch</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Data Analyst</p><p>Critical Skills</p><p>Ability to review and interpret data</p><p>Fluency in navigating data sets to generate custom reports</p><p>Create a story from data summaryFor new problemsStatus on old problems</p><p>15-20 minutes prior meetings to generate data summaries Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Minute TakerCritical SkillsUses computerWord processerSave filesEdit files</p><p>Ability to listen to a discussion and paraphrase critical information in written form</p><p>Fluent with meeting minute form</p><p>Organized</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Team MemberCritical Skills</p><p>Willingness to listen and consider all perspectivesUse sense of humorMutual respectPractical problem solvingImplement selected solutions</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Who is Responsible?*</p><p>ActionPerson ResponsibleReserve RoomFacilitatorRecruit items for AgendaFacilitatorReview data prior to the meetingData AnalystReserve projector and computer for meetingMinute TakerKeep discussion focused FacilitatorRecord Topics and Decisions on agenda/minutesMinute takerEnsure that problems are defined with precisionFacilitatorEnsure that solutions have action plansFacilitatorProvide drill down data during discussionData AnalystEnd on timeFacilitatorPrepare minutes and send to all membersMinute taker</p></li><li><p>Team Roles: Activity #1: 7 min.</p><p>*Determine primary and backup people for key roles</p><p>RolePrimaryBackupFacilitatorMinute TakerData AnalystNext role review date:</p><p>Tasks to complete</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></li><li><p>Meeting MinutesGuides meeting processRecords meeting decisionsMaintains group focus</p></li><li><p>Implement Solution(s) with High IntegrityEstablish Solution Goal(s)Identify ProblemwithPrecisionMonitor Impactof Solution(s) andCompare with GoalEvaluate Problem and RedirectMeetingFoundationsTeam-Initiated Problem Solving II (TIPS II) ModelDiscuss and PlanSolution(s) withContextual FitCollect and Use Data</p></li><li><p>Organizing for an effective problem solving conversation*ProblemSolutionOut of TimeUse Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contributeNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>What needs to be documented?Meeting demographicsDate, time, who is present, who is absentAgendaNext meeting date/time/location/rolesAdministrative/ general Information/Planning itemsTopic of discussion, decisions made, who will do what, by whenProblem-Solving itemsProblem statement, data used for problem solving, determined solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measuredNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Where in the Form would you place:</p><p>Schedule for hallway monitoring for next month</p><p> Too many students in the intensive support for literacy</p><p>Status of fights on playground in last month.</p><p>Next meeting date/time.</p><p>Todays agenda</p><p> solutions for a new problem</p></li><li><p>Where in the Form would you place:</p><p>Staff will complete weekly fidelity checks</p><p> Three students are not meeting daily CICO goal as part of existing solution</p><p> Parents are not signing CICO home report for existing solution</p><p>ORF scores are too low for third graders</p><p> next meeting plan for school board report</p></li><li><p>TIPS Problem Solving</p></li><li><p>Problem SolvingDefine the problem with precision</p><p>Build a comprehensive plan of supportPreventTeachRewardExtinctionSafetyData</p><p>Define how support plan will be implemented and evaluated (action planning)</p></li><li><p>Precise Problem Statements(What are the data we need for a decision?)Precise problem statements include information about the Big Five 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>Primary versus Precision StatementsPrimary StatementsToo many referralsSeptember has more suspensions than last yearGang behavior is increasingThe cafeteria is out of controlStudent disrespect is out of control</p><p>Precision StatementsThere 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.</p></li><li><p>Primary versus Precision StatementsPrimary StatementsToo many referralsSeptember has more suspensions than last yearGang behavior is increasingThe cafeteria is out of controlStudent disrespect is out of control</p><p>Precision StatementsThere 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.</p></li><li><p>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.</p><p>ODRs during December are higher than in any other month.</p></li><li><p>Precise or Primary Statement?James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.</p><p>Boys are engaging in sexual harassment.</p><p>Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention. </p></li><li><p>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 (but may also be maintained by peer attention we are not sure).</p></li><li><p>Examples: Primary to PreciseGang-like behavior is increasing</p><p>Texting during school is becoming more negative</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>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.</p></li><li><p>Examples: Primary to PreciseCarly is having reading difficulties</p><p>50% of 2nd graders are not meeting math benchmarks Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesnt know, mostly during language arts</p><p>2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills</p></li><li><p>Transforming Data into InformationDevelop a primary summary statement Examine the patterns (tell the story)Level, TrendPeaksMatch data to current perceptionsCompare your dataWith national medianWith last yearWith what your staff/students/ families want</p><p>Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Total Office Discipline ReferralsTotal Office Discipline Referrals as of January 10</p></li><li><p>Elementary School with 150 StudentsCompare with National Median150 / 100 = 1.50 1.50 X .21 = .32*Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. </p></li><li><p>Using the Referrals by Student report as a Universal Screening Tool*</p></li><li><p>SWIS summary 2010-11 [Majors Only]4,634 schools; 2,394,591 students; 1,802,178 ODRs</p><p>Grade RangeNumber of SchoolsMean Enrollment per schoolMean (Sd)ODRs per 100 stud/ school dayMedian ODRs per 100 per school day25th PercentileODR/100/ school day75th PercentileODR/100/ school dayK-62979456.32 (.41).21.11.396-9889626.64 (.81).46.25.799-12390818.86 (.89).62.341.08PreK-8254438.50 (.49).32.19.65PreK-12504551.1 (3.0).37.18.71</p></li><li><p>Start with Primary Problem StatementsLook at the Big Picture, then use data to refine the Big Picture, moving to development of Precise Problem Statement(s)Move to Precise Problem StatementsNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team...</p></li></ul>

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