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Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon & Bob Algozzine, Kate Algozzine & Dale Cusumano at University of North Carolina at Charlotte www.uoecs.org Anne W. Todd University of Orego [email protected]

Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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Page 1: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Team-Initiated Problem Solving (TIPS)

Brief OverviewPresented by:

November 2013

Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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

www.uoecs.org

Anne W. Todd

University of Oregon

[email protected]

Page 2: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Session ObjectivesProvide a brief overview of the TIPS II model

Current ResearchTIPS Fidelity of Implementation ChecklistTIPS Team Training Readiness

Provide examples of using the TIPS II model with SWIS data

Provide resources for more information and training

Page 3: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

90,000 public schools in the United States

Each school has 1+ teams to address

challenges and build solutions

Each team meets at least monthly

On average there are 5 people on each

team

810,000 hours of meetings

4,050,000 hours of

personnel time

annually

Page 4: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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

Page 5: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Improving Decision-Making

TIPS II Training Manual (2013) www.uoecs.org5

From

TO

PROBLEM

SOLUTION

PROBLEM SOLVING

Page 6: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Decisions are more likely to be effective and efficient when they are based on data

Main Ideas

Page 7: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

The process a team uses is importantRolesPrimary & Back upFacilitator

Minute Taker

Data analyst

Active Member

OrganizationAgenda, old business, new business, action plan for

decisionsWhat happens BEFORE a meeting

What happens DURING a meeting

What happens AFTER a meeting

More Main Ideas

Page 8: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &
Page 9: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

What do we need?A clear model with steps for problem solving

Access to the right information at the right time in the right format

A formal process that a group of people can use to build and implement solutions.

Page 10: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Keys to Effective Meetings1. Organization (team roles, meeting process, agenda)

2. Data (right information at right time in right format)

3. Separate agenda item by type Previously defined problems Potential problems Administrative/General Logistics Problems are defined

with precision

4. Solutions are comprehensive and built to “fit”

5. “Action Plans” are added for all solutions

6. Fidelity and impact of interventions are reviewed regularly

7. Solutions are adapted in response to data.

Page 11: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Implement Solution with High Integrity

Identify GoalFor Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluation

Decision

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

IdentifySolution and CreateImplementation Plan

withContextual Fit

Collect and Use

Data

What, 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?

Compare data to goal. What next?

Page 12: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

TIPS Journeyin the beginning, meetings ended with a quick glance of the data …. data were used to admire the problem… or not used

at all TIPS I: 2008-2012

IES funded grant for establishing the TIPS Model and Curriculum Research results:

Using the TIPS model increases fidelity of implementation of meeting foundations & problem solving Impact on team

Provided research-based problem solving for second generation of TIPS Development of a research level observation tool for measuring TIPS fidelity of

implementation DORA: Decision, Observation, Recording and Analysis Instrument

TIPS II: 2012-2016 IES funded grant to determine if implementation of the TIPS model has an

impact on student outcomes Research includes:

Technical adequacy (validity and reliability) of the DORA Instrument Randomized Control Trial Study

41 elementary schools using SWIS (Or: 20, NC: 2) Currently collecting baseline data August 2013: Immediate Group August 2014: Wait List Group

Page 13: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

TIPS ModelTIPS Training

One full day team training with the whole team & coach Two coached meetings

Team Meeting Use of electronic meeting minute system Formal roles

facilitator, minute taker, data analyst Specific expectations

before meeting, during meeting, after meeting Access and use of data DURING the meeting Projected meeting minutes

Research tool to measure effectiveness of TIPS Training DORA

Decision, Observation, Recording and Analysis Measures Implementation of “Meeting Foundations” & “Thoroughness of Problem Solving”

9

Page 14: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

DO

RA

Found

ati

ons

Sco

re

Newton et al., 2012:

Effects of TIPS Training on Team Meeting Foundations

Pre Post/Exp0

10

20

30

40

50

60

70

80

Exp Control

N = 17 N = 17TIPS Control TIPS Control

Pre TIPS Training Post-TIPS Training

Page 15: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Pre Post/Exp0

10

20

30

40

50

60

70

80

Exp Control

N = 17 N = 17TIPS Control TIPS Control

DO

RA

Thoro

ughness

of

Deci

sion M

aki

ng S

core

(S

imple

)Newton et al., 2012:

Effects of TIPS Training on Team Problem Solving

Pre TIPS Training Post-TIPS Training

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TIPS Research 2008-2016

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TIPS Research Questions TIPS I Results TIPS II Plan

Is TIPS something school teams already use? NoSingle CaseRCT -1

Is TIPS Training effective in the way teams work?

YesSingle CaseRCT -1

Are teams able to continue TIPS after training?

‘yes’Case Study

???Current Study

Is there evidence that using TIPS actually benefits students?

‘yes’Case Study

???Current Study

Page 17: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

17Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

(on PBIS Assessment next year)

Page 18: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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.

18

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Page 20: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

TIPS FIDELITY OF IMPLEMENTATION DATA

MEETING FOUNDATIONS PROBLEM SOLVING

Page 21: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Problem-Solving Meeting Foundations

Structure of meetings lays foundation for efficiency & effectiveness

Page 22: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Meeting Foundations Elements

Four features of effective meetings1. Predictability

2. Participation

3. Accountability

4. Communication

Define roles & responsibilitiesFacilitator, Minute Taker, Data Analyst

Use electronic meeting minutes format

Page 23: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

What makes a successful meeting?

Predictability Defined roles, responsibilities and expectations for the

meeting Start & end on time, if meeting needs to be extended,

get agreement from all members Agenda is used to guide meeting topics Data are reviewed in first 5 minutes of the meeting Next meeting is scheduled

Participation 75% of team members present & engaged in topic(s) Decision makers are present when needed

Predictability

Participation

Accountability

Communication

Page 24: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

What makes a successful meeting?

Accountability Facilitator, Minute Taker & Data Analyst come prepared for meeting

& complete their responsibilities during the meeting

System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal setting)

System is used for documenting decisions

Efforts are making a difference in the lives of children/students.

Communication

All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting

Team member support to practice team meeting norms/agreements

Page 25: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Define Roles & Responsibilities for Effective Meetings

Core rolesFacilitatorMinute takerData analystActive team memberAdministrator

Backup for each role

25

Typically NOT the administrator

Page 26: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

MeetingFoundations

Meeting starts on time

At least 75% of team

members present at

start of meeting

Previous meeting minutes available

Agenda is available for all to view

Roles and responsibilitie

s of team members defined

Next meeting is scheduled

Meeting ends on time (unless

agreement to continue)

At least 75% of team

members are present at end

of meeting

Elements of Meeting Foundations

YES

sometimes

No

Page 27: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Facilitator Responsibilities Before meeting, provides agenda items to Minute Taker

During meeting, Starts meeting on time

Determines date, time, and location of next meeting

Manages the “flow” of meeting by adhering to the agenda

Prompts team members (as necessary) with the TIPS problem-solving “mantra”

Is active participant in meeting

Ask questions 75% of what a facilitator says should be in question form

Implement group norms/agreementsKeep people on track (back on track)

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Page 28: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Minute Taker Responsibilities Before meeting

Collects agenda items from Facilitator Prepares TIPS Meeting Minutes agenda form, including content from Data Analyst’s

Report, as appropriate Prints copies of the TIPS Meeting Minutes form for each team member, or is prepared to

project form via LCD

At meeting, asks for clarification of tasks/decisions to be recorded on TIPS Meeting Minutes form, as necessary

Uses computer & word processer Save/edit files

Ability to listen to a discussion and paraphrase critical information in written form Fluent with meeting minute form Is active participant in meeting

After meeting, disseminates copy of completed TIPS Meeting Minutes form to all team members within 24 hours

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Page 29: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Data Analyst Responsibilities Before meeting

Review data to describe potential new problems with precisionProvides data (e.g., Summary and Drill Down Reports) concerning the

frequency/rate of precisely-defined problemsProvides update on previously-defined problems (i.e., precise problem

statement, goal & timeline, frequency/rate for most recently-completed calendar month, direction of change in rate since last report, relationship of change to goal)

Distributes Data Analyst’s Report to team membersAsks Facilitator to add potential new problems to agenda for meeting

At meetingLeads discussion of potential new problemsResponds to team members’ questions concerning content of the Data

Analyst’s Report; produces additional data on request (e.g., additional Custom Reports)

Is active participant in meeting

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Section 1: Status Report on SW Average Referrals per day per month

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Section 2: Status Report on Previously Defined Problems

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Section 3: Report on Potential Student Problems

Page 33: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Team Member Responsibilities Before meeting, recommends agenda items to Facilitator

At meeting, responds to agenda items and Analyzes/interprets data; determines whether a new problem exists Ensures new problems are defined with precision (What, Who, Where, When, Why) and

accompanied by a Goal and Timeline Discusses/selects solutions for new problems For problems with existing solution actions

Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Stopped?

Suggests how implementation of solution actions could be improved Analyzes/interprets data to determine whether implemented solution actions are

working (i.e., reducing the rate/frequency of the targeted problem to Goal level)?

Is active participant in meeting Willingness to listen and consider all perspectives Use sense of humor Mutual respect

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Page 34: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

One goal is to be able to walk into any meeting, with no prior knowledge of team/context,

find & review minutes from previous meeting, &

be ready to take minutes or facilitate ‘today’s’ meeting…

within 5 minutes of reviewing the previous meeting minutes

Do you have at least one team that you work with that you can do that?

Page 35: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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 ImplementationPlan with Contextual

Fit

Collect and Use Data

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Page 36: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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

Page 37: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Using Meeting Minutes Documentation

1. Logistics of meeting Time, place, location, team members present Agenda items for meeting

2. New problem statements, solutions/decisions/evaluation plan3. Previously defined problems/solutions/decisions/progress monitoring4. General administrative topics

topic, decisions made, tasks and timelines assigned

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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TIPS II Training Manual (2013) www.uoecs.org 38

Meeting Logistics

Page 39: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

39

Previously Defined Problems

Page 40: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

40

Administrative/ General Information & Issues

Page 41: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

New Problems

Page 42: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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?

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End of Meeting Brief Debrief

Page 43: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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

Page 44: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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

Page 45: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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? X

2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

X

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?

X

4. In general, are the completed tasks having the desired effects on student behavior? X

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

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Example

Page 46: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Implement Solution with High Integrity

Identify GoalFor Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluation

Decision

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

IdentifySolution and CreateImplementation Plan

withContextual Fit

Collect and Use

Data

What, Who, When, Where, and Why?

Page 47: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

The School-Wide Information System (SWIS) is a web-based decision system designed to help school personnel to use office referral data to monitor progress of school-wide and individual student interventions.

CICO-SWIS is a decision system for targeted or group-based interventions for students needing additional support beyond the Universal or Tier 1 system.

ISIS-SWIS is a decision system for students requiring more intensive and individualized supports for academic social or mental health services.

Where Does SWIS Fit

Page 48: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Start with Primary Problem Statements

Look at the Big Picture, then use data to refine the Big Picture, moving to development of Precise Problem Statement(s)

Move to Precise Problem Statements

Precision Statements are pivotal for Solving Identified Problems

Page 49: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

SWIS summary 2012-13 (Majors Only)5429 schools; 2,714,421 students; 1,924,594

ODRsGrade Range

Number of Schools

Mean Enrollment per school

MeanODRs per 100 stud/ school day

Median ODRs per 100 per stud/ school day

25th PercentileODR/100/ school day

75th PercentileODR/100/ school day

K-6 3321 451 .32 (.38) .21 .10 .39

6-9 985 614 .58 (.76) .40 .22 .69

9-12 503 805 .69 (.70) .49 .27 .89

PreK-8 297 445 .49 (.56) .32 .15 .60

PreK-12 74 338 .81 (1.30) .44 .20 .80

Page 50: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Transforming data into useful information

Begin at general School Wide (SW) level, with year-to-date data Use data to

Review past levels, trends & peaksMonitor progress by comparing current SW level with national

medianHave individual support plans in place by the 8th week of the

school year

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Page 51: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Elementary School with 150 Students

Compare with National Median

150 / 100 = 1.50 1.50 X .21 = .32

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SW Summary Statement:

Our rate of problem behavior has been above the national median for schools our size the last 7 month this year.

With an increasing trend all year &

peaks in Nov, Feb, & April

Page 52: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Elementary School 465 students (465/ 100 = 4.6 X .21= .97

SW Summary Statement:

Our rate of problem behavior has been above the national median for schools

our size every month this year. There has been a decreasing trend since December

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Page 53: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Develop a SW Summary Statement

Year One Year Two

Median Line based on 2010-11 Data

SW Summary Statement:Last year we were ~at or below the national median except for one month. This year, we had an increasing trend the first 4 months of the year followed by a 50% drop from Dec to Jan

Page 54: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

What When

Who

Why

Designing Effective Behavior Support

Where

Define Problems with precision

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Page 55: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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.

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55Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

Page 56: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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.

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56Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

Page 57: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Examples: Primary to Precise Carly is having reading

difficulties

Jack is having lots of trouble at home

Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts

Carly can not decode and struggles to read words containing R controlled vowels, digraphs, & long vowels

Jack screams and cries at home, daily, when asked to get in car, do homework, and get ready for bed. He does not like riding in the car and does not like doing school work at home.

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57Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

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After the Dashboard has finished loading, click the “Drill Down” button

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Now Generate the Drill Down report.

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Report defaults to a Location graph, providing Where information for our Precise Problem Statement

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Select and Produce “Time of Day” graph to provide When information for the Precise Problem Statement

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Select and Produce “Grade” graph to provide Who information for the Precise Problem Statement

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What We’ve Learned For 10/1/2011 – 12/31/2011 Time Range, the majority of the 77 referrals

for Defiance… involve 3rd & 4th graders happen on Playground, Class, and Hall occur between 11:45am and 12:00pm

Let’s load those Report Filter items and see the actual number/proportion of Defiance referrals they account for…

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Page 66: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Problem Behavior, Locations, Grades, and Time Range are all now included in the dataset.

Those variables account for 38/77 (49%) of referrals for Defiance

Page 67: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Now, for this dataset, let’s check Perceived Motivation to obtain Why information for the Precise Problem Statement.

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Save the report so you can easily monitor the precisely-defined problem across future Date Ranges.

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Precise Problem Statement for TIPS Demo School

Many 3rd and 4th graders (Who)

are engaging in Defiance (What)

between 11:45am and 12:00pm, near the end of their 30-minute recess period (When),

with most of these instances occurring on the playground, in class, or in the hall (Where)

because the students want to avoid the upcoming classroom instructional period (Why).

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Defining a Quantitative GoalWhat:

Set a Goal that is a reduction from current (baseline) status of precisely-defined problem

Reduction in current monthly count (frequency) of problem behavior, or Reduction in current daily rate (count/number of school days) of problem

behavior Setting a Goal of zero will likely be self-defeating; set a Goal that you believe

is currently attainable

By When: Identify date by which you expect (hope) to achieve Goal (e.g., “By date of

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Page 72: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Defining GoalsHow do we want the problem to change?

What evidence do we need to show that we have achieved our goal?When will we meet our goal?

Problem Current Level Goal

Many students are leaving garbage in cafeteria resulting in conflict and ODRs. The behavior is maintained because students are rushing to get to the common area for social time.

22 ODRs per month from Cafeteria

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

<5 ODRs per month from Cafeteria per month by Feb 15

Heidi rates Cafeteria as >4 for cleanliness two weeks in a row by Feb 15

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Goal or No Goal Reduce instances of 3rd & 4th

grade disrespect on the playground to no more than 6 per month by end of the school year

2 times a day

Reduce instances of 3rd & 4th grade disrespect on the playground to no more than 2 times a day

Reduce instances of 3rd & 4th grade disrespect on the playground

No 9th grade tardies for the remainder of the school year

Reduce tardies in 9th grade

Reduce instances of 3rd & 4th grade disrespect on the playground to no more .20 per day, monthly through year end

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Goal

No Goal

No Goal

Goal

Goal

No Goal

No Goal

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Recording the Goal & Current Level in meeting minutes

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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 ImplementationPlan with Contextual

Fit

Collect and Use Data

How are we going to solve the problem?

How are we going to bring about desired change?

Is solution appropriate for problem?

Is solution likely to produce desired change?

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Page 76: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Solution Action Elements Solution Action Elements Defined

Prevent 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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Page 77: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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.Use function-based reinforcers

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. Label inappropriate behavior followed by what to do Follow SW discipline procedures

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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Using meeting to document Implementation Plans

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For every solution action, define who will complete it with a specific date for completion

Page 79: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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 ImplementationPlan with Contextual

Fit

Collect and Use Data

How will we know solution was implemented with fidelity?

Did we implement solution with fidelity?

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Fidelity Check RoutineWe do what we say we will do & we do it with 80% fidelity

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Did you stand in hallway during passing periods?

1 2 3 4 5No Yes

Establish a fidelity check routine that relates to School Wide Implementation

A 1-5 scale is used for all questions, with up to three questions per weekAt staff meeting, use fist of five while asking questionsIn staff room, create number line poster with questions

Did you acknowledge 5 students, not in your classroom, daily?

1 2 3 4 5No Yes

Page 81: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Fidelity of Implementation Check BoardExample

We all agreed to learn 5 student names (not in our class) a week.

How did it go? 1 2 3 4 5

Not well Well

3rd & 4th graders will use a recess to classroom transition routine

Are students using the routine? 1 2 3 4 5

Yes No

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The data that are gathered and used for discussion & decision making4’s - 5’s= congratulations/ implemented with fidelity1’s-3’s = partial implementation0 = not started-3’s: ask why? ‘what would it take to score a 4 or 5?

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3rd & 4th graders will use a recess to classroom transition routine

Has the routine been taught?

1 23 4 5

noyes

✗ ✗✗ ✗✗

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Meeting Video Clip 1

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Page 84: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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 ImplementationPlan with Contextual

Fit

Collect and Use Data

Are we solving the problem?Is desired goal being achieved? T

IPS

II

Tra

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Determining the Date Range of Reports for Monitoring Impact of SolutionConsider your meeting schedule and monitor impact of solution by most recently-completed calendar month

1. If you meet at the first of the month, define the Date Range for most recently-completed calendar month

2. If you meet at the end of the month, define the Date Range as the time period since last team meeting

3. Or to get a “perfect” measure of the impact of the solution, define Date Range as the time period since the solution was at least partially implemented

Note: For strategies 2 & 3, you’ll have to determine the number of school days in the Date Range “by hand” to determine the rate of the precisely-defined problem. 85

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February 2, 2012

March 1, 2012

Monitoring the Impact of Solution Against Goal

Page 87: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

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 ImplementationPlan with Contextual

Fit

Collect and Use Data

Has the problem been solved?Has desired goal been achieved?

What should we do next?

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Page 88: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Making a DecisionDecisions should resolve relevant questions for..

Potential problems - Are we going to address this potential problem now?

Previously-Identified/Defined problems Do we need to improve solution implementation? How? Is the solution succeeding at resolving the problem? Do we need to modify solution in some way? How? Have we met the Goal for the problem? How will we maintain it? Do we need to change timeline for Goal? To what? Do we need to revise the Goal itself? To what? Do we need to revise the definition of the precisely-defined problem?

To what?

If decisions have associated tasks, the Minute Take will make sure to record Who is to do what By when

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Implement Solution with High Integrity

Identify GoalFor Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluation

Decision

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

IdentifySolution and CreateImplementation Plan

withContextual Fit

Collect and Use

Data

What, 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?

Compare data to goal. What next?

Page 90: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

TIPS Team Training

Readiness

Team Membership

Team Data Access

Team Commitment

Coaching Commitment

Page 91: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

TIPS Team Training Readiness10 readiness guidelines

Team Membership1. Representation needed for meeting their purpose 2. Inclusion and presence of administrator with authority to

make decisions

Team Data Access3. Data available for problem solving & decision-making

before and during the meeting4. Consistent process & procedures for documenting &

entering data exists5. Team member is fluent in generating basic and custom

reports from data set(s) being used

Page 92: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

TIPS Team Training Readiness10 readiness guidelines

Team Commitment6. Implementation of TIPS Meeting Foundations

7. Team & coach attendance at TIPS Team Training ** one full day or two half day team trainings

8. Application of the TIPS model through the school year & annual TIPS boosters

Coaching Commitment9. Team has access to a coach who knows the TIPS system

& who is available before, during, & after meetings to support fidelity of implementation

10. Commitment to attend team training and provide coaching before, during and after the meetings

Page 93: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

Some of our TIPS Trainers Diane LaMaster

Marla Dewhirst

Steve Romano

Susan Thomas

Char Ryan

Ellen Nacik

Ginny Joseph

Lori Stillings

Cheryl Glad

Dori Barnett

Debra Hill

Minnie Kidd

Nancy Miller

Correy Watkins

Angel Batts

Laura Winter

Frances Byfield

Richard Tedescucci

Rob Horner

Kate Algozzine

Chris Borgmeier

Lori Lynass

Sarah Falcon

Anne Todd

Page 94: Team-Initiated Problem Solving (TIPS) Brief Overview Presented by: November 2013 Acknowledgements to: Rob Horner & Steve Newton, University of Oregon &

What to Do Questions to Ask

Identify Problem with Precision What is the problem? Who? What? Where? When? Why?

Identify Goal for Change How do we want the problem to change? What evidence do we need to show that we have achieved our goal?

Identify Solution and Create Implementation Plan with Contextual Fit

How are we going to solve the problem?How are we going to bring about desired change?Is solution appropriate for problem?Is solution likely to produce desired change?

Implement Solution with High Integrity

How will we know solution was implemented with fidelity? Did we implement solution with fidelity?

Monitor Impact of Solution and Compare Against Goal

Are we solving the problem? Is desired goal being achieved?

Make Summative Evaluation Decision

Has the problem been solved? Has desired goal been achieved? What should we do next?

TIPS Problem Solving Mantra

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TIPS Publications - 1Algozzine, B., Newton, J. S., Horner, R. H., Todd, A. W., & Algozzine, K. M. (2012). Development and technical characteristics of a team decision-making assessment tool:

Decision observation, recording and analysis (DORA). Journal of Psychoeducational Assessment, 30, 237-249. doi: 10.1177/0734282911423884

Newton, J. S., Algozzine, B., Algozzine, K., Horner, R. H., & Todd, A. W. (2011). Building local capacity for training and coaching data-based problem solving with positive behavior intervention and support teams. Journal of Applied School Psychology, 27, 228-245. doi/10.1080/15377903.2011.590104

Newton, J. S., Horner, R. H., Algozzine, R. F., Todd, A. W., & Algozzine, K. M. (2009). Using a problem-solving model to enhance data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 551-580). New York, NY: Springer. doi/10.1007/978-0-387-09632-2_23

Newton, J. S., Horner, R. H., Algozzine, B., Todd, A. W., & Algozzine, K. M. (2012). A randomized wait-list controlled analysis of team-initiated problem solving. Journal of School Psychology, 50, 421-441. doi.org/10.1016/j.jsp.2012.04.002

Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, B., & Algozzine, K. M. (2012). A pilot study of a problem-solving model for team decision making. Education and Treatment of Children, 35, 25-49. doi/10.1353/etc.2012.0001

Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Horner, R. H., & Cusumano, D. L. (in press). Supporting team decision making in inclusive schools. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook on research and practice for inclusive schools (pp. xxx-xxx). New York: Routledge. 95

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TIPS Publications - 2

Todd, A. W., Algozzine, B., Horner, R. H., & Algozzine, K. (2012). Data-based decision making. In C. Reynolds, K. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons.

Todd, A. W., Horner, R. H., Berry, D., Sanders, C., Bugni, M., Currier, A., Potts, N., Newton, J. S., Algozzine, B., & Algozzine, K. (2012). A case study of team-initiated problem solving addressing student behavior in one elementary school. Journal of Special Education Leadership, 25, 81-89.

Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., Algozzine, K. M., & Frank, J. L. (2011). Effects of team-initiated problem solving on decision making by schoolwide behavior support teams. Journal of Applied School Psychology, 27, 42-59. doi/10.1080/15377903.2011.540510

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For More Information on TIPS Contact:

University of North Carolina

at Charlotte

Bob [email protected]

Kate [email protected]

Dale [email protected]

University of Oregon

Rob Horner [email protected]

Anne [email protected]

Steve [email protected]