Team-Initiated Problem Solving (TIPS) Overview

Team-Initiated Problem Solving (TIPS)

OverviewPresented by:

and

PBIS Leadership ForumOctober 2012

Acknowledgements to: Rob Horner & Steve Newton, University of Oregon and Bob Algozzine & Kate Algozzine at University of North Carolina at Charlotte

www.uoecs.org

Rob Horner, Ph.D & Anne W. Todd, M.S.University of Oregon

Dale Cusumano, Ph.D.UNC at Charlotte

Maximizing Your Session Participation

Work with your team

Consider 4 questions:

– Where are we in our implementation?

– What do I hope to learn?– What did I learn?– What will I do with what I learned?

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 personal

time annually

Problem Solving Components (Bransford & Stein, 1984)

I • Identify the problem

D • Define the problem

E• Explore possible solutions and select

appropriate strategy

A • Act on the strategy

L • Look back and evaluate the effects of activities

To what extent do teams follow problem solving steps and include

critical components?• Include a behavioral definition of

target behavior• Have a direct measure of the target

behavior prior to intervention• Include a step-by-step intervention

plan• Graph intervention results• Compare pre-intervention and post-

intervention performance• Develop a hypothesized reason for

the problem• Gather evidence that the

intervention was implemented as designed

Behavioral definition of target behavior, baseline

data, step-by-step plan, or graphic or numeric data

comparison from pre to post intervention were not

included (Flugum & Reschly, 1994)

Lowest implementation for hypotheses for problem,

treatment fidelity, and pre and post data comparison(Telzow, McNamara, & Hollinger,

2000)

Team members rated implementation as higher than observers with observers rating identifying antecedents and consequences for

behavior, identifying data to monitor progress, scheduling a follow up meeting as unmet

(Telzow, McNamara, & Hollinger, 2000)

Problem

Out of

TimeSolution

Organizing for an Effective Problem Solving Conversation

Use Data

A key to collective problem solving is to provide a visual context that

allows everyone to follow and contribute

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

7Newton, 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.

ActionPlanning

Improving Decision-Making

Problem Solution

Problem

From

To

Problem

Solving Informati

on

Solution

Main Ideas

Build “decision systems” not “data systems”

Use data in “decision layers” (a) Is there a problem? (b) Localize the problem (location, problem behavior, students, time of day), and (c) Get specific

Do not drown in data

Be efficient

It is OK to be doing well!

More Main Ideas

The process a team uses is importantRoles

Facilitator

Recorder

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

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.

12Newton, 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.

Eight Keys to Effective Meetings

1. Organization (team roles, meeting process, agenda)2. Data (right information at right time in right format)3. Separate (a) Review of On-going Problem Solving (b)

Administrative Logistics and (c) New Problem Solving4. Problems are defined with precision5. Solutions are comprehensive and built to “fit”6. “Action Plans” are added for all solutions7. Fidelity and impact of interventions are reviewed

regularly8. Solutions are adapted in response to data.

Implement Solution(s) with

High Integrity

Establish Solution Goal(s)

Identify Problemwith

Precision

Monitor Impactof Solution(s) and

Compare with Goal

Evaluate Problem and Redirect

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

Discuss and Select Solution(s) withContextual Fit

Collect and Use

Data

TIPS ModelTIPS Training

• One full day team training• Two coached meetings

Team Meeting• Use of electronic meeting minute system• Formal roles (facilitator, recorder, data analyst)• Specific expectations (before meeting, during meeting, after meeting)• Access and use of data• Projected meeting minutes

Research tool to measure effectiveness of TIPS Training• DORA (decision, observation, recording and analysis)• Measures “Meeting Foundations” & “Thoroughness of Problem Solving”

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 manual.

9

TIPS I Study: Todd et al., 2011

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Baseline Coaching TIPS%

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tions

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Solid = SW PBIS meetings using SWISOpen = progress monitoring meeting using DIBELS

Journal of Applied School Psychology

TIPS I Study: Todd et al., 2011

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% D

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reJournal of Applied School Psychology

Solid = SW PBIS meetings using SWISOpen = progress monitoring meeting using DIBELS

DORA

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ndat

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Newton et al., 2012:Effects of TIPS Training on Team Meeting Foundations

Pre Post/Exp0

10

20

30

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Exp Control

N = 17 N = 17TIPS Control TIPS Control

Pre TIPS Training Post-TIPS Training

Pre Post/Exp0

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80Exp Control

N = 17 N = 17TIPS Control TIPS Control

DORA

Tho

roug

hnes

s of D

ecisi

on M

akin

g Sc

ore

(Sim

ple)

Newton et al., 2012:Effects of TIPS Training on Team Decision-making

Pre TIPS Training Post-TIPS Training

Problem-Solving Meeting

Foundations

Structure of meetings lays foundation for efficiency & effectiveness

Meeting Foundations Elements

Four features of effective meetings1. Predictability2. Participation3. Accountability4. Communication

Define roles & responsibilities• Facilitator, Minute Taker, Data Analyst

Use electronic meeting minutes format

21Newton, 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.

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

What makes a successful meeting?

Predictability

Participation

Accountability

Communication

What makes a successful meeting?

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

complete during 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

Define Roles for Effective Meetings

Core roles• Facilitator• Minute taker• Data analyst• Active team member• Administrator

• Backup for each role

Typically NOT the administrator

24

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.

Who is Responsible?Action Person Responsible

Reserve 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 members

FacilitatorFacilitator

Data Analyst

Minute TakerFacilitator

Minute Taker

FacilitatorFacilitator

Data Analyst

FacilitatorMinute Taker

What needs to be documented?

Meeting demographics• Date, time, who is present, who is absent• Agenda• Next meeting date/time/location/roles

Administrative/General information/Planning items• Topic of discussion, decisions made, who will do what, by when

Problem-Solving items• Problem 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 measured

26Newton, 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.

TIPS 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________________________________________________________________

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and Evaluation

Precise 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

Agenda for NEXT Meeting

1. 2.3.

Implementation and EvaluationPrecise Problem Statement, based on

review of data(What, When, Where, Who, Why)

Solution Actions (Prevent, Teach, Prompt, Reward,

Correction, Extinction, Adaptations, Safety)

Who? By When? Goal with Timeline

Fidelity of Imp measure

Effectiveness of Solution/Plan

Not started Partially Imp Imp Fidelity Done

Goal Met Better Same Worse

Agenda for Today:1. 3. 5.2. 4. 6.Previously Defined Problems/Solutions (Update)

TIPS 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________________________________________________________________

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and Evaluation

Precise 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

Agenda for NEXT Meeting

1. 2. ‘3.

Implementation and EvaluationPrecise Problem Statement, based on

review of data(What, When, Where, Who, Why)

Solution Actions (Prevent, Teach, Prompt, Reward,

Correction, Extinction, Adaptations, Safety)

Who?

By When? Goal with Timeline

Fidelity of Imp measure

Effectiveness of Solution/Plan

Not started Partially Imp Imp Fidelity Done

Goal Met Better Same Worse

Agenda for Today:1. 3. 5.2. 4. 6.

Previously Defined Problems/Solutions (Update)

Where in the Form would you place:

1. Planning for next PTA meeting?

2. There have been five fights on the playground in the past 3 weeks.

3. Update on CICO implementation

4. Increasing gang recruitment as an agenda topic for today.

5. Next meeting report on lunch-room status.


High Integrity



Precision


Compare with Goal


MeetingFoundations



Collect and Use

Data

More Precision Is Required to Solve the Identified Problem

1. Have current & accurate data with ability to generate custom reports before & during meetings

• Start with data that are summarized as primary statements

2. Use data to define precision problem statement(s)• A problem exists, when there is a discrepancy between

current level and desired level• Define a primary problem statement• Use basic and custom reports to define problem with

precision• What, Where, When, Who, Why• Discrimination/ motor/ self-management errors

3. Define goal(s)• What will those data look like when there is not a

problem?• SMART goals:

Specific, Measurable, Achievable, Relevant, Timely

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 Statements

More Precision Is Required to Solve Identified Problems

Problem Solving (Core) FeaturesDefining Goals

Problems that have solutions defined have a goal defined.

• SMART Goals• Specific • Measurable• Achievable• Relevant• Timely

Primary Problem StatementOur average Major ODRs per school day per month are higher than the national median for a school of our enrollment size. We have peaks in frequency of problems in Nov, Feb & April, with an increasing trend from August to May.Primary GoalThe rate of problem behavior will be at or below the national average for a school of our enrollment size. (~.31 per day per month) for the next school year

Examples

What When

Who

Why

Designing Effective Supports

Where

What When

Who

Why

Where

Precision Components for Behavior Problem Statements

Precision Components for Academic Problem Statements

Examples: Primary to Precise

Gang-like behavior is increasing.

Our fourth graders cannot comprehend when reading!

• 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.

• Forty-seven percent of 4th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessments when 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.

Examples: Primary to Precise

Carly is having reading difficulties.

Jack cannot add or subtract.

• Carly is reading 20 words correctly per minute (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’s math CBM scores fell at the 10th percentile as compared to national norms. Jack is not fluent in his knowledge of basic math facts and often does not attend to addition or subtraction signs on written math problems.

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).

Precise

Precise or Primary Statement?

James is instructional in reading content that falls two grades below his current placement. His reading fluency scores fall below the 25th %ile and his rate of improvement is predicting that he will not meet end of the year goals for his grade. He has difficulty decoding unfamiliar words and does not track accurately from left to right when reading.

The boys in third grade are performing well below the 3rd grade girls in reading.

Three 5th grade students are having great difficulty expressing their thoughts in writing. Their fine motor skills are well developed but writing test scores are well below target. Since they can verbally share well-constructed and grammatically correct stories, it is thought that their spelling skills are hindering their writing skills with average weekly spelling test scores of C’s and D’s obtained.

Precise

PrimaryPrecise

Morphing Data into Useful Information

Develop Primary Problem Statements• Look first at your patterns (tell the story)

• Level, Trend• Peaks• Match data to current perceptions

• Compare your data• With national median or percentiles• With last year• With what your faculty/students/ families want

What When

Who

Why

Designing Effective Supports

Where

What

WhoWhy

Precision Components for Behavior Problem Statements

Precision Components for Academic Problem Statements

SWIS summary 2010-11 [Majors Only]4,634 schools; 2,394,591 students; 1,802,178 ODRs

Grade Range

Number of Schools

Mean Enrollment per school

Mean (Sd)ODRs per 100 stud/ school day

Median ODRs per 100 per school day

25th PercentileODR/100/ school day

75th PercentileODR/100/ school day

K-6 2979 456 .32 (.41) .21 .11 .39

6-9 889 626 .64 (.81) .46 .25 .79

9-12 390 818 .86 (.89) .62 .34 1.08

PreK-8 254 438 .50 (.49) .32 .19 .65

PreK-12 50 455 1.1 (3.0) .37 .18 .71

Elementary School with 150 Students

Our average Major ODRs per school day per month are higher than national median for a school of our enrollment size. We have peaks in frequency of problems in Nov, Feb & April, with an increasing trend from August to May.

80% meeting

expectation

15% need more

5% need the most

Academic Reference Points for Goals

50th Percentil

e on national norms

Low Risk indicator

DIBELS Universal Screening

Primary Problem StatementOur DIBELS Distribution summary shows that 49% of our kindergarten students at Adams Elementary fall in the strategic and intensive range. We have over 50% of our students requiring strategic and intensive supports for ISF, LNF.

Primary Goal At least 80% of our Kinders will be in Benchmark range at Winter Universal Screening Time

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage of Students Meeting Expectation in Reading Comprehension (AIMSweb Maze)

FallWinterSpringGoal

Grade Level

Only 62% of 4th graders and 65% of 5th graders are meeting expectations in reading comprehension at the winter

benchmark; although a slight improvement from fall to winter is noted, it is below the goal of having 80% of students meet

expectation.

What?

For today, we will focus on 4th

graders

Four 4th graders have the lowest scores on measures of reading comprehension. Other

students are below expectation but their scores are within + 1 correct responses (CR) of the target (14 CR). Scores for these four students fall in the

At Risk range, which is below the 10th percentile on national norms.

Who?

Low Risk > 14 CR

All close

to goal of 14 CR

Three 4th grade students are performing well below expectation comprehending written text that is presented at grade level (scores on Maze measures fall below the 10th percentile on national norms). These students also have weak reading

fluency skills that fall well below expectation, which is thought to be the reason for their low reading comprehension skills. A

fourth student (Sally) also is performing well below expectation in reading comprehension, but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her

comprehension skills.

Why?

Let us look at reading fluency as a possible reason for these

four students’ low reading comprehension.

Harris Word list for Sally = 2nd grade


High Integrity



Precision


Compare with Goal


MeetingFoundations

Team-Initiated Problem Solving (TIPS-II) Model


Collect and Use

Data

Using Precision Problem Statements to Build Solutions, Action & Evaluation

PlansSolutions

Prevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior?Extinction: How can we prevent problem behavior from being rewarded?Consequences: What are efficient, consistent consequences for problem behavior?

Action PlanWho will do each task & when will it be completed?

Evaluation

How will we collect and what data will we use to evaluate: • Implementat

ion fidelity?• Impact on

student outcomes?

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety51

Example 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 are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.

Re-review 6th and 7th graders classroom expectations/Respecting others, daily

Focus on Respect, Re-teach stop-walk routine

Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk.Provide specific feedback for using stop-walk routineEnsure staff use routine for responding to a report when student comes to talk.Use School Defined Process

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety52

Example for Precise Academic Problem StatementFour 4th grade students are performing below expectation in reading comprehension. For three of these students, their performance is being impacted by low reading fluency skills. For one student, weak vocabulary skills are keeping her from comprehending written text.

Provide instructional level materials for independent reading activities.

Participation in a Repeated Readings intervention group.Self monitoring of reading fluency skills with gains tied to rewards.Self monitoring of known and unknown vocabulary words and accuracy rates.

Participation in a Drill Sandwich vocabulary practice.

Every solution/task needs an action plan• Who will do the task?• When will the task be completed?

Action Planning


High Integrity



Precision


Compare with Goal


MeetingFoundations



Collect and Use

Data

Evaluation Planning

Evaluation Plan for monitoring fidelity of implementation AND impact on student behavior

• Evaluate fidelity of implementation compared to the goal

• Define how, when, criteria• Evaluate effect of solutions on student behavior

(impact) as compared to the goal• Define data to be used, how often and criteria

• Data analyst with data summaries and data access

Fidelity of ImplementationMeasure the degree in which the intervention was implemented as defined/expected

• Use percent/absolute value/ rate/scale as metric• Strive for 80% fidelity of implementation as measured

weekly (bi-weekly) on scale of 1-5Make easy for staff to record data

• Fidelity Check Board: X on number line• Fist of five• Fidelity check basket• Direct observation

Are we implementing the plan?

1 2 3 4 5 No Yes

Other Data for Monitoring Fidelity of Implementation

Fidelity Check RoutineWe do what we say we will do and we do it

with 80% fidelityEstablish a fidelity check routine that relates to 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 provide instructional level reading to students?

1 2 3 4 5No Yes Did you acknowledge 5 students, not in

your classroom, daily? 1 2 3 4

5No

Yes

Evaluation PlanningEvery problem needs to be monitored and evaluated

• Fidelity of Implementation• Effectiveness of Implementation

Evaluate the Problem: Did we make a difference?

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage of Students Meeting Expectation in Reading Comprehension (AIMSweb Maze)

FallWinterSpringGoal

Grade Level

✔

Evaluate the Problem: Did we make a difference?

✔ ✔

✔


PrecisionEvaluate Problem

and Redirect


High Integrity



Precision


Compare with Goal


MeetingFoundations



Collect and Use

Data

TIPS Team Training

Readiness

Team Membership

Team Data Access

Team Commitment

Coaching Commitment

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

TIPS Team Training Readiness10 readiness guidelines

TIPS Team Training Readiness10 readiness guidelinesTeam Commitment

6. Implementation of TIPS Meeting Foundations7. Team & coach attendance at TIPS Team Training

• ** one full day or two half day team trainings8. 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

For More Information on TIPS Contact:


High Integrity



Precision


Compare with Goal


MeetingFoundations



Collect and Use Data

University of Oregon

Rob Horner [email protected]

Anne [email protected]

Steve [email protected]

University of North Carolina

at CharlotteBob Algozzine

[email protected]

Kate [email protected]

Dale [email protected]

Maximizing Your Session Participation

Work with your team

Consider 4 questions:

– Where are we in our implementation?

– What do I hope to learn?– What did I learn?– What will I do with what I learned?

Where are you in the implementation process? Adapted from Fixsen & Blase, 2005

Exploration & Adoption• We think we know what we need so we are planning to move forward

(evidence-based)

Installation• Let’s make sure we’re ready to implement (capacity infrastructure)

Initial Implementation• Let’s give it a try & evaluate (demonstration)

Full Implementation• That worked, let’s do it for real (investment)

Sustainability & Continuous Regeneration• Let’s make it our way of doing business (institutionalized use)

Leadership Team Action Planning Worksheets: Steps

Self-Assessment: Accomplishments & PrioritiesLeadership Team Action Planning Worksheet

Session Assignments & Notes: High Priorities

Team Member Note-Taking Worksheet

Action Planning: Enhancements & Improvements

Leadership Team Action Planning Worksheet

Team-Initiated Problem Solving(TIPS II)

Documents

Team-Initiated Problem Solving (TIPS) Overview