Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina

Team-Initiated Problem Solving (TIPS)

Rob Horner, Steve Newton, & Anne ToddUniversity of Oregon

Bob Algozzine & Kate AlgozzineUniversity of North Carolina at Charlotte

Background Information Grant – “Enhancing Data-based Decision

Making in Schools” Funded by U. S. Department of Education’s

Institute of Education Sciences 4-year project

2

Project Goals Develop assessment instrument to measure decision

making & problem solving of PBS Teams Develop problem-solving model (“TIPS”) to

enhance data-based decision making Conduct initial workshops and do field testing in

Oregon & North Carolina Get feedback from field testers & revise Conduct 2 rigorous research studies – Does

instruction in use of TIPs actually enhance teams’ data-based decision making?

3

Themes & Assumptions Decision making is aided by access to data (“data-based

decision making”- DBDM) PBS Team meetings are a major context for DBDM Providing instruction on how to embed DBDM in a problem-

solving model (TIPS) will result in problem solving that is Thorough Logical Efficient Effective

Structure of meetings lays foundation for efficiency and effectiveness

4

CollectCollect and Useand Use

DataData

Develop Hypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

5


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan



Identify Problems

6

Problem-Solving Foundations

Structure of meetings lays foundation for efficiency & effectiveness

“Well begun is half done.”—Aristotle, quoting an old proverb

Important Structural Components Regular meetings & regular attendance The “right” people The right roles

Facilitator Minute Taker Data Analyst Active Team Members

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

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

concerning problems identified by team) (We’ll discuss these in more detail later in this workshop)

9

10

11

Before the Meeting… Room reserved “New business” items solicited for agenda Agenda produced Team member roles determined Data reviewed by Data Analyst; Analyst ready to lead team through

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

Computer reserved; access to SWIS online database assured LCD projector reserved & set up to project data (or team has some other

strategy for ensuring team members can review data at meeting) Team members have individual TIPS Notebooks to bring to meeting

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

12

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

Action Plan completed (more on this later in this workshop)

Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs.

13

14

15

Activity #1 On the TIPS Foundations Checklist…

Complete Checklist Items 1 through 9, and Checklist Items 10a through 10e

16

The TIPs ModelIdentify Problems

“We are all continually faced with a series of great opportunities,

brilliantly disguised as insoluble problems.”

—John Gardner


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

19

Problems & Problem Solving PBS Teams focus on social and academic problems Problem – Difference between expected/desired

student behavior & current student behavior Problem identification - Finding a difference &

making decision about whether it is significant enough to require team action now

Problem solving – Figuring out how to eliminate or reduce difference

20

Let’s Practice Finding Differences(Identifying Problems)

Look for Difference Between… school’s average Major ODRs per school day per

month, and national average for other schools of comparable

enrollment size

21

SWIS summary 2008-2009 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs

Grade Range

Number of Schools

Avg. Enrollment per school

National Avg. for Major ODRs per 100 students, per school day

K-6 2,162 450 .34 = about 1 Major ODR every 3 school days, or about 34 every 100 days

6-9 602 657 .85 = a little less than 1 Major ODR per school day, or about 85 every 100 days

9-12 215 887 1.27 = more than 1 Major ODR per school day, or about 127 every 100 days

K-

(8-12)

431 408 1.06 = about 1 Major ODR per school day, or about 106 every 100 days

22

Comparing a Specific Elementary School to the National Average

Grade Range

Number of Schools



K-6 2,162 450 .34 = about 1 Major ODR every 3 school days, or about 34 every 100 days

If your elementary school has 150 students, it has ____ times more than 100 students? (150/100 = 1.5 times more)

So you might expect Major ODRs per school day to be about 1.5 times greater than .34 (1.5 X .34 = 0.51 ODRs per school day, for a school with 150 students)

Now compare school’s Major ODRs per school day per month against national average of 0.51 ODRs per school day per month for elementary school with 150 students. Judge whether difference is significant enough to be a problem. Let’s take a look…

23

This Elementary School has 150 StudentsIs there a problem?

0

0.5

1

1.5

2

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Avera

ge R

efe

rrals

Per

Day

School Avg. National Avg. = 0.51

24

Comparing a Specific Middle School to the National Average

Grade Range

Number of Schools



6-9 602 657 .85 = a little less than 1 Major ODR per school day, or about 85 every 100 days

If your middle school has 600 students, it has ____ times more than 100 students?

(600/100 = 6 times more)

So you might expect Major ODRs per school day to be about 6 times greater than .92

(6 X .85 = 5.1 ODRs per school day, for a school with 600 students)

Now compare school’s Major ODRs per school day per month against national average of 5.1 ODRs per school day per month for middle school with 600 students. Judge whether difference is significant enough to be a problem. Let’s take a look…

25

This Middle School has 600 StudentsIs there a problem?

0

2

4

6

8

10

12

14

16


School Months

Avera

ge R

efe

rrals

Per

Day


26

Activity #2 How many students does your elementary school have? _____ Your school has _____ times more than 100 students So, you might expect your Major ODRs per school day to be about _____

times greater than .34

_____ X .34 = _____ Major ODRs per school day How is your school doing compared against national average for Major

ODRs per school day for an elementary school of your enrollment size?

Use your SWIS data summary to draw in the line for the national average. Do you have a problem?

Record the absolute values on your TIPS worksheet

27

28

29

30

31


Look for Difference Between… school’s average Major ODRs per school day, per

month, and the average achieved by the same school during

corresponding months of the previous school year

32

This Middle School has 700 Students – Is There a Problem?How about Compared to Previous School Year?

0

5

10

15

20


School Months

Avera

ge R

efe

rrals

Per

Day


33

Same School – This Year vs. Previous YearIs There a Problem?

0

5

10

15

20


School Months

Avera

ge R

efe

rrals

Per

Day

School, Previous Year Avg. School, This Year Avg. National Avg. = 5.95

34

Same School: Previous Year vs. This Year(Data for Entire Year)Is There a Problem?

0

5

10

15

20


School Months

Avera

ge R

efe

rrals

Per

Day

School, Previous Year Avg. School, This Year Avg. National Avg. = 5.95

35

Activity #3 Use SWIS data summary to determine if you have a

problem with majors only average Major ODRs per school day for all the months of

this school year, AND the average Major ODRs per school day for all the months of the previous school year

Do you have a problem?

36

37

38

39

What About… Minors Only? You can use the data on the next slide to

figure out how your school is doing compared against the national average for…

Minors per school day

40

SWIS summary 2008-2009 (Minors Only)2,582 schools; 1,283,526 students; 1,018,726 ODRs

Grade Range

Number of Schools


National Avg. for Minor ODRs per 100 students, per school day

K-6 1,655 444 .47 = a little less than 1 Minor ODR every 2 school days, or about 47 every 100 days

6-9 436 647 .74 = less than 1 Minor ODR per school day, or about 74 every 100 days

9-12 149 820 1.61 = more than 1 Minor ODR per school day, or about 161 every 100 days

K-

(8-12)

342 416 1.02 = about 1 Minor ODR per school day, or about 102 every 100 days

41

42

Activity #4 How many students does your elementary school have? _____ Your school has _____ times more than 100 students So, you might expect your Minors per school day to be about _____ times

greater than .47

_____ X .47 = _____ Minors per school day How is your school doing compared against national average for Minors

per school day for an elementary school of your enrollment size?

Use your SWIS data summary to draw in the line for the national average. Do you have a problem?

Record the absolute values on your TIPS worksheet

43


Look for Difference Between… A “desirable” trend - Major ODRs per school day

per month are decreasing, or are flat at an acceptable level, and

An “undesirable” trend – Major ODRs per school day per month are increasing, or are flat at an unacceptable level

44

Here’s an Elementary School with 200 StudentsIs There a Problem? How About the Trend?

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00


School Months

Avera

ge R

efe

rrals

Per

Day


45

This Middle School has 495 Students – Is There a Problem?How About the Trend?

0

5

10

15

20


School Months

Avera

ge R

efe

rrals

Per

Day


46

Activity #5 Go back to your graph showing average

Major ODRs per school day per month for the months of this school year…

Look at the trend for this school year’s data Repeat for Minors Only Determine if you will define precision

statement for Majors only or Minors only

47

This Session Will Have Been a Success If You Can Now…

Identify problems in terms of differences between… Your school’s average Major ODRs/ Minors per school

day per month and the national average Your school’s average Major ODRs/ Minors per school

day per month for this year and for corresponding months of the previous year

A desirable trend and an undesirable trend

48


Define & Clarify Problem

(What, When, Where, Who)

“Everything is vague to a degree you do not

realize till you have tried to make it precise.”

–Bertrand Russell

Identification of Problem(for example...)

Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size

Our average ODRs per school day per month are higher this year than for corresponding months of previous year

Our average ODRs per school day per month are showing an increasing trend

Faculty, parents, and students say our ODR levels are too high

51

More Precision Is Required to Solve the Identified Problem

1. Define problem by identifying What problem behaviors are involved in ODRs

2. Clarify problem by identifyinga) When ODRs are occurring (time of day)

b) Where ODRs are occurring (location)

c) Who is engaging in problem behaviors that result in ODRs

52

Problem Statements Ultimately, you want to write a “problem

statement” that precisely specifies the problem you identified

The more Ws (what, when, where, who) you incorporate into the problem statement, the more precise the problem statement will be

The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem

53

Which Statement Is More Precise?1a. Too many ODRs 1b. Too many instances of disrespect

2a. Too many ODRs between 1:00pm and 1:30pm

2b. Too many ODRs in the afternoon

3a. Too many ODRs occurring outside the classrooms

3b. Too many ODRs on the playground

4a. 25% of students have at least 2 ODRs

4b. Many students are experiencing ODRs

5a. Too many ODRs on the playground

5b. Total of 12 aggression ODRs on playground last month; more than last year & showing increasing trend this year; occurring during first recess; 8 different students involved

54

Use Schoolwide Information System (SWIS) Data to Achieve Precision

Question SWIS Table/Graph

What problem behaviors are occurring?

Referrals by problem behavior

When are problem behaviors occurring?

Referrals by time

Where are problem behaviors occurring?

Referrals by location

Who is engaging in problem behaviors?

Referrals by student

55

Defining the ProblemWhat Problem Behaviors are Occurring?

Referrals by Problem Behavior

0

5

10

15

20

Tard

yF

org

e/T

heft

Dre

ss C

ode

Tobacco

Alc

ohol

Com

bustible

Bom

bA

rson

Weapons

Oth

er

Unknow

nD

rugs

Tech

Iapp

Out bounds

Gang

Min

or

M-P

rpty

M-O

ther

M-D

ress

M-T

ech

M-T

ard

y

M-U

nknow

nIn

app lan

Agg/F

ight

Lyin

gP

rop d

am

Vandal

M-D

isru

ption

M-I

napp lan

Hara

ss

M-C

onta

ct

M-D

isre

spt

Dis

ruption

Skip

Dis

respt

Nu

mb

er

of

Refe

rrals

56

57

58

Note that you can request a Table as well as a Graph

59

Activity #6 Review the SWIS data summary and

determine what the problems are

(for majors or minors)

Record on your TIPS worksheet

60

Clarifying the ProblemWhen Are Problem Behaviors Occurring?

Referrals by Time

0

2

4

6

8

10

12

14

16

7:0

0 A

M

7:3

0 A

M

8:0

0 A

M

8:3

0 A

M

9:0

0 A

M

9:3

0 A

M

10:0

0 A

M

10:3

0 A

M

11:0

0 A

M

11:3

0 A

M

12:0

0 P

M

12:3

0 P

M

1:0

0 P

M

1:3

0 P

M

2:0

0 P

M

2:3

0 P

M

3:0

0 P

M

3:3

0 P

M

4:0

0 P

M

4:3

0 P

M

5:0

0 P

M

Nu

mb

er

of

Refe

rrals

61

62

63

64


determine when the problems are



65

Clarifying the ProblemWhere Are Problem Behaviors Occurring?

Referrals by Location

0

20

40

60

80

100

Com

mon

Bath

rm

Lib

rary

Bus Z

n

Park

lot

Specia

l evt

Oth

er

Unknow

n

Off

ice

Locker

rm

Off

-Cam

pus

Sta

diu

m

Gym

Café

Ply

gd

Hall

Bus

Cla

ss

Nu

mb

er

of

Refe

rrals

66

67

68

69


determine who the problems are



70

Clarifying the ProblemWho Is Engaging in Problem Behaviors?

Referrals by Student

0

2

4

6

8

10

12

1 2 3 5 10

11

12

13

17

18

20

21

22

23

24

25

34

35

37

38

39

40

42

47

48

49

50

52

54

56

57

60

62

65

72

73

75

78

79

85

86

88

89

93

94

96

97

99

100

95

84

91

98

87

67

26

55

51

36

41

Student No.

Nu

mb

er

of

Refe

rrals

71

72

73

74


determine who the problems are



75


Define & Clarify problem (What, When, Where, Who)Use Custom Reports to write precise Problem Statement

Achieving a Precise Problem Statement

1. Identify the problem

(See: Average Referrals Per Day Per Month)

2. Define and clarify the problem

(See: Referrals by Problem Behavior, Time, Location, & Student)

3. Confirm (or disconfirm) logical inferences

(See: Custom Reports)

4. Write a precise Problem Statement

77

Achieving a Precise Problem Statementfor Fictional Trevor Test School

Middle School – Grades 6, 7, & 8 565 students

78

Trevor Test Middle SchoolIs there a problem? If so, what is it?

0

5

10

15

20

Sep Oct Nov Dec Jan

School Months

Avg

. O

DR

s P

er

Sch

oo

l D

ay


79

Trevor Test Middle SchoolIdentified Problem

Identified problem for last 4 mos., Major ODRs per day higher than

national avg. increasing trend across all 5 mos.

80

Activity #11 Define & Clarify problem identified by Trevor

Test PBS Team Produce/ Review the SWIS “Big 4” for the

previous 3 month period (solve current problem with current data

Draw logical inferences about problem What questions of the data do you have?

Confirm/disconfirm inferences via analysis of SWIS Custom Reports

81

Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)

Referrals by Problem Behavior

0

10

20

30

40

50

60

70

80

90

100

110

120

130

140

Min

or

Tard

yB

om

bA

rson

Weapons

Oth

er

Unknow

nD

rugs

M-P

rpty

Mis

use

M-O

ther

M-D

ress

M-T

ech

Tech

Inapp a

ffectio

nO

ut bounds

M-U

nknow

nG

ang d

ispla

yS

kip

Tru

an

Lyin

gM

-Dis

ruptio

nD

ress

Tobacco

Alc

ohol

Com

bust

M-I

napp la

nF

org

e/T

heft

Vandal

M-C

onta

ct

M-D

isre

spt

Pro

p d

am

Agg/F

ight

M-T

ard

yS

kip

Hara

ss

Dis

respt

Inapp la

nD

isru

ptio

n

Nu

mb

er

of

Refe

rrals

Referrals by Time

0102030405060708090

100110120130

7:00

AM

7:30

AM

8:00

AM

8:30

AM

9:00

AM

9:30

AM

10:0

0 A

M

10:3

0 A

M

11:0

0 A

M

11:3

0 A

M

12:0

0 P

M

12:3

0 P

M

1:00

PM

1:30

PM

2:00

PM

2:30

PM

3:00

PM

3:30

PM

4:00

PM

4:30

PM

5:00

PM

Num

ber

of R

efer

rals

Referrals by Location

0

20

40

60

80

100

120

140

160

180

200

Ply

gd

Par

k lo

t

Unk

now

n

Off

ice

Lock

er r

m

Off

-Cam

pus

Sta

dium

Mus

ic r

m

Libr

ary

Bat

hrm

Gym

Bus

Zn

Bus

Spe

cial

evt

Oth

er

Cla

ss

Com

mon Hal

l

Caf

é

Nu

mb

er o

f R

efer

rals

Referrals by Student

0

10

20

30

40

50

60

70

80

1 13 16 18 2 20 24 28 30 33 38 4 9 17 21 37 43 23 31 39 40 41 5 8 11 29 12 22 25 35 42 6 14 34 15 26 36 7 3 19 32 27 10

Student No.

Num

ber

of R

efer

rals

83

Trevor Test Logical Inferences Based on Big 4

1. Most Disruptions occur in Cafeteria

2. Most Disruptions occur in Cafeteria between 11:30 AM and 12:00 PM

3. Most instances Inappropriate Language occur in Cafeteria between 11:30 AM and 12:00 AM

Now…use a Custom Graph to confirm (or disconfirm) your inferences, starting with Disruptions, by grade level

84

85

86

87

88

89

90

Confirming/Disconfirming InferencesAbout Disruptions

How many (and what proportion of) the 132 Disruptions occurred in Cafeteria between 11:30am and 12:00pm?

Were your inferences about Disruptions confirmed? What else can we learn from the Custom Graph and

Custom Report?

91

Confirming/Disconfirming InferencesAbout Inappropriate Language

How many (and what proportion of) the 99 instances of Inappropriate Language occurred in the Cafeteria?

92

Confirming/Disconfirming InferencesAbout Inappropriate Language

How many (and what proportion of) the 99 instances of Inappropriate Language occurred in Cafeteria between 11:30am and 12:00pm?

Were your inferences about Inappropriate Language confirmed?

93

94

95

Trevor TestPrecise Problem Statement

Many instances of disruption (what)… occurring in cafeteria (where)… between 11:30 AM and 12:00 PM (when)… with large majority involving 6th graders

(who)… particularly Student #10 (who)

96

Beginning to Develop a Problem-Solving Action Plan

Once you have identified, defined, clarified, and confirmed the nature of a problem, write your precise Problem Statement as one element of your “Problem-Solving Action Plan”

The P-S Action Plan is simply a record of team decisions and actions needed to implement the decisions

Here’s Problem Statement section of P-S Action Plan for Trevor Test Middle School

We’ll return to this often as we work through the TIPs model

97

98

Note: Data analyst reviewed SWIS data prior to meeting, identified potential new problems, and asked Facilitator to add disruption and inappropriate language to this section of the agenda

Activity #12 Use SWIS data summary and TIPS worksheet

to define a precision problem statement Write the precision problem statement on

meeting minute form Draw logical inferences about problem

What questions of the data do you have? Make a list of custom reports/graphs to

generate later

99

100


Define and clarify problems using SWIS data (ODRs by problem behavior, time, location, & student)

Determine what SWIS Custom Reports are needed to confirm/disconfirm your inferences

Write a precise problem statement that incorporates information about what, when, where, & who

101


DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Then Define & Clarify(What, When, Where, Who);

use Custom Reportsto write Precise

Problem Statement onAction Plan

Quick Review

102

The TIPs Model Identify Problems

Define & Clarify problem (What, When, Where, Who)Use Custom Reports to write precise Problem Statement

Develop Hypothesis Discuss & Select Solutions


DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan



Identify Problems




104

Hypothesis & Solution Think of them as paired…

Hypothesis – Why you have problem Solution – What you will do to reduce or

eliminate problem

105

The Hypothesis… Is best explanation for what the data and your

experience tell you Answers the “why” for the other Ws you

discovered

106

Some “Why” Questions a Hypothesis Might Explain

Why do these types of problem behaviors account for large majority of ODRs?

Why do these types of problem behaviors occur frequently? Why is this type of problem behavior (and ODRs in general) happening

most often at this time of day? Why is this type of problem behavior (and ODRs in general) happening

most often in this location? Why does this particular group of students account for a large majority of

this particular type of problem behavior (and ODRs in general)?

You will find yourself thinking about answers (solutions) at same time you are developing your hypothesis

107

Behavioral Explanations for “Why” Don’t forget - From student’s perspective,

problem behavior serves a purpose, such as… Gaining attention Gaining access to activities or tangible items Avoiding or escaping from something student

finds unpleasant

108

109

110

111

Trevor TestHypothesis Statement

Many instances of disruption occurring in cafeteria between 11:30 AM and 12:00 PM; large majority involving 6th graders, particularly Student #10…

because (a) cafeteria overcrowded at that time, (b) 6th graders have received insufficient instruction in cafeteria expectations, and (c) disruption results in attention from adults and peers

Here’s hypothesis statement incorporated into P-S Action Plan

112

113

Hypothesis Is best explanation for what the data and your

experience tell you Provides a possible “why” for other Ws you

discovered AND guides you toward possible solutions

114

Solutions – Generic Strategies Prevent – Remove or alter “trigger” for problem behavior Define & Teach – Define behavioral expectations; provide

demonstration/instruction in expected behavior (alternative to problem behavior

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

Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)

Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs

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

115

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety

Trevor Test Middle School

Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption

116

Prevent “Trigger” Change lunch schedule so fewer students are eating between 11:30 AM & 12:00 PM?

Define & Teach Focus on 6th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunch

Reward/Reinforce Set up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time)

Withhold Reward Ensure staff don’t argue back and forth with student if instance of disruption occurs (may be an inadvertent reward); remind students that paying attention to a disruptive student can mess up Friday 5

Corrective consequence Ensure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbook

Other Determine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria

Safety

Trevor Test Middle School

Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption

117

Trevor TestSolution Actions

Choose the least number of solution(s)that will have the biggest impact on decreasing the problem.

Implementing the solution requires action Here are solution actions, added to the P-S

Action Plan…

118

119


Develop a hypothesis about why problem is occurring, & write hypothesis statement on

P-S Action Plan Discuss and select solutions to problem, &

write solution actions on P-S Action Plan

120


DataData

Develop Hypothesis

Discuss Why problem isoccurring; add to written

Problem Statement

Discuss andSelect

SolutionsGeneric Specific

Write on Action Plan

Develop andImplementAction Plan

Evaluate andRevise

Action Plan



Identify Problems




Quick Review

121

The TIPs ModelIdentify Problems; Define & Clarify Problems to Achieve Precision; Use Custom Reports to write precise Problem StatementDevelop HypothesisDiscuss and Select Solutions

Develop & Implement Action PlanEvaluate & Revise Action Plan


DataData

Develop andRefine

HypothesesDiscuss Why problem isoccurring; add to written

Problem Statement

Discuss andSelect

SolutionsGeneric SpecificWrite on Action Plan


Evaluate andRevise

Action Plan



Identify Problems




123

P-S Action Plan (Continued) We’ve been completing a P-S Action Plan for

Trevor Test Middle School Each “row” in plan referenced to a single

team-identified problem

124

125

P-S Action PlanGoal for a Problem…

Based on team-established standard Easier to monitor if quantifiable (“countable”)

126

Sample QuantifiableP-S Action Plan Goals

Percent reduction to be achieved & maintained:“Reduce cafeteria disruptions by 75% & maintain for remainder of school year.”

OR Absolute reduction to be achieved & maintained:

“Reduce cafeteria disruptions to an average of no more than 2 per month & maintain for remainder of school year.”

And/ OR Satisfaction level to be achieved & maintained:

“All school personnel assigned to cafeteria between 11:30 AM and 12:00 PM will rate the level of disruptions to be ‘acceptable’ or better; rating maintained during monthly reviews conducted throughout remainder of school year.”

127

That Pesky Quantification Issue ID of problem/Baseline phase: Rate of

problem during a current time period (e.g., last 3 mos., last 90 days, etc.) before ANY of the solution tasks have been implemented

Progress Monitoring/Solution phase: Rate of problem at regular intervals (e.g., prior to each team meeting) after ALL of the solution tasks have been implemented

128

Calculating Baseline Rate SWIS Custom Reports will produce very precise information about the LEVEL of

the problem (e.g., absolute number of disruptions in cafeteria between 11:30 AM and 12:00 PM) between any two dates (e.g., 11/01/2007 through 01/31/2008)…

but will not yet automatically produce information about the RATE of the problem during a specified time period (e.g., average number of cafeteria disruptions per school day between 11:30 AM and 12:00 PM for 11/01/2007 through 01/31/2008)

You can calculate an approximate monthly baseline rate by:

Running a Custom Report for the preceding 3 calendar-month periods (in our case, 11/01/2007 through 01/31/2008), and then

Dividing the resulting number of ODRs by the number of calendar months (in our case, 73 ODRs/3 mos. = 24.33 per mo.)

So...we know that over the last calendar 3 months, disruptions in the cafeteria between 11:30 AM and 12:00 PM have averaged about 24 per month

Here’s a P-S Action Plan goal, referenced to that baseline rate129

130

Calculating Solution Rate After ALL agreed upon solution tasks have

been implemented, begin calculating rate of problem during solution phase

Use Custom Reports to produce counts for successive calendar months that solution is in effect; review data at team meetings

Here’s an example

131

132


DataData

Develop andRefine


Problem Statement

Discuss andSelect



Evaluate andRevise

Action Plan



Identify Problems




133

Evaluate P-S Action Plan Part 1

Assumes Solution Actions being implemented as intended, (did we implement with fidelity?) Determine strategy for gathering this information and

write into plan (see Trevor Test P-S Action Plan) Review current implementation status at meetings

If implementation of Solution Actions incomplete or poor… provide additional information/support to implementers? assign to another person? revise timeline for implementation?

134

135

Evaluate & Revise Action Plan Part 2

When implementation of Solution Actions occurring as intended, use data for progress monitoring

Team decision about success of solution is based on P-S Action Plan’s Goal Timeline & Decision Rule – Rough idea of when

to consider revising hypothesis and/or solutions if desired results not being achieved

136

137

138

If “Solution” Not Working Revise timeline only?

Solution may need more time Students must come into “contact” with solution for it to

have effect Revise hypothesis? Revise solution actions to fit retained or revised

hypothesis? Some problems may require several cycles

(illustrates nature of data-based decision making) Let data guide you…

139

Revise P-S Action Plan Change plan to reflect any…

Revised timelines Revised hypotheses… Revised/new solution tasks…

140

Meeting Minutes Meetings usually not limited to identifying new

problems & monitoring effect of solutions on old problems

May need to address administrative/general stuff Information only – May or may not require team

decisions “Issues” – May require decisions & tasks

141

142

Managing the “Flow” of the Meeting Meeting Minutes

Old business – Review last meeting’s Meeting Minutes section to determine whether tasks being completed

New business – Refer to “Today’s NEW Business Agenda items” section on form

Problem-Solving Action Plan Old business – Review last meeting’s Problem-Solving Action Plan

section to determine whether solution actions are being implemented and having the desired effect

New business – Refers to initiating the TIPS Model again to identify and address a NEW problem

Evaluation of Meeting (optional)

143

144

145

Activity #13 Have a meeting

1. Hook up laptop and LCD projector2. Minute taker takes minutes on meeting minute form, electronically3. Minute taker records precision problem statement from TIPS Worksheet4. Pull up SWIS account5. Verify precision problem statement6. Create custom graph for ‘motivation’7. Begin building possible solutions8. Determine which solution to implement9. Define who will do what by when10. Define goal (what will it take to say this is no longer a problem11. Review foundations checklist, record tasks and timelines on

‘administrative/general information’ portion of meeting minute form12. Build agenda for next meeting

146

147


Write P-S Action Plan items for team-identified problems, including measurable Goals

Calculate baseline & solution rates for problems

Monitor progress at… Completing tasks listed in Meeting Minutes Solving problems listed in P-S Action Plan

148


DataData

Develop andRefine


Problem Statement

Discuss andSelect



Complete Action Plan;make Goal measurable;

establish baselinerate

Evaluate andRevise

Action PlanAre we implementingplan? Is it working?

Review Custom Reportdata at each mtg.



Identify Problems




Quick Review

149

The Problem-Solving “Mantra” Do we have a problem?

(identify) What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences) Why does the problem exist, & what can we do

about it?(hypothesis & solution)

What are the actual elements of our plan?(Action Plan)

Is our plan being implemented, & is it working?(evaluate & revise plan)

150

What’s Next? Review “Responsibilities of PBS Team Members” (next slide)

before your next team meeting; be ready to assume responsibilities

Your PBS Coach will provide technical assistance before your next meeting, as his/her schedule permits Work with data analyst to create SWIS Summary report

At your next two meetings, your PBS Coach will provide you with least amount of help you need to use TIPS model in meeting

One or two data collectors will then observe three more of your meetings (Jan, Feb, April) and collect some data concerning your independent use of TIPS (so he will not be providing technical assistance)

151

Documents

Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina