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TIPS: Team Initiated Problem Solving Review Status and Identify Problems Evaluate and Revise Action Plan Develop and Refine Hypotheses Develop and Implement Action Plan Discuss and Select Solutions Collect and Use Data 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 Educational and Community Supports, University of Oregon unpublished training manual. Anne Todd, University of Oregon Celeste Rossetto Dickey, University of Oregon

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TIPS: Team Initiated Problem Solving. Review Status and Identify Problems. Collect and Use Data. Evaluate and Revise Action Plan. Develop and Refine Hypotheses. Anne Todd, University of Oregon Celeste Rossetto Dickey, University of Oregon. Discuss and Select Solutions. - PowerPoint PPT Presentation

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Page 1: TIPS: Team Initiated Problem Solving

TIPS: Team Initiated Problem Solving

Review Statusand Identify

Problems

Evaluate and Revise

Action Plan

Develop and Refine

Hypotheses

Develop and ImplementAction Plan

Discuss and SelectSolutions

Collect and

Use Data

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 Educational and Community Supports, University of Oregon unpublished training manual.

Anne Todd, University of OregonCeleste Rossetto Dickey, University of

Oregon

Page 2: TIPS: Team Initiated Problem Solving

Acknowledgements Steve Newton, Anne Todd, Kate Algozzine,

Rob Horner & Bob Algozzine◦ University of North Carolina◦ University of Oregon

Page 3: TIPS: Team Initiated Problem Solving

Today’s Goals Overview of TIPS Learn elements of Meeting Foundations

Build roles for team Meeting Foundations Checklist Electronic meeting minutes

◦ Understand the Problem Solving Model Data-based Decision-making rules

Defining “problems” with precision Building practical solutions

◦ Data Management System: ISIS-SWIS

◦ Questions

Page 4: TIPS: Team Initiated Problem Solving

TIPS Study: Todd et al., 2011

OctNov Dec Ja

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School A

School B

School C

School D

Meeting Foundations Score

Baseline Coaching TIPS%

DOR

A Fo

unda

tions

Sc

ore

Solid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetings

Journal of Applied School Psychology

Page 5: TIPS: Team Initiated Problem Solving

TIPS Study: Todd et al., 2011

OctNov Dec Ja

nFeb Mar Apr

May0%

10%20%30%40%50%60%70%80%90%

100%

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nFeb Mar Apr

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60%

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School B

OctNov Dec Ja

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nFeb Mar Apr

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School A

School D

School C

Baseline Coaching TIPSThoroughness of decision-making scores

% D

ORA

Thor

ough

ness

Sc

ore

Solid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetings

Journal of Applied School Psychology

Page 6: TIPS: Team Initiated Problem Solving

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 7: TIPS: Team Initiated Problem Solving

SYSTEMS

PRACTICES

INFORMATION

SupportingStaff & Student Behavior and Decision Making

Building Capacity and Sustainability

OUTCOMES

For Social Competence,Academic Achievement, and Safety

Hold effective meetings that use data to problem solve and plan AND that result in

positive student outcomes

Team-based, documentation

, regular communicatio

ncycles Meeting

FoundationsMeeting Minute

FormatProblem solving

routine

SWIS DIBELS

Aims WebEasy CBM

Page 8: TIPS: Team Initiated Problem Solving

Improving Decision-Making via

Problem Solving

ProblemProblem

Solving Solution

Information/ Data

Action Planning & Evaluation

Page 9: TIPS: Team Initiated Problem Solving

TIPS Model TIPS 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

Page 10: TIPS: Team Initiated Problem Solving

TIPS: Team Initiated Problem Solving

Running Efficient Meetings

Review Statusand Identify

Problems

Evaluate and Revise

Action Plan

Develop and Refine

Hypotheses

Develop and ImplementAction Plan

Discuss and Select

Solutions

Collect and Use Data

MeetingFoundati

ons

Page 11: TIPS: Team Initiated Problem Solving

Problem-Solving Meeting FoundationsStructure of meetings lays foundation for

efficiency & effectiveness

Page 12: TIPS: Team Initiated Problem Solving

Meeting Foundations Elements Purpose of the team Define team agreements about meeting

processes Define roles & responsibilities Use electronic meeting minutes

04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 12

Page 13: TIPS: Team Initiated Problem Solving

What makes a successful meeting?1. Start & end on time2. 75% of team members present & engaged in topic(s)3. Agenda is used to guide meeting topics4. System is used for monitoring progress of implemented

solutions (review previous meeting minutes)5. System is used for documenting decisions6. Facilitator, Minute Taker & Data Analyst come prepared for

meeting & complete during the meeting responsibilities7. Next meeting is scheduled8. All regular team members (absent or present) get access to

the meeting minutes w/n 24 hours of the meeting9. Decision makers are present when needed10. Efforts are making a difference in the lives of

children/students.

Page 14: TIPS: Team Initiated Problem Solving

04/24/2023Newton, J.S., Todd, A. W., Horner, R.H.,

Algozzine, B., & Algozzine K., 2010 14

Defining Team Membership and Meeting Schedule

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Meeting Facilitator:Facilitates Each team meeting, bringing an agreed upon agenda. At meeting’s end, checks for understanding, clarifies any tasks to be completed before next meeting, and notes next meeting date.

Recorder: Brings a laptop(could use a template for minutes) to record only the decisions and actions. Distributes

electronic copies of the minutes to team members. Data Analyst:

Provides a summary analysis of the data reports for team members to use for building responses at the meeting: The BIG 5 Reports (Average Referrals per day per month, Problem Behavior, Location, Time, Student Referrals) and Motivation Custom Report. (Becomes fluent in report features for data analysis).

Staff Sharing Coordinator(s)Organizes the information (data summary and suggested responses to data) to share at monthly staff meeting. Schedules and rotates 2-3 team members to present to staff each month.

Action Plan and Calendar Monitor(s):Tracks the PBIS Team Year Action Plan at each meeting and all PBIS Calendar dates(meetings, trainings, re-teaching schedule, etc.)

PBIS School Team Members Roles & Responsibilities

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Define roles for effective meetings

Core roles◦ Facilitator◦ Minute taker◦ Data analyst◦ Staff Sharing Coordinator◦ Action Plan & Calendar Monitor◦ Administrator

Backup for each role04/24/2023

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 201016

Can one person serve multiple roles?

Are there other roles needed?

Typically NOT the administrator

Page 17: TIPS: Team Initiated Problem Solving

04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 17

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04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

18

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Before the Meeting…Who does each Room reserved “New” items solicited for agenda Agenda produced Review data & bring report to the team Lead team through discussion of effects of in-process solutions on

“old” problems Meeting minutes distributed within 24 hours of meeting. 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)

04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 19

Facilitator

Facilitator

Facilitator

Data Analyst

FacilitatorMinute Taker

Minute Taker

Page 20: TIPS: Team Initiated Problem Solving

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

Plan completed Coordinate the staff meeting presentation

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

Update the PBIS Team Calendar and Action Planning Forms

04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 20

Minute Taker

Minute Taker

Action Plan & Calendar Monitor

Staff Sharing Coord.

Page 21: TIPS: Team Initiated Problem Solving

Team Roles

21

Role Primary Backup

Facilitator

Minute Taker

Data Analyst

Staff Sharing Coordinator

Action Plan & Calendar MonitorOther Team Role

Next role review date:

Page 22: TIPS: Team Initiated Problem Solving

Using Meeting Minutes Documentation of

◦ Logistics of meeting◦ Agenda items for today’s meeting ( and next meeting)◦ Discussion items, decisions made, tasks and timelines assigned◦ Problem statements, solutions/decisions/tasks

Reviewing Meeting minutes ◦ A snapshot of what happened at the previous meeting and what needs to be

reviewed during the upcoming meeting

Visual tracking of focus topics during and after meetings◦ Prevents side conversations◦ Prevents repetition ◦ Encourages completion of tasks

04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 22

Page 23: TIPS: Team Initiated Problem Solving

Langley Elementary PBIS Team 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)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1. 2.

Information for Team, or Issue for Team to Address

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

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

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

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

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?

Evaluation of Team Meeting (Mark your ratings with an “X”)

04/24/2023

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

23

Page 24: TIPS: Team Initiated Problem Solving

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

Page 25: TIPS: Team Initiated Problem Solving

Information for Team, or Issue for Team to Address

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

Administrative/General Information and Issues

25

Page 26: TIPS: Team Initiated Problem Solving

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 withTimeline, Fidelity & Outcome Measures, &

Updates

Problem-Solving Action Plan

Enter this information into the Problem Solving Action Plan section in the Meeting Minutes

26

Page 27: TIPS: Team Initiated Problem Solving

Meetings Foundation Checklist

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04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

28

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04/24/2023 29

TIPS WorksheetMeeting Foundation ChecklistsMeeting Minutes & Action Plan Form

George Swis

Page 30: TIPS: Team Initiated Problem Solving

Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

30

Page 31: TIPS: Team Initiated Problem Solving

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

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.

Collect and Use

DataSWISOAKSDIBELSeasyCBMAimsWeb

Page 32: TIPS: Team Initiated Problem Solving

Generalize-able Application of Problem Solving

• School wide• Grade level• Groups of students• Individual Students• Academic and Social Behavior

Page 33: TIPS: Team Initiated Problem Solving

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.

Page 34: TIPS: Team Initiated Problem Solving

DIBELS Universal Screening

Our 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.

Page 35: TIPS: Team Initiated Problem Solving

More Precision Is Required to Solve the Identified Problem

1. Define problem by identifying What problem behaviors/errors are involved

2. Clarify problem by identifyinga) When problems/errors are occurringb) Where problems/errors are occurringc) Why problems/errors are occurring

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.

Page 36: TIPS: Team Initiated Problem Solving

What When

Who

Why

Designing Effective Behavior Support

Where

Page 37: TIPS: Team Initiated Problem Solving

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.

Page 38: TIPS: Team Initiated Problem Solving

What When

Who

Why

Designing Effective Behavior Support

Where

Page 39: TIPS: Team Initiated Problem Solving

A. For individual students precision elements include:1. What

– Does student have discrimination skills?– Does student have motor skills?

2. Where3. When4. Why

– Does student know when to use the skill?– Is student motivated to use the skill?

5. Is student experiencing a combination of the above?

Defining problems with precision for individual students

Page 40: TIPS: Team Initiated Problem Solving

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

• 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.

Page 41: TIPS: Team Initiated Problem Solving

Cost Benefits of Problem Solving with Precise Problem Statements

An ExampleElementary Playground Problems

Page 42: TIPS: Team Initiated Problem Solving

Elementary School (Title 1)

• Total enrollment= 550• 3 classes per grade level• 18 classrooms (30/class)

• Primary Problem Statement– fighting and physical aggression on playground

• 550 students full playground area, expectations, equipment use

• Precise Problem Statement– High rates of physical aggression, disrespect and

inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games

• 180 2ne/3rd graders, routine for accessing/sharing equipment/games

Page 43: TIPS: Team Initiated Problem Solving

hour

sSavings in Planning & Implementation TimeMoving from Primary Problem Statements

to Precision Problem Statement

Planning time Implementation time:staff Implementation time: students0

5

10

15

20

25

30

primary statementprecision statement

Page 44: TIPS: Team Initiated Problem Solving

Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

44

Page 45: TIPS: Team Initiated Problem Solving

Using Data to Build Solutions

• Prevention: How can we avoid the problem context?– Who, When, Where– Schedule change, curriculum change, etc

• Teaching: How can we define, teach, and monitor what we want?– Teach appropriate behavior– Use problem behavior as negative example

• 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?

• How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

Page 46: TIPS: Team Initiated Problem Solving

Solution DevelopmentPrevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

1. Focus on prevention first. How could we reduce the situations that lead to these behaviors?

2. How do we ensure that students know what they SHOULD be doing when these situations arise?

3. How do we ensure that appropriate behavior is recognized?

4. How do we work to ensure that problem behavior is NOT being rewarded.

5. Are corrective consequences needed?

6. How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students?

Page 47: TIPS: Team Initiated Problem Solving

Hannah

• Fourth grade female in local elem. school• Diagnosis of Down Syndrome• Receives specially designed instruction for all areas• Participates in 4th grade activities daily & weekly • Problem behaviors

– to get peer/adult attention– to escape task demands

• Primary problem statement– Hannah is disruptive and non compliant

Page 48: TIPS: Team Initiated Problem Solving

Hannah’s Precise Problem Statement

Given demands related to transitions and instructional situations,

Hannah engages in problem behaviors including slumped posture in chair, covering mouth with hand when speaking, mumbling, talking too softly to be heard, pushing away from the desk or materials, hiding head/face on desk and forgetting materials (homework folder, pencil, worksheet)

in order to escape task and instructional demands.

About one of every three instructional sessions occur without incident.

Page 49: TIPS: Team Initiated Problem Solving

Social-Organizational Goals(Respect & Responsibility)

• Hannah will demonstrate on-task behavior. – complete assigned work.– use a clear, audible voice when speaking. – follow directions.– transition from one activity to the next throughout the school day.– be prepared for instruction by having materials and being on time.

– 80% of time across all contexts by the end of Winter Quarter, as measured daily.

– Hannah’s Self management form IS the data collection form.

Page 50: TIPS: Team Initiated Problem Solving

Academic Goals

• Hannah will – Copy schedule words & days of week– Write the date in two formats– Read digital time– Read analog time– Match digital and analog– Add single digit numbers– 80% of time by the end of Winter Quarter, as

measured daily

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Prevent “Trigger” Prepare schedule at beginning of daySelf management data sheet used through the day

Define & Teach Self management systemFollow directionsTalk clearlyPrepared with materials

Reward/Reinforce Break time when points earned

Withhold Reward Points not earned when not following directions

Corrective consequence

Safety

Given demands related to transitions and instructional situations, Hannah engages in problem behaviors including slumped posture in chair, covering mouth with hand when speaking, mumbling, talking too softly to be heard, pushing away from the desk or materials, hiding head/face on desk and forgetting materials (homework folder, pencil, worksheet) in order to escape task and instructional demands. About one of every three instructional sessions occur without incident.

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.

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Today is: __________________ Today’s date is: ____________________

_____________________

Check-in Time ActivityHadmaterials

Followeddirections

Used aclear voice

Total points earned

9:00 Reading 3 2 1 3 2 1 3 2 1

9:30 3 2 1 3 2 1 3 2 1

10:00 3 2 1 3 2 1 3 2 1

10:45 Recess 3 2 1

11:00 Spelling 3 2 1 3 2 1 3 2 1

11:30 MorningActivity

3 2 1 3 2 1 3 2 1

12:30 Lunch/ Recess 3 2 1 3 2 1 3 2 1

1:00 Math 3 2 1 3 2 1 3 2 1

1:30 Reading 3 2 1 3 2 1 3 2 1

2:45 3 2 1 3 2 1 3 2 1

Totals

Comments

3 = did a great job2 = did OK1 = need to try harder

Tuesday Jan. 23, 2001

1/23/01

music

8

9

Science

PE

Page 53: TIPS: Team Initiated Problem Solving

Hannah Solution Actions

• Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective.– Choose least amount of work that will have the biggest impact

on decreasing the problem.• Implementing the solution requires action and time lines• Problems need goals so that we can measure progress and

know when to move on.

• Use weekly 1-5 survey of Hannah’s teachers to assess implementation of plan

53

Are we implementing the plan?

1 ….. 2 …..3 ….. 4 ….. 5No Yes

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Hannah: Fidelity of Implementation

5/1 5/2 5/3 5/4 5/5 5/80

1

2

3

4

5

Rat

ing

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Hannah: Outcomes

5/1 5/2 5/3 5/4 5/5 5/8 5/90

20

40

60

80

100

prop

ortio

n of

sch

ool d

ay

had materials follow directions use clear voice

Page 56: TIPS: Team Initiated Problem Solving

Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

56

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Integrating Meeting Foundations & Problem Solving

Hannah: Self ManagementCK: Reading skills

JM: Check In Check Out

Page 58: TIPS: Team Initiated 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 training manual.

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JM

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.

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Application of model when monitoring individual student progress

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.

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Individual Student Intervention Systemwww.swis.org

• Efficiency– Individual student progress monitoring– Daily data entry– Twice weekly review– Documentation

• Equity– Students requiring TIER III supports have equal access– Predictable for staff

• Quality– Compliance with IEP procedures– Keeping history or student programs & progress

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ISIS-SWIS

• Module within the SWIS application designed to coordinate and monitor individualized student support– Uses a student file format for

• uploading critical documents & storing (i.e. assessment and support plans)

• defining measures and data entry schedules• maintaining a coordinated calendar of

events/activities/tasks related to the individuals plan– Summarizes and format data for problem-

solving & decision-making

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ISIS-SWIS Features

• Supports the use of evidence-based practices while using data based decision making to inform, monitor, and improve instruction when documenting and communicating progress and outcomes.

• Student Management• Data entry• Reports

– Individual Student– School-wide

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ISIS-SWIS: Confidentiality• Secured through the SWIS server, web-connection, and

data storage procedures designed to meet or exceed industry standards for privacy and confidentiality

• The collection, storage, and reporting procedures of SWIS data have been reviewed and approved following Internal Review Board procedures specified by the U.S. Department of Education

• Federal and University of Oregon Regulations related to protection of privacy apply to all SWIS information.

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Why Use ISIS-SWIS• Provides structure and tools for uploading, storing, archiving, &

revising student files

• Data are formatted for individual student progress monitoring, goal setting, & decision making– efficient problem identification, problem solving, and decision making

• Data entry is defined by instructional objectives & criteria on the student file compatibility checklist

• Can serve as a team communication tool

• Provides evaluation data for fidelity of implementation and student outcomes – Individual Student and School Wide

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Cost

• An ISIS Licensee pays an annual fee of $150.

• Schools using SWIS and ISIS will be charged an annual fee of $400.

• Schools using SWIS, CICO-SWIS, and ISIS-SWIS will be charged an annual fee of $450.

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What data go into ISIS-SWIS• Type of data

– Fidelity– Outcome – Active documents– Archive documents

• Form of data– Percent– Scale– Frequency– Rate

Examples include…..

• Schedules for data entry– Defined by measure

• Weekly• Every 30 minutes• M W F•

• Compatibility Alert!Every plan will have at least

one fidelity of implementation measure

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1. Get Medical Records2. Direct Observations in class3. Team meeting

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MWF data entry schedule

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Selecting one day of the month

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ISIS-SWIS Training Plan

• Must be a SWIS Facilitator• For ISIS-SWIS Certification, either:

– 1 Full Day of Training on ISIS– 4 “Go To Webinar” Trainings

• Dates and Location to be announced in the Winter, 2012

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Critical SkillsObjective: Increase confidence in coaching critical skills

1. Determining Team Readiness2. Meeting Foundations3. Creating a precise problem statement4. Creating solutions that fit the problem statement5. Action Planning6. Goal Setting7. Evaluation

– Fidelity– Student Outcomes

Confidence in using skills before coaching others to use the skill, is critical!

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TIPS Team Training Readiness10 readiness guidelines

• Team membership1. Team has representation needed for meeting their purpose 2. Team includes an administrator with authority to make

decisions & who is at meetings when decisions need to be made

• Team data access3. Team has access to the data needed for problem solving

and decision making before and during the meeting4. School staff use a consistent process & procedures for

documenting & entering data5. Team member is fluent in generating basic and custom

reports from data set(s) being used

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TIPS Team Training Readiness10 readiness guidelines

• Team Commitment6. Team is committed to implementing TIPS Meeting Foundations7. Team & coach are committed to attending one full day or two half

day team trainings to learn the skills for applying the TIPS Model for problem solving & decision making

8. Team is committed to using the TIPS model through the school year and to attending an annual TIPS booster

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

available before, during, & after meetings to support problem-solving & decision making

10. Coach is committed to attend team training and provide coaching before, during and after the meetings

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TIPS Team Training Readiness Checklist

TIPS Readiness FeatureStatus

In progresscomplete

Tasks By Who By When

Team membership1. Team has representation needed for meeting their purpose

2. Team includes an administrator with authority to make decisions & who is at meetings when decisions need to be made

Team data access3. Team has access to the data needed for problem solving and decision making before and

during the meeting

4. School staff use a consistent process & procedures for documenting & entering data

5. Team member is fluent in generating basic and custom reports from data set(s) being used

Team Commitment6. Team is committed to implementing TIPS Meeting Foundations

7. Team & coach are committed to attending one full day or two half day team trainings to learn the skills for applying the TIPS Model for problem solving & decision making

8. Team is committed to using the TIPS model through the school year and to attending an annual TIPS booster

Coaching Commitment9. Team has access to a coach who knows the TIPS system & who is available before, during,

& after meetings to support problem-solving & decision making

10. Coach is committed to attend team training and provide coaching before, during and after the meetings

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Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

82

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Team Progress Monitoring of TIPS• At beginning of the year, mid year and end of year, teams

– Complete the TIPS Team Fidelity of Implementation Checklist– Create Action Plans for items that are not implemented or in

progress. – Use meeting minute form to document plan & monitor

progress• At the end of each meeting

– Teams complete a short evaluation of the meeting– Document responses on meeting minute form– Make adjustments as needed

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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.

84

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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. 85

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Coaches Fidelity Checklist

• Phases of Meetings – Before the Meeting– During the Meeting– After the Meeting

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.

86

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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. 87

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Coaches Fidelity Checklist, continued

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.

88

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Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

90