Transcript
Page 1: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Team-Initiated Problem Solving (TIPS):An Introduction

Rob Horner, Steve Newton, & Anne ToddUniversity of Oregon

Bob Algozzine & Kate AlgozzineUniversity of North Carolina at Charlotte

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 Educational and Community Supports, University of Oregon, unpublished training manual.

Page 2: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Main Messages• Team problem solving is essential for effective education.

• Most teams do not use the wisdom and talent of their team members.

• Focus first on Meeting Foundations• Purpose/Authority• Roles• Schedule• Meeting Minutes Forum

• Focus second on the Process of Problem Solving• Define problem• Select Solution (one that works, one that fits)• Build a plan to implement

• Focus third on follow up and adaptation• Assess if plan was implemented• Assess if plan was effective• Adapt solutions based on new information

Handout1.Meeting Agenda

2.Roles

3.TIPS fidelity Checklist

Page 3: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Data based Decision making

Page 4: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

4

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

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 Educational and Community Supports, University of Oregon, unpublished training manual.

Page 5: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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 II

(TIPS II) Model

Discuss and PlanSolution(s) withContextual Fit

Collect and Use

Data

Page 6: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

TIPS Study: Todd et al., 2011

School A

School B

School C

School D

Meeting Foundations Score

Baseline Coaching TIPS%

DO

RA

Foun

dati

ons

Sco

re

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

Journal of Applied School Psychology

Page 7: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

TIPS Study: Todd et al., 2011

School A

School D

School C

Baseline Coaching TIPSThoroughness of decision-making scores

% D

OR

A T

horo

ughness

Sco

re

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

Journal of Applied School Psychology

Page 8: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

DO

RA

Foundati

ons

Sco

re

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

Pre TIPS Training Post-TIPS Training

8

Page 9: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

DO

RA

Thoro

ugh

ness

of

Deci

sion M

aki

ng S

core

(S

imple

)Newton et al., 2012:

Effects of TIPS Training on Team Decision-making

Pre TIPS Training Post-TIPS Training

9

Page 10: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

What do we need?• A clear model with steps for problem solving routine• Access to the right information at the right time in the right

format• A formal/ predictable process that a group of people can use

to build and implement solutions.

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

Page 11: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

EvaluationPlanning

Improving Decision-Making

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

11

Problem

Problem SolutionFrom

To

Define Problem with precision

Solution & Action plans

Page 12: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Meeting Foundations

Structure of meetings lays foundation for efficiency & effectiveness

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

Page 13: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Meeting Foundations• Meeting Logistics

• Define Team Member Roles

• Meeting Minutes Form• Guides meeting process• Records meeting decisions• Maintains group focus

Page 14: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Meeting Logistics

• Authority• Why are we here, how will we assess if we are being

effective?• Do we have the authority to make and implement

decisions?

• Schedule• Meet often enough… at least once a month (preferable

twice)• Meet long enough… at least 45 min• Start and Stop on time… use time efficiently

Page 15: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Meeting Member Roles

• Core Team Roles• Facilitator• Minute taker• Data analyst• Active team member• Administrator

• Backup for each role

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Can one person serve multiple roles?

Are there other roles needed?

Typically NOT the administrator

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

Page 16: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Facilitator• Critical Skills

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

– Implement group norms/agreements

– Keep people on track (back on track)

– Move through agenda in a timely fashion• Need access to a clock/watch

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

Page 17: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Data Analyst

• Critical Skills

– Ability to review and interpret data

– Fluency in navigating data sets to generate custom reports

– Create a story from data summary• For new problems• Status on old problems

– 15-20 minutes prior meetings to generate data summaries

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

Page 18: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Minute Taker• Critical Skills

– Uses computer• Word processer• Save files• Edit files

– Ability to listen to a discussion and paraphrase critical information in written form

– Fluent with meeting minute form

– OrganizedNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training

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

Page 19: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Team Member• Critical Skills

– Willingness to listen and consider all perspectives– Use sense of humor– Mutual respect– Practical problem solving– Implement selected solutions

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

Page 20: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Who is Responsible?Action Person Responsible

Reserve Room Facilitator

Recruit items for Agenda Facilitator

Review data prior to the meeting Data Analyst

Reserve projector and computer for meeting

Minute Taker

Keep discussion focused Facilitator

Record Topics and Decisions on agenda/minutes

Minute taker

Ensure that problems are defined with precision

Facilitator

Ensure that solutions have action plans Facilitator

Provide “drill down” data during discussion Data Analyst

End on time Facilitator

Prepare minutes and send to all members Minute taker20

Page 21: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Team Roles: Activity #1: 7 min.

21

Role Primary Backup

Facilitator

Minute Taker

Data Analyst

Next role review date:

Tasks to complete

Determine primary and backup people for key roles

Page 22: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Meeting Minutes• Guides meeting process• Records meeting decisions• Maintains group focus

Page 23: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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 II (TIPS II) Model

Discuss and PlanSolution(s) withContextual Fit

Collect and Use Data

What is the problem?Who? What? Where? When? Why?

How do we want the problem to change?

What evidence do we need to show that we have achieved

our goal?

How are we going to solve the problem?

How are we going to bring about desired change?

Is solution appropriate for problem?

Is solution likely to produce desired change?

How will we know solution was implemented with fidelity?

Did we implement solution with fidelity?

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

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

What should we do next?

Page 24: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Organizing for an effective problem solving conversation

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Problem

SolutionOut of Time

Use Data

A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

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

Page 25: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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

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

Page 26: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University
Page 27: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Where in the Form would you place:

1.Schedule for hallway monitoring for next month

2. Too many students in the “intensive support” for literacy

1.Status of fights on playground in last month.

2.Next meeting date/time.

1.Today’s agenda

2. solutions for a new problem

Where in the Form would you place:

1.Schedule for hallway monitoring for next month

2. Too many students in the “intensive support” for literacy

1.Status of fights on playground in last month.

2.Next meeting date/time.

1.Today’s agenda

2. solutions for a new problem

Page 28: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Where in the Form would you place:

1.Staff will complete weekly fidelity checks

2. Three students are not meeting daily CICO goal as part of existing solution

3. Parents are not signing CICO home report for existing solution

4.ORF scores are too low for third graders

5. next meeting plan for school board report

Where in the Form would you place:

1.Staff will complete weekly fidelity checks

2. Three students are not meeting daily CICO goal as part of existing solution

3. Parents are not signing CICO home report for existing solution

4.ORF scores are too low for third graders

5. next meeting plan for school board report

Page 29: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

TIPS Problem Solving

Page 30: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Problem Solving• Define the problem with precision

• Build a comprehensive plan of support• Prevent• Teach• Reward• Extinction• Safety• Data

• Define how support plan will be implemented and evaluated• (action planning)

Page 31: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Precise Problem Statements(What are the data we need for a decision?)

• Precise problem statements include information about the Big Five questions:– What is problem, and how often is it happening– Where is it happening– Who is engaged in the behavior– When the problem is most likely– Why the problem is sustaining

Page 32: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Primary versus Precision Statements

• Primary Statements– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statements– There are more ODRs for

aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Page 33: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Primary versus Precision Statements

• Primary Statements– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statements– There are more ODRs

for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Page 34: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Precise or Primary Statement?

• Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school.

• ODRs during December are higher than in any other month.

Page 35: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Precise or Primary Statement?• James D. is hitting others in the cafeteria during

lunch, and his hitting is maintained by peer attention.

• Boys are engaging in sexual harassment.

• Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

Page 36: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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).

Page 37: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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

Examples: Primary to Precise

• Carly is having reading difficulties

• 50% of 2nd graders are not meeting math benchmarks

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

• 2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills

Page 39: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Transforming Data into Information1. Develop a primary summary statement

– Examine the patterns (tell the story)• Level, Trend• Peaks• Match data to current perceptions

– Compare your data• With national median• With last year• With what your staff/students/ families want

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

Page 40: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Tot

al O

ffic

e D

isci

plin

e R

efer

rals

Total Office Discipline Referrals as of January 10

Page 41: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000

Page 42: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Elementary School with 150 StudentsCompare with National Median

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

44

Questions to Ask of the Questions to Ask of the DataData

What is?What is?What is typical?What is typical?

What is possible?What is possible?What is needed?What is needed?

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

Page 43: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Using the Referrals by Student report as a Universal Screening Tool

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Page 44: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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 Percentile

ODR/100/ school day

75th Percentile

ODR/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

Page 45: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Start with Primary Problem Statements

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

Statement(s)

Move to Precise Problem Statements

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

Page 46: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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

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

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

trend since December

Primary Goal: Our rate of problem behavior is

at or below the national median as measured by SWIS, monthly for the

‘school year’

Page 47: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Middle School 765 students (765/100 = 7.6 X .39= 1.8)

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

Page 48: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Describe the narrative for this elementary school

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

Page 49: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Describe the narrative for this Middle school

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

Page 50: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Describe the narrative for this High school

Year One Year Two

Median Line based on 2010-11 Data

Page 51: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Cost Benefits of Problem Solving with Precise Problem Statements

A Hypothetical Example based on:

Todd, A. W., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching Recess: Low Cost Efforts Producing Effective Results. Journal of

Positive Behavioral Interventions. Vol 4. (1). pp. 46-52.

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

Page 52: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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/gamesNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training

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

Page 53: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

hour

sSavings in Planning & Implementation TimeMoving from Primary Problem Statements

to Precision Problem Statement

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

Page 54: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Primary to Precision

• Use other reports for generating precision problem statement(s)– Start with primary statement– Separate problems– Engage in problem solving with one problem at a

time• Make priorities for what problems to deal with & when

– Safety, Time, Intensity, Frequency, Resources

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

Page 55: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

What are the problems?

Page 56: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Where are problem occurring?

Page 57: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

When are problem occurring?

Page 58: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

What students are involved?

Page 59: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Activity

• Define a common “Primary Problem Statement”

• Transform that statement into a “precise problem statement”

Page 60: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Building Goals• Use precision statement to define goal

– Current status

• Define the goal for resolving the problem– Where do you want to be? What is “typical?”

• What will your data look like when problem is resolved?– Fidelity of implementation– Impact/effect on student behavior

– How and when will you measure progress?

• Use the goal to guide the solution.• How can we move from where we are to where we want to be?

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

Page 61: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Building Solution Plans

• Prioritize problems • Solve problems that have been defined with

precision• Build solutions that are:

• Comprehensive (prevent, teach, reward,….)• Effective (functional)• Efficient (doable)• A good fit (contextually appropriate)

Page 62: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Solution Elements

Prevention

Teaching

Reward

Extinction (withhold reward for problem behavior)Corrective Consequence

Safety

Data Collection

Solution Development

Page 63: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

How to Build Solution Plan

• Ask the right questions• How would we prevent this problem• What do we do to minimize the pay off for problem behavior• What do we need to teach (or re-teach)

• Brain storm, but don’t plan to do everything you think of.

• Select a set of actions (one plan) that build from what you already do well, fit with the data and need, are efficient, and likely to be effective

Page 64: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Using Data to Build Solution Plan

• 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?Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training

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

Page 65: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Solution Elements

Prevention

Teaching

Reward

Extinction (withhold reward for problem behavior)Corrective Consequence

Safety

Data Collection

Solution Development1. 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 66: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Discuss and Plan Solution(s) with Contextual Fit

– Contextual Fit (A solution has a set of procedures)• Procedures are consistent with values• Procedures make us of current practice• Procedures are likely to be effective• Procedures are “doable” with current resources• Procedures have strong administrative support

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

Page 67: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Easy Mistakes

• Use an intervention we already have in place (easy to implement) but not likely to produce change in problem behavior.

• Use an “off the shelf” intervention package we can buy even though it is expensive, does not have good contextual fit, and is unlikely to be implemented with fidelity

Page 68: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Hall Way Example

Page 69: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Activity #8 Solution Plan Development Precise problem statement:Between 11:30-12:15 each day 5-7 instances with 3rd graders engaging physical aggression, harassment, and disrespect, in cafeteria and on playground to get peer attention. Many different students involved.Goal: No more than 1 instance of disrespect per period

71Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Solution Elements

Prevention

Teaching

Reward

Extinction (withhold reward for problem behavior)Corrective Consequence

Safety

Data Collection

Re-teach Stop-Walk-Talk routines

5-min extra recess on Fri if no disrespect ODRs from playground

Encourage use of Stop-Walk-Talk

Continue current ODR and redirect use

Continue collection and reporting of incidents

Page 70: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Action Planning• Every Solution Plan needs an Action Plan

• Now that we know what we want to do, how are we going to do it?

– Who will do what– By when

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

Page 71: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University
Page 72: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Every Solution needs an action planWho will do whatBy when

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

Page 73: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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

Page 74: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Build Evaluation Plan• Evaluation Plan for progress monitoring

fidelity and impact on student behavior (progress toward goal)– Evaluate fidelity of implementation

• How and when

– Evaluate effect of solutions on student behavior• What data will be used & how often?

– Data analyst with data summaries and data access

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

Page 75: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Implement Solution Plans with High Integrity

• How will we know solution was implemented with fidelity?

• Did we implement solution with fidelity?

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

Page 76: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Fidelity of Implementation

• Before determining if an intervention (solutions) had an impact on student behavior…– Ensure a high level of implementation fidelity – Define how fidelity data will be collected & when

those data will be collected – Define process & schedule for the data analyst to

access data needed for team progress monitoring

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

Page 77: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University
Page 78: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Fidelity of Implementation– Measure 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 1-5

– Make 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 5No Yes

Page 79: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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

Did you stand in hallway during passing periods?

1 2 3 4 5No Yes

Establish a fidelity check routine that relates to School Wide Implementation

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

In staff room, create number line poster with questions

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

1 2 3 4 5No Yes

Page 80: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Monitor Impact of Solution Plans andCompare with Goal

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

– Create reports to show the status of the current problem on measures as defined in the goal

– Update meeting minutes with current status of OLD problems

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

Page 81: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Evaluate Problem and Redirect

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

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

Page 82: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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

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

Page 83: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

85Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training

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

Page 84: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

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

Page 85: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University
Page 86: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

TIPS FIDELITY OF IMPLEMENTATION DATA

MEETING FOUNDATIONS PROBLEM SOLVING

Page 87: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Summary

• Establish teams that have solid foundations• Authority• Operating procedures• Roles• Electronic minutes• Access to data

• Define problems with precision• Build solutions by asking the right questions

• Build solutions that are effective and have strong contextual fit

• Build Action Plans• Evaluate both Fidelity and Impact

Page 88: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

Current TIPS Publications(results from TIPS I Federal Grant)

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

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

• Newton, J. S., Horner, R. H., Algozzine, B., Todd, A. W., & Algozzine, K. M. (2012). A randomized wait-list controlled analysis of team-initiated problem solving. Journal of School Psychology

• Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, B., & Algozzine, K. M. (2012). A pilot study of a problem-solving model for team decision making. Education and Treatment of Children.

• Newton, J. S., Todd, A. W., Algozzine, K. M., Horner, R. H., & Algozzine, B., (2009). Team-initiated problem solving training manual. Educational and Community Supports, University of Oregon, Eugene, Oregon.

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

• Todd, A. W., Horner, R. H., Berry, D., Sanders, C., Bugni, M., Currier, A., Potts, N., Newton, J. S., Algozzine, B., & Algozzine, K. (in press) A case study of team-initiated problem solving in an elementary school. Journal of Special Education Leadership.

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

Page 89: Team-Initiated Problem Solving (TIPS): An Introduction Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University

For More Information

• Access to Team Training materials– TIPS II Training Materials revisions available January 2013 at

www.uoecs.org

• For more information contactWarren DawsonYour Regional CoachAnne W. Todd, [email protected]

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


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