Team-Initiated Problem Solving (TIPS)
OverviewPresented by:
and
PBIS Leadership Forum
October 2012
Acknowledgements to: Rob Horner & Steve Newton, University of Oregon and Bob Algozzine & Kate Algozzine at University of North Carolina at Charlotte
www.uoecs.org
Rob Horner, Ph.D &
Anne W. Todd, M.S.
University of Oregon
Dale Cusumano, Ph.D.
UNC at Charlotte
Maximizing Your Session Participation
Work with your team
Consider 4 questions:
– Where are we in our implementation?
– What do I hope to learn?– What did I learn?– What will I do with what I learned?
90,000 public schools in the United States
Each school has 1+ teams to address
challenges and build solutions
Each team meets at least monthly
On average there are 5 people on each
team
810,000 hours of meetings
4,050,000 hours of personal
time annually
Problem Solving Components (Bransford & Stein, 1984)
I• Identify the problem
D• Define the problem
E• Explore possible solutions and select
appropriate strategy
A• Act on the strategy
L• Look back and evaluate the effects of activities
To what extent do teams follow problem solving steps and include
critical components?• Include a behavioral definition of
target behavior
• Have a direct measure of the target behavior prior to intervention
• Include a step-by-step intervention plan
• Graph intervention results
• Compare pre-intervention and post-intervention performance
• Develop a hypothesized reason for the problem
• Gather evidence that the intervention was implemented as designed
Behavioral definition of target behavior, baseline
data, step-by-step plan, or graphic or numeric data
comparison from pre to post intervention were not
included (Flugum & Reschly, 1994)
Lowest implementation for hypotheses for problem,
treatment fidelity, and pre and post data comparison(Telzow, McNamara, & Hollinger,
2000)
Team members rated implementation as higher than observers with observers rating identifying antecedents and consequences for
behavior, identifying data to monitor progress, scheduling a follow up meeting as unmet
(Telzow, McNamara, & Hollinger, 2000)
Problem
Out of
TimeSolution
Organizing for an Effective Problem Solving Conversation
Use Data
A key to collective problem solving is to provide a visual context that
allows everyone to follow and contribute
People aren’t tired from solving problems – they are tired from solving the same problem over and over.
7Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
ActionPlanning
Improving Decision-Making
Problem Solution
Problem
From
To
Problem
Solving
Information
Solution
Decision are more likely to be effective and efficient when they are based on data
Main Ideas
Build “decision systems” not “data systems”
Use data in “decision layers” (a) Is there a problem? (b) Localize the problem (location, problem behavior, students, time of day), and (c) Get specific
Do not drown in data
Be efficient
It is OK to be doing well!
More Main Ideas
The process a team uses is importantRoles
Facilitator
Recorder
Data analyst
Active Member
OrganizationAgenda, old business, new business, action plan for
decisionsWhat happens BEFORE a meeting
What happens DURING a meeting
What happens AFTER a meeting
More Main Ideas
What do we need?
• A clear model with steps for problem solving
• Access to the right information at the right time in the right format
• A formal process that a group of people can use to build and implement solutions.
12Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports,
University of Oregon, unpublished training manual.
Eight Keys to Effective Meetings
1. Organization (team roles, meeting process, agenda)
2. Data (right information at right time in right format)
3. Separate (a) Review of On-going Problem Solving (b) Administrative Logistics and (c) New Problem Solving
4. Problems are defined with precision
5. Solutions are comprehensive and built to “fit”
6. “Action Plans” are added for all solutions
7. Fidelity and impact of interventions are reviewed regularly
8. Solutions are adapted in response to data.
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Discuss and Select Solution(s) withContextual Fit
Collect and Use
Data
TIPS ModelTIPS Training
• One full day team training• Two coached meetings
Team Meeting• Use of electronic meeting minute system• Formal roles (facilitator, recorder, data analyst)• Specific expectations (before meeting, during meeting, after
meeting)• Access and use of data• Projected meeting minutes
Research tool to measure effectiveness of TIPS Training• DORA (decision, observation, recording and analysis)• Measures “Meeting Foundations” & “Thoroughness of Problem
Solving”Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished manual.
9
TIPS I Study: Todd et al., 2011
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School A
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Baseline Coaching TIPS%
DO
RA
Foundati
ons
Sco
re
Solid = SW PBIS meetings using SWISOpen = progress monitoring meeting using DIBELS
Journal of Applied School Psychology
TIPS I Study: Todd et al., 2011
Oct
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School D
School C
Baseline Coaching TIPS
% D
OR
A T
horo
ughness
Sco
reJournal of Applied School Psychology
Solid = SW PBIS meetings using SWISOpen = progress monitoring meeting using DIBELS
DO
RA
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ati
ons
Sco
re
Newton et al., 2012:Effects of TIPS Training on Team Meeting Foundations
Pre Post/Exp0
10
20
30
40
50
60
70
80
Exp Control
N = 17 N = 17TIPS Control TIPS Control
Pre TIPS Training Post-TIPS Training
Pre Post/Exp0
10
20
30
40
50
60
70
80
Exp Control
N = 17 N = 17TIPS Control TIPS Control
DO
RA
Thoro
ughness
of
Deci
sion M
aki
ng S
core
(S
imple
)Newton et al., 2012:
Effects of TIPS Training on Team Decision-making
Pre TIPS Training Post-TIPS Training
Problem-Solving Meeting
Foundations
Structure of meetings lays foundation for efficiency & effectiveness
Meeting Foundations Elements
Four features of effective meetings1. Predictability
2. Participation
3. Accountability
4. Communication
Define roles & responsibilities• Facilitator, Minute Taker, Data Analyst
Use electronic meeting minutes format
21Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated
Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Predictability• Defined roles, responsibilities and expectations for the
meeting• Start & end on time, if meeting needs to be extended,
get agreement from all members• Agenda is used to guide meeting topics• Data are reviewed in first 5 minutes of the meeting• Next meeting is scheduled
Participation• 75% of team members present & engaged in topic(s) • Decision makers are present when needed
What makes a successful meeting?
Predictability
Participation
Accountability
Communication
What makes a successful meeting?
Accountability
• Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during their responsibilities during the meeting
• System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal setting)
• System is used for documenting decisions
• Efforts are making a difference in the lives of children/students.
Communication
• All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting
• Team member support to practice team meeting norms/agreements
Define Roles for Effective Meetings
Core roles• Facilitator• Minute taker• Data analyst• Active team member• Administrator
• Backup for each role
Typically NOT the administrator
24
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished
training manual.
Who is Responsible?Action Person Responsible
Reserve Room
Recruit items for Agenda
Review data prior to the meeting
Reserve projector and computer for meetingKeep discussion focused
Record Topics and Decisions on agenda/minutesEnsure that problems are defined with precisionEnsure that solutions have action plansProvide “drill down” data during discussionEnd on time
Prepare minutes and send to all members
Facilitator
Facilitator
Data Analyst
Minute Taker
Facilitator
Minute Taker
Facilitator
Facilitator
Data Analyst
Facilitator
Minute Taker
What needs to be documented?
Meeting demographics• Date, time, who is present, who is absent• Agenda• Next meeting date/time/location/roles
Administrative/General information/Planning items• Topic of discussion, decisions made, who will do what, by when
Problem-Solving items• Problem statement, data used for problem solving, determined
solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured
26Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports,
University of Oregon, unpublished training manual.
TIPS Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today________________________________________________________________
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety)Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Agenda for NEXT Meeting
1. 2.3.
Implementation and EvaluationPrecise Problem Statement, based on
review of data(What, When, Where, Who, Why)
Solution Actions (Prevent, Teach, Prompt, Reward,
Correction, Extinction, Adaptations, Safety)
Who? By When? Goal with Timeline
Fidelity of Imp measure
Effectiveness of Solution/Plan
Not started Partially Imp Imp Fidelity Done
Goal Met Better Same Worse
Agenda for Today:1. 3. 5.2. 4. 6.Previously Defined Problems/Solutions (Update)
TIPS Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today________________________________________________________________
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety)Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Agenda for NEXT Meeting
1. 2. ‘3.
Implementation and EvaluationPrecise Problem Statement, based on
review of data(What, When, Where, Who, Why)
Solution Actions (Prevent, Teach, Prompt, Reward,
Correction, Extinction, Adaptations, Safety)
Who?
By When? Goal with Timeline
Fidelity of Imp measure
Effectiveness of Solution/Plan
Not started Partially Imp Imp Fidelity Done
Goal Met Better Same Worse
Agenda for Today:1. 3. 5.2. 4. 6.
Previously Defined Problems/Solutions (Update)
Where in the Form would you place:
1. Planning for next PTA meeting?
2. There have been five fights on the playground in the past 3 weeks.
3. Update on CICO implementation
4. Increasing gang recruitment as an agenda topic for today.
5. Next meeting report on lunch-room status.
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Discuss and Select Solution(s) withContextual Fit
Collect and Use
Data
More Precision Is Required to Solve the Identified Problem
1. Have current & accurate data with ability to generate custom reports before & during meetings
• Start with data that are summarized as primary statements
2. Use data to define precision problem statement(s)• A problem exists, when there is a discrepancy between
current level and desired level• Define a primary problem statement• Use basic and custom reports to define problem with
precision• What, Where, When, Who, Why• Discrimination/ motor/ self-management errors
3. Define goal(s)• What will those data look like when there is not a
problem?• SMART goals:
Specific, Measurable, Achievable, Relevant, Timely
Start with Primary Problem 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
More Precision Is Required to Solve Identified Problems
Problem Solving (Core) FeaturesDefining Goals
Problems that have solutions defined have a goal defined.
• SMART Goals
• Specific
• Measurable
• Achievable
• Relevant
• Timely
Primary Problem StatementOur average Major ODRs per school day per month are higher than the national median for a school of our enrollment size. We have peaks in frequency of problems in Nov, Feb & April, with an increasing trend from August to May.
Primary GoalThe rate of problem behavior will be at or below the national average for a school of our enrollment size. (~.31 per day per month) for the next school year
Examples
What When
Who
Why
Designing Effective Supports
Where
What When
Who
Why
Where
Precision Components for Behavior Problem Statements
Precision Components for Academic Problem Statements
Examples: Primary to Precise
Gang-like behavior is increasing.
Our fourth graders cannot comprehend when reading!
• Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.
• Forty-seven percent of 4th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessments when 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.
Examples: Primary to Precise
Carly is having reading difficulties.
Jack cannot add or subtract.
• Carly is reading 20 words correctly per minute (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts.
• Carly can not decode and struggles to read words containing R controlled vowels, digraphs, & long vowels.
• Jack’s math CBM scores fell at the 10th percentile as compared to national norms. Jack is not fluent in his knowledge of basic math facts and often does not attend to addition or subtraction signs on written math problems.
Precise or Primary Statement?
Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).
Precise
Precise or Primary Statement?
James is instructional in reading content that falls two grades below his current placement. His reading fluency scores fall below the 25th %ile and his rate of improvement is predicting that he will not meet end of the year goals for his grade. He has difficulty decoding unfamiliar words and does not track accurately from left to right when reading.
The boys in third grade are performing well below the 3rd grade girls in reading.
Three 5th grade students are having great difficulty expressing their thoughts in writing. Their fine motor skills are well developed but writing test scores are well below target. Since they can verbally share well-constructed and grammatically correct stories, it is thought that their spelling skills are hindering their writing skills with average weekly spelling test scores of C’s and D’s obtained.
Precise
Primar
yPrecise
Morphing Data into Useful Information
Develop Primary Problem Statements• Look first at your patterns (tell the story)
• Level, Trend• Peaks• Match data to current perceptions
• Compare your data• With national median or percentiles• With last year• With what your faculty/students/ families want
What When
Who
Why
Designing Effective Supports
Where
What
WhoWhy
Precision Components for Behavior Problem Statements
Precision Components for Academic Problem Statements
SWIS summary 2010-11 [Majors Only]4,634 schools; 2,394,591 students; 1,802,178 ODRs
Grade Range
Number of Schools
Mean Enrollment per school
Mean (Sd)ODRs per 100 stud/ school day
Median ODRs per 100 per school day
25th PercentileODR/100/ school day
75th PercentileODR/100/ school day
K-6 2979 456 .32 (.41) .21 .11 .39
6-9 889 626 .64 (.81) .46 .25 .79
9-12 390 818 .86 (.89) .62 .34 1.08
PreK-8 254 438 .50 (.49) .32 .19 .65
PreK-12 50 455 1.1 (3.0) .37 .18 .71
Elementary School with 150 Students
Our average Major ODRs per school day per month are higher than national median for a school of our enrollment size. We have peaks in frequency of problems in Nov, Feb & April, with an increasing trend from August to May.
80% meeting
expectation
15% need more
5% need the most
Academic Reference Points for Goals
50th Percentil
e on national norms
Low Risk indicator
DIBELS Universal Screening
Primary Problem StatementOur DIBELS Distribution summary shows that 49% of our kindergarten students at Adams Elementary fall in the strategic and intensive range. We have over 50% of our students requiring strategic and intensive supports for ISF, LNF.
Primary Goal At least 80% of our Kinders will be in Benchmark range at Winter Universal Screening Time
1 2 3 4 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of Students Meeting Expectation in Reading Comprehension (AIMSweb Maze)
FallWinterSpringGoal
Grade Level
Only 62% of 4th graders and 65% of 5th graders are meeting expectations in reading comprehension at the winter
benchmark; although a slight improvement from fall to winter is noted, it is below the goal of having 80% of students meet
expectation.
What?
For today, we will focus on 4th
graders
Four 4th graders have the lowest scores on measures of reading comprehension. Other
students are below expectation but their scores are within + 1 correct responses (CR) of the target (14 CR). Scores for these four students fall in the
At Risk range, which is below the 10th percentile on national norms.
Who?
Low Risk > 14 CR
All close
to goal of 14 CR
Three 4th grade students are performing well below expectation comprehending written text that is presented at grade level (scores on Maze measures fall below the 10th percentile on national norms). These students also have weak reading
fluency skills that fall well below expectation, which is thought to be the reason for their low reading comprehension skills. A
fourth student (Sally) also is performing well below expectation in reading comprehension, but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her
comprehension skills.
Why?
Let us look at reading fluency as a possible reason for these
four students’ low reading comprehension.
Harris Word list for Sally = 2nd grade
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving (TIPS-II) Model
Discuss and Select Solution(s) withContextual Fit
Collect and Use
Data
Using Precision Problem Statements to Build Solutions, Action & Evaluation
PlansSolutions
Prevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior?Extinction: How can we prevent problem behavior from being rewarded?Consequences: What are efficient, consistent consequences for problem behavior?
Action Plan
Who will do each task & when will it be completed?
Evaluation
How will we collect and what data will we use to evaluate: • Implementat
ion fidelity?• Impact on
student outcomes?
Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
51
Example for Precise Behavior Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.
Re-review 6th and 7th graders classroom expectations/Respecting others, daily
Focus on Respect, Re-teach stop-walk routine
Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk.Provide specific feedback for using stop-walk routineEnsure staff use routine for responding to a report when student comes to talk.
Use School Defined Process
Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
52
Example for Precise Academic Problem StatementFour 4th grade students are performing below expectation in reading comprehension. For three of these students, their performance is being impacted by low reading fluency skills. For one student, weak vocabulary skills are keeping her from comprehending written text.
Provide instructional level materials for independent reading activities.
Participation in a Repeated Readings intervention group.
Self monitoring of reading fluency skills with gains tied to rewards.
Self monitoring of known and unknown vocabulary words and accuracy rates.
Participation in a Drill Sandwich vocabulary practice.
Every solution/task needs an action plan• Who will do the task?• When will the task be completed?
Action Planning
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Discuss and Select Solution(s) withContextual Fit
Collect and Use
Data
Evaluation Planning
Evaluation Plan for monitoring fidelity of implementation AND impact on student behavior
• Evaluate fidelity of implementation compared to the goal
• Define how, when, criteria
• Evaluate effect of solutions on student behavior (impact) as compared to the goal
• Define data to be used, how often and criteria
• Data analyst with data summaries and data access
Fidelity of 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 5 No Yes
Other Data for Monitoring Fidelity of Implementation
Fidelity Check RoutineWe do what we say we will do and we do it
with 80% fidelityEstablish a fidelity check routine that relates to Implementation
A 1-5 scale is used for all questions, with up to three questions per weekAt staff meeting, use fist of five while asking questionsIn staff room, create number line poster with questions
Did you provide instructional level reading to students?
1 2 3 4 5No Yes Did you acknowledge 5 students, not in
your classroom, daily?
1 2 3 4 5
No Yes
Evaluation PlanningEvery problem needs to be monitored and evaluated
• Fidelity of Implementation• Effectiveness of Implementation
Evaluate the Problem: Did we make a difference?
1 2 3 4 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of Students Meeting Expectation in Reading Comprehension (AIMSweb Maze)
FallWinterSpringGoal
Grade Level
✔
Evaluate the Problem: Did we make a difference?
✔ ✔
✔
Identify Problemwith
Precision
Evaluate Problem and Redirect
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Discuss and Select Solution(s) withContextual Fit
Collect and Use
Data
TIPS Team Training
Readiness
Team Membership
Team Data Access
Team Commitment
Coaching Commitment
Team Membership1. Representation needed for meeting their purpose 2. Inclusion and presence of administrator with authority to
make decisions
Team Data Access3. Data available for problem solving & decision-making
before and during the meeting4. Consistent process & procedures for documenting &
entering data exists5. Team member is fluent in generating basic and custom
reports from data set(s) being used
TIPS Team Training Readiness10 readiness guidelines
TIPS Team Training Readiness10 readiness guidelinesTeam Commitment
6. Implementation of TIPS Meeting Foundations
7. Team & coach attendance at TIPS Team Training• ** one full day or two half day team trainings
8. Application of the TIPS model through the school year & annual TIPS boosters
Coaching Commitment9. Team has access to a coach who knows the TIPS system
& who is available before, during, & after meetings to support fidelity of implementation
10. Commitment to attend team training and provide coaching before, during and after the meetings
For More Information on TIPS Contact:
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Discuss and Select Solution(s) withContextual Fit
Collect and Use Data
University of Oregon
Rob Horner [email protected]
Anne [email protected]
Steve [email protected]
University of North Carolina
at Charlotte
Kate [email protected]
Dale [email protected]
Maximizing Your Session Participation
Work with your team
Consider 4 questions:
– Where are we in our implementation?
– What do I hope to learn?– What did I learn?– What will I do with what I learned?
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
Exploration & Adoption• We think we know what we need so we are planning to move forward
(evidence-based)
Installation
• Let’s make sure we’re ready to implement (capacity infrastructure)
Initial Implementation
• Let’s give it a try & evaluate (demonstration)
Full Implementation
• That worked, let’s do it for real (investment)
Sustainability & Continuous Regeneration
• Let’s make it our way of doing business (institutionalized use)
Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
Team-Initiated Problem Solving(TIPS II)