Team Initiated Problem Solving

WorkbookCabarrus County2013

Turn and Talk

Take two minutes each to discuss problem-solving models you’ve used before.

What worked with these models?What could have been better?

Activity

Team Meeting PracticeHold a brief team meeting

to practice meeting foundations.

Minute taker takes minutes.

Complete the problem solving steps for one problem (15 minutes).

Use that problem as a start up point for the practice “meeting” in this activity.

Build solution and evaluation plan.

Complete TIPS Fidelity of Implementation Checklist for this meeting (10 minutes).

Give completed checklist to Beth

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Activity

Debrief from Team Meeting

What worked?

Is next meeting clearly outlined?

What barriers were encountered?

Are you set up for your next meeting? T

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Activity

Elementary School with 150 Students

Compare with National Median150 / 100 = 1.50 1.50

X .21 = .32

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SW Summary Statement:Our rate of

problem behavior has

been above the national

median for schools our

size the last 7 month this

year. With an increasing

trend all year & peaks in

Nov, Feb, & April

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

SW Summary Statement: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

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SW Summary Statement:

Last year we had an

increasing trend during

first 3 months. (.5-2.2/day

above national median)

.5-1.0 per day above national

median for remainder of school year.

Develop a SW Summary Statement

Stop and Jot

Map your assessment data for your school.Academic: Literacy

and MathSocial

What holes do you see?

Activity

Anecdotal/ABC

Event Recording: Frequency

Event Recording:

Frequency/Intensity

Event Recordin

g: Duration

DBR Time Sampling

Scatter Plot

Discrete behavior - definite beginning and ending

X X X X

Ongoing behavior X X X

Infrequent behavior

X

Behavior that varies in severity

X

Safety Concern X X X

Narrowing down behavior of concerns

X X

Identifying context/settings

X X X X X X

Incentive/Self-Management

X

Hole FillingWhat holes

have you identified in your school’s behavior data collection capacity?

On your team’s Action Plan, generate next steps for filling these holes.

Be specific: who, will do what, by when?

Activity

Evaluate This Precise Problem Statement and Improve It

Many 3rd and 4th graders (Who) are engaging in Defiance (What), between 11:45am and 12:00pm, near the end of their 30-minute recess period (When), with most these instances occurring on the Playground, in Class, or in the Hall (Where), because the students want to avoid the upcoming Classroom instructional period (Why).

Activity

Evaluate This Precise Problem Statement and Improve It

Activity

Elements What do you see?

How could you make it better?

Who

What

When

Where

Why

Primary to Precision Defining problems with precision

What, how, who, where, when, why

Social and academic Discriminate primary from

precise Morph Primary Statements

into Precision StatementsYour first case…

large numbers of third graders have too many ODRs

third graders are generating the majority of the school’s ODRs in the cafeteria

third grade’s Case 21 fall assessment scores were the lowest in the school

Choose one statement and take 5 minutes…..

Be ready to share

Activity

Develop a goal for the problem in the previous activity.

Write the precision problem statement on meeting minute form

Define current level of problem Define goal for solving the

problem

What will the data look like when problem is resolved?

What evidence will show that the goal has been met?How and when will data be

recorded/entered?When will progress be

measured?

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Activity

Identify Solution(s) Use the following precision statement to complete the following:

Determine a goal.Discuss possible solution

options.

Precise Problem: Many 3rd and 4th graders are engaging in Disrespect between 11:45am and 12:00pm, near the end of their 30-minute recess with most of these instances occurring on the Playground, in Class, or in the Hall because the students want to avoid the upcoming Classroom instructional period.

18

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.

Activity

Element Solution Idea Impact

Feasibility

Prevent

Teach

Reward

Extinguish

Correct

Safety

Activity

Fidelity of Implementation

With your team, complete a quick “Plus/Delta” on your fidelity of implementation.

Consider the implementation of actual school-wide solutions as well as the team’s use of meeting foundations.

Use these questions to guide this discussion:What are we doing well and

with fidelity on this team? What could we change to do

better?“Even better if…..”

Activity

Progress MonitoringWith your team mates, discuss the following:

What data will you use to monitor the effectiveness of various solutions?

How will you ensure fidelity of implementation?

What barriers do you foresee with implementation fidelity?

Activity

Elevator SpeechPair up with someone from

another team.

Write a two minute spiel to

answer the following

questions.

What is TIPS?

What does TIPS stand for and

look like?

Why should people use TIPS?

Take a turn to tell your

overview of TIPS to your

partner.

Makes notes on what to

change.

Activity