Team Initiated Problem Solving TIPS

1. Team Initiated Problem SolvingTIPS Presented by Rob H. Horner & Anne W. Todd, University of Oregon On Behalf of Steve Newton, Bob Algozzine and Kate Algozzine

2. Today’s Goals • All able to realize coaching support in: • Use roles and “meeting foundations” • Build roles: facilitator, minute taker and data analyst • Meeting Foundations Checklist • Electronic meeting minutes • Use the TIPS problem solving model during meetings • Data-based Decision-making rules • Defining “problems” with precision • Building practical solutions • Implement the solutions developed during meetings • Building action plans to implement solutions. • Assess if action plans benefit students 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 Educational and Community Supports, University of Oregon, unpublished training manual.

3. Part 1 Overview of TIPS Model

4. People aren’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. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

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 Educational and Community Supports, University of Oregon, unpublished training manual.

6. Improving Decision-Making Solution From Problem To Problem Action Planning Solution Problem Solving Information

7. TIPS Model • TIPS Training • TIPS Coaches Training • TIPS Team training (initial and booster) • On-line TA Meetings for Coaches • Three coached meetings for teams • 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

8. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem SolvingMeeting Foundations 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.

9. TIPS Model • Team Meeting • Use of electronic agenda • Formal roles (facilitator, recorder, data analyst) • Specific expectations (before meeting, during meeting, after meeting) • Expected use of data • Data Collection Tool • DORA • “Foundations” “Thoroughness”

10. Journal of Applied School Psychology TIPS I Study: Todd et al., 2011 Baseline Coaching TIPS Solid = SW PBIS meetings using SWIS Open = progress monitoring meeting using DIBELS School A School B % DORA Foundations Score School C School D

11. Journal of Applied School Psychology TIPS I Study: Todd et al., 2011 Baseline Coaching TIPS Solid = SW PBIS meetings using SWIS Open = progress monitoring meeting using DIBELS School A % DORA Thoroughness Score School C School D

12. Newton et al., 2010: Effects of TIPS Training on Team Meeting Foundations DORA Foundations Score Pre TIPS Training Post-TIPS Training

13. Newton et al., 2010: Effects of TIPS Training on Team Decision-making DORA Thoroughness of Decision Making Score (Simple) Pre TIPS Training Post-TIPS Training

14. Professional Citations for TIPS • Algozzine, B., Newton, J.S., Horner, R., Todd, A., & Algozzine, K.M. (in press). Development and technical adequacy of a team decision making assessment tool. Journal of Psychoeducational Assessment. • Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (2009). Using a problem-solving model for data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.). Handbook of positive behavior support. New York: Springer, 551-580. • Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (in press). Randomized waitlist control analysis of team-initiated problem solving with elementary schools. Journal of School Psychology. • Newton, J.S., Horner, R., Todd, A., Algozzine, B., & Algozzine, K., (in press). Descriptive evaluation of a Team Initiated Problem-Solving (TIPS) model for data-based decision making in schools. Education and Treatment of Children • Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. & Frank, J. (2011). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology, 27, 42-59..

15. 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.Define Problems with Precision • 5.Build Comprehensive Solutions that “fit” • 6.Add “Action Plans” for all solutions • 7.Review Fidelity and Impact regularly • 8.Adapt Solutions in response to data.

16. Main Ideas • Decisions are more likely to be effective and efficient when they are based on data. • The quality of decision-making depends most on the first step (defining the problem to be solved) • Define problems with precision and clarity

17. Main Ideas • Data help us ask the right questions…they do not provide the answers: Use data to • Identify problems • Refine problems • Define the questions that lead to solutions • Data help place the “problem” in the context rather than in the students.

18. Main Ideas • The process a team uses to problem solve is important: • Roles: • Facilitator; Recorder; Data analyst; Active member • Organization • Agenda; Old business (did we do what we said we would do); New business; Action plan for decisions. • What happens BEFORE a meeting • What happens DURING a meeting • What happen AFTER a meeting

19. Main Ideas • Build “decision systems” not “data systems” • Use data in “decision layers” • Is there a problem? (overall rate of ODR) • Localize the problem • (location, problem behavior, students, time of day) • Get specific • Don’t drown in the data • It’s “OK” to be doing well • Be efficient

20. Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness

21. Meeting Foundations Elements • Four features of effective meetings • Predictability • Participation • Accountability • Communication • Define roles & responsibilities • Facilitator, Minute Taker, Data Analyst • Use electronic meeting minutes format 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.

22. What makes a successful meeting? A. 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 B. Participation • 75% of team members present & engaged in topic(s) • Decision makers are present when needed

23. What makes a successful meeting? C. Accountability 7. Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities 8. System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal setting) 9. System is used for documenting decisions 10. Efforts are making a difference in the lives of children/students. D. Communication 11. All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting 12. Team member support to practice team meeting norms/agreements

24. Define roles for effective meetings • Core roles • Facilitator • Minute taker • Data analyst • Active team member • Administrator • Backup for each role Typically NOT the administrator Can one person serve multiple roles? Are there other roles needed? 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.

25. 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.

26. 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.

27. Who is Responsible?

28. Activity # 1 (7 min)For discussion today • Select • Facilitator • Data Analyst • Minute Taker Back up for each 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.

29. Organizing for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data Out of Time Solution 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.

30. 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________________________________________________________________ Agenda for Today: 1. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update) Administrative/General Information and Issues Problem-Solving Action Plan

31. 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________________________________________________________________ Agenda for Today: 1. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update) • Where in the Form would you place: • Planning for next PTA meeting? • There have been five fights on the playground in the past 3 weeks. • Update on CICO implementation • Increasing gang recruitment as an agenda topic for today. • Next meeting report on lunch-room status. Administrative/General Information and Issues Problem-Solving Action Plan

32. Activity #2 (7 min) • Examine the Langley minutes: • 1. What is one agenda item for next meeting? • 2. Who will do what by when to get the video system working? • 3. For the problem of “disrespectful behavior,” how will they know if they achieved their goal?

34. 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. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

35. Big Ideas for Effective Problem Solving • Teams use a predictable routine • Practicing effective meeting foundations • Interacting with their data • Problem Solving model is generalize-able across • Contexts/teams • School wide, grade level/groups, individual students • Content areas • Academic and social behavior • Fidelity of implementation • Data sets • Primary Problems are defined with precision before ‘solving’ them • Active use of data • Fidelity of implementation and student outcomes are measured regularly to determine when goals are met

36. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan SWIS Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem SolvingMeeting Foundations 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.

37. More Precision Is Required to Solve Identified Problems 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 PreciseProblem Statements

38. What When Where Why Who Designing Effective Behavior Support

39. 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.

40. 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 • Carly can not decode and struggles to read words containing R controlled vowels, digraphs, & long vowels • 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.

41. 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

42. 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. Precise Primary Precise

43. 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 • With last year • With what your faculty/students/ families want

44. SWIS summary 2010-11 [Majors Only]4,634 schools; 2,394,591 students; 1,802,178 ODRs

45. 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.

46. Problem Solving (Core) FeaturesDefining Goals Problems that have solutions defined have a goal defined. • SMART Goals • Specific • Measureable • Achievable • Relevant • Timely Examples: Primary Problem Statement Our 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 Goal The 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

47. DIBELS Universal Screening Primary Problem Statement 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. Primary Goal At least 80% of our Kinders will be in Benchmark range at Winter Universal Screening Time

48. More Precision Is Required to Solve the Identified Problem • Have current & accurate data with ability to generate custom reports before & during meetings • Start with data that are summarized as primary statements • 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 • Define goal(s) • What will those data look like when there is not a problem? • SMART goals: Specific, Measureable, Achievable, Relevant, Timely

49. Elementary School 465 students (465/ 100 = 4.6 X .21= .97) Primary Problem Statement We had peaks of problem behavior in Sept, Oct, & Nov. There has been a decreasing trend since December. Our rate of problem behavior has been above the national median for schools our size every month this year. Primary Goal Our rate of problem behavior will be at or below the national median as measured by SWIS, monthly for the next ‘school year’

50. Example • Using the SWIS Demo Data • www.swis.org • login: username: ebs password: ebs