Team-Initiated Problem Solving (TIPS): An Introduction

1. Team-Initiated Problem Solving (TIPS):An Introduction 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 Educational and Community Supports, University of Oregon, unpublished training manual. Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina at Charlotte

2. 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 Handout Meeting Agenda Roles TIPS fidelity Checklist

3. Data based Decision making

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 Educational and Community Supports, University of Oregon, unpublished training manual.

5. Identify Problem with Precision Team-Initiated Problem Solving II (TIPS II) Model 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 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? 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? Evaluate Problem and Redirect Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Plan Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

6. Journal of Applied School Psychology TIPS Study: Todd et al., 2011 Baseline Coaching TIPS Meeting Foundations Score School A Solid = SW PBIS meetings Open = progress monitoring (DIBELS) meetings School B % DORA Foundations Score School C School D

7. Journal of Applied School Psychology TIPS Study: Todd et al., 2011 Thoroughness of decision-making scores Baseline Coaching TIPS School A Solid = SW PBIS meetings Open = progress monitoring (DIBELS) meetings % DORA Thoroughness Score School C School D

8. Newton et al., 2012: Effects of TIPS Training on Team Meeting Foundations DORA Foundations Score Pre TIPS Training Post-TIPS Training

9. Newton et al., 2012: Effects of TIPS Training on Team Decision-making DORA Thoroughness of Decision Making Score (Simple) Pre TIPS Training Post-TIPS Training

10. 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.

11. Improving Decision-Making From Problem Solution To Problem Solution & Action plans Evaluation Planning Define Problem with precision 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.

12. Meeting Foundations 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. Structure of meetings lays foundation for efficiency & effectiveness

13. Meeting Foundations • Meeting Logistics • Define Team Member Roles • Meeting Minutes Form • Guides meeting process • Records meeting decisions • Maintains group focus

14. 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

15. Meeting Member Roles • Core Team 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. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

16. 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.

17. 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.

18. 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 • Organized 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.

19. 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.

20. Who is Responsible?

21. Team Roles: Activity #1: 7 min. Determine primary and backup people for key roles

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

23. Identify Problem with Precision Team-Initiated Problem Solving II (TIPS II) Model 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 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? 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? Evaluate Problem and Redirect Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Plan Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

24. 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. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

25. 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.

27. Where in the Form would you place: • Schedule for hallway monitoring for next month • Too many students in the “intensive support” for literacy • Status of fights on playground in last month. • Next meeting date/time. • Today’s agenda • solutions for a new problem

28. Where in the Form would you place: • Staff will complete weekly fidelity checks • Three students are not meeting daily CICO goal as part of existing solution • Parents are not signing CICO home report for existing solution • ORF scores are too low for third graders • next meeting plan for school board report

29. TIPS Problem Solving

30. 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)

31. 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

32. 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. Primary versus Precision Statements

33. 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 aggressionon 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. Primary versus Precision Statements

34. 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. Primary Primary

35. 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

36. 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

37. 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.

38. 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

39. Transforming Data into Information • 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.

40. Total Office Discipline Referrals as of January 10 Total Office Discipline Referrals

42. Questions to Ask of the Data What is? What is typical? What is possible? What is needed? Compare with National Median 150 / 100 = 1.50 1.50 X .21 = .32 Elementary School with 150 Students 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.

43. Using the Referrals by Student report as a Universal Screening Tool

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

45. 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.

46. 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’

47. 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.

48. 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.

49. 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.

50. Median Line based on 2010-11 Data Describe the narrative for this High school Year One Year Two