Team-Initiated Problem Solving (TIPS) PROBLEM SOLVING

1. Team-Initiated Problem Solving (TIPS) PROBLEM SOLVING Anne Todd, Steve Newton, & Rob Horner, University of Oregon Kate Algozzine & Bob Algozzine, University of North Carolina at Charlotte Adapted/Personalized for Presentation by Chris Borgmeier, PhD cborgmei@pdx.edu www.pbistips.pbworks.com APA Citation: Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013). The Team I nitiatedProblem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org .

2. Problem Solving • Objectives • Use data to define a SW/primary Summary Statement • Use data to define a precise problem statement TIPS II Training Manual (2013) www.uoecs.org

3. Six things to avoid • Define a solution before defining the problem • Build solutions from broadly defined, or fuzzy problem statements • Failure to use data to confirm/define problem • Agreeing on a solution without building a plan for how to implement or evaluate the solution • Agree on a solution but never assess if the solution was implemented • Serial problem solving without decisions TIPS II Training Manual (2013) www.uoecs.org

4. Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit TIPS II Training Manual (2013) www.uoecs.org Implement Solution with High Integrity Meeting Foundations

5. To strengthen Meeting Foundations, develop a process (routine) & standard for defining problems with precision • Requires team member discipline • Starting with data summary and previous meeting minutes • Basic & custom report generation in database during meetings • Team time for thoroughness • Team member responsibility practice the problem solving sequence • wait to talk about solutions until problem is defined with precision and a goal for resolving the problem • Use visual reminders • TIPS Table Tents , Meeting Minute Form, Agenda on wall TIPS II Training Manual (2013) www.uoecs.org

6. Transforming Data into Useful Information • Develop a school wide/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 2. Use data for Precision Problem Solving TIPS II Training Manual (2013) www.uoecs.org

7. Make sure your data are useful Total Office Discipline Referrals as of January 10 These data are not useful: Months have different number of school days are are not common denominators January data are for partial month To create useful data…. Generate Average per day per month data Total Office Discipline Referrals TIPS II Training Manual (2013) www.uoecs.org

8. Previous data averaged per day per month These are useful data T IPS II Training Manual (2013) www.uoecs.org

9. 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. TIPS II Training Manual (2013) www.uoecs.org

10. The TIPS ModelIdentify Potential Problems • Begin at the general, all-inclusive level, with year-to-date data • Review SWIS Average Referrals Per Day Per Month, All Referrals & Minors • Develop a SW/primary summary statement • Develop a goal • Be at or below the national median for our school size and grade levels, as measured in our SWIS data TIPS II Training Manual (2013) www.uoecs.org

13. The TIPS ModelIdentify Potential Problems • Begin at general, all-inclusive level, with year-to-date data • Review SWIS Average Referrals Per Day Per Month (All Referrals & Minors) • Compare data against National Data rates & percentilesFor example, if your school’s rate is at the 75thpercentile, only 25% of schools have higher rates than yours • Examine trend of the data • Develop a SW/primary summary statement TIPS II Training Manual (2013) www.uoecs.org

14. SWIS summary 2010-11 [Majors Only]4,634 schools; 2,394,591 students; 1,802,178 ODRs TIPS II Training Manual (2013) www.uoecs.org

15. Trend

18. The TIPS ModelIdentify Potential Problems • Begin at general, all-inclusive level, with year-to-date data • Review SWIS Average Referrals Per Day Per Month (All Referrals & Minors) • Compare against National Data • Goal is to be at or below the national median • Examine trend of the data • Compare against previous year’s data, if desired TIPS II Training Manual (2013) www.uoecs.org

19. Compare w/ previous years data 75th % Median 25th %ile TIPS II Training Manual (2013) www.uoecs.org

20. Compare with National Median 150 / 100 = 1.50 1.50 X .21 =.32 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 with 150 Students TIPS II Training Manual (2013) www.uoecs.org

21. 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 TIPS II Training Manual (2013) www.uoecs.org

22. 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

23. Median Line based on 2010-11 Data Develop a SW Summary Statement Year One Year Two • SW Summary Statement: • Last year we were ~at or below the national median except for one month. This year, we had an increasing trend the first 4 months of the year followed by a 50% drop from Dec to Jan

24. Developing a SW/PrimarySummary StatementFist of 5 Check In Objective: • Use data to develop a SW/primary summary statement • Fist of 5 Check In • Using a fist of 5 (fist = low/no; 5= high/absolutely) • Rate your level of confidence to • Use your data to develop a SW summary statement TIPS II Training Manual (2013) www.uoecs.org

25. Problem Solving Activity (10 min) • Use the SWIS data summary to develop a SW/primary Summary Statement • Review your average per day per month graph • Click on advanced options to add national data line • Develop a written statement about these data to answer • Overall, how are we doing as compared to the national median? • Do we have peaks in time? • Do we have trends? • What is our goal? • Do you have a problem? TIPS II Training Manual (2013) www.uoecs.org

26. Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision What is the problem? Who? What? Where? When? Why? Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit TIPS II Training Manual (2013) www.uoecs.org Implement Solution with High Integrity Meeting Foundations

27. Problem Solving • Objectives • Use data to define a SW/primary Summary Statement • Use data to define a precise problem statement TIPS II Training Manual (2013) www.uoecs.org

28. The TIPS ModelIdentify Potential Problems • Begin at general, all-inclusive level, with year-to-date data • Then, to identify current potential problems, use current data (e.g., last 3 months) • Define Current Problems – What (Referrals by Problem Behavior) TIPS II Training Manual (2013) www.uoecs.org

30. The TIPS ModelIdentify Potential Problems Achieving precision: • Begin at general, all-inclusive level, with year-to-date data • Define Current Problems – What • Clarify Current Problems - Where, When, Who TIPS II Training Manual (2013) www.uoecs.org

34. Primary Problem Statements • Data examined so far allow for “primary” problem statements only, such as – Our school’s… • Average referrals per day per month for All Referrals & Minors are above the 75th percentile for 5 of 6 months • Average referrals per day per month for Majors show an increasing trend • Referrals for Defiance totaled 77 instances of the last three months • Referrals in Classrooms have been too high for the last two months • Referrals for each month of this year are higher than for the corresponding month of the previous year TIPS II Training Manual (2013) www.uoecs.org

35. From Primary Problem Statement to Precise Problem Statement “The greatest challenge to any thinker is stating the problem in a way that will allow a solution.” --Bertrand Russell TIPS II Training Manual (2013) www.uoecs.org

36. Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision What is the problem? Who? What? Where? When? Why? Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit TIPS II Training Manual (2013) www.uoecs.org Implement Solution with High Integrity Meeting Foundations

37. Defining Precision Statements Start with Primary Problem Statements TIPS II Training Manual (2013) www.uoecs.org 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

38. The TIPS Model TIPS II Training Manual (2013) www.uoecs.org • Identify Problem with Precision • What is the problem? • Who, What, Where, Why and When

39. What are the data you are most likely to need to move from a Primary to a Precise statement? • Whatproblem behaviors are most common? • ODR per Problem Behavior • Where are problem behaviors most likely? • ODR per Location • Whenare problem behaviors most likely? • ODR per time of day • Who is engaged in problem behavior? • ODR per student • Why are problem behaviors sustaining? • Custom reports and graphs TIPS II Training Manual (2013) www.uoecs.org Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

40. Define Problems with precision What When Where Why Who TIPS II Training Manual (2013) www.uoecs.org Designing Effective Behavior Support

41. 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 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. TIPS II Training Manual (2013) www.uoecs.org Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

42. 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. TIPS II Training Manual (2013) www.uoecs.org Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

43. 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. TIPS II Training Manual (2013) www.uoecs.org Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

44. 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 TIPS II Training Manual (2013) www.uoecs.org Precise Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.

45. Direct your laptop’s browser to: www.swis.org Click on PBIS Applications Log-In (upper right corner) Username = tips@demo.com Password = demo Now let’s test your inferences, explore related variables, and arrive at a Precise Problem Statement. I’ll show some slides, and you can use your laptop to replicate the process.

46. “Drilling Down” • You can drill down into SWIS to • Test your inferences about relationships • Explore related variables (e.g., Perceived Motivation, Grade, etc.) • Arrive at a Precise Problem Statement • Let’s practice doing this… TIPS II Training Manual (2013) www.uoecs.org

47. Does anything jump out to you from this Data? Before you can write a Precise Problem Statement, you need information about the relationship among the Big 4 variables. What logical inferences would you make about the relationship among these variables? For example, in what Location(s) do you think instances of Defiance may be happening most frequently? TIPS II Training Manual (2013) www.uoecs.org

48. After the Dashboard has finished loading, click the “Drill Down” button

49. Click and drag desired Report Filter items to the “Include in Dataset” area.

50. We’re interested in the Date Range of 10/1/11 through 12/31/11. Drag the “Date Range” item to the “Include in Dataset” area, then enter the desired date range. Now, let’s drag in the target Problem Behavior of concern, Defiance.