Team-Initiated Problem
Solving (TIPS)
Overview
Presented 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
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?
810,000 hours
of meetings
4,050,000
hours of
personal time
annually
Problem Solving Components
(Bransford & Stein, 1984)
• Identify the problem
• Define the problem
• Explore possible solutions and select appropriate strategy
• Act on the strategy
• 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 postintervention performance
•
Develop a hypothesized reason for the
problem
•
Gather evidence that the intervention was
implemented as designed
Organizing for an Effective
Problem Solving Conversation
Problem
A key to collective problem solving is to
provide a visual Use
context that allows
Data and contribute
everyone to follow
Out
of
Time
Solution
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
7
(TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Improving Decision-Making
From
Solution
Problem
To
Problem
Problem
Solution
Solving
Information
Action
Planning
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.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & 12
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 Educational and Community Supports, University of Oregon, unpublished training manual.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.
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Evaluate Problem
and Redirect
Establish
Solution Goal(s)
Collect and
Use Data
Monitor Impact
of Solution(s) and
Compare with Goal
Discuss and Select
Solution(s) with
Contextual Fit
Implement
Solution(s) with
High Integrity
Meeting
Foundations
TIPS Model
TIPS 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
Baseline
Coaching
Journal of Applied
School Psychology
TIPS
100%
80%
60%
40%
20%
School A
% DORA Foundations Score
0%
100%
80%
60%
40%
20%
School B
0%
100%
80%
60%
40%
20%
School C
0%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
School D
Solid = SW PBIS meetings
using SWIS
Open = progress monitoring
meeting using DIBELS
TIPS I Study: Todd et al., 2011
% DORA Thoroughness Score
Baseline
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Coaching
TIPS
School A
100%
80%
60%
40%
20%
School B
0%
100%
80%
60%
40%
20%
School C
0%
100%
80%
60%
40%
20%
0%
Journal of Applied
School Psychology
School D
Solid = SW PBIS meetings
using SWIS
Open = progress monitoring
meeting using DIBELS
Newton et al., 2012:
Effects of TIPS Training on Team Meeting Foundations
Exp
Control
80
DORA Foundations Score
70
60
50
40
30
20
N = 17 N = 17
TIPS
Control
TIPS
Control
10
0
Pre
Pre TIPS Training
Post/Exp
Post-TIPS Training
Newton et al., 2012:
Effects of TIPS Training on Team Decision-making
Exp
DORA Thoroughness of Decision Making Score
(Simple)
80
Control
70
60
50
40
30
20
10
N = 17
TIPS
N = 17
Control
TIPS
Control
0
Pre
Pre TIPS Training
Post/Exp
Post-TIPS Training
Problem-Solving
Meeting Foundations
Structure of meetings lays foundation for efficiency & effectiveness
Meeting Foundations
Elements
Four features of effective meetings
1.
2.
3.
4.
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,
21 B. (2009). The Team Initiated Problem Solving (TIPS) Training
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
What makes a successful meeting?
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?
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
Typically NOT the administrator
• Backup for each role
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.
24
Who is Responsible?
Action
Person Responsible
Reserve Room
Facilitator
Recruit items for Agenda
Facilitator
Review data prior to the meeting
Data Analyst
Reserve projector and computer for
meeting
Keep discussion focused
Minute Taker
Record Topics and Decisions on
agenda/minutes
Ensure that problems are defined with
precision
Ensure that solutions have action plans
Minute Taker
Provide “drill down” data during
discussion
End on time
Data Analyst
Prepare minutes and send to all members
Minute Taker
Facilitator
Facilitator
Facilitator
Facilitator
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., &26Algozzine, 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________________________________________________________________
Agenda for Today:
1.
2.
3.
4.
Agenda for NEXT Meeting
5.
6.
1.
2.
3.
Previously Defined Problems/Solutions (Update)
Precise 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
Implementation and Evaluation
Effective
Fidelity of Imp measure
ness of
Solution/
Plan
Not started
Partially Imp
Imp Fidelity
Done
Goal Met
Better
Same
Worse
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Discussion/Decision/Task (if applicable)
Who?
By When?
Problem-Solving Action Plan
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
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.
2.
Agenda for NEXT Meeting
3.
4.
5.
6.
1.
2.
3.
‘
Previously Defined Problems/Solutions (Update)
Precise Problem Statement, based on
review of data
(What, When, Where, Who, Why)
Solution Actions
(Prevent, Teach, Prompt, Reward,
Correction, Extinction, Adaptations,
Safety)
By When?
Who?
Implementation and Evaluation
Fidelity of Imp measure
Effective
ness of
Solution/
Plan
Where in the Form would you
place:
Goal with
Timeline
Not started
Goal Met
Imp Fidelity
Done
Same
Worse
1. Planning
forImpnext PTA meeting?
Partially
Better
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
2. There have been five fights on the
Discussion/Decision/Task (if applicable)
playground inWho?
the past By
3 When?
weeks.
3. Update on CICO
implementation
Problem-Solving Action Plan
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)
Goal, Timeline, as
4. Increasing gang recruitment
Who?
By When?
Decision Rule, & Updates
an agenda topic for today.
5. Next meeting report on lunchroom status.
Langley Elementary PBIS Team Meeting Minutes and Problem Solving Action Form
Today’s Meeting
Next Meeting
Date:
1/7/12
2/3/12
Time:
2:30-3:45
2:30-3:45
Location:
Library
Library
Facilitator:
KK
KK
Minute Taker:
DR
DR
Data Analyst
AT
AT
Team Members (bold are present today): KK CA AT NM SM SP JB DR
Today’s Agenda Items
01. Review data for previously defined problems
02. PBS Training (Video)
03. Recess Supervisor expectations
Agenda for next Meeting
1. Playground toys
2. Harassment on the playground
3. Gotcha System (assemblies, incentives)
04.
05.
06.
Previously Defined Problems
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Minor disrespect and disruption are increasing
over time, and are most likely during the last 15
minutes of the day when students are preparing
for dismissal. This pattern is most common in
4th and 5th grades, involves many students, and
appears to be maintained by peer attention.
Solution Actions
(Prevent, Teach, Prompt, Reward,
Correction, Extinction, Adaptations, Safety)
Teachers will have students pack
backpacks earlier in the day so that
activities during the final 15 minutes are
interactive rather than winding down
Who?
By
When?
Goal with
Timeline
12/17/11
Decrease
frequency of
disrespect and
disruptive
behavior to no
more than 5
per grade level
per month by
end of year
Staff
1/5/12
Teachers will ask for suggestions for
new role plays
Staff
Students who submit examples will
received additional bucks. PBIS team
will review
Staff,
PBIS
Team
1/17/12
Administrative/General Information and Issues
Information for Team, or Issue for Team to Address
Video in the morning
Recess supervisor expectations
Implementation and Evaluation
Fidelity of Imp
Effectiveness of
measure
Solution/Plan
Not started
Partially Imp
Imp Fidelity
Done
Not started
Partially Imp
Imp Fidelity
Done
Not started
Partially Imp
Imp Fidelity
Done
Goal Met
Better
Same
Worse
Discussion/Decision/Task (if applicable)
Video is ready. Congratulations. We need to fix TV connections in classrooms
Who?
NM & JB
By When?
1/31/12
Review recess rules with supervisors
Review agreement that supervisors will walk a figure 8 continually throughout
recess
KK
1/19/12 EA
meeting
New Problems
Precise Problem Statement
(What, When, Where, Who, Why)
Solution Actions
(Prevent, Teach, Prompt, Reward, Correction,
Extinction, Adaptations, Safety)
Who?
Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2012 version 1.2
By
When?
Implementation and Evaluation
Goal with Timeline
Fidelity of Imp
measure
(How/when to
Measure)
Effectiveness of
Imp measure
(How/when to
Assess)
Precise Problem Statement
(What, When, Where, Who, Why)
Disrespectful behavior with adults in the
classroom all grade levels have doubled this
year. Many students are contributing and the
problem seems to occur during the afternoon
more than the morning. We are not sure why.
Solution Actions
(Prevent, Teach, Prompt, Reward, Correction,
Extinction, Adaptations, Safety)
Who?
By
When?
Address respect in the newsletter
Model Respectful behaviors
Staff
1/15/12
Re-teach expectations daily and link to SW
rules
Classroom
teachers
1/11/12
Implementation and Evaluation
Goal with Timeline
Fidelity of Imp
measure
(How/when to
Measure)
Decrease
Teacher rating and
frequency of
sign in that
disrespectful
respectful behavior
behavior to no
lesson has been
more than 5 per
modeled; newsletter,
grade level per
month by end of
school year
Effectiveness of
Imp measure
(How/when to
Assess)
ODRs custom
report –
Disrespectful
behavior in PM;
review weekly
Evaluation of Team Meeting (Mark your ratings with an “X”)
1. Was today’s meeting a good use of our time?
2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?
4. In general, are the completed tasks having the desired effects on student behavior?
Our Rating
Yes
So-So
X
X
X
X
No
If some of our ratings are “So-So” or “No,” what can we do to improve things?
Facilitator Responsibilities
Before meeting, provides agenda items to Minute Taker
Starts meeting on time
Determines date, time, and location of next meeting
Manages the “flow” of meeting by adhering to the agenda
Prompts team members (as necessary) with the TIPS problem-solving “mantra”
a) Do we have a problem?
b) What is the precise nature of the problem?
c) Why does the problem exist, and what can we do about it?
d) For problems with existing solution actions
i) What is the implementation status of our solution actions - Not Started?
Partially implemented? Implemented with fidelity? Completed?
ii) What will we do to improve implementation of our solution actions?
iii) Are implemented solution actions “working” (i.e., reducing the
rate/frequency of the targeted problem to our Goal level)?
6) Is active participant in meeting
1)
2)
3)
4)
5)
Data Analyst Responsibilities
1) Before meeting, reviews SWIS data
a) Identifies potential new problems with precision (What, Who, Where, When,
Why)
b) Asks Facilitator to add potential new Problems to list of agenda items for
upcoming meeting
2) At meeting, makes the following available, as appropriate
a) SWIS report on ODRs per day per month and SWIS “Big 4” reports (to
identify/show potential new problems at broad/macro level)
b) SWIS custom or other reports to:
i) Identify/show potential new problems at precise/micro level
ii) Confirm/disconfirm inferences regarding new problems
iii) Show “pre-solution” data for identified problems that do not currently have
implemented solution actions
iv) Show "solution-in-process” data for problems that do have currently
implemented solution actions
3) Is active participant in meeting
Minute Taker Responsibilities
Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2012 version 1.2
Team Member Responsibilities
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Evaluate Problem
and Redirect
Establish
Solution Goal(s)
Collect and
Use Data
Monitor Impact
of Solution(s) and
Compare with Goal
Discuss and Select
Solution(s) with
Contextual Fit
Implement
Solution(s) with
High Integrity
Meeting
Foundations
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
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 Precise Problem
Statements
Problem Solving (Core) Features
Defining Goals
Problems that have
solutions defined have a
goal defined.
• SMART Goals
• Specific
• Measurable
• 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
What
When
Where
Why
What
When
Where
Why
Who
Who
Precision Components
for Behavior Problem Statements
Precision Components
for Academic Problem Statements
Designing Effective Supports
Examples: Primary to Precise
Gang-like behavior is increasing.
• 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.
Our fourth graders cannot
comprehend when reading!
• 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.
• 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 cannot add or subtract.
• 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 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.
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
What
When
Where
Why
Why
Who
Who
Precision Components
for Behavior Problem Statements
Precision Components
for Academic Problem Statements
Designing Effective Supports
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
Percentile
ODR/100/
school day
75th
Percentile
ODR/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.
Academic Reference Points for Goals
50th
Percentile
on national
norms
Low Risk
indicator
5%
need the most
15%
need more
80%
meeting
expectation
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
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.
Percentage of Students Meeting Expectation in Reading
Comprehension (AIMSweb Maze)
100%
90%
80%
70%
60%
Fall
50%
Winter
Spring
40%
Goal
30%
20%
10%
0%
1
2
3
Grade Level
4
5
Low Risk > 14 CR
All
close
to
goal
of
14 CR
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.
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.
Let us look at reading fluency as a
possible reason for these four
students’ low reading
comprehension.
Harris Word list for Sally = 2nd grade
Team-Initiated
Problem Solving
(TIPS-II) Model
Identify Problem
with
Precision
Evaluate Problem
and Redirect
Establish
Solution Goal(s)
Collect and
Use Data
Monitor Impact
of Solution(s) and
Compare with Goal
Discuss and Select
Solution(s) with
Contextual Fit
Implement
Solution(s) with
High Integrity
Meeting
Foundations
Using Precision Problem Statements to Build
Solutions, Action & Evaluation Plans
Example for Precise Behavior Problem Statement
6th 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.
Prevent “Trigger”
Re-review 6th and 7th graders classroom
expectations/Respecting others, daily
Define & Teach
Focus on Respect, Re-teach stop-walk routine
Reward/Reinforce
Withhold Reward
Corrective consequence
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 routine
Ensure staff use routine for responding to a report when
student comes to talk.
Use School Defined Process
Other
Safety
51
Example for Precise Academic Problem Statement
Four 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.
Prevent “Trigger”
Provide instructional level materials for independent reading
activities.
Define & Teach
Participation in a Repeated Readings intervention group.
Participation in a Drill Sandwich vocabulary practice.
Reward/Reinforce
Self monitoring of reading fluency skills with gains tied to
rewards.
Self monitoring of known and unknown vocabulary words
and accuracy rates.
Withhold Reward
Corrective consequence
Other
Safety
52
Action Planning
Every solution/task needs an action plan
• Who will do the task?
• When will the task be completed?
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Evaluate Problem
and Redirect
Establish
Solution Goal(s)
Collect and
Use Data
Monitor Impact
of Solution(s) and
Compare with Goal
Discuss and Select
Solution(s) with
Contextual Fit
Implement
Solution(s) with
High Integrity
Meeting
Foundations
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 (biweekly) 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
Are we implementing the plan?
Direct observation
1
2
3
4
5
No
Yes
Other Data for Monitoring
Fidelity of Implementation
Fidelity Check Routine
We do what we say we will do and we do it with 80% fidelity
Establish a fidelity check routine that relates to Implementation
A 1-5 scale is used for all questions, with up to three questions per week
At staff meeting, use fist of five while asking questions
In staff room, create number line poster with questions
Did you provide instructional level reading to students?
1
2
3
4
No
5
Yes
Did you acknowledge 5 students, not in your
classroom, daily?
1
No
2
3
4
5
Yes
Evaluation Planning
Every problem needs to be monitored and evaluated
• Fidelity of Implementation
• Effectiveness of Implementation
Evaluate the Problem: Did we make a difference?
Percentage of Students Meeting Expectation in Reading Comprehension (AIMSweb Maze)
100%
✔
90%
80%
70%
60%
Fall
50%
Winter
Spring
40%
Goal
30%
20%
10%
0%
1
2
3
Grade Level
4
5
Evaluate the Problem: Did we make a difference?
✔
✔
Identify Problem
with
Precision
Evaluate Problem
and Redirect
✔
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Evaluate Problem
and Redirect
Establish
Solution Goal(s)
Collect and
Use Data
Monitor Impact
of Solution(s) and
Compare with Goal
Discuss and Select
Solution(s) with
Contextual Fit
Implement
Solution(s) with
High Integrity
Meeting
Foundations
TIPS Team Training Readiness
10 readiness guidelines
Team Membership
1. Representation needed for meeting their purpose
2. Inclusion and presence of administrator with authority to make
decisions
Team Data Access
3. Data available for problem solving & decision-making before and
during the meeting
4. Consistent process & procedures for documenting & entering data
exists
5. Team member is fluent in generating basic and custom reports from
data set(s) being used
TIPS Team Training Readiness
10 readiness guidelines
Team 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 Commitment
9. 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:
Identify Problem
with
Precision
Team-Initiated
Problem Solving
(TIPS II) Model
Evaluate Problem
and Redirect
Establish
Solution Goal(s)
Collect
and
Use
Data
Monitor Impact
of Solution(s) and
Compare with Goal
Implement
Solution(s) with
High Integrity
Meeting
Foundations
Discuss and Select
Solution(s) with
Contextual Fit
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
Selected TIPS References and Resources
Algozzine, B., Newton, J. S., Horner, R., Todd, A. W., & Algozzine, K. M. (2010). Development and technical
adequacy of a team decision making assessment tool. Submitted as a Brief to Assessment for
Effective Intervention (Sept 23).
Newton, J. S., Horner, R. H., Algozzine, R., Todd, A. W., & Algozzine, K. (2012). A randomized wait-list
controlled analysis of the implementation integrity of team-initiated problem solving process.
Journal of School Psychology, 50(4), 421-441.
Newton, J. S., Algozzine, R., Algozzine, K., Horner, R. & Todd, A. W. (2011). Building Local Capacity for
Training and Coaching Data-Based Problem Solving with Positive Behavior Intervention and Support
Teams. Journal of Applied School Psychology, 27, 228-245.
Newton, J. S., Horner, R., Algozzine, B., Todd, A. W., & 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 (pp. 551-580). New York, NY: Springer.
Newton, J. S., Todd, A. W., Algozzine, K. M., Horner, R., & Algozzine, B. (2009). Team Initiated Problem
Solving Training Manual. Eugene, OR: University of Oregon.
Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., Algozzine, K. M., & Frank, J. L. (2011). Effects of
team-initiated problem solving on decision-making by schoolwide behavior support teams. Journal
of Applied School Psychology, 27(1), 42-59.