Team Initiated Problem Solving
TIPS
Presented by Anne W. Todd, University of Oregon
awt@uoregon.edu
10th Annual NorthWest PBIS Conference
February 29 – March 2, 2012
Portland, Oregon
Session Objectives
• Exploration of the Team Initiated Problem Solving Model
(TIPS)
• Overview of TIPS Fidelity of Implementation features
– 9 Meeting Foundation Elements
• Build roles for team
• Meeting Foundations Checklist
• Electronic meeting minutes
– 9 Problem Solving Elements
• Defining “problems” with precision
• Building practical solutions & action plans
• Defining Evaluation measures & timelines
– Fidelity
– Effectiveness
• Brief preview of 10 TIPS Readiness Requirements
• Next Steps
TIPS Development
• IES funded grants
– TIPS I (2007-2011)
• One day of TIPS Team Training with a coach, followed by two
coached meetings increase the implementation of
– Meeting Foundation elements
– Using SWIS data to build precise problem statements and functional
action plans for resolving the problem
– TIPS II (2012-2016)
• Investigates the functional relationship of Fidelity of TIPS
Implementation and Student Outcomes
– Authors
• Steve Newton, Anne Todd, Rob Horner, University of Oregon
• Kate Algozzine & Bob Algozzine University of North Carolina at
Charlotte
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving Meeting
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Supports, University of Oregon unpublished training manual. www.uoecs.org
People aren’t
tired from solving
problems –
they’re are tired
from solving the
same problem
over and over.
Organizing for an effective
problem solving conversation
Problem
Use
Data
Out of
Time
2/19/2012
Solution
Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K.,
2010
6
Improving Decision-Making
via
Problem Solving
Problem
Problem
Solving
Solution
Information/ Data
Action
Planning &
Evaluation
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and
Use
PBIS
AimsWeb
easyCBM
DIBELS
OAKS
SWIS
Data
Assessment
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving Meeting
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.
Single Subject Study
• School Wide PBIS Teams
– Four elementary school teams
– All schools used SWIS
– After TIPS Team Training and two coached meetings,
school teams increased
• fidelity of meeting foundations &
• thoroughness of using data for problem solving
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, 42-59.
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
Cost Benefits of Problem Solving
with Precise Problem Statements
An Example
Elementary Playground Problems
Elementary School
(Title 1)
• Total enrollment= 550
• 3 classes per grade level
• 18 classrooms (30/class)
• Primary Problem Statement
– fighting and physical aggression on playground
• 550 students full playground area, expectations, equipment use
• Precise Problem Statement
– High rates of physical aggression, disrespect and
inappropriate language on the playground during second and
third grade recess. Many students are involved and it
appears they are trying to get access to equipment/games
• 180 2ne/3rd graders, routine for accessing/sharing equipment/games
Savings in Planning & Implementation Time
Moving from Primary Problem Statements
to Precision Problem Statement
30
25
hours
20
primary statement
15
precision statement
10
5
0
Planning time
Implementation time:staff
Implementation time: students
What do we need?
• A clear model with steps for problem solving
• Access to the right information at the right time in a
usable format
• A formal process for a group of people to use for
problem identification, goal setting, solution & action
planning, implementation and evaluation.
• Distinction between the purpose for a meeting and a
memo/ announcement
TIPS Team Meeting Elements
• Team Meeting Foundations
– Coaching support
• To prepare for meetings
• During meetings
– Use of electronic meeting minute system
• Using previous meeting minutes
• Projecting meeting minutes during meetings
– Formal roles
• Facilitator, Recorder/Minute Taker, Data Analyst, Backup people
– Specific expectations by role
• Before meeting, during meeting, after meeting
– Access to and use of data before & DURING meetings
• Internet connections
• Passwords
• Generation of custom reports
In an Effective Meeting, Participants…
•
•
•
•
•
•
•
Know their roles and come prepared
Follow agenda and timetable
Have a process for sharing relevant information
Identify the precise (real) problem
Determine an actionable solution or next steps
Leave meeting with defined tasks & timelines
Are accountable for fidelity of implementation for
meeting goals
TIPS Fidelity of Implementation Checklist Items
Meeting Foundations (1-9)
1. Primary and backup individuals are assigned to
defined roles and responsibilities of Facilitator,
Minute Taker, and Data Analyst.
2. Meeting participants have the authority to develop
and implement problem-solving solutions.
3. Meeting starts on time.
TIPS Fidelity of Implementation Checklist
4. Meeting ends on time, or members agree to extend
meeting time.
5. Team members attend meetings promptly and
regularly.
6. Public agenda format is used to define topics and
guide meeting discussions and is available for all
participants to refer to during the meeting.
TIPS Fidelity of Implementation Checklist
7. Previous meeting minutes are present and reviewed
at start of the meeting.
8. Next meeting is scheduled by the conclusion of the
current meeting.
9. Meeting Minutes are distributed to all team
members within 24 hours of the meeting.
Roles & Responsibilities
• Roles
– Facilitator:
• Uses previous meeting minutes to create meeting agenda
• Facilitates discussion throughout the meeting & encourages active participation of team
members
– Asks questions rather than answers questions
• Clarifies any tasks to be completed before next meeting
• Notes next meeting date
– Recorder:
• Records only the decisions and actions
• Distributes copies of minutes to team members
– Data Analyst:
• Provides a summary statement of current status to launch the problem solving process
• Provides a quantifiable summary report to team members at beginning of meeting
– Active Participants/Team members
• Come prepared and on-time
• Participate in decision-making process
• Actively contribute to the solution
• Responsibilities
– Organized around phases of the meeting: before, during and after
Define roles for effective meetings
• Core roles
– Facilitator
– Minute taker
– Data analyst
– Administrator
Typically NOT the administrator
• Backup for each role
Can one person serve multiple
roles?
Are there other roles needed?
2/19/2012
Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010
22
Using Meeting Minutes
• Documentation
–
–
–
–
Logistics of meeting
Agenda items for today’s meeting ( and next meeting)
Discussion items, decisions made, tasks and timelines assigned
Problem statements, solutions/decisions/tasks
• Reviewing Meeting minutes
– Snapshot of what happened at the previous meeting and what needs
to be reviewed during the current meeting
• Visual tracking of focus topics
– Prevents side conversations
– Prevents repetition
– Encourages completion of tasks
2/19/2012
Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010
23
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving Meeting
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. www.uoecs.org
TIPS Fidelity of Implementation
Checklist
10. Team uses TIPS Meeting Minutes form or
equivalent.
– Documentation of meeting logistics
– Listed agenda items
– Documentation of administrative topics, decisions made, tasks &
timelines
– Documentation of problem statements, solutions/decisions/tasks,
& evaluation plan
11. Status of all previous solutions was reviewed.
TIPS Fidelity of Implementation
Checklist
12. Quantitative data were available and reviewed.
13. At least one problem is defined with precision (what, where,
when, by whom, why).
14. All documented active problems have documented solutions.
15. Full action plan (who, what, when) is documented for at least
one documented solution.
TIPS Fidelity of Implementation
Checklist
16. Problems that have solutions defined have a goal defined.
– SMART Goals
•
•
•
•
•
Specific
Measureable
Achievable
Relevant
Timely
Evaluation Planning
(items 16-18)
• Evaluation Plan for progress monitoring fidelity
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
TIPS Fidelity of Implementation
Checklist
17. A fidelity of implementation measure is documented with a
criteria for success for each solution along with a schedule for
gathering those data
– Before determining if an intervention (solutions) had an impact
on student behavior ensure a high level of implementation
fidelity
• Define how fidelity data will be collected & when those data will be
collected
• Define criteria
• Define process & schedule for the data analyst to access data needed
for team progress monitoring
Examples
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
(bi-weekly) on scale of 1-5
– Make easy for staff to record data
•
•
•
•
Fidelity Check Board: X on number line
Fist of five
Are we implementing
Fidelity check basket
Direct observation
the plan?
1
2
No
3
4
5
Yes
Fidelity Check Routine
We do what we say we will do & we do it with 80% fidelity
Establish a fidelity check routine that relates to School Wide 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 stand in hallway during passing periods?
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
Measure used, schedule and format for
collecting those data
TIPS Fidelity of Implementation
Checklist
18. A student social/academic outcome measure is documented
for each problem, along with a schedule for gathering those
data.
Set up daily double
(class period without
problem behavior = 2
min talk time
Ensure staff use routine
for responding to a
report when student
comes to talk
Summarizing the Checklist Scores
• For TIPS Overall Implementation Score
• add the scores for all 18 items, divide the total by 36
(total possible points).
• For TIPS Core Implementation Score
• add the scores for items 10-18 and divide by 18 (total
possible points of core elements).
• The criteria that indicate successful TIPS
implementation: 90/90
(a) 90% for TIPS Overall Implementation and
(b) 90% for TIPS Core Implementation.
Using Checklist Data for Action Planning
• What steps will you take before your next team
meeting (s) to ensure TIPS Fidelity of
Implementation? 90/90
Item
TIPS Fidelity of
Implementation
Decisions/Status
Who
By When
Complete Checklist every three meetings. Completed Nov 1.
TIPS Overall Implementation = 32/36= 89%
TIPS Core Implementation= 17/18= 94%
PBIS
Team
Nov, Feb,
May
Get backup Minute Taker for Jan- June while ‘team member’ is
on leave (BR?) (scored 1)
Admin.
Next
meeting
Make email distribution list for meeting minutes and
send within next school day (scored 0)
Minute
Taker
Tomorrow
Define Goal for the overall average per day per month
Major ODRs (scored 1)
Next
meeting
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
• 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
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and
Use
PBIS
AimsWeb
easyCBM
DIBELS
OAKS
SWIS
Data
Assessment
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving Meeting
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.
Define problem
1.
Have current & accurate data with ability to generate custom reports
before & during meetings
–
2.
Use data to define precision problem statement(s)
–
–
–
–
–
3.
Start with data that are summarized as primary statements
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
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.
DIBELS Universal Screening
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.
More Precision Is Required to Solve the
Identified Problem
1. Define problem by identifying What problem
behaviors/errors are involved
2. Clarify problem by identifying
a) When problems/errors are occurring
b) Where problems/errors are occurring
c) Why problems/errors are occurring
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.
What
When
Where
Why
Who
Designing Effective Behavior Support
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.
• Texting during school is
becoming more
negative
•
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.
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.
Example
• Using the SWIS Demo Data
– www.swis.org
• login: username: ebs
password: ebs
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.
What are the problems?
Where are problem occurring?
When are problem occurring?
What students are involved?
Let’s look at 6-7
graders first
Primary to Precision
• 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.
Inappropriate language, disrespect, physical
aggression, harassment, disruption, in class &
common areas (hall, café, playground, commons),
9:45, 12:45-1:30, 11:30-12:15, lots of students, in
grades 3-8
6th and 7th graders
6th and 7th graders
Time
Inappropriate Language
6th and 7th graders, in classroom,
engaging in inappropriate language,
at 9:45 & 12:45
6th and 7th graders
6th and 7th graders, in classrooms at
9:45 & 12:45, are engaging in
inappropriate language to obtain
peer & adult attention & to avoid
tasks
Using Data to Build Solutions
•
Prevention: How can we avoid the problem context?
– Who, When, Where
– Schedule change, curriculum change, etc
•
Teaching: How can we define, teach, and monitor what we want?
– Teach appropriate behavior
– Use problem behavior as negative example
•
Recognition: How can we build in systematic reward for desired behavior?
•
Extinction: How can we prevent problem behavior from being rewarded?
•
Consequences: What are efficient, consistent consequences for problem
behavior?
•
How will we collect and use data to evaluate (a) implementation fidelity, and (b)
impact on student outcomes?
SWIS Demo School School 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 & 7th graders the classroom expectations/ Respecting
others, daily.
Define & Teach
Focus on Respect Re-teach stop-walk-talk routine.
Reward/Reinforce
Set up “Daily Double” : Class period without problem behavior
occurrence receive extra 2 mins. at end of period to talk.
Provide specific feedback for using stop-walk-talk routine
Withhold Reward
Ensure staff use routine for responding to a report when student comes
to talk.
Corrective consequence
Use School Defined Process
Other
Safety
62
Set up daily double
(class period without
problem behavior = 2
min talk time
Ensure staff use routine
for responding to a
report when student
comes to talk
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving Meeting
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. www.uoecs.org
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
Session Objectives
• Exploration of the Team Initiated Problem Solving Model
(TIPS)
• Overview of TIPS Fidelity of Implementation features
– 9 Meeting Foundation Elements
• Build roles for team
• Meeting Foundations Checklist
• Electronic meeting minutes
– 9 Problem Solving Elements
• Defining “problems” with precision
• Building practical solutions & action plans
• Defining Evaluation measures & timelines
– Fidelity
– Effectiveness
• Brief preview of 10 TIPS Readiness Requirements
• Next Steps
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving Meeting
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. www.uoecs.org
Next Steps
• TIPS Team Readiness
– Annual review of SWIS Readiness Requirements
– District level support
– Coaching support
•
Future Research
– Revised research observation tool
– Revised Team Training Materials
– Conduct a Randomized Control Trial Study with 40 Elementary SW
PBIS Teams (16 in Oregon, 24 in North Carolina)
For More Information
•
Access to Team Training materials
– Material revisions available July 2012
– www.uoecs.org
– www.swis.org
•
For more information contact
– Anne W. Todd, awt@uoregon.edu
– Rob Horner, rhorner@uoregon.edu
– Bob Algozzine, rfalgozz@uncc.edu
TIPS Publications
•
Newton, J. S., Algozzine, B., Algozzine, K., Horner, R. H., & 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. H., Algozzine, R. F., Todd, A. W., & Algozzine, K. M. (2009). Using a problem-solving
model to enhance 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., Horner, R. H., Algozzine, B., Todd, A. W., & Algozzine, K. M. (2011). A randomized wait-list
controlled analysis of team-initiated problem solving. Manuscript submitted for publication.
•
Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, B., & Algozzine, K. M. (in press). A pilot study of a
problem-solving model for team decision making. Education and Treatment of Children.
•
Newton, J. S., Todd, A. W., Algozzine, K. M., Horner, R. H., & Algozzine, B., (2009). Team-initiated problem
solving training manual. Educational and Community Supports, University of Oregon, Eugene, Oregon.
•
Todd, A. W., Algozzine, B., Horner, R. H., & Algozzine, K. (in press). Data-based decision making. In C.
Reynolds, K. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the
education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.).
Hoboken, NJ: John Wiley & Sons.
•
Todd, A. W., Horner, R. H., Berry, D., Sanders, C., Bugni, M., Currier, A., Potts, N., Newton, J. S., Algozzine,
B., & Algozzine, K. (2011) A case study of team-initiated problem solving in an elementary school.
Manuscript submitted for publication.
•
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, 42-59.