Transcript Slide 1

Team Initiated Problem Solving
TIPS
Presented by Rob H. Horner & Anne W. Todd, University of Oregon
On Behalf of Steve Newton, Bob Algozzine and Kate Algozzine
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 Educational and Community Supports, University of Oregon, unpublished training manual.
2
Part 1
Overview of TIPS Model
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 Educational and Community Supports, University of Oregon, unpublished training manual.
4
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 Educational and Community Supports, University of Oregon, unpublished training manual.
5
Improving Decision-Making
From
Solution
Problem
To
Problem
Problem
Solution
Solving
Information
Action
Planning
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
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 8
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
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”
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., 2010:
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., 2010:
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
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..
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.
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
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.
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
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
Problem-Solving
Meeting Foundations
Structure of meetings lays foundation for
efficiency & effectiveness
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.
21
What makes a successful meeting?
A. Predictability
1. Defined roles, responsibilities and expectations for the
meeting
2. Start & end on time, if meeting needs to be extended, get
agreement from all members
3. Agenda is used to guide meeting topics
4. Data are reviewed in first 5 minutes of the meeting
5. Next meeting is scheduled
B. Participation
5. 75% of team members present & engaged in topic(s)
6. Decision makers are present when needed
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
Define roles for effective meetings
• Core roles
– Facilitator
– Minute taker
Typically NOT the administrator
– Data analyst
– Active team member
Can one person serve multiple
– Administrator
roles?
Are there other roles needed?
• 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
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
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
Data Analyst
End on time
Facilitator
Prepare minutes and send to all members
Minute taker
Facilitator
Facilitator
Facilitator
Activity # 1 (7 min)
For discussion today
• Select
– Facilitator
– Data Analyst
– Minute Taker
Role
Primary
Backup
Facilitator
Data Analyst
Back up for each
Minute Taker
Next role review
date:
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.
28
Organizing for an effective
problem solving conversation
Problem
A key to collective problem solving is to
provide a visual context
that allows
Use
Data
everyone to follow
and contribute
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.
29
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)
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
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?
Implementation and Evaluation
Goal, Timeline,
By When?
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?
Goal with
Timeline
Implementation and Evaluation
Fidelity of Imp measure
Effective
ness of
Solution/
Plan
Where in the Form would you place:
Not started
Partially Imp
Imp Fidelity
Done
Goal Met
Better
Same
Worse
1.Planning for next PTA meeting?
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
2.There have beenWho?
five fights
on the
By When?
playground in the past 3 weeks.
Discussion/Decision/Task (if applicable)
3.Update on CICO implementation
Problem-Solving Action Plan
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach,
Prompt, Reward, Correction, Extinction,
Safety)
Implementation and Evaluation
4.Increasing
gang recruitment as an
Goal, Timeline,
Who?
By for
When?today.
Decision Rule, & Updates
agenda
topic
5.Next meeting report on lunch-room
status.
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?
3
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.
34
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
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
SWIS
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.
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
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
• 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 is having lots of
trouble at home
• 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.
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 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.
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
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.
Problem Solving (Core) Features
Defining 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
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
More Precision Is Required to Solve
the Identified 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
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’
Example
• Using the SWIS Demo Data
– www.swis.org
• login: username: ebs
password: ebs
Primary Problem:
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.
Goal:
Rate of problem behavior to be at or below the
national median for our enrollment size
Defining Precision Elements of the problem
What are the problems?
Defining Precision Elements of the problem
Where are problem occurring?
Defining Precision Elements of the problem
When are problem occurring?
Defining Precision Elements of the problem
What students are involved?
Refining the Elements via custom reports
3rd, 6th, & 7th graders
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
Let’s look at 6th-7th graders problem
behavior in classrooms first
6th and 7th grader problem behaviors in classrooms
Inappropriate Language
Disrespect
Harassment
Physical Aggression
Skipping/ Truancy
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 Precision Problem Statements to Build
Solutions, Action & Evaluation plans
• 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?
•
Action Plan: Who will do each task & when will it be completed?
•
Evaluation: How will we collect and what data will we use to evaluate
–
–
implementation fidelity, &
impact on student outcomes?
SWIS Demo School Precise 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
65
Action Planning
• Every solution/task needs an action plan
– Who will do the task?
– When will the task be completed?
Measure used, schedule and format for
collecting those data
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
• 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 for fidelity
– Define process & schedule for the data analyst to
access fidelity data when needed
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 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
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
Part 2
Coaching TIPS
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
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
Role of Coach
• Initial goal is to help team be successful during
problem solving meetings
–
–
–
–
Facilitator
Data Analyst
Minute Taker
Meeting process
• Long term goal is to help team be successful
during problem solving meetings
your support will ebb & flow
Using multiple data sources
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.
78
A Generic Coaching Cycle
• Initially
• Provide support to build fluency in using TIPS Model for at least two
meetings following team training
• Quarterly
• Prompt teams to complete the TIPS Team Implementation Checklist
• Give support to acknowledge & celebrate success while strengthening the
application of TIPS Model
• On-going
• Use TIPS Coaches Fidelity Checklist as your guide
– Review Meeting Minutes
– Acknowledge team efforts & resulting outcomes
– Provide support to refine problem statements, solutions & action
plans
• Prompt team to complete the Meeting Foundations Checklist at least annually.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS)79
Training Manual. Educational and Community Supports, University of Oregon. Unpublished training manual.
Phases of Meetings
• Before the Meeting
• During the Meeting
• After the Meeting
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.
80
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training
81
Manual. Educational and Community Supports, University of Oregon. Unpublished training manual.
Coaches Fidelity Checklist, continued
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.
82
What makes a successful meeting?
Predictability
1.
2.
3.
4.
5.
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
5.
6.
75% of team members present & engaged in topic(s)
Decision makers are present when needed
Accountability
7.
8.
9.
10.
Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting
responsibilities
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
11.
12.
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
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.
83
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.
84
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.
85
Any tasks assigned get
copied to the meeting
minutes of the next
meeting as a follow up
item
Meeting Agenda Item:
Meeting Foundations
Tasks: What, by whom,
by when
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.
86
Meeting
Foundations
87
Getting Started
Demographics for the meeting
1. School
2. Team
3. Coach
4. Meeting time
5. Meeting location
6. Facilitator
7. Minute Taker
8. Data analyst
9. Regular Team Members
10.Meeting Norms
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.
88
Meeting Norms/Agreements
examples
• Respect
– Active participation/listening
– Be equitable
– Be attentive
• focus on the task; avoid side talk/multi-tasking
– Offer creative & comprehensive ideas
• Responsibility
– Complete tasks between meetings
– Be on time
– Apply a positive framework to discussion
• Reality
– Agree to ‘doable’ tasks
– Be honest and share what we think and feel.
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.
89
1. Respect:
active,
equitable,
attentive
2. Responsibility:
task completion
timeliness
positivity
3. Reality:
doable
honesty
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, 90
University of Oregon. Unpublished training manual.
1. Inform facilitator of
absence/tardy before
meeting
2. Avoid side talk
3. Remind each other to stay
focused
4. Start and end on time
5. Be an active participant
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 of91
Oregon. Unpublished training manual.
The Flow of the Meeting
1.
2.
3.
4.
5.
6.
7.
8.
9.
Attendance, roles for meeting
Next meeting scheduled
Review agenda for meeting
Review/status update of previous meeting minutes
Review data & use TIPS problem solving model to
prompt the development of a comprehension action
plan for each decision
Reports identified for next meeting
Information to communicate to others
Team assessment of meeting
Dissemination of meeting minutes
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS)
92
Training Manual. Educational and Community Supports, University of Oregon. Unpublished training manual.
Activity:
In table groups discuss strategies that
work well for each scenario
93
Before the Meeting
Coaching the Facilitator
1.
Ask facilitator if s/he is prepared to assume facilitator responsibilities
2.
Provide technical assistance to facilitator to prepare for the meeting, as
needed
a.
b.
c.
d.
e.
3.
Sequence of agenda items
Solicit new agenda items from team members
Determine items needing administrative decisions
Check in with administrator, data analyst, minute taker
Review TIPS model
Remind facilitator to review previous meeting minutes, with team, at start of
the meeting
a.
Post agenda items (on wall/board/paper) for review throughout the meeting (
the agenda gets lost as the meeting minute form is used)
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training 94
Manual. Educational and Community Supports, University of Oregon. Unpublished training manual.
Before the Meeting
Coaching the Data Analyst
4. Ask data analyst if s/he is prepared to assume data analyst
responsibilities
5. Remind/assist data analyst to prepare data summary
(SWIS/DIBELS/OAKS) for the meeting to review progress of
existing problem(s) and any other potential problems that are
noticed
6. Provide technical assistance to data analyst to prepare data
summary, as needed
7. Remind data analyst to prepare meeting minute form
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.
95
Before the Meeting
Coaching the Minute Taker
8. Ask minute taker if s/he is prepared to assume minute taker
responsibilities
9. Remind minute taker to review previous meeting minutes from
laptop/projector with team at start of meeting
10. Provide technical assistance to minute taker to prepare meeting
minute form, as needed
a. save previous meeting minutes with current
meeting date
b. update date’s for today’s/next meeting
c. shift next meeting agenda items to ‘today’s
agenda items
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.
96
During the Meeting
11. Attend the meeting until team becomes fluent with
TIPS as a system
a. prompt navigation for custom reports
12. Provide the least amount of feedback & guidance required to
ensure that team uses the TIPS model and doesn’t get “off
track;” refer team to Problem-Solving “Mantra” if necessary
a. prompt use of TIPS table tent
b. prompt minute taker, as needed
-- accurate & relevant content
-- document content in appropriate
section of meeting minute form
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.
97
After the Meeting
13. Provide assistance to minute taker to clean
up & clarify meeting minutes, as needed
a. organize topics, decisions, action plans,
timelines, goals, fidelity & outcome
measures
14. Prompt minute take to send electronic copy of
completed meeting minutes, if prompt is needed
15. Provide feedback to facilitator on quality of
meeting; provide suggestions and technical
assistance for improvement as 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.
98
Scaffolding of Coaching
Meeting #1
– Before the meeting:
• Call Facilitator to make sure
–
–
–
–
Roles are defined
Big 5 SWIS reports are available
Agenda prepared
Prompt to ask questions during the meeting
• Check in with data analyst & help prepare data summary
• Check in with Minute Taker
– Set up Meeting Minute form for the meeting
– During the meeting
– Reinforce organization
– Help data analyst use SWIS decision-rules
– Prevent drowning in data
– After meeting
– Help Minute Taker clarify/clean up meeting minutes
– Make sure meeting minutes are disseminated
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
Scaffolding of Coaching
Meeting #2
– Before:
• Call Facilitator
– Make sure issues from last meeting are on next meeting agenda
– Make sure Big 5, internet, & projector are available
– Prompt to ask questions during the meeting
• Help Data Analyst prep data summary
• Check in with Minute Taker
– Prompt to project previous meeting minutes
– During:
» ‘save as’ with the current meeting date
– Make sure issues from last meeting are addressed
– Prompt team members to use problem-solving Mantra, as needed
– Prompt minute taker to ‘cut’ completed tasks & update/add items
throughout the meeting
– After:
– Help Minute Taker clarify/clean up meeting minutes
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
Scaffolding Coaching
Meeting #3
– Before:
• email prompt to facilitator minute taker
– During:
• be quiet, but supportive
• Prompt team members as needed
– After:
• Celebrate
• Review meeting minutes, support as 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.
28
Ongoing Coaching
• Stay on meeting minute distribution list
– Review meeting minutes, offer suggestions
• Attend meetings as schedule allows
– Prompt team members to use problem solving mantra
• Send email to team members acknowledging efforts and
successes
• Annually, prompt team to conduct Meeting Foundations
Checklist
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
TIPS Publications
02-01-2012
•
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.