Team Initiated Problem Solving TIPS From the work

Team Initiated Problem Solving (TIPS) From the work of: Rob Horner, Steve Newton, & Anne Todd, University of Oregon Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte

TIPS offers: A process for using data to make decisions: • Formal problem solving steps that a group can use to build and implement solutions. • Access to the right information at the right time in the right format • Formal roles (facilitator, recorder, data analyst) A structured meeting process • Specific expectations (before, during & after meetings) • Access and use of data • Use of electronic and projected 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 Educational and Community Supports, University of Oregon, unpublished training manual. 2

Team Initiated Problem-Solving: Problem Solving and Action Planning using SWIS

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 4

Indicators of Possible Problems Identify problems based on your school’s: • Desirable and undesirable trends • Average Referrals Per Day Per Month for this year and for corresponding months of the previous year • Average Referrals Per Day Per Month compared to the national median • Faculty, parents and students opinions regarding if ODR levels are acceptable or not 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 Educational and Community Supports, University of Oregon, unpublished training manual. 5

Elementary School with 150 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 Educational and Community Supports, University of Oregon, unpublished training manual. 6

What trend do you notice?

Solvable Problem Statements Solvable problem statements include information about the five core “W” questions. ◦ ◦ ◦ What is problem, and how often is it happening Where is it happening Who is engaged in the behavior When the problem is most likely Why the problem is sustaining

What are the data we need for a decision? Question: What problem behaviors are occurring? SWIS Data: Referrals by problem behavior When are problem behaviors occurring? Where are problem behaviors occurring? Referrals by time Referrals by location Who is engaging in Referrals by student problem behaviors? Why do problem behaviors Referrals by keep happening? motivation 9

Which Statement Is More Precise? Too many ODRs Too many instances of disrespect Too many ODRs between 1: 00 pm and 1: 30 pm Too many ODRs in the afternoon Too many ODRs occurring outside the classrooms Too many ODRs on the playground 25% of students have at least 2 ODRs Many students are experiencing ODRs Too many ODRs on the playground Total of 12 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 8 different students involved; aggression appears to provide peer attention. 10

Main problem The sixth graders are disruptive & use inappropriate language in the cafeteria between 11: 30 AM and 12: 00 PM to get peer attention.

Solution Development: For disruption in cafeteria Prevention: Remove/alter “trigger” for Maintain current lunch schedule, but problem behavior shift classes to balance numbers. Teaching: Define, instruct & model Teach behavioral expectations in cafeteria expected behavior Reward: Expected/alternative behavior when it occurs; prompt as necessary Extinction: Increase acknowledgement of presence of desired behavior Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior Corrective Consequence: Use non- Active supervision and continued early rewarding/non-reinforcing responses when problem behavior occurs consequence (ODR) Data Collection: Indicate how you Maintain ODR record and supervisor weekly report know when you have a solution

Evaluating Solutions Requires… Ø An observable goal for decreasing the problem • Ø A plan for measuring fidelity of implementation • Ø What will it look/feel/sound like when the problem is resolved? How often will you conduct a status review? A plan for measuring outcomes of the intervention • How often will you monitor student progress?

Implementing Solutions Who is going to do it? When will they do it? Minute Taker writes this information down; facilitator follows up at next meeting on status of implementation

Team Initiated Problem-Solving: Meeting Foundations

Define roles for effective meetings Core roles ◦ ◦ ◦ Facilitator Note taker Typically NOT the Data analyst administrator Active team member Administrator Backup for each role Can one person serve multiple roles? Are other roles needed? 16

Skills for Meeting Roles Facilitator • Ask questions • Implement group norms • Keep people on track (back on track) Note Taker • Uses computer • Word processer • Save files • Edit files • Ability to listen to a discussion and paraphrase critical information • Fluent with meeting minute form Data Analyst • Likes data • Navigation through application • Discriminates what to ask when creating custom reports • Create a story from data summary • For new problems • Status on old problems 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.

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 12/7/2020 18

Team Initiated Problem. Solving: Before, during and after meetings

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Organizing for an effective problem solving conversation Problem A key to collective. Useproblem solving is to provide a visual. Data context that allows everyone to follow and contribute Out of Time Solution

Team Initiated Problem. Solving: Problem Solving and Action Planning Format

PBIS Team 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) Today’s Agenda Items 01. 02. 03. Next Meeting Agenda Items 1. 2. 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) Evaluation of Team Meeting (Mark your ratings with an “X”) Who? Implementation and Evaluation Goal, Timeline, By When? Decision Rule, & Updates 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 No

Meeting Foundations 12/7/2020 25

Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Where in Datathe Analyst: Form would you place: Team Members (bold are present today) Today’s Agenda Items 01. 02. 03. 1. Planning for next PTA meeting? Next Meeting Agenda Items 1. 2. Administrative/General Information and Issues Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) 3. Schedule for hallway monitoring for next Implementation monthand Evaluation 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) Evaluation of Team Meeting (Mark your ratings with an “X”) 2. Too. Who? many students By When? in the “intensive support” for literacy Who? By When? Goal, Timeline, Decision Rule, & Updates 4. There have been five fights on playground in last month. Our Rating Yes So-So No 5. Next meeting report on lunch-room status. 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? 12/7/2020 27

More Questions? For additional information and support on completing and/or using TIPS and SWIS data for problem-solving, please contact your External Implementation Coach or State TA.