Team-Initiated Problem Solving (TIPS) Overview

1. Team-Initiated Problem Solving (TIPS) Overview Rob Horner, Ph.D & Anne W. Todd, M.S. University of Oregon Dale Cusumano, Ph.D. UNC at Charlotte 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

2. 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?

3. 90,000 public schools in the United States 810,000 hours of meetings Each school has 1+ teams to address challenges and build solutions 4,050,000 hours of personal time annually Each team meets at least monthly On average there are 5 people on each team

4. Problem Solving Components (Bransford & Stein, 1984)

5. To what extent do teams follow problem solving steps and include critical components? Behavioral definition of target behavior, baseline data, step-by-step plan, or graphic or numeric data comparison from pre to post intervention were not included (Flugum & Reschly, 1994) • 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 post-intervention performance • Develop a hypothesized reason for the problem • Gather evidence that the intervention was implemented as designed Lowest implementation for hypotheses for problem, treatment fidelity, and pre and post data comparison (Telzow, McNamara, & Hollinger, 2000) Team members rated implementation as higher than observers with observers rating identifying antecedents and consequences for behavior, identifying data to monitor progress, scheduling a follow up meeting as unmet (Telzow, McNamara, & Hollinger, 2000)

6. Organizing for an Effective Problem Solving Conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data Out of Time Solution

7. 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 Educational and Community Supports, University of Oregon, unpublished training manual.

8. Improving Decision-Making Solution Problem From To Problem Action Planning Solution Problem Solving Information

11. More Main Ideas

12. 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.

13. Eight Keys to Effective Meetings • Organization (team roles, meeting process, agenda) • Data (right information at right time in right format) • Separate (a) Review of On-going Problem Solving (b) Administrative Logistics and (c) New Problem Solving • Problems are defined with precision • Solutions are comprehensive and built to “fit” • “Action Plans” are added for all solutions • Fidelity and impact of interventions are reviewed regularly • Solutions are adapted in response to data.

14. 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 Discuss and Select Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

15. 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

16. Journal of Applied School Psychology TIPS I Study: Todd et al., 2011 Baseline Coaching TIPS Solid = SW PBIS meetings using SWIS Open = progress monitoring meeting using DIBELS School A School B % DORA Foundations Score School C School D

17. Journal of Applied School Psychology TIPS I Study: Todd et al., 2011 Baseline Coaching TIPS Solid = SW PBIS meetings using SWIS Open = progress monitoring meeting using DIBELS School A % DORA Thoroughness Score School C School D

18. Newton et al., 2012: Effects of TIPS Training on Team Meeting Foundations DORA Foundations Score Pre TIPS Training Post-TIPS Training

19. Newton et al., 2012: Effects of TIPS Training on Team Decision-making DORA Thoroughness of Decision Making Score (Simple) Pre TIPS Training Post-TIPS Training

20. Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness

21. 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.

22. What makes a successful meeting? Predictability Participation Accountability Communication 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

23. 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

24. Define Roles for Effective Meetings Core roles • Facilitator • Minute taker • Data analyst • Active team member • Administrator • Backup for each role Typically NOT the administrator 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. Who is Responsible? Facilitator Facilitator Data Analyst Minute Taker Facilitator Minute Taker Facilitator Facilitator Data Analyst Facilitator Minute Taker

26. 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.

27. 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. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update) Administrative/General Information and Issues Problem-Solving Action Plan

28. 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. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update) • Where in the Form would you place: • Planning for next PTA meeting? • There have been five fights on the playground in the past 3 weeks. • Update on CICO implementation • Increasing gang recruitment as an agenda topic for today. • Next meeting report on lunch-room status. Administrative/General Information and Issues Problem-Solving Action Plan

31. 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 Discuss and Select Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

32. More Precision Is Required to Solve the Identified Problem • Have current & accurate data with ability to generate custom reports before & during meetings • Start with data that are summarized as primary statements • 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 • Define goal(s) • What will those data look like when there is not a problem? • SMART goals: Specific, Measurable, Achievable, Relevant, Timely

33. 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) More Precision Is Required to Solve Identified Problems Move to PreciseProblem Statements

34. Problem Solving (Core) FeaturesDefining Goals Examples Problems that have solutions defined have a goal defined. • SMART Goals • Specific • Measurable • Achievable • Relevant • Timely 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

35. When What When What Where Where Why Why Who Who Precision Components for Academic Problem Statements Precision Components for Behavior Problem Statements Designing Effective Supports

36. Examples: Primary to Precise Gang-like behavior is increasing. Our fourth graders cannot comprehend when reading! • 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. • Forty-seven percent of 4th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessmentswhen 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.

37. Examples: Primary to Precise Carly is having reading difficulties. Jack cannot add or subtract. • 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’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.

38. 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

39. Precise or Primary Statement? Precise 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. Primary Precise

40. 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 medianor percentiles • With last year • With what your faculty/students/ families want

41. What When What Where Who Why Why Who Precision Components for Academic Problem Statements Precision Components for Behavior Problem Statements Designing Effective Supports

42. SWIS summary 2010-11 [Majors Only]4,634 schools; 2,394,591 students; 1,802,178 ODRs

43. 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.

44. Academic Reference Points for Goals 5% need the most 50th Percentile on national norms 15% need more 80% meeting expectation Low Risk indicator

45. 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

46. Only 62% of 4thgraders 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. What? For today, we will focus on 4th graders

47. 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. Who? Low Risk > 14 CR All close to goal of 14 CR

48. 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. Why? Let us look at reading fluency as a possible reason for these four students’ low reading comprehension. Harris Word list for Sally = 2nd grade

49. 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 Discuss and Select Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

50. Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans Solutions Prevention: How can we avoid the problem context? Teaching:How can we define, teach, and monitor what we want? 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?