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Team-Initiated Problem Solving (TIPS)

Team-Initiated Problem Solving (TIPS)

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Team-Initiated Problem Solving (TIPS)

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  1. Team-Initiated Problem Solving (TIPS) Rob Horner, Steve Newton, & Anne Todd University of Oregon Bob Algozzine & Kate Algozzine University of North Carolina at Charlotte

  2. Workshop Objectives • Identify problems in terms of differences between… • Your school’s average Major ODRs/ Minors per school day per month and the national average • Your school’s average Major ODRs/ Minors per school day per month for this year and for corresponding months of the previous year • A desirable trend and an undesirable trend 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 Educational and Community Supports, University of Oregon unpublished training manual.

  3. Workshop Objectives • Define and clarify problems using SWIS data (ODRs by problem behavior, time, location, & student) • Determine what SWIS Custom Reports are needed to confirm/disconfirm your inferences • Write a precise problem statement that incorporates information about what, when, where, & who 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 Educational and Community Supports, University of Oregon unpublished training manual.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. Workshop Objectives • Develop a hypothesis about why problem is occurring, & write hypothesis statement on P-S Action Plan • Discuss and select solutions to problem, & write solution actions on P-S Action Plan 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 Educational and Community Supports, University of Oregon unpublished training manual.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. Workshop Objectives • Write P-S Action Plan items for team-identified problems, including measurable Goals • Calculate baseline & solution rates for problems • Monitor progress at… • Completing tasks listed in Meeting Minutes • Solving problems listed in P-S Action Plan 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 Educational and Community Supports, University of Oregon unpublished training manual.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. Themes & Assumptions • Decision making is aided by access to data (“data-based decision making”- DBDM) • PBIS Team meetings are a major context for DBDM • Providing instruction on how to embed DBDM in a problem-solving model (TIPS) will result in problem solving that is • Thorough • Logical • Efficient • Effective • Structure of meetings lays foundation for efficiency and effectiveness 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.

  7. The TIPs Model Identify Problems

  8. “We are all continually faced with a series of great opportunities, brilliantly disguised as insoluble problems.” —John Gardner

  9. People aren’t tired from solving problems – they’re are tired from solving the same problem over and over.

  10. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan . Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem SolvingMeetingFoundations 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.

  11. Organizing Discipline Referral (SWIS)Data for Decision-making • Universal Screening Tool • Proportion of students with • 0-1 Office Discipline Referrals (ODRs) • 2-5 ODRs • 6+ ODRs • Progress Monitoring Tool • Compare data across time • Prevent previous problem patterns • Define Problems with precision that lead to solvable 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.

  12. Using the Referrals by Student report as a Universal Screening Tool 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. Jennifer Frank, Kent McIntosh, Seth May Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Cumulative Mean ODRs

  14. Using office discipline referrals as a metric for universal screening of student social behavior 6+ office discipline referrals 2-5 office discipline referrals ~5% ~15% 0-1 office discipline referral ~80% of 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.

  15. Using ODRs to Identify Problems • Build a picture for the pattern of office referrals in your school. • Compare the picture with a national average • Compare the picture with previous years • Compare the picture with social standards of faculty, families, students. • Goal • Identify problems empirically • Identify problems early • Identify problems in a manner that leads to problem solving not just whining 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.

  16. Problems & Problem Solving • PBIS Teams focus on social and academic problems • Problem – Difference between expected/desired student behavior & current student behavior • Problem identification - Finding a difference & making decision about whether it is significant enough to require team action now • Problem solving – Figuring out how to eliminate or reduce difference 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.

  17. Total Office Discipline Referrals as of January 10 Total Office Discipline Referrals 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.

  18. 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.

  19. What do you think?

  20. SWIS summary 2008-2009 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs 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. Comparing a Specific Elementary School to the National Average 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. Compare with National Average 150 / 100 = 1.50 1.50 X .34 = .51 Elementary School with 150 Students Our school is above the national rate for ODRs for the past seven months. We have an increasing trend 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.

  23. Compare with National Average 450 / 100 = 4.50 4.50 X .34 = 1.53 Elementary School with 450 Students Our school is below the national average for schools our size AND we have an increasing trend for the past seven months 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. Phoenix Elementary enrollment: 265 265/100 = 2.65 (2.65 x .34 = .901) Our rates of problem behavior are above the national average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November – April

  25. Now, What do you Think?Elementary School of 350 students Compare with national average: Elementary School 350/100 = 3.5 3.5 X .34 = 1.19

  26. Comparing a Specific Middle School to the National Average 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. We are above the national average every month this year. we had an increasing trend for the first 7 months and a downward trend the last three months Application Activity: Absolute Value Is there a Problem? Middle School of 625 students? Compare with national average: Middle School 625/100 = 6.25 6.25 X .85 = 5.31 Office Discipline Referrals per School Day 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. Middle School 550 students (5.5 X .85 = 4.67) We have an increasing trend in the rate of problem behavior for the past 5 months. The past two months we have had twice the rate of problem behavior for schools our size.

  29. Now, What do you Think?Middle School of 600 students Compare with national average: Middle School 600/100 = 6 6 X .85 = 5.1

  30. Our rates of problem behavior are above the national average for a school our size for 8 of past 10 months. Peak problems in Dec & March High School: Compare with National Average 550 / 100 = 5.5 5.5 X 1.27= 6.98 High School of 550 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.

  31. Our rate of problem behavior is below the national average for a school our size, however, we have peaks of problems in Dec & March High School: Compare with National Average 1500 / 100 = 15 15 X 1.27= 19.05 High School of 1500 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.

  32. We have an increase in problem behavior the past two months, paralleling last years trend Last year we had peaks of problem incidents in Dec and March. High School 623 Students (6.2 X 1.27 = 7.87) 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.

  33. Our rates of problem behavior are below the national average for a school our size for 10 of past 10 months. High School 623 Students (6.2 X 1.27 = 7.87) 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. Activity #1 • How many students does your school have? _____ • Your school has _____ times more than 100 students • So, you might expect your Major ODRs per school day to be about _____ times greater than .34 /.85 /1.27____ X .34 or .85 or 1.27 = ____ Major ODRs per school day • Record the absolute values on your TIPS worksheet 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.

  35. Accessing Data through SWIS Average Referrals per Day per Month

  36. 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.

  37. Finding Differences(Identifying Trends of the Problem) • Look for Difference Between… • A “desirable” trend - Major ODRs per school day per month are decreasing, or are flat at an acceptable level, and • An “undesirable” trend – Major ODRs per school day per month are increasing, or are flat at an unacceptable level 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.

  38. Our rates of problem behavior are below the national average for a school our size. We have an increasing trend during the past five months Here’s an Elementary School with 200 StudentsIs There a Problem? How About the Trend? 2 X .34 = .68 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.

  39. Our rates of problem behavior are above the national average for schools our size. There was an increasing trend the first 7 months of school year and a decreasing trend for last three months This Middle School has 600 StudentsIs there a problem? 6 X .85 = 5.15 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.

  40. Activity #2 • Use the 09-10 or 10-11 SWIS data summary to determine if you have a problem with majors only • average Major ODRs per school day for all the months of this school year, AND the average Major ODRs per school day for all the months of the previous school year • Draw the line on your graph to show the rate per 100 students per day • Develop a verbal statement about these data to answer • Do you have a problem? • Do we have trends? 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.

  41. What About… Minors Only? • You can use the data on the next slide to figure out how your school is doing compared against the national average for… • Minors per school day 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.

  42. SWIS summary 2008-2009 (Minors Only)2,582 schools; 1,283,526 students; 1,018,726 ODRs 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.

  43. Activity #3 • How many students does your school have? _____ • Your school has _____ times more than 100 students • So, you might expect your Minors per school day to be about _____ times greater than .47 / .74 / 1.61 • _____ X .47 or .74 or 1.61 = _____ Minors per school day • How is your school doing compared against national average for Minors per school day for an elem/MS/HS of your enrollment size?Use your SWIS data summary to draw in the line for the national average. • Develop a verbal statement about these data to answer • Do you have a problem? • Do we have trends? • Record a statement about the data on your TIPS worksheet 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.