Team-Initiated Problem Solving (TIPS)

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 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 Educational and Community Supports, University of Oregon, unpublished training manual.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. Today’s Goals • All able to: • Use practice effective “meeting foundations” • Build roles: facilitator, minute taker and data analyst • Complete 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 to meet defined goal(s) • Implement the solutions developed during meetings • Building action plans to implement solutions. • Build action plan for evaluating fidelity and impact of implementation • Leave today ready to implement TIPS at your next meeting • Have meeting minutes to begin next meeting with • A plan for coaching support • Electronic files of TIPS documents 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 Educational and Community Supports, University of Oregon, unpublished training manual.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. 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 Educational and Community Supports, University of Oregon, unpublished training manual.

5. Journal of Applied School Psychology TIPS Study: Todd et al., 2011 Baseline Coaching TIPS Meeting Foundations Score School A Solid = SW PBIS meetings Open = progress monitoring (DIBELS) meetings School B % DORA Foundations Score School C School D

6. Journal of Applied School Psychology TIPS Study: Todd et al., 2011 Thoroughness of decision-making scores Baseline Coaching TIPS School A Solid = SW PBIS meetings Open = progress monitoring (DIBELS) meetings % DORA Thoroughness Score School C School D

7. 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/ predictable process that a group of people can use to build and implement solutions.

8. Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes Building Capacity and Sustainability For Social Competence, Academic Achievement, and Safety OUTCOMES Team-based, documentation, regular communication cycles SWIS DIBELS Aims Web Easy CBM SYSTEMS INFORMATION Meeting Foundations Meeting Minute Format Problem solving routine PRACTICES Supporting Staff & Student Behavior and Decision Making

9. Improving Decision-Making via Problem Solving Action Planning & Evaluation Problem Solving Problem Solution Information/ Data

10. TIPS Model • TIPS Training • One full day team training with the coach • ½ day coach 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

11. 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 SolvingMeeting Foundations

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

13. Meeting Foundations Elements • Purpose of the team • Define team agreements about meeting processes • Define roles & responsibilities • Use electronic meeting minutes Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

14. What makes a successful meeting? • Start & end on time • 75% of team members present & engaged in topic(s) • Agenda is used to guide meeting topics • System is used for monitoring progress of implemented solutions (review previous meeting minutes) • System is used for documenting decisions • Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities • Next meeting is scheduled • All regular team members (absent or present) get access to the meeting minutes w/n 24 hours of the meeting • Decision makers are present when needed • Efforts are making a difference in the lives of children/students.

15. The Flow of the Meeting • Attendance, roles for meeting • Next meeting scheduled • Review/status update of previous meeting minutes • Review agenda for meeting • Review data & use TIPS problem solving model to prompt the development of a precision problem statement and a comprehensive action plan • Determine Reports needed for next meeting • Determine the information that needs to be shared with whom • Quick team assessment of meeting • Fidelity of implementation checklist 3-4 times a year • Dissemination of 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.

16. Defining Team Membership and Meeting Schedule Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

17. Respect: • active, • equitable, • attentive • 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, University of Oregon, unpublished training manual.

18. Inform facilitator of absence/tardy before meeting Avoid side talk Remind each other to stay focused Start and end on time 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 of Oregon, unpublished training manual.

19. Define roles for effective meetings • Core roles • Facilitator • Minute taker • Data analyst • Active team member • Administrator • Backup for each role Typically NOT the administrator Can one person serve multiple roles? Are there other roles 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.

20. Facilitator Skills • Facilitator • Ask questions • 75% of what a facilitator says should be in question form • Implement group norms/agreements • Keep people on track (back on track) • Move through agenda in a timely fashion • Need access to a clock/watch 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. Minute Taker Skills • Uses computer • Word processer • Save files • Edit files • Ability to listen to a discussion and paraphrase critical information in written form • Fluent with 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.

22. Data Analyst Skills • Likes data • Fluency in navigating data set to generate custom reports • Discriminates features/labels needed for creating custom reports • Create a story from data summary • For new problems • Status on old problems • 15-20 minutes prior meetings to generate data summaries and summary statement(s) 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. PBIS School Team Members Roles & Responsibilities • Meeting Facilitator: Facilitates each team meeting, bringing an agreed upon agenda. At meeting’s end, checks for understanding, clarifies any tasks to be completed before next meeting, and notes next meeting date. • Minute Taker: Brings a laptop(could use a template for minutes) to record only the decisions and actions. Distributes electronic copies of the minutes to team members. • Data Analyst: Provides a summary analysis of the data reports for team members to use for building responses at the meeting: The BIG 5 Reports (Average Referrals per day per month, Problem Behavior, Location, Time, Student Referrals) and Motivation Custom Report. (Becomes fluent in report features for data analysis). • Administrator: Provides approval for decisions regarding/impacting staffing, scheduling, budget • Back Ups for facilitator, minute taker, data analyst Present to take responsibility in absence of primary team roles • Other roles as defined by team • Staff Sharing Coordinator(s) Organizes the information (data summary and suggested responses to data) to share at monthly staff meeting. Schedules and rotates 2-3 team members to present to staff each month. • Action Plan and Calendar Monitor(s): Tracks the PBIS Team Year Action Plan at each meeting and all PBIS Calendar dates (meetings, trainings, re-teaching schedule, etc.)

24. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

25. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

26. Before the Meeting…Who does each Facilitator • Room reserved • “New” items solicited for agenda • Agenda produced • Review data & bring report to the team • Lead team through discussion of effects of in-process solutions on “old” problems • Meeting minutes distributed within 24 hours of meeting. • Computer reserved; access to SWIS online database assured • LCD projector reserved & set up to project data (or team has some other strategy for ensuring team members can review data at meeting) Facilitator Facilitator Data Analyst Facilitator Minute Taker Minute Taker Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

27. At Close of and After Meeting… • Meeting Minutes and Problem-Solving Action Plan completed • Coordinate the staff meeting presentation • Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs. • Update the PBIS Team Calendar and Action Planning Forms Minute Taker Staff Sharing Coord. Minute Taker Action Plan & Calendar Monitor Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

28. Team Roles: Activity #1: 7 min. Determine primary and backup people for key roles

29. Using Meeting Minutes • Documentation of • 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 • A snapshot of what happened at the previous meeting and what needs to be reviewed during the upcoming meeting • Visual tracking of focus topics during and after meetings • Prevents side conversations • Prevents repetition • Encourages completion of tasks Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

30. Langley Elementary 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) Administrative/General Information and Issues Problem-Solving Action Plan Evaluation of Team Meeting (Mark your ratings with an “X”) Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

31. 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

32. 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 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. Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: • Where in the Form would you place: • Planning for next PTA meeting? • Too many students in the “intensive support” for literacy • Schedule for hallway monitoring for next month • There have been five fights on playground in last month. • Next meeting report on lunch-room status. Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today) Administrative/General Information and Issues Problem-Solving Action Plan Evaluation of Team Meeting (Mark your ratings with an “X”)

34. Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: • Where in the Form would you place: • Planning for CICO program implementation • Three students are not meeting daily CICO goal • Parents are not signing CICO home report • ORF scores are too low for third graders • Next meeting report on CICO fidelity of implementation. Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today) Administrative/General Information and Issues Problem-Solving Action Plan Evaluation of Team Meeting (Mark your ratings with an “X”)

35. Meeting Minute Simulations For each Simulation • Listen to the discussion • Determine • Type of item: general administrative or problem solving • Where the information fits on the meeting minute form • What information is relevant to record • Make notes on 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.

36. What is relevant to write down? • Minors-what would we like to do about communicating the minors with families? There is inconsistency among staff, not all teachers use the minors as a teaching tool in the same way. Is this a problem? What should be do? Discussion: • Perhaps we create a little blurb that goes out to families that teachers will use when sending them home. Sending them home creates a problematic situation, can be an issue with communication with families. Perhaps we need to just say to staff a general reminder about what is going on with the minors for families of multiple students or friends, etc. We will wait until next year to re-train staff and discuss how to use WHOAS and how to communicate them with parents. Issue: families are not signing and returning minor incident reports Possible hypotheses/solutions: multiple students in household bringing minor incident reports home? parent gets upset with student & students not giving form to parents to sign? Decision: re-examine the process being used to document and communicate about minor incidents

37. Meeting Minute Simulation Fac: ‘we have a PTO meeting in 2 weeks and we need to get organized. last time not very many parents came and said that childcare was necessary’ TM 1: ‘ Tina’s daughter is a babysitter, oh and did you hear what happened to her last weekend?’ TM2: ‘ oh it was awful, and I heard…..’ Fac: ‘back to PTO planning, how can we increase attendance?’ • What needs to be documented?

38. BRAVO! Meeting Simulation

39. Meetings Foundation Checklist

40. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

41. 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.

42. Meeting Foundations .

43. Completed example

44. Activity # 2 (20 min) • Complete Meeting Foundations Checklist • Can do this electronically • Define and record Team Agreements • Complete Team Member Information page • Minute Taker • set up Meeting Minute Form with team demographics • Roles, logistics, regular team members • General Administrative Item labeled: Meeting Foundations • Tasks assigned are decisions • Action Planning will take place during afternoon meeting timelines, & people responsible to the 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.

45. Break Time • Prepare for 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 training manual.

46. 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 SolvingMeeting Foundations

47. Big Ideas for Effective Problem Solving • Teams use a predictable routine • Practicing effective meeting foundations • Interacting with their data • Scheduled reporting cycle(s) • 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

48. Effective Team Decision-making • Team Foundations (roles, schedule, format) • Define Problems with precision • Define the Goal before the solution • Build functional solutions • Transform solutions into action plans • Measure fidelity and impact (repeatedly) • Adapt solutions over time to fit new data

49. Six things to avoid • Define a solution before defining the problem • Build solutions from broadly defined, or fuzzy problem statements • Failure to use data to confirm/define problem • Agree on a solution without building a plan for how to implement or evaluate the solution • Agree on a solution but never assess if the solution was implemented • Serial problem solving without decisions

50. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan SWIS AimsWeb Collect and Use Data OAKS DIBELS easyCBM PBIS Assessment Discuss and Select Solutions Develop and Implement Action Plan Problem SolvingMeeting 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.