team-initiated problem solving (tips)

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Team-Initiated Problem Solving (TIPS)

Rob Horner, Steve Newton, & Anne Todd

University of Oregon

Bob Algozzine & Kate Algozzine

University of North Carolina at Charlotte

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TIPS was funded by the Institute on Educational Sciences (IES).

Initial research results show that SWPBIS Teams using the TIPS model with SWIS data improve in (a) the overall meeting foundation practices and (b) the thoroughness of problem identification and problem solving with SWIS data.

Single Subject Study is currently in press and will be published January 2011, The Journal of Applied School Psychology. Citation is below.

Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology

This power point is intended for use with SW PBIS teams as they use SWIS data for problem solving.

Some slides are animated to highlight the critical concepts/discriminations

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Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Goals

Define need to focus on Team use of Data

Define core meeting foundations

Roles

Electronic Minutes

Define problem-solving protocol

Defining problems with precision

Standards for using data for decision-making

A matrix for defining Solutions.

Building and using Action Planning

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 Educational and Community Supports, University of Oregon, unpublished training manual.

Participants will span the range of roles including team members, coaches and trainers, and some will have a combination of roles. Today we want teams/coaches to

understand how the Meeting Foundations Checklist and Meeting Minute form are used to support team functioning and sustainability.

Be able to use the TIPS problem solving model to simulated SWIS summary data.

Review specific goals above.

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People arent tired from solving problems they are tired from solving the same problem over and over.

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It isnt whether you have a problem, its whether you have the same problem again next year.

Admiration of the problems is contagious!

Improving Decision-Making via Problem Solving

Problem

Problem

Solving

Solution

Information/ Data

Action Planning & Evaluation

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Steps in the problem solving model.

(this is a linear version of the inside circles of the TIPS model).

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.

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TIPS Training is a package across time starting with one full day of team training (the binder has all the materials, the thumb drive has the files) Followed by two coached meetings. Coaching includes:

Prompting & supporting the facilitator, minute taker and data analyst to prepare for meetings

Prompting the use of the TIPS model during meetings

Helping the team stay focused during meetings

Points to make: tough to build fluency if meeting once a month. The frequency is too lean.

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Collect

and Use

Data

Develop

Hypothesis

Discuss and

Select

Solutions

Develop and

Implement

Action Plan

Evaluate and

Revise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify

Problems


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The TIPS model

The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model

Meeting Foundations were taught earlier in the training

The inner circles provide the strategies for using data to identify and solve problems

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Evidence of Effectiveness

Evaluation Study (2007-08)

Newton et al.,

Single-case Study (2008-09)

Todd et al.,

Group Design Study (2009-10)

TIPS Study: Todd et al., 2009

School A

School B

School C

School D

Meeting Foundations Score

Baseline Coaching TIPS

% DORA Foundations Score

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BaselineOctNovDecJanFebMarAprMay0.910.820000000000000620.910.820000000000000620.820000000000000620.72000000000000064CoachedOctNovDecJanFebMarAprMay0.911Post-TIPSOctNovDecJanFebMarAprMay0.9110.9110.64000000000000790.9110.91

BaselineOctNovDecJanFebMarAprMay0.64000000000000790.730000000000000650.820000000000000620.820000000000000620.64000000000000790.64000000000000790.67000000000000903CoachedOctNovDecJanFebMarAprMay10.9Post-TIPSOctNovDecJanFebMarAprMay0.910.90.820000000000000620.820000000000000620.820000000000000621110.910.91

BaselineOctNovDecJanFebMarAprMay0.730000000000000650.820000000000000620.730000000000000650.730000000000000650.64000000000000790.550000000000000040.820000000000000620.36000000000000032CoachedOctNovDecJanFebMarAprMay0.910.82000000000000062Post-TIPSOctNovDecJanFebMarAprMay10.550000000000000040.91

BaselineOctNovDecJanFebMarAprMay0.450.550000000000000040.450.660000000000009020.270.360000000000000320.45CoachedOctNovDecJanFebMarAprMay0.920.73000000000000065Post-TIPSOctNovDecJanFebMarAprMay10.82000000000000062

TIPS Study: Todd, et al, 2009.

School A

School D

School C

Baseline Coaching TIPS

Thoroughness of

decision-making

% DORA Thoroughness Score

BaselineOctNovDecJanFebMarAprMay0.550000000000000040.430000000000000380.250.270.460.75000000000000711CoachedOctNovDecJanFebMarAprMay10.85000000000000064Post-TIPSOctNovDecJanFebMarAprMay0.760000000000007890.920.860000000000000650.850000000000000640.950000000000000620.6900000000000006110.95000000000000062

BaselineOctNovDecJanFebMarAprMay0.50.440.690000000000000610.40.560000000000000050.510.71000000000000063CoachedOctNovDecJanFebMarAprMay11Post-TIPSOctNovDecJanFebMarAprMay110.670000000000009030.7400000000000036510.75000000000000711110.670000000000009031

BaselineOctNovDecJanFebMarAprMay0.490000000000000320.470000000000000080.450.450.0500.480000000000000320CoachedOctNovDecJanFebMarAprMay0.750000000000007110.67000000000000903Post-TIPSOctNovDecJanFebMarAprMay0.630000000000007660.441

BaselineOctNovDecJanFebMarAprMay0000000CoachedOctNovDecJanFebMarAprMay11Post-TIPSOctNovDecJanFebMarAprMay11

DORA Foundations Score

Newton et al., 2010:

Effects of TIPS Training on Team Meeting Foundations

Pre TIPS Training Post-TIPS Training

ExpPrePost/Exp6376ControlPrePost/Exp5759

DORA Thoroughness of Decision Making Score (Simple)

Newton et al., 2010:

Effects of TIPS Training on Team Decision-making

Pre TIPS Training Post-TIPS Training

ExpPrePost/Exp4376ControlPrePost/Exp3528

Problem-Solving Meeting Foundations

Structure of meetings lays foundation for efficiency & effectiveness

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Meeting Foundations Elements

Purpose of the team

Define team agreements about meeting processes

Define roles & responsibilities

Use electronic meeting minutes

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Basic Meeting Foundations Elements are essential no matter what type of meeting is being conducted. Teams need to know the purpose and expected outcomes of their group, they need to establish operating agreements (always start with something nice, avoid side talk, be on time, etc), and they need to establish roles and the expected responsibilities .

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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

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.

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

What makes a successful meeting?

Overview of what makes a successful meeting

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Define roles for effective meetings

Core roles

Facilitator

Minute taker

Data analyst

Active team member

Administrator

Backup for each role

Can one person serve multiple roles?

Are there other roles needed?

Typically NOT the administrator

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We need primary people with a back up person for each role needed. It is encouraged to NOT have the administrator play a primary role for facilitator, data analyst, or minute taker. Administrators need to be flexible with what might come up and it is unpredictable when a situation causes administrator absence from a planned meeting. Since we know that this might occur, lets avoid problems and set up the roles so that the team is not dependent on administrators being at the full meetings 100% of the time.

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Responsibilities are organized around roles and the meeting cycle (before, during and after).

If a team needs to add a column/role, they can. However try to encourage use of the materials first, before doing too many adaptations. If a team needs to add a role/column or other information, the coaches need to help to determine how the information will be used. A revision such as changing A8 to include other data sets such as DIBELS, AimsWeb, eSIS is encouraged.

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Using Meeting Minutes

Documentation of

Logistics of meeting (date, time, location, roles)

Agenda items for todays meeting ( and next meeting)

Discussion items, decisions made, tasks and timelines assigned

Problem statements, solutions/decisions/tasks, people assigned to implement with timelines assigned, and an evaluation plan to determine the effect on student behavior

Reviewing Meeting minutes

An effective strategy for getting a snapshot of what happened at the previous meeting and what needs to be reviewed during the upcoming meeting

What was the issue/problem?, What were we going to do?, Who was going to do it and by When?, and How are we measuring progress toward the goal?

Visual tracking of focus topics during and after meetings

Prevents side conversations

Prevents repetition

Encourages completion of tasks

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Help people understand what needs to be documented and why. If someone talks the entire meeting and there is no discussion, that is a memo, not a meeting! No need to document irrelevant anecdotes like: Jason yawned after Debbie explained her problem, or Debbie rolled her eyes and sighed when we talked about the testing schedule

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Organizing for an effective problem solving conversation

Problem

Solution

Out of Time

Use Data

A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

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Animated slide telling a well too known story.

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PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Todays 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)
Todays Agenda Items Next Meeting Agenda Items01. 02. 03. Information for Team, or Issue for Team to AddressDiscussion/Decision/Task (if applicable)Who?By When?
Administrative/General Information and Issues
Implementation and EvaluationPrecise Problem Statement, based on review of data(What, When, Where, Who, Why)Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety)Who?By When?Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Our RatingYesSo-SoNo1. Was todays meeting a good use of our time?2. In general, did we do a good job of tracking whether were 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?
Evaluation of Team Meeting (Mark your ratings with an X)

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Potential Problems Raised
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.

This slide is animated to teach the different parts of the meeting minute form each click adds the next section

Most schools have the title at the top and write/type as the meeting progresses

Make a point that we dont need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took at 5 minute bathroom break)

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Team Meeting Minutes and Problem-Solving Action Plan Form

Todays 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)
Todays Agenda Items Next Meeting Agenda Items01. 02. 03. Information for Team, or Issue for Team to AddressDiscussion/Decision/Task (if applicable)Who?By When?
Administrative/General Information and Issues
Implementation and EvaluationPrecise Problem Statement, based on review of data(What, When, Where, Who, Why)Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety)Who?By When?Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Our RatingYesSo-SoNo1. Was todays meeting a good use of our time?2. In general, did we do a good job of tracking whether were 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?
Evaluation of Team Meeting (Mark your ratings with an X)

Where in the Form would you place:

Planning for CICO program implementation

Three students are not meeting daily CICO goal

Need new copies of the CICO home report

ORF scores are too low for third graders

Next meeting report on CICO fidelity of implementation.

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This slide is animated to teach the different parts of the meeting minute form each click adds the next section

Most schools have the title at the top and write/type as the meeting progresses

These agenda items have a lot to do with Check In Check Out: help participants understand the difference of the general administrative items (1. & 3) versus the problem solving items ((2 & 4) versus other items (5).

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Meeting Simulation F

Show as a positive example

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Important Structural Components

Regular meetings & regular attendance

The right people

The right roles

Facilitator

Minute Taker

Data Analyst

Active Team Members

Accomplishments Products of successful meeting

Meeting Minutes (record of decisions & tasks concerning administrative/general issues)

Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team)

(Well discuss these in more detail later in this workshop)

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Summary of structural components that support effective and efficient team processes/decisions

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Any tasks from the Meeting Foundations Checklist (and any other checklists used) are now documented and defined on the meeting minute form as a task/decision for the General Administrative Item of Meeting Foundations

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A completed example

IF a person knows how to use the meeting minute form, the person should be able to pick these minutes up from Jan 7, 2010 and be able to organize previous items to update and facilitate creation of the Feb 3, 2010 agenda

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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


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Clarification in terms. Basically, you cant solve a problem unless there is a discrepancy between what is happening and what you want.

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Identifying problems/issues

What data to monitor

ODR per day per month

OSS, ISS, Attendance, Teacher report

Team Checklist/ SET (are we doing what we planned to do?)

If a problem is identified, then ask

What are the data we need to make a good decision?

What questions to consider to define a goal

Do we have a problem?

Are we implementing the procedures we selected?

What is typical for our performance measure (reading, behavior)?

What is possible?

What is needed for student success?

What makes sense as a goal for our community/school/context?

Using Data to Build a Solution:Start with a precise problem statement

The statement of a problem is important for team-based problem solving.

Everyone must be working on the same problem with the same assumptions.

Problems often are framed in a Primary form, that creates concern, but that is not useful for problem-solving.

Frame primary problems based on initial review of data

Use more detailed review of data to build Solvable Problem Statements.

Precise Problem Statements(What are the data we need for a decision?)

Precise problem statements include information about the Big Five 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

When

Who

Why

Designing Effective Behavior Support

Where

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Primary versus Precision Statements

Primary Statements

Too many referrals

September has more suspensions than last year

Gang behavior is increasing

The cafeteria is out of control

Student disrespect is out of control

Precision Statements

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Primary versus Precision Statements

Primary Statements

Too many referrals

September has more suspensions than last year

Gang behavior is increasing

The cafeteria is out of control

Student disrespect is out of control

Precision Statements

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Precise or Primary Statement?

Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school.

ODRs during December are higher than in any other month.

Primary

Primary


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.

Precise

Primary

Precise


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

Examples: Primary to Precise

Gang-like behavior is increasing

Texting during school is becoming more negative

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.

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

50% of 2nd graders are not meeting math benchmarks

Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesnt know, mostly during language arts

2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills

Your Turn

Identify a Primary problem

Transform it into a Precise problem statement

Organizing Data for Decision-making

Compare data across time

Moving from counts to count/month

Making Data into Information

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

What is?

What is typical?

What is possible?

What is needed?

Total Office Discipline Referrals

Total Office Discipline Referrals as of January 10


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Lets talk about accuracy of the data again. When you begin to use the data and draw comparisons, the data need to be comparable. Look at the data above. First, as a data analyst, you look and see, wow.. Things are getting better, the trend on the graph is going down.

Now, teach people to be disciplined and examine the axis and determine the units of measurement.

Total ODRs OK, comparison of Months will not provide an accurate measurement for comparison, since the number of school days varies monthly (Dec may have 10 school days, January may have 19 school days). These months, as they are arrayed in this graph, are not comparable and these data should not be used!

If your school is not using SWIS, calculate the average referrals per day per month by using the total referrals and the total days each month. If you are using SWIS, do not fear.. (next slide)

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SWIS does that calculation for you. look at the Y-axis label now. Average referrals per day per month allow us to compare months. Now look at the trend.. we are going to have an exciting spring term if we dont do anything differently! These are the same data as on the previous slide. The team immediately creates a primary problem statement. The problem solving conversation goes in a different direction based on these data.

Accurate data and data that are formatted for purposes of making decisions is critical.

I like to make this a bit dramatic by going back and forth between this slide and previous, telling them they are the team and they are reviewing this data

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SWIS summary 2009-10 (Majors Only)4,019 schools; 2,063,408 students; 1,622,229 ODRs
Grade RangeNumber of SchoolsMean Enrollment per schoolMedian ODRs per 100 per school dayK-62565452.226-9713648.509-12266897.68K-(8-12)474423.42
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*Median scores are a more accurate reflection of the average score for all schools.

To be a school included in this summary data, two criteria are in place.

Licensee has signed off to share the data, anonymously with the research data base, for purposes of these types of reports.

The school has a full school year of data for the summary data year.

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Elementary School with 150 Students

Compare with National Median

150 / 100 = 1.50 1.50 X .22 = .33

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Questions to Ask of the Data

What is?

What is typical?

What is possible?

What is needed?

We want to review the trend, peaks in problems, and compare our average with the national summary data median per day per 100 students.

(red line = median, purple line= 75th percentile, bluish line 25th percentile)

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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.

Example of primary problem statement from previous report

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Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01)

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The next three slides represent the exact same data set so that you can illustrate how size and age range of school makes a difference on what the story is. With each of these three examples, the peaks and trend are the same, however, due to enrollment differences and age range of school, the median score is different.. Schools will have different problems and different goals for solving those problems.

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Elementary School 1500 Students (1500/100 =105 X .22= 3.3)

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Middle School 765 students (765/100 = 7.6 X .50= 3.8)

Describe the narrative for this school





Steps in Problem Solving

Is there a problem?

Define the problem with precision

Identify possible solutions

Select a solution that fits the school

Build an Action Plan for implementation

Implement and monitor

Fidelity

Impact

Adapt plan as needed


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Using Data to Build Solutions

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?

How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

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We have developed a set of solution options for teams to use when brainstorming solutions. Each solution option is listed with a short example of what is needed when reviewing each solution option. Teams need to brainstorm solutions for many of these areas, but do not necessarily need to implement all of the discussed options. Encourage teams to determine to use the least number of solutions that will produce the largest effect. In addition, problems have varying levels of intensity and frequency, and possibly safety issues. Depending on intensity, frequency and safety, will also depend on how much to implement at a time. Remember too, that all implementation needs a fidelity of implementation measure.

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Solution Development
PreventionTeachingRewardExtinctionCorrective ConsequenceData Collection
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Teams are given the blank matrix.

The table tent has the solution option questions on it to serve as prompts during the problem solving discussion

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Solution Development
PreventionTeachingRewardExtinctionCorrective ConsequenceData Collection
Focus on prevention first. How could we reduce the situations that lead to these behaviors?

How do we ensure that students know what they SHOULD be doing when these situations arise?

How do we ensure that appropriate behavior is recognized?

How do we work to ensure that problem behavior is NOT being rewarded.

Are corrective consequences needed?

How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students?

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Teams are given the blank matrix.

The table tent has the solution option questions on it to serve as prompts during the problem solving discussion

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Building Solutions

Keep problem statement in focus

Brainstorm all ideas for decreasing the problem

prevention, teaching, acknowledgment, correction & extinction, safety

Determine which of the solution ideas you will implement now

Guidelines to follow

Determine intensity and frequency of the problem to establish the priority of the problem

Choose solutions that best fit the context & the problem

Choose the fewest number of things to do that will support meeting the expected outcomes (meeting the goal)


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Precorrect teams to not implement every solution they came up with unless they need to, brainstorm all areas, but dont implement something you dont need.

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Prevent TriggerDefine & TeachReward/ReinforceWithhold RewardCorrective consequenceData collectionSafety
Problem Statement

We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games


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Negative example

Writing someone up is NOT a consequence, it is documentation of an incident

Writing this incident up does not allow students to get access to equipment when they have been respectful and safe

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Prevent TriggerDefine & TeachReward/ReinforceWithhold RewardWe will just write them upCorrective consequenceOtherSafety
Problem Statement



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Negative example



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Prevent TriggerDefine & TeachReward/ReinforceWithhold RewardCorrective consequenceData collectionSafety
Problem Statement



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Negative example



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Prevent TriggerDefine & TeachRe-teach SW expectations for Respect on the playgroundRe-define and teach check out routine. Check out equipment happens before recess in classroomsReward/ReinforceStaff acknowledge students appropriate use of equipment and respectful behavior with SW PAW ticketsWithhold RewardCorrective consequenceOtherSafety
Problem Statement



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Positive example

Both solution options lead to positive reinforcement for being respectful and safe

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The Problem-Solving Mantra

Do we have a problem? (identify)

What is the precise nature of our problem?(define, clarify, confirm/disconfirm inferences)

Why does the problem exist, & what can we do about it? (hypothesis & solution)

What are the actual elements of our plan? (Action Plan)

Is our plan being implemented, & is it working?(evaluate & revise plan)

What is the goal?

(What will it look like when there is not a problem?)


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Review of Mantra (it is on table tent)

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Conduct Team Meetings

Hook up projector and laptop

Physically arrange yourselves so you can see each other

Use electronic agenda format

Move Meeting Foundation tasks from the checklist to the meeting minute form

Continue to use P-S model with your schools data


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At this time, teams hold team meetings for about 45 minutes. Minute taker uses meeting minutes from the morning and the TIPS worksheet that the team has been using through the day to organize for the meeting.

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Whats Next?

Review Responsibilities of PBIS Team Members (next slide) before your next team meeting; be ready to assume responsibilities

Your PBIS Coach will provide technical assistance before your next meeting, as his/her schedule permits

Work with data analyst to create SWIS Summary report

At your next two meetings, your PBIS Coach will provide you with least amount of help you need to use TIPS model in meeting

Complete Meeting Foundations Checklist at least annually with your team(s)


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Collect

and Use

Data

Develop

Hypothesis

Discuss Why problem is

occurring; add to written

Problem Statement

Discuss and

Select

Solutions

Generic Specific

Write on Action Plan

Develop and

Implement

Action Plan

Evaluate and

Revise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify

Problems

Then Define & Clarify

(What, When, Where, Who);

use Custom Reports

to write Precise

Problem Statement on

Action Plan

Quick Review


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Examples with DIBELS and CICO


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Another example as needed.

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Application of model when monitoring individual student progress


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Summary

Meeting practices make a difference

Define roles

Use an efficient meeting minute format

Define problems with precision

Use data to select efficient and effective solutions

Build Action Plans in addition to Solutions

Monitor Fidelity and Impact

Make it fit your context.


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Change Report Option

s

0.00

0


s

1.4

1.8

2.7

2.5

2.75

3.49

0


s


s

1.4

1.8

2.7

2.5

2.75

3.49

0

0.00

0

team-initiated problem solving (tips)

Documents

tips problem

teaminitiated problem

tips training manual

tips rob horner

swis data

team members

effects of team

unpublished training