team initiated problem solving tips

Team Initiated Problem SolvingTIPS

Presented by Rob H. Horner & Anne W. Todd, University of OregonOn Behalf of Steve Newton, Bob Algozzine and Kate Algozzine

Today’s Goals• All able to realize coaching support in:

– Use roles and “meeting foundations”• Build roles: facilitator, minute taker and data analyst• 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

– Implement the solutions developed during meetings• Building action plans to implement solutions.• Assess if action plans benefit students

2Newton, 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 Educational and Community Supports, University of Oregon, unpublished training manual.

Part 1

Overview of TIPS Model

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


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.


ActionPlanning

Improving Decision-Making

Problem

Problem SolutionFrom

To

Problem

Solving

Information

Solution

TIPS Model

• TIPS Training– TIPS Coaches Training– TIPS Team training (initial and booster)– On-line TA Meetings for Coaches– Three coached meetings for teams

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 Educational and Community Supports, University of Oregon, unpublished manual.

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Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify 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.

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TIPS Model

• Team Meeting– Use of electronic agenda– Formal roles (facilitator, recorder, data analyst)– Specific expectations (before meeting, during

meeting, after meeting)– Expected use of data

• Data Collection Tool– DORA– “Foundations” “Thoroughness”

TIPS I Study: Todd et al., 2011

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Newton et al., 2010:Effects of TIPS Training on Team Meeting Foundations

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Professional Citations for TIPS

• Algozzine, B., Newton, J.S., Horner, R., Todd, A., & Algozzine, K.M. (in press). Development and technical adequacy of a team decision making assessment tool. Journal of Psychoeducational Assessment.

• Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (2009). Using a problem-solving model for data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.). Handbook of positive behavior support. New York: Springer, 551-580.

• Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K. M. (in press). Randomized waitlist control analysis of team-initiated problem solving with elementary schools. Journal of School Psychology.

• Newton, J.S., Horner, R., Todd, A., Algozzine, B., & Algozzine, K., (in press). Descriptive evaluation of a Team Initiated Problem-Solving (TIPS) model for data-based decision making in schools. Education and Treatment of Children

• Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. & Frank, J. (2011). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology, 27, 42-59..

Eight Keys to Effective Meetings

• 1.Organization (team roles, meeting process, agenda)• 2.Data (Right information at right time in right format)• 3.Separate (a) Review of On-going Problem Solving (b)

Administrative Logistics and (c) New Problem Solving• 4.Define Problems with Precision• 5.Build Comprehensive Solutions that “fit”• 6.Add “Action Plans” for all solutions• 7.Review Fidelity and Impact regularly• 8.Adapt Solutions in response to data.

Main Ideas

• Decisions are more likely to be effective and efficient when they are based on data.

• The quality of decision-making depends most on the first step (defining the problem to be solved)

• Define problems with precision and clarity

Main Ideas

• Data help us ask the right questions…they do not provide the answers: Use data to– Identify problems– Refine problems– Define the questions that lead to solutions

• Data help place the “problem” in the context rather than in the students.

Main Ideas

• The process a team uses to problem solve is important:– Roles:

– Facilitator; Recorder; Data analyst; Active member

– Organization– Agenda; Old business (did we do what we said we would do);

New business; Action plan for decisions.– What happens BEFORE a meeting– What happens DURING a meeting– What happen AFTER a meeting

Main Ideas

• Build “decision systems” not “data systems”• Use data in “decision layers”

– Is there a problem? (overall rate of ODR)– Localize the problem

– (location, problem behavior, students, time of day)

– Get specific• Don’t drown in the data• It’s “OK” to be doing well• Be efficient

Problem-Solving Meeting Foundations

Structure of meetings lays foundation for efficiency & effectiveness

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


A. Predictability1. Defined roles, responsibilities and expectations for the

meeting2. Start & end on time, if meeting needs to be extended, get

agreement from all members3. Agenda is used to guide meeting topics4. Data are reviewed in first 5 minutes of the meeting5. Next meeting is scheduled

B. Participation5. 75% of team members present & engaged in topic(s) 6. Decision makers are present when needed

What makes a successful meeting?

What makes a successful meeting?

C. Accountability7. Facilitator, Minute Taker & Data Analyst come prepared for

meeting & complete during the meeting responsibilities8. System is used for monitoring progress of implemented

solutions (review previous meeting minutes, goal setting)9. System is used for documenting decisions10. Efforts are making a difference in the lives of children/students.

D. Communication11. All regular team members (absent or present) get access to the

meeting minutes within 24 hours of the meeting12. Team member support to practice team meeting

norms/agreements

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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Who is Responsible?Action Person Responsible

Reserve Room Facilitator

Recruit items for Agenda Facilitator

Review data prior to the meeting Data Analyst

Reserve projector and computer for meeting Minute Taker

Keep discussion focused Facilitator

Record Topics and Decisions on agenda/minutes

Minute taker

Ensure that problems are defined with precision

Facilitator

Ensure that solutions have action plans Facilitator

Provide “drill down” data during discussion Data Analyst

End on time Facilitator

Prepare minutes and send to all members Minute taker

Activity # 1 (7 min)For discussion today

• Select– Facilitator– Data Analyst– Minute Taker

Back up for each

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Role Primary Backup

Facilitator

Data Analyst

Minute Taker

Next role review date:


Organizing for an effective problem solving conversation

Problem

SolutionOut of Time

Use Data

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


TIPS Meeting Minutes and Problem-Solving Action Plan FormToday’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________________________________________________________________

Information for Team, or Issue for Team to Address

Discussion/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

Agenda for NEXT Meeting

1. 2. ‘3.

Implementation and EvaluationPrecise Problem Statement, based on

review of data(What, When, Where, Who, Why)

Solution Actions (Prevent, Teach, Prompt, Reward,

Correction, Extinction, Adaptations, Safety)

Who? By When? Goal with Timeline

Fidelity of Imp measure

Effectiveness of Solution/Plan

Not started Partially Imp Imp Fidelity Done

Goal Met Better Same Worse

Agenda for Today:1. 3. 5.2. 4. 6.

Previously Defined Problems/Solutions (Update)

TIPS Meeting Minutes and Problem-Solving Action Plan FormToday’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________________________________________________________________

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and Evaluation

Precise 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

Agenda for NEXT Meeting

1. 2. ‘3.

Implementation and EvaluationPrecise Problem Statement, based on

review of data(What, When, Where, Who, Why)

Solution Actions (Prevent, Teach, Prompt, Reward,

Correction, Extinction, Adaptations, Safety)

Who?

By When? Goal with Timeline

Fidelity of Imp measure

Effectiveness of Solution/Plan

Not started Partially Imp Imp Fidelity Done

Goal Met Better Same Worse

Agenda for Today:1. 3. 5.2. 4. 6.

Previously Defined Problems/Solutions (Update)

Where in the Form would you place:

1.Planning for next PTA meeting?

2.There have been five fights on the playground in the past 3 weeks.

3.Update on CICO implementation

4.Increasing gang recruitment as an agenda topic for today.

5.Next meeting report on lunch-room status.

Activity #2 (7 min)

• Examine the Langley minutes:– 1. What is one agenda item for next meeting?– 2. Who will do what by when to get the video

system working?– 3. For the problem of “disrespectful behavior,”

how will they know if they achieved their goal?

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


Big Ideas for Effective Problem Solving

• Teams use a predictable routine – Practicing effective meeting foundations– Interacting with their data

• 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 • Primary 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

Develop Hypothesis

Discuss andSelect

Solutions


Evaluate andRevise

Action Plan



Identify 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.

Collect and Use

DataSWIS

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)

Move to Precise Problem Statements

More Precision Is Required to Solve Identified Problems

What When

Who

Why

Designing Effective Behavior Support

Where

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

• Jack is having lots of trouble at home

• Carly is reading 20 cwpm (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 screams and cries at home, daily, when asked to get in car, do homework, and get ready for bed. He does not like riding in the car and does not like doing school work at home.

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

Precise or Primary Statement?• 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

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 median• With last year• With what your faculty/students/ families want

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

Grade Range

Number of Schools

Mean Enrollment per school

Mean (Sd)ODRs per 100 stud/ school day

Median ODRs per 100 per school day

25th PercentileODR/100/ school day

75th PercentileODR/100/ school day

K-6 2979 456 .32 (.41) .21 .11 .39

6-9 889 626 .64 (.81) .46 .25 .79

9-12 390 818 .86 (.89) .62 .34 1.08

PreK-8 254 438 .50 (.49) .32 .19 .65

PreK-12 50 455 1.1 (3.0) .37 .18 .71

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.

Problem Solving (Core) FeaturesDefining Goals

Problems that have solutions defined have a goal defined.– SMART Goals

• Specific • Measureable • Achievable• Relevant• Timely

Examples:

Primary Problem StatementOur 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 GoalThe 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

DIBELS Universal Screening

Primary Problem StatementOur 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

More Precision Is Required to Solve the Identified Problem

1. Have current & accurate data with ability to generate custom reports before & during meetings

– Start with data that are summarized as primary statements

2. 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

3. Define goal(s)– What will those data look like when there is not a problem?– SMART goals:

Specific, Measureable, Achievable, Relevant, Timely

Elementary School 465 students (465/ 100 = 4.6 X .21= .97)

Primary Problem StatementWe had peaks of problem behavior in Sept, Oct, & Nov.There has been a decreasing trend since December.Our rate of problem behavior has been above the national median for schools our size every month this year.

Primary Goal Our rate of problem behavior will

be at or below the national median as measured by SWIS,

monthly for the next ‘school year’

Example

• Using the SWIS Demo Data– www.swis.org

• login: username: ebs password: ebs

http://www.swis.org/

Primary Problem:Last year we had an increasing trend during first 3 months. (.5-2.2/day above national median) & .5-1.0 per day above national median for remainder of school year.Goal: Rate of problem behavior to be at or below the national median for our enrollment size

Defining Precision Elements of the problemWhat are the problems?

Defining Precision Elements of the problemWhere are problem occurring?

Defining Precision Elements of the problemWhen are problem occurring?

Defining Precision Elements of the problemWhat students are involved?

Refining the Elements via custom reports

3rd, 6th, & 7th graders

Primary to Precision

• Last year we had an increasing trend during first 3 months. (.5-2.2/day above national median)

.5-1.0 per day above national median for remainder of school year. Inappropriate language, disrespect, physical aggression, harassment, disruption, in class & common areas (hall, café, playground, commons), 9:45, 12:45-1:30, 11:30-12:15, lots of students, in grades 3-8

Let’s look at 6th-7th graders problem behavior in classrooms first

6th and 7th grader problem behaviors in classrooms

Inappropriate LanguageDisrespectHarassmentPhysical AggressionSkipping/ Truancy

Time

Inappropriate Language

6th and 7th graders, in classroom, engaging in inappropriate language,at 9:45 & 12:45

6th and 7th graders6th and 7th graders, in classrooms at 9:45 & 12:45, are engaging in inappropriate language to obtain peer & adult attention & to avoid tasks

Using Precision Problem Statements to Build Solutions, Action & Evaluation plans

• 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?

• 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?

Prevent “Trigger” Re-review 6th & 7th graders the classroom expectations/ Respecting others, daily.

Define & Teach Focus on Respect Re-teach stop-walk-talk routine.

Reward/Reinforce Set up “Daily Double” : Class period without problem behavior occurrence receive extra 2 mins. at end of period to talk. Provide specific feedback for using stop-walk-talk routine

Withhold Reward Ensure staff use routine for responding to a report when student comes to talk.

Corrective consequence Use School Defined Process

Other

Safety

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SWIS Demo School Precise Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.

Action Planning• Every solution/task needs an action plan

– Who will do the task?– When will the task be completed?

Measure used, schedule and format for collecting those data

Evaluation Planning

• Evaluation Plan for monitoring fidelity of implementation AND impact on student behavior– Evaluate fidelity of implementation compared to the

goal• Define how, when, criteria

– Evaluate effect of solutions on student behavior (impact) as compared to the goal

• Define data to be used, how often and criteria

– Data analyst with data summaries and data access

Fidelity of Implementation

• Before determining if an intervention (solutions) had an impact on student behavior ensure a high level of implementation fidelity – Define how fidelity data will be collected & when

those data will be collected – Define criteria for fidelity– Define process & schedule for the data analyst to

access fidelity data when neededExamples

Fidelity of Implementation– Measure the degree in which the intervention was

implemented as defined/expected• Use percent/absolute value/ rate/scale as metric• Strive for 80% fidelity of implementation as measured weekly (bi-

weekly) on scale of 1-5

– Make easy for staff to record data• Fidelity Check Board: X on number line• Fist of five• Fidelity check basket• Direct observation

Are we implementing the plan?

1 2 3 4 5No Yes

Fidelity Check RoutineWe do what we say we will do & we do it with 80% fidelity

Did you stand in hallway during passing periods?

1 2 3 4 5No Yes

Establish a fidelity check routine that relates to Implementation

A 1-5 scale is used for all questions, with up to three questions per weekAt staff meeting, use fist of five while asking questionsIn staff room, create number line poster with questions

Did you acknowledge 5 students, not in your classroom, daily?

1 2 3 4 5No Yes

Evaluation Planning• Every problem needs to be monitored and

evaluated– Fidelity of Implementation– Effectiveness of Implementation

Measure used, schedule and format for collecting those data

Set up daily double (class period without problem behavior = 2 min talk time

Ensure staff use routine for responding to a report when student comes to talk

EXAMPLE

Of Partial

Meeting

Minutes

Develop Hypothesis

Discuss andSelect

Solutions


Evaluate andRevise

Action Plan



Identify 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. www.uoecs.org

Collect and Use

Data

Part 2

Coaching TIPS

TIPS Team Training Readiness

10 readiness guidelines

Team membership1. Representation needed for meeting their purpose 2. Inclusion and presence of administrator with authority to make

decisions

Team data access3. Data available for problem solving & decision-making before and

during the meeting4. Consistent process & procedures for documenting & entering

data exists5. Team member is fluent in generating basic and custom reports

from data set(s) being used

TIPS Team Training Readiness10 readiness guidelines

Team Commitment6. Implementation of TIPS Meeting Foundations7. Team & coach attendance at TIPS Team Training

– one full day or two half day team trainings

8. Application of the TIPS model through the school year & annual TIPS boosters

Coaching Commitment9. Team has access to a coach who knows the TIPS system

& who is available before, during, & after meetings to support fidelity of implementation

10. Commitment to attend team training and provide coaching before, during and after the meetings

Develop Hypothesis

Discuss andSelect

Solutions


Evaluate andRevise

Action Plan



Identify 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. www.uoecs.org

Collect and Use

Data

Role of Coach• Initial goal is to help team be successful during

problem solving meetings– Facilitator– Data Analyst– Minute Taker– Meeting process

• Long term goal is to help team be successful during problem solving meetings

your support will ebb & flow

Using multiple data sourcesNewton, 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.78

A Generic Coaching Cycle• Initially

• Provide support to build fluency in using TIPS Model for at least two meetings following team training

• Quarterly• Prompt teams to complete the TIPS Team Implementation Checklist • Give support to acknowledge & celebrate success while strengthening the

application of TIPS Model

• On-going• Use TIPS Coaches Fidelity Checklist as your guide

– Review Meeting Minutes– Acknowledge team efforts & resulting outcomes– Provide support to refine problem statements, solutions & action

plans• Prompt team to complete the Meeting Foundations Checklist at least annually.

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.

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Phases of Meetings

• Before the Meeting

• During the Meeting

• After the Meeting


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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. 81

Coaches Fidelity Checklist, continued


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What makes a successful meeting?Predictability

1. Defined roles, responsibilities and expectations for the meeting2. Start & end on time, if meeting needs to be extended, get agreement from all members3. Agenda is used to guide meeting topics4. Data are reviewed in first 5 minutes of the meeting5. Next meeting is scheduled

Participation5. 75% of team members present & engaged in topic(s) 6. Decision makers are present when needed

Accountability7. Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting

responsibilities8. System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal

setting)9. System is used for documenting decisions10. Efforts are making a difference in the lives of children/students.

Communication11. All regular team members (absent or present) get access to the meeting minutes within 24 hours of the

meeting12. Team member support to practice team meeting norms/agreements


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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

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Meeting Foundations

Getting StartedDemographics for the meeting

1. School 2. Team3. Coach4. Meeting time5. Meeting location6. Facilitator7. Minute Taker 8. Data analyst9. Regular Team Members10.Meeting Norms


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Meeting Norms/Agreementsexamples

• Respect– Active participation/listening– Be equitable– Be attentive

• focus on the task; avoid side talk/multi-tasking– Offer creative & comprehensive ideas

• Responsibility– Complete tasks between meetings– Be on time– Apply a positive framework to discussion

• Reality– Agree to ‘doable’ tasks– Be honest and share what we think and feel.


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1. Respect:active,equitable,attentive

2. Responsibility:task completiontimelinesspositivity

3. Reality:doablehonesty

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.

91

1. Inform facilitator of absence/tardy before meeting

2. Avoid side talk3. Remind each other to stay

focused4. Start and end on time5. 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.

The Flow of the Meeting1. Attendance, roles for meeting2. Next meeting scheduled3. Review agenda for meeting4. Review/status update of previous meeting minutes 5. Review data & use TIPS problem solving model to

prompt the development of a comprehension action plan for each decision

6. Reports identified for next meeting7. Information to communicate to others8. Team assessment of meeting 9. Dissemination of meeting minutes


92

Activity:In table groups discuss strategies that work well for each scenario


93

Before the MeetingCoaching the Facilitator

1. Ask facilitator if s/he is prepared to assume facilitator responsibilities

2. Provide technical assistance to facilitator to prepare for the meeting, as needed

a. Sequence of agenda itemsb. Solicit new agenda items from team membersc. Determine items needing administrative decisionsd. Check in with administrator, data analyst, minute takere. Review TIPS model

3. Remind facilitator to review previous meeting minutes, with team, at start of the meeting

a. Post agenda items (on wall/board/paper) for review throughout the meeting ( the agenda gets lost as the meeting minute form is used)


94

Before the MeetingCoaching the Data Analyst

4. Ask data analyst if s/he is prepared to assume data analyst responsibilities

5. Remind/assist data analyst to prepare data summary (SWIS/DIBELS/OAKS) for the meeting to review progress of existing problem(s) and any other potential problems that are noticed

6. Provide technical assistance to data analyst to prepare data summary, as needed

7. Remind data analyst to prepare meeting minute form


95

Before the MeetingCoaching the Minute Taker

8. Ask minute taker if s/he is prepared to assume minute taker responsibilities

9. Remind minute taker to review previous meeting minutes from laptop/projector with team at start of meeting

10. Provide technical assistance to minute taker to prepare meeting minute form, as needed

a. save previous meeting minutes with current meeting dateb. update date’s for today’s/next meeting c. shift next meeting agenda items to ‘today’s agenda items


96

During the Meeting11. Attend the meeting until team becomes fluent with TIPS as a system

a. prompt navigation for custom reports

12. Provide the least amount of feedback & guidance required to ensure that team uses the TIPS model and doesn’t get “off track;” refer team to Problem-Solving “Mantra” if necessary

a. prompt use of TIPS table tentb. prompt minute taker, as needed

-- accurate & relevant content-- document content in appropriate

section of meeting minute form


97

After the Meeting13. Provide assistance to minute taker to clean up & clarify meeting minutes, as needed

a. organize topics, decisions, action plans, timelines, goals, fidelity & outcome measures

14. Prompt minute take to send electronic copy of completed meeting minutes, if prompt is needed

15. Provide feedback to facilitator on quality of meeting; provide suggestions and technical assistance for improvement as needed


98

Scaffolding of CoachingMeeting #1

– Before the meeting: • Call Facilitator to make sure

– Roles are defined– Big 5 SWIS reports are available– Agenda prepared– Prompt to ask questions during the meeting

• Check in with data analyst & help prepare data summary• Check in with Minute Taker

– Set up Meeting Minute form for the meeting– During the meeting

– Reinforce organization– Help data analyst use SWIS decision-rules– Prevent drowning in data

– After meeting– Help Minute Taker clarify/clean up meeting minutes– Make sure meeting minutes are disseminated


Scaffolding of CoachingMeeting #2

– Before: • Call Facilitator

– Make sure issues from last meeting are on next meeting agenda– Make sure Big 5, internet, & projector are available– Prompt to ask questions during the meeting

• Help Data Analyst prep data summary• Check in with Minute Taker

– Prompt to project previous meeting minutes» ‘save as’ with the current meeting date

– During:– Make sure issues from last meeting are addressed– Prompt team members to use problem-solving Mantra, as needed– Prompt minute taker to ‘cut’ completed tasks & update/add items

throughout the meeting– After:

– Help Minute Taker clarify/clean up meeting minutes


Scaffolding CoachingMeeting #3

– Before: • email prompt to facilitator minute taker

– During: • be quiet, but supportive• Prompt team members as needed

– After: • Celebrate• Review meeting minutes, support as needed


Ongoing Coaching• Stay on meeting minute distribution list

– Review meeting minutes, offer suggestions

• Attend meetings as schedule allows

– Prompt team members to use problem solving mantra

• Send email to team members acknowledging efforts and successes

• Annually, prompt team to conduct Meeting Foundations Checklist

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. 29

TIPS Publications02-01-2012

• Newton, J. S., Algozzine, B., Algozzine, K., Horner, R. H., & Todd, A. W. (2011). Building local capacity for training and coaching data-based problem solving with positive behavior intervention and support teams. Journal of Applied School Psychology, 27, 228-245.

• Newton, J. S., Horner, R. H., Algozzine, R. F., Todd, A. W., & Algozzine, K. M. (2009). Using a problem-solving model to enhance data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 551-580). New York, NY: Springer.

• Newton, J. S., Horner, R. H., Algozzine, B., Todd, A. W., & Algozzine, K. M. (2011). A randomized wait-list controlled analysis of team-initiated problem solving. Manuscript submitted for publication.

• Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, B., & Algozzine, K. M. (in press). A pilot study of a problem-solving model for team decision making. Education and Treatment of Children.

• Newton, J. S., Todd, A. W., Algozzine, K. M., Horner, R. H., & Algozzine, B., (2009). Team-initiated problem solving training manual. Educational and Community Supports, University of Oregon, Eugene, Oregon.

• Todd, A. W., Algozzine, B., Horner, R. H., & Algozzine, K. (in press). Data-based decision making. In C. Reynolds, K. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley & Sons.

• Todd, A. W., Horner, R. H., Berry, D., Sanders, C., Bugni, M., Currier, A., Potts, N., Newton, J. S., Algozzine, B., & Algozzine, K. (2011) A case study of team-initiated problem solving in an elementary school. Manuscript submitted for publication.

• Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., Algozzine, K. M., & Frank, J. L. (2011). Effects of team-initiated problem solving on decision making by schoolwide behavior support teams. Journal of Applied School Psychology, 27, 42-59.

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