Post on 03-Jan-2016
Team-Initiated Problem Solving (TIPS):An Introduction
Rob Horner, Steve Newton, & Anne ToddUniversity of Oregon
Bob Algozzine & Kate AlgozzineUniversity of North Carolina at Charlotte
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Main Messages• Team problem solving is essential for effective education.
• Most teams do not use the wisdom and talent of their team members.
• Focus first on Meeting Foundations• Purpose/Authority• Roles• Schedule• Meeting Minutes Forum
• Focus second on the Process of Problem Solving• Define problem• Select Solution (one that works, one that fits)• Build a plan to implement
• Focus third on follow up and adaptation• Assess if plan was implemented• Assess if plan was effective• Adapt solutions based on new information
Handout1.Meeting Agenda
2.Roles
3.TIPS fidelity Checklist
Data based Decision making
4
People arn’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. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving II
(TIPS II) Model
Discuss and PlanSolution(s) withContextual Fit
Collect and Use
Data
TIPS Study: Todd et al., 2011
School A
School B
School C
School D
Meeting Foundations Score
Baseline Coaching TIPS%
DO
RA
Foun
dati
ons
Sco
re
Solid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetings
Journal of Applied School Psychology
TIPS Study: Todd et al., 2011
School A
School D
School C
Baseline Coaching TIPSThoroughness of decision-making scores
% D
OR
A T
horo
ughness
Sco
re
Solid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetings
Journal of Applied School Psychology
DO
RA
Foundati
ons
Sco
re
Newton et al., 2012:Effects of TIPS Training on Team Meeting Foundations
Pre TIPS Training Post-TIPS Training
8
DO
RA
Thoro
ugh
ness
of
Deci
sion M
aki
ng S
core
(S
imple
)Newton et al., 2012:
Effects of TIPS Training on Team Decision-making
Pre TIPS Training Post-TIPS Training
9
What do we need?• A clear model with steps for problem solving routine• 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.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
EvaluationPlanning
Improving Decision-Making
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
11
Problem
Problem SolutionFrom
To
Define Problem with precision
Solution & Action plans
Meeting Foundations
Structure of meetings lays foundation for efficiency & effectiveness
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Meeting Foundations• Meeting Logistics
• Define Team Member Roles
• Meeting Minutes Form• Guides meeting process• Records meeting decisions• Maintains group focus
Meeting Logistics
• Authority• Why are we here, how will we assess if we are being
effective?• Do we have the authority to make and implement
decisions?
• Schedule• Meet often enough… at least once a month (preferable
twice)• Meet long enough… at least 45 min• Start and Stop on time… use time efficiently
Meeting Member Roles
• Core Team Roles• Facilitator• Minute taker• Data analyst• Active team member• Administrator
• Backup for each role
15
Can one person serve multiple roles?
Are there other roles needed?
Typically NOT the administrator
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Facilitator• Critical Skills
– 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. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Data Analyst
• Critical Skills
– Ability to review and interpret data
– Fluency in navigating data sets to generate custom reports
– Create a story from data summary• For new problems• Status on old problems
– 15-20 minutes prior meetings to generate data summaries
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Minute Taker• Critical 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
– OrganizedNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Team Member• Critical Skills
– Willingness to listen and consider all perspectives– Use sense of humor– Mutual respect– Practical problem solving– Implement selected solutions
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
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 taker20
Team Roles: Activity #1: 7 min.
21
Role Primary Backup
Facilitator
Minute Taker
Data Analyst
Next role review date:
Tasks to complete
Determine primary and backup people for key roles
Meeting Minutes• Guides meeting process• Records meeting decisions• Maintains group focus
Implement Solution(s) with
High Integrity
Establish Solution Goal(s)
Identify Problemwith
Precision
Monitor Impactof Solution(s) and
Compare with Goal
Evaluate Problem and Redirect
MeetingFoundations
Team-Initiated Problem Solving II (TIPS II) Model
Discuss and PlanSolution(s) withContextual Fit
Collect and Use Data
What is the problem?Who? What? Where? When? Why?
How do we want the problem to change?
What evidence do we need to show that we have achieved
our goal?
How are we going to solve the problem?
How are we going to bring about desired change?
Is solution appropriate for problem?
Is solution likely to produce desired change?
How will we know solution was implemented with fidelity?
Did we implement solution with fidelity?
Are we solving the problem?Is desired goal being achieved?
Has the problem been solved?Has desired goal been achieved?
What should we do next?
Organizing for an effective problem solving conversation
25
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
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
What needs to be documented?• Meeting demographics
– Date, time, who is present, who is absent– Agenda– Next meeting date/time/location/roles
• Administrative/ general Information/Planning items– Topic of discussion, decisions made, who will do what, by
when
• Problem-Solving items– Problem statement, data used for problem solving,
determined solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Where in the Form would you place:
1.Schedule for hallway monitoring for next month
2. Too many students in the “intensive support” for literacy
1.Status of fights on playground in last month.
2.Next meeting date/time.
1.Today’s agenda
2. solutions for a new problem
Where in the Form would you place:
1.Schedule for hallway monitoring for next month
2. Too many students in the “intensive support” for literacy
1.Status of fights on playground in last month.
2.Next meeting date/time.
1.Today’s agenda
2. solutions for a new problem
Where in the Form would you place:
1.Staff will complete weekly fidelity checks
2. Three students are not meeting daily CICO goal as part of existing solution
3. Parents are not signing CICO home report for existing solution
4.ORF scores are too low for third graders
5. next meeting plan for school board report
Where in the Form would you place:
1.Staff will complete weekly fidelity checks
2. Three students are not meeting daily CICO goal as part of existing solution
3. Parents are not signing CICO home report for existing solution
4.ORF scores are too low for third graders
5. next meeting plan for school board report
TIPS Problem Solving
Problem Solving• Define the problem with precision
• Build a comprehensive plan of support• Prevent• Teach• Reward• Extinction• Safety• Data
• Define how support plan will be implemented and evaluated• (action planning)
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
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.
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 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).
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 doesn’t 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
Transforming Data into Information1. Develop a primary summary statement
– Examine the patterns (tell the story)• Level, Trend• Peaks• Match data to current perceptions
– Compare your data• With national median• With last year• With what your staff/students/ families want
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Tot
al O
ffic
e D
isci
plin
e R
efer
rals
Total Office Discipline Referrals as of January 10
Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000
Elementary School with 150 StudentsCompare with National Median
150 / 100 = 1.50 1.50 X .21 = .32
44
Questions to Ask of the Questions to Ask of the DataData
What is?What is?What is typical?What is typical?
What is possible?What is possible?What is needed?What is needed?
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Using the Referrals by Student report as a Universal Screening Tool
45
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 Percentile
ODR/100/ school day
75th Percentile
ODR/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
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
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Elementary School 465 students (465/ 100 = 4.6 X .21= .97
Our rate of problem behavior has been above the national median for schools
our size every month this year. There has been a decreasing
trend since December
Primary Goal: Our rate of problem behavior is
at or below the national median as measured by SWIS, monthly for the
‘school year’
Middle School 765 students (765/100 = 7.6 X .39= 1.8)
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Describe the narrative for this elementary school
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Describe the narrative for this Middle school
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Describe the narrative for this High school
Year One Year Two
Median Line based on 2010-11 Data
Cost Benefits of Problem Solving with Precise Problem Statements
A Hypothetical Example based on:
Todd, A. W., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching Recess: Low Cost Efforts Producing Effective Results. Journal of
Positive Behavioral Interventions. Vol 4. (1). pp. 46-52.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Elementary School (Title 1)
• Total enrollment= 550• 3 classes per grade level• 18 classrooms (30/class)
• Primary Problem Statement– fighting and physical aggression on playground
• 550 students full playground area, expectations, equipment use
• Precise Problem Statement– 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
• 180 2ne/3rd graders, routine for accessing/sharing equipment/gamesNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
hour
sSavings in Planning & Implementation TimeMoving from Primary Problem Statements
to Precision Problem Statement
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Primary to Precision
• Use other reports for generating precision problem statement(s)– Start with primary statement– Separate problems– Engage in problem solving with one problem at a
time• Make priorities for what problems to deal with & when
– Safety, Time, Intensity, Frequency, Resources
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
What are the problems?
Where are problem occurring?
When are problem occurring?
What students are involved?
Activity
• Define a common “Primary Problem Statement”
• Transform that statement into a “precise problem statement”
Building Goals• Use precision statement to define goal
– Current status
• Define the goal for resolving the problem– Where do you want to be? What is “typical?”
• What will your data look like when problem is resolved?– Fidelity of implementation– Impact/effect on student behavior
– How and when will you measure progress?
• Use the goal to guide the solution.• How can we move from where we are to where we want to be?
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Building Solution Plans
• Prioritize problems • Solve problems that have been defined with
precision• Build solutions that are:
• Comprehensive (prevent, teach, reward,….)• Effective (functional)• Efficient (doable)• A good fit (contextually appropriate)
Solution Elements
Prevention
Teaching
Reward
Extinction (withhold reward for problem behavior)Corrective Consequence
Safety
Data Collection
Solution Development
How to Build Solution Plan
• Ask the right questions• How would we prevent this problem• What do we do to minimize the pay off for problem behavior• What do we need to teach (or re-teach)
• Brain storm, but don’t plan to do everything you think of.
• Select a set of actions (one plan) that build from what you already do well, fit with the data and need, are efficient, and likely to be effective
Using Data to Build Solution Plan
• 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?Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Solution Elements
Prevention
Teaching
Reward
Extinction (withhold reward for problem behavior)Corrective Consequence
Safety
Data Collection
Solution Development1. Focus on prevention first. How could we reduce the situations that lead to these behaviors?
2. How do we ensure that students know what they SHOULD be doing when these situations arise?
3. How do we ensure that appropriate behavior is recognized?
4. How do we work to ensure that problem behavior is NOT being rewarded.
5. Are corrective consequences needed?
6. How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students?
Discuss and Plan Solution(s) with Contextual Fit
– Contextual Fit (A solution has a set of procedures)• Procedures are consistent with values• Procedures make us of current practice• Procedures are likely to be effective• Procedures are “doable” with current resources• Procedures have strong administrative support
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Easy Mistakes
• Use an intervention we already have in place (easy to implement) but not likely to produce change in problem behavior.
• Use an “off the shelf” intervention package we can buy even though it is expensive, does not have good contextual fit, and is unlikely to be implemented with fidelity
Hall Way Example
Activity #8 Solution Plan Development Precise problem statement:Between 11:30-12:15 each day 5-7 instances with 3rd graders engaging physical aggression, harassment, and disrespect, in cafeteria and on playground to get peer attention. Many different students involved.Goal: No more than 1 instance of disrespect per period
71Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Solution Elements
Prevention
Teaching
Reward
Extinction (withhold reward for problem behavior)Corrective Consequence
Safety
Data Collection
Re-teach Stop-Walk-Talk routines
5-min extra recess on Fri if no disrespect ODRs from playground
Encourage use of Stop-Walk-Talk
Continue current ODR and redirect use
Continue collection and reporting of incidents
Action Planning• Every Solution Plan needs an Action Plan
• Now that we know what we want to do, how are we going to do it?
– Who will do what– By when
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Every Solution needs an action planWho will do whatBy when
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Build Evaluation Plan• Evaluation Plan for progress monitoring
fidelity and impact on student behavior (progress toward goal)– Evaluate fidelity of implementation
• How and when
– Evaluate effect of solutions on student behavior• What data will be used & how often?
– Data analyst with data summaries and data access
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Implement Solution Plans with High Integrity
• How will we know solution was implemented with fidelity?
• Did we implement solution with fidelity?
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
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 process & schedule for the data analyst to
access data needed for team progress monitoring
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
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 School Wide 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 questions
In staff room, create number line poster with questions
Did you acknowledge 5 students, not in your classroom, daily?
1 2 3 4 5No Yes
Monitor Impact of Solution Plans andCompare with Goal
• Are we solving the problem?• Is desired goal being achieved?
– Create reports to show the status of the current problem on measures as defined in the goal
– Update meeting minutes with current status of OLD problems
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Evaluate Problem and Redirect
• Has the problem been solved?• Has desired goal been achieved?• What should we do next?
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Team Progress Monitoring of TIPS• At beginning of the year, mid year and end of year,
teams – Complete the TIPS Team Fidelity of Implementation
Checklist– Create action plans for items that are not implemented or
in progress. – Use meeting minute form to document plan & monitor
progress• At the end of each meeting
– Teams complete a short evaluation of the meeting– Document responses on meeting minute form– Make adjustments as needed
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
85Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
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. 86
TIPS FIDELITY OF IMPLEMENTATION DATA
MEETING FOUNDATIONS PROBLEM SOLVING
Summary
• Establish teams that have solid foundations• Authority• Operating procedures• Roles• Electronic minutes• Access to data
• Define problems with precision• Build solutions by asking the right questions
• Build solutions that are effective and have strong contextual fit
• Build Action Plans• Evaluate both Fidelity and Impact
Current TIPS Publications(results from TIPS I Federal Grant)
• 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. (2012). A randomized wait-list controlled analysis of team-initiated problem solving. Journal of School Psychology
• Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, B., & Algozzine, K. M. (2012). 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. (2012). 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. (in press) A case study of team-initiated problem solving in an elementary school. Journal of Special Education Leadership.
• 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.
For More Information
• Access to Team Training materials– TIPS II Training Materials revisions available January 2013 at
www.uoecs.org
• For more information contactWarren DawsonYour Regional CoachAnne W. Todd, awt@uoregon.edu
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.