adapted from the tips training materials developed by horner & todd, university of oregon
TRANSCRIPT
Effective Team Problem Solving with Data
Adapted from the TIPS training materialsdeveloped by Horner & Todd, University of Oregon
What is TIPS and Why Use It?
Meeting Foundations—the structure of the meeting, including how a team prepares for and conducts meetings
Problem Solving Model—the step-by-step process of developing a plan of action based on data
TIPS is a formal and predictable process used to build and implement effective, data-based solutions. It consists of two parts:
Effective problem solving meetings are key to developing and sustaining an effective Child Study System—3 tiered model for prevention and intervention.
When Can TIPS be Used?Useful for many types of campus based meetings:
Child Study Team (CST) MeetingsPositive Behavior Support (PBS) MeetingsData meetings (ex. determining students in
need of Tier II supports)Campus Leadership MeetingsCabinet Meetings
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
Goals for Today
Understand basic meeting foundations
Understand TIPS problem solving model
Leave ready to implement TIPS at your next meeting
Research BasedBasic steps for data-based problem solving
remain consistent across time, context, and authors
A 2011 research study published in Journal of Applied School Psychology found that schools receiving training and follow-up coaching of TIPS model significantly improved their meeting effectiveness
Meeting Foundations
Provides a basis for efficiency and effectiveness of campus-based conversations
Meeting Foundation Elements Primary and backup up roles are assigned (facilitator, minute
taker, data analyst) with defined responsibilities
Meeting participants have the authority to develop and implement problem-solving solutions
Meetings start and end on time
Team members attend meetings promptly and regularly
Meeting Foundation Elements Agenda is visible during meeting and used to define topics
and guide discussion during meetings (consider projecting agenda)
Previous meeting minutes are reviewed at the start of each meeting (format will vary)
Next meeting is scheduled by the conclusion of each meeting
Meeting minutes are distributed to all team members within 24 hours of the conclusion of each meeting
Define Roles for Effective MeetingsCore roles
> Facilitator—maintains pace and focus, ensures adherence to agenda
> Minute taker—records meeting discussion and decisions; reviews previous meeting minutes
> Data analyst—ensures access to appropriate data, helps interpret data for meaning and relevance
> Active team member> Administrator
Identify backup for each role
Can one person serve multiple roles?
Are other roles needed?
Meeting AgendaStart up
• Roles for meeting• Review previous minutes with status update• Briefly review current meeting agenda
General Information/Issues Problem Solving
• Review data to prompt problem statement• Develop goal with comprehensive action plan
Wrap up• Brief team assessment of meeting• Determine follow-up needed for next meeting and who is
responsible
Important Structural Components• Regular meetings with regular attendance• The right people• The right roles- facilitator- minute taker- data analyst- active team members
• Meaningful meeting minutes- record of general issues/tasks with decisions made- record of problem-solving plans for specific issues
with decisions made
Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today)
Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.
1. 2.
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, Reinforce, Safety) Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Our RatingYes So-So No
1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re 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”)
TIPS Problem Solving Model
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
Big Ideas for Effective Problem SolvingTeams use a predictable routine
• Meeting foundations• Consistent use of data• Regularly scheduled reporting cycle(s)
Problem Solving model is generalized • Across contexts/teams (campus, group, individual)• Across content areas (academic, attendance, behavior)
Problems are defined with precision before solvingImplementation and outcomes are measured regularly
• To determine progress• To determine goal completion
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
SchoolneteCST
AimsWeb
My Reportin
g
Student Level
ReviewACCESS
CollectData
& TransformInto Information
Collect Data and Transform into Information
Collect dataAISD uses many different data sources (School-net, eCST, Access, Deeds, etc.)
Teams may need to use multiple sources.
Using data, develop a general statement of the problem
Examine the patterns (tell the story)Levels, trends, peaksExamine data related to current perceptions
Compare your data with previous years and with what staff, students, and families want
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
Start with a general statement of the problem.
Look at the big picture and use data to refine and describe.
Create a precise statement.
Define Problems With Precision
Use Data to Refine and Describe
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.
What? When?
Who?
Why?
Where?
Use data that helps answers
these questions in order to move from general to
precise statements.
Examples: Primary to PreciseGang-like behavior is
increasing- playground bullying- recess- four 4th grade boys- Attention
Carly is having reading difficulties- 20 wpm- Should be 60 wpm- Skips, guesses- Language arts- R-controlled vowels, digraphs, long
vowels
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 reinforced by peer attention.
Carly is reading 20 wcpm (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, and long vowels
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
Identifying GoalsPercentage reduced or achieved: • Reduce cafeteria disruptions by 75% and maintain throughout year• Achieve weekly attendance rate of 97% and maintain throughout
year.
Absolute reduction: • Reduce cafeteria disruptions to an average of no more than 2 per
month and maintain throughout year.• Reduce word call errors to no more than 2 per passage when reading
grade level paragraphs.
Scale/satisfaction level:• Demonstrate appropriate cafeteria behavior by scoring “acceptable”
or better (4 on a 5-point scale) on bi-weekly checks completed by staff on duty.
• Demonstrate acceptable writing skills by scoring at least a 2 on a 4 point rubric on weekly writing assessments.
Progress MonitoringDetermine how progress will be measured at the time
the goal is written.Two ways to document:
1. Write measurement method directly into the goal—… by scoring at least 2 on a 4 point rubric… by regularly achieving at least 60 wpm on oral
reading fluency checks2. If using eCST, document measurement method
using the drop-down fields (assessment score, percentage, rubric or scale, etc.)
Sample GoalsCampus Goals
Behavior: Reduce serious cafeteria disruptions to no more than 2 per month and maintain.
Attendance: Achieve weekly attendance rate of 97% and maintain.
Disproportionality: Reduce number of discretionary removals by 25% as recorded in DEEDS.
Individual GoalsAcademic: Reduce word
call errors to no more than 2 when reading grade level paragraphs.
Behavior: Refrain from classroom disruptions as measured by scoring at least 7 of 10 on daily point sheet.
See the webinar on writing effective goals in eCST for
more information.
Goal Writing PracticeBullying (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 reinforced by peer attention.
Carly is reading 20 wcpm (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, and long vowels
Verbal and/or physical aggression during fourth grade recess will be reduced to an average of no more than 1 instance per week.
Carly will consistently read at least 35 words correct per minute when reading a grade level passage.
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
Hypothesis Drives the SolutionHypothesis• The best explanation for what data and experience tell you• Provides a possible “why” for other Ws you discovered (for
behavioral challenges, this is often referred to as the “function” of the behavior)
• Guides you toward possible solutionsThink of the hypothesis and solution as paired
Hypothesis-why you have the problem
Solution-what will reduce or eliminate
Build Solutions & Action Plan1. Brainstorm all ideas for addressing the problem. Think
specifically of ways to:• Prevent problems from occurring• Teach new skills or behaviors• Reinforce new skills or behaviors
2. Determine which ideas you will implement now:• Choose solutions that best fit the context and the problem • Choose the least number of things to do that will support
meeting the expected goals3. Document how the solution/intervention will be carried
out.
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
Measure Fidelity—Establish ChecksFidelity—Did we implement our plan? Was the length
and duration of implementation adequate?Example: Use a 1-5 scale for all questions; no more than 3 questions/week
• At staff meeting, use fist of five to register score• In staff room, create number line poster with questions and stickers
Did you stand in hallway during passing periods?
1 2 3 4 5
No Yes
Did you stand in hallway during passing periods?
1 2 3 4 5No
Yes Did you greet 5 students not in your class each day?
1 2 3 4 5No
Yes
Measure Impact—Review Data
Did the plan/intervention produce the desired outcomes?
What data supports this determination?
Has the goal been met?Should interventions continue,
be modified, or stop?Are there any parts of the plan
that should become permanent?
Team Initiated Problem Solving (TIPS) Model
CollectData
& TransformInto Information
Identify goaland how to
monitor
Build solutions and create action plan
Measure fidelityand impact;
revise
Define problemwith precision
Meeting Foundations
ActivityChoose one case study from the handout• Elementary—individual academic concern• Secondary—school-wide attendance concern
With a partner or small group, work through each step of the problem solving model.
Six Things to Avoid1. Moving to solution before defining the problem2. Building solutions from broadly defined or fuzzy
problem statements3. Failing to use data to define/confirm problem4. Agreeing on a solution without creating a plan for how
to implement and evaluate5. Agreeing on a solution and never assessing progress or
outcomes6. Engaging in serial problem solving without decisions
Monitoring the TIPS Process
At the end of each meeting, consider completing a short meeting evaluation.
• Document responses on meeting minute form• Make adjustments as needed
At the beginning, middle, and end of year, consider completing the Team Fidelity of Implementation Checklist (CSSF is available to assist upon request).
• Create action plans for items marked “not implemented” or “in progress”
• Document plan on meeting minutes form
Facilitator SupportTo support your TIPS process, CSSFs are available to:• Observe meetings and provide feedback• Provide TIPS training to campus groups• Complete the TIPS Fidelity Checklist
periodically• Provide assistance establishing meeting
foundations• Offer coaching on the use of TIPS model during
meetings For more information please see our website at:
www.childstudysystem.com
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.
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.