TIPS: Team Initiated Problem Solving
description
Transcript of TIPS: Team Initiated Problem Solving
TIPS: Team Initiated Problem Solving
Review Statusand Identify
Problems
Evaluate and Revise
Action Plan
Develop and Refine
Hypotheses
Develop and ImplementAction Plan
Discuss and SelectSolutions
Collect and
Use Data
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 Educational and Community Supports, University of Oregon unpublished training manual.
Anne Todd, University of OregonCeleste Rossetto Dickey, University of
Oregon
Acknowledgements Steve Newton, Anne Todd, Kate Algozzine,
Rob Horner & Bob Algozzine◦ University of North Carolina◦ University of Oregon
Today’s Goals Overview of TIPS Learn elements of Meeting Foundations
Build roles for team Meeting Foundations Checklist Electronic meeting minutes
◦ Understand the Problem Solving Model Data-based Decision-making rules
Defining “problems” with precision Building practical solutions
◦ Data Management System: ISIS-SWIS
◦ Questions
TIPS Study: Todd et al., 2011
OctNov Dec Ja
nFeb Mar Apr
May0%
20%
40%
60%
80%
100%
OctNov Dec Ja
nFeb Mar Apr
May0%
20%
40%
60%
80%
100%
OctNov Dec Ja
nFeb Mar Apr
May0%
20%
40%
60%
80%
100%
OctNov Dec Ja
nFeb Mar Apr
May0%
10%20%30%40%50%60%70%80%90%
100%
School A
School B
School C
School D
Meeting Foundations Score
Baseline Coaching TIPS%
DOR
A Fo
unda
tions
Sc
ore
Solid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetings
Journal of Applied School Psychology
TIPS Study: Todd et al., 2011
OctNov Dec Ja
nFeb Mar Apr
May0%
10%20%30%40%50%60%70%80%90%
100%
OctNov Dec Ja
nFeb Mar Apr
May0%
20%
40%
60%
80%
100%
School B
OctNov Dec Ja
nFeb Mar Apr
May0%
20%
40%
60%
80%
100%
OctNov Dec Ja
nFeb Mar Apr
May0%
20%
40%
60%
80%
100%
School A
School D
School C
Baseline Coaching TIPSThoroughness of decision-making scores
% D
ORA
Thor
ough
ness
Sc
ore
Solid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetings
Journal of Applied School Psychology
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.
SYSTEMS
PRACTICES
INFORMATION
SupportingStaff & Student Behavior and Decision Making
Building Capacity and Sustainability
OUTCOMES
For Social Competence,Academic Achievement, and Safety
Hold effective meetings that use data to problem solve and plan AND that result in
positive student outcomes
Team-based, documentation
, regular communicatio
ncycles Meeting
FoundationsMeeting Minute
FormatProblem solving
routine
SWIS DIBELS
Aims WebEasy CBM
Improving Decision-Making via
Problem Solving
ProblemProblem
Solving Solution
Information/ Data
Action Planning & Evaluation
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
TIPS: Team Initiated Problem Solving
Running Efficient Meetings
Review Statusand Identify
Problems
Evaluate and Revise
Action Plan
Develop and Refine
Hypotheses
Develop and ImplementAction Plan
Discuss and Select
Solutions
Collect and Use Data
MeetingFoundati
ons
Problem-Solving Meeting FoundationsStructure of meetings lays foundation for
efficiency & effectiveness
Meeting Foundations Elements Purpose of the team Define team agreements about meeting
processes Define roles & responsibilities Use electronic meeting minutes
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 12
What makes a successful meeting?1. Start & end on time2. 75% of team members present & engaged in topic(s)3. Agenda is used to guide meeting topics4. System is used for monitoring progress of implemented
solutions (review previous meeting minutes)5. System is used for documenting decisions6. Facilitator, Minute Taker & Data Analyst come prepared for
meeting & complete during the meeting responsibilities7. Next meeting is scheduled8. All regular team members (absent or present) get access to
the meeting minutes w/n 24 hours of the meeting9. Decision makers are present when needed10. Efforts are making a difference in the lives of
children/students.
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H.,
Algozzine, B., & Algozzine K., 2010 14
Defining Team Membership and Meeting Schedule
Meeting Facilitator:Facilitates Each team meeting, bringing an agreed upon agenda. At meeting’s end, checks for understanding, clarifies any tasks to be completed before next meeting, and notes next meeting date.
Recorder: Brings a laptop(could use a template for minutes) to record only the decisions and actions. Distributes
electronic copies of the minutes to team members. Data Analyst:
Provides a summary analysis of the data reports for team members to use for building responses at the meeting: The BIG 5 Reports (Average Referrals per day per month, Problem Behavior, Location, Time, Student Referrals) and Motivation Custom Report. (Becomes fluent in report features for data analysis).
Staff Sharing Coordinator(s)Organizes the information (data summary and suggested responses to data) to share at monthly staff meeting. Schedules and rotates 2-3 team members to present to staff each month.
Action Plan and Calendar Monitor(s):Tracks the PBIS Team Year Action Plan at each meeting and all PBIS Calendar dates(meetings, trainings, re-teaching schedule, etc.)
PBIS School Team Members Roles & Responsibilities
Define roles for effective meetings
Core roles◦ Facilitator◦ Minute taker◦ Data analyst◦ Staff Sharing Coordinator◦ Action Plan & Calendar Monitor◦ Administrator
Backup for each role04/24/2023
Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 201016
Can one person serve multiple roles?
Are there other roles needed?
Typically NOT the administrator
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 17
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010
18
Before the Meeting…Who does each Room reserved “New” items solicited for agenda Agenda produced Review data & bring report to the team Lead team through discussion of effects of in-process solutions on
“old” problems Meeting minutes distributed within 24 hours of meeting. Computer reserved; access to SWIS online database assured LCD projector reserved & set up to project data (or team has some
other strategy for ensuring team members can review data at meeting)
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 19
Facilitator
Facilitator
Facilitator
Data Analyst
FacilitatorMinute Taker
Minute Taker
At Close of and After Meeting… Meeting Minutes and Problem-Solving Action
Plan completed Coordinate the staff meeting presentation
Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs.
Update the PBIS Team Calendar and Action Planning Forms
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 20
Minute Taker
Minute Taker
Action Plan & Calendar Monitor
Staff Sharing Coord.
Team Roles
21
Role Primary Backup
Facilitator
Minute Taker
Data Analyst
Staff Sharing Coordinator
Action Plan & Calendar MonitorOther Team Role
Next role review date:
Using Meeting Minutes Documentation of
◦ Logistics of meeting◦ Agenda items for today’s meeting ( and next meeting)◦ Discussion items, decisions made, tasks and timelines assigned◦ Problem statements, solutions/decisions/tasks
Reviewing Meeting minutes ◦ A snapshot of what happened at the previous meeting and what needs to be
reviewed during the upcoming meeting
Visual tracking of focus topics during and after meetings◦ Prevents side conversations◦ Prevents repetition ◦ Encourages completion of tasks
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 22
Langley Elementary PBIS Team 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)
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, Prompt, Reward, Correction, Extinction,
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”)
04/24/2023
Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010
23
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
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
25
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 withTimeline, Fidelity & Outcome Measures, &
Updates
Problem-Solving Action Plan
Enter this information into the Problem Solving Action Plan section in the Meeting Minutes
26
Meetings Foundation Checklist
04/24/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010
28
04/24/2023 29
TIPS WorksheetMeeting Foundation ChecklistsMeeting Minutes & Action Plan Form
George Swis
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
30
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.
Collect and Use
DataSWISOAKSDIBELSeasyCBMAimsWeb
Generalize-able Application of Problem Solving
• School wide• Grade level• Groups of students• Individual Students• Academic and Social Behavior
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.
DIBELS Universal Screening
Our 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.
More Precision Is Required to Solve the Identified Problem
1. Define problem by identifying What problem behaviors/errors are involved
2. Clarify problem by identifyinga) When problems/errors are occurringb) Where problems/errors are occurringc) Why problems/errors are occurring
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
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.
What When
Who
Why
Designing Effective Behavior Support
Where
A. For individual students precision elements include:1. What
– Does student have discrimination skills?– Does student have motor skills?
2. Where3. When4. Why
– Does student know when to use the skill?– Is student motivated to use the skill?
5. Is student experiencing a combination of the above?
Defining problems with precision for individual students
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
• 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.
Cost Benefits of Problem Solving with Precise Problem Statements
An ExampleElementary Playground Problems
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/games
hour
sSavings in Planning & Implementation TimeMoving from Primary Problem Statements
to Precision Problem Statement
Planning time Implementation time:staff Implementation time: students0
5
10
15
20
25
30
primary statementprecision statement
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
44
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?
Solution DevelopmentPrevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
1. 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?
Hannah
• Fourth grade female in local elem. school• Diagnosis of Down Syndrome• Receives specially designed instruction for all areas• Participates in 4th grade activities daily & weekly • Problem behaviors
– to get peer/adult attention– to escape task demands
• Primary problem statement– Hannah is disruptive and non compliant
Hannah’s Precise Problem Statement
Given demands related to transitions and instructional situations,
Hannah engages in problem behaviors including slumped posture in chair, covering mouth with hand when speaking, mumbling, talking too softly to be heard, pushing away from the desk or materials, hiding head/face on desk and forgetting materials (homework folder, pencil, worksheet)
in order to escape task and instructional demands.
About one of every three instructional sessions occur without incident.
Social-Organizational Goals(Respect & Responsibility)
• Hannah will demonstrate on-task behavior. – complete assigned work.– use a clear, audible voice when speaking. – follow directions.– transition from one activity to the next throughout the school day.– be prepared for instruction by having materials and being on time.
– 80% of time across all contexts by the end of Winter Quarter, as measured daily.
– Hannah’s Self management form IS the data collection form.
Academic Goals
• Hannah will – Copy schedule words & days of week– Write the date in two formats– Read digital time– Read analog time– Match digital and analog– Add single digit numbers– 80% of time by the end of Winter Quarter, as
measured daily
Prevent “Trigger” Prepare schedule at beginning of daySelf management data sheet used through the day
Define & Teach Self management systemFollow directionsTalk clearlyPrepared with materials
Reward/Reinforce Break time when points earned
Withhold Reward Points not earned when not following directions
Corrective consequence
Safety
Given demands related to transitions and instructional situations, Hannah engages in problem behaviors including slumped posture in chair, covering mouth with hand when speaking, mumbling, talking too softly to be heard, pushing away from the desk or materials, hiding head/face on desk and forgetting materials (homework folder, pencil, worksheet) in order to escape task and instructional demands. About one of every three instructional sessions occur without incident.
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.
Today is: __________________ Today’s date is: ____________________
_____________________
Check-in Time ActivityHadmaterials
Followeddirections
Used aclear voice
Total points earned
9:00 Reading 3 2 1 3 2 1 3 2 1
9:30 3 2 1 3 2 1 3 2 1
10:00 3 2 1 3 2 1 3 2 1
10:45 Recess 3 2 1
11:00 Spelling 3 2 1 3 2 1 3 2 1
11:30 MorningActivity
3 2 1 3 2 1 3 2 1
12:30 Lunch/ Recess 3 2 1 3 2 1 3 2 1
1:00 Math 3 2 1 3 2 1 3 2 1
1:30 Reading 3 2 1 3 2 1 3 2 1
2:45 3 2 1 3 2 1 3 2 1
Totals
Comments
3 = did a great job2 = did OK1 = need to try harder
Tuesday Jan. 23, 2001
1/23/01
music
8
9
Science
PE
Hannah Solution Actions
• Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective.– Choose least amount of work that will have the biggest impact
on decreasing the problem.• Implementing the solution requires action and time lines• Problems need goals so that we can measure progress and
know when to move on.
• Use weekly 1-5 survey of Hannah’s teachers to assess implementation of plan
53
Are we implementing the plan?
1 ….. 2 …..3 ….. 4 ….. 5No Yes
Hannah: Fidelity of Implementation
5/1 5/2 5/3 5/4 5/5 5/80
1
2
3
4
5
Rat
ing
Hannah: Outcomes
5/1 5/2 5/3 5/4 5/5 5/8 5/90
20
40
60
80
100
prop
ortio
n of
sch
ool d
ay
had materials follow directions use clear voice
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
56
Integrating Meeting Foundations & Problem Solving
Hannah: Self ManagementCK: Reading skills
JM: Check In Check Out
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.
JM
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.
Application of model when monitoring individual student progress
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.
Individual Student Intervention Systemwww.swis.org
• Efficiency– Individual student progress monitoring– Daily data entry– Twice weekly review– Documentation
• Equity– Students requiring TIER III supports have equal access– Predictable for staff
• Quality– Compliance with IEP procedures– Keeping history or student programs & progress
ISIS-SWIS
• Module within the SWIS application designed to coordinate and monitor individualized student support– Uses a student file format for
• uploading critical documents & storing (i.e. assessment and support plans)
• defining measures and data entry schedules• maintaining a coordinated calendar of
events/activities/tasks related to the individuals plan– Summarizes and format data for problem-
solving & decision-making
ISIS-SWIS Features
• Supports the use of evidence-based practices while using data based decision making to inform, monitor, and improve instruction when documenting and communicating progress and outcomes.
• Student Management• Data entry• Reports
– Individual Student– School-wide
ISIS-SWIS: Confidentiality• Secured through the SWIS server, web-connection, and
data storage procedures designed to meet or exceed industry standards for privacy and confidentiality
• The collection, storage, and reporting procedures of SWIS data have been reviewed and approved following Internal Review Board procedures specified by the U.S. Department of Education
• Federal and University of Oregon Regulations related to protection of privacy apply to all SWIS information.
Why Use ISIS-SWIS• Provides structure and tools for uploading, storing, archiving, &
revising student files
• Data are formatted for individual student progress monitoring, goal setting, & decision making– efficient problem identification, problem solving, and decision making
• Data entry is defined by instructional objectives & criteria on the student file compatibility checklist
• Can serve as a team communication tool
• Provides evaluation data for fidelity of implementation and student outcomes – Individual Student and School Wide
Cost
• An ISIS Licensee pays an annual fee of $150.
• Schools using SWIS and ISIS will be charged an annual fee of $400.
• Schools using SWIS, CICO-SWIS, and ISIS-SWIS will be charged an annual fee of $450.
What data go into ISIS-SWIS• Type of data
– Fidelity– Outcome – Active documents– Archive documents
• Form of data– Percent– Scale– Frequency– Rate
Examples include…..
• Schedules for data entry– Defined by measure
• Weekly• Every 30 minutes• M W F•
• Compatibility Alert!Every plan will have at least
one fidelity of implementation measure
1. Get Medical Records2. Direct Observations in class3. Team meeting
MWF data entry schedule
Selecting one day of the month
ISIS-SWIS Training Plan
• Must be a SWIS Facilitator• For ISIS-SWIS Certification, either:
– 1 Full Day of Training on ISIS– 4 “Go To Webinar” Trainings
• Dates and Location to be announced in the Winter, 2012
Critical SkillsObjective: Increase confidence in coaching critical skills
1. Determining Team Readiness2. Meeting Foundations3. Creating a precise problem statement4. Creating solutions that fit the problem statement5. Action Planning6. Goal Setting7. Evaluation
– Fidelity– Student Outcomes
Confidence in using skills before coaching others to use the skill, is critical!
TIPS Team Training Readiness10 readiness guidelines
• Team membership1. Team has representation needed for meeting their purpose 2. Team includes an administrator with authority to make
decisions & who is at meetings when decisions need to be made
• Team data access3. Team has access to the data needed for problem solving
and decision making before and during the meeting4. School staff use a consistent process & procedures for
documenting & entering data5. Team member is fluent in generating basic and custom
reports from data set(s) being used
TIPS Team Training Readiness10 readiness guidelines
• Team Commitment6. Team is committed to implementing TIPS Meeting Foundations7. Team & coach are committed to attending one full day or two half
day team trainings to learn the skills for applying the TIPS Model for problem solving & decision making
8. Team is committed to using the TIPS model through the school year and to attending an annual TIPS booster
• Coaching Commitment9. Team has access to a coach who knows the TIPS system & who is
available before, during, & after meetings to support problem-solving & decision making
10. Coach is committed to attend team training and provide coaching before, during and after the meetings
TIPS Team Training Readiness Checklist
TIPS Readiness FeatureStatus
In progresscomplete
Tasks By Who By When
Team membership1. Team has representation needed for meeting their purpose
2. Team includes an administrator with authority to make decisions & who is at meetings when decisions need to be made
Team data access3. Team has access to the data needed for problem solving and decision making before and
during the meeting
4. School staff use a consistent process & procedures for documenting & entering data
5. Team member is fluent in generating basic and custom reports from data set(s) being used
Team Commitment6. Team is committed to implementing TIPS Meeting Foundations
7. Team & coach are committed to attending one full day or two half day team trainings to learn the skills for applying the TIPS Model for problem solving & decision making
8. Team is committed to using the TIPS model through the school year and to attending an annual TIPS booster
Coaching Commitment9. Team has access to a coach who knows the TIPS system & who is available before, during,
& after meetings to support problem-solving & decision making
10. Coach is committed to attend team training and provide coaching before, during and after the meetings
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
82
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. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
84
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. 85
Coaches Fidelity Checklist
• Phases of Meetings – Before the Meeting– During the Meeting– After the Meeting
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
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. 87
Coaches Fidelity Checklist, continued
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.
88
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
90