# TIPS Problem Solving slides Pt 3 by Mdfk3H

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```									               Part 3
Rob Horner, Steve Newton, & Anne Todd
University of Oregon

Bob Algozzine & Kate Algozzine
University of North Carolina at Charlotte
Identify                                          Quick Review
Team Initiated                                             Problems
Problem Solving                                       Then Define & Clarify
(What, When, Where, Who);
(TIPS) Model                                           use Custom Reports
to write Precise
Problem Statement on
Action Plan

Evaluate and
Revise
Develop
Action Plan
.
Hypothesis
Collect
and Use
Data

Discuss
Develop and                                 And Select
Implement
Action Plan                                  Solutions
Problem Solving
Meeting Foundations
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 Educational and Community Supports, University of Oregon unpublished training manual.
Hypothesis & Solution
 Think of them as paired…
 Hypothesis – Why you have problem
 Solution – What you will do to reduce or eliminate
problem

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 Educational and Community Supports, University of Oregon unpublished training manual.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 Hypothesis…
Is best explanation for what the data and your
experience tell you
Answers the “why” for the other Ws you discovered

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 Educational and Community Supports, University of Oregon unpublished training manual.
Some “Why” Questions
a Hypothesis Might Explain
 Why do these types of problem behaviors occur frequently?

 Why is this type of problem behavior (and ODRs in general)
happening most often at this time of day?

 Why is this type of problem behavior (and ODRs in general)
happening most often in this location?

 Why does this particular group of students account for a large majority
of this particular type of problem behavior (and ODRs in general)?

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 Educational and Community Supports, University of Oregon unpublished training manual.
Behavioral Explanations for “Why”
 Don’t forget - From student’s perspective, problem
behavior serves a purpose, such as…
 Gaining attention
 Avoiding or escaping from something student finds
unpleasant

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.
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.
What information do we need?
 Who is involved in problem behavior in the cafeteria?

25
ODRs in the Cafeteria

20

15

10

5

0

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.
Trevor Test
Hypothesis Statement
 Many instances of disruption occurring in cafeteria
between 11:30 AM and 12:00 PM; large majority
involving 6th graders, particularly Student #10…
 because (a) cafeteria overcrowded at that time, (b)
cafeteria expectations, and (c) disruption results in

Here’s hypothesis statement incorporated into P-S
Action Plan
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.
Hypothesis
Is best explanation for what the data and your
experience tell you
Provides a possible “why” for other Ws you discovered
AND guides you toward possible solutions

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.
14
Solutions – Generic Strategies
 Prevent – Remove or alter “trigger” for problem behavior

 Define & Teach – Define behavioral expectations; provide
demonstration/instruction in expected behavior (alternative to
problem behavior

 Reward/reinforce – The expected/alternative behavior when it occurs;
prompt for it, as necessary

 Withhold reward/reinforcement – For the problem behavior, if possible
(“Extinction”)

 Use non-rewarding/non-reinforcing corrective consequences – When
problem behavior occurs
Although not a “solution strategy,” Safety may need to be considered
(i.e., procedures that may be required to decrease likelihood of injuries
or property damage)
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.
Building Solutions
 Keep problem statement in focus
 Brainstorm all ideas for decreasing the problem
   prevention, teaching, acknowledgment, correction &
extinction, safety
 Determine which of the solution ideas you will
implement now
   Guidelines to follow
 Determine intensity and frequency of the problem to establish
the priority of the problem
 Choose solutions that best fit the context & the problem

 Choose the least number of things to do that will support
meeting the expected outcomes (meeting the goal)
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.
Problem Statement
We have high rates of physical aggression, disrespect and inappropriate language on the
playground during second and third grade recess. Many students are involved and it appears

Prevent “Trigger”

Define & Teach

Reward/Reinforce
Withhold Reward                     We will just write them up

Corrective consequence

Other

Safety

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.
Problem Statement
We have high rates of physical aggression, disrespect and inappropriate language on the
playground during second and third grade recess. Many students are involved and it appears
Prevent “Trigger”

Define & Teach                     Re-teach SW expectations for Respect on the playground
Re-define and teach check out routine. Check out equipment
happens before recess in classrooms
Reward/Reinforce                   Staff acknowledge students appropriate use of equipment and
respectful behavior with SW PAW tickets

Withhold Reward

Corrective consequence

Other

Safety
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.
Problem Statement
We have high rates of physical aggression, disrespect and inappropriate language on the
playground during second and third grade recess. Many students are involved and it appears

Prevent “Trigger”                   One supervisor is assigned to equipment check out,/check in
while other(s) walk a figure 8 through playground boundaries
during recess.
Define & Teach                      Teach students to wait with hands to self to check out equipment

Reward/Reinforce

Withhold Reward                     Equipment unavailable the next recess period if there are
instances of shoving and /or inappropriate language
Corrective consequence              Equipment unavailable the next recess period if there are
instances of shoving and /or inappropriate language
Other

Safety

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.
Trevor Test Middle School
Problem statement: many disruptions in cafeteria during 6th grade lunch due to being
overcrowded; having insufficient instruction in cafeteria expectations; & wanting attention
from adults and peers rewarding disruption
Prevent “Trigger”                   Change lunch schedule so fewer students are eating between 11:30
AM & 12:00 PM
Define & Teach

Reward/Reinforce                    Set up “Friday 5” (extra 5 mins. of independent work time on Friday,
if no ODRs occur in cafeteria during lunch time)
Withhold Reward                     Ensure staff don’t argue back and forth with student if instance of
disruption occurs (may be an inadvertent reward); remind students
that paying attention to a disruptive student can mess up Friday 5
Corrective consequence              Ensure quick corrective consequence, per our handbook

Other                               Determine whether Behavior Support Program has been initiated for
Student #10; if it has, make sure it includes focus on disruption in
cafeteria

Safety

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.
Trevor Test Middle School
Problem statement: many disruptions in cafeteria during 6th grade lunch due to being overcrowded;
having insufficient instruction in cafeteria expectations; & wanting attention from adults and peers
rewarding disruption
Prevent “Trigger”                     Change lunch schedule so fewer students are eating between 11:30 AM
& 12:00 PM?

Define & Teach                        Focus on 6th graders; define cafeteria expectations; develop and post
expectation signage in cafeteria; demonstrate/teach expectations in class
periods occurring just prior to lunch
Reward/Reinforce                      Set up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs
occur in cafeteria during lunch time)
Withhold Reward                       Ensure staff don’t argue back and forth with student if instance of
disruption occurs (may be an inadvertent reward); remind students that
paying attention to a disruptive student can mess up Friday 5
Corrective consequence                Ensure active supervision during lunch (add one supervisor between
11:30 AM and 12:00 PM?); ensure quick corrective consequence, per
our handbook
Other                                 Determine whether Behavior Support Program has been initiated for
Student #10; if it has, make sure it includes focus on disruption in
cafeteria

Safety
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.
Trevor Test
Solution Actions
 Choose the least number of solution(s)that will have
the biggest impact on decreasing the problem.
 Implementing the solution requires action
 Here are solution actions, added to the P-S Action
Plan…

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.
Trevor Test
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
Are we doing
know when to move on.              the plan?
 Use weekly 1-5 survey of cafeteria monitors to assess
1 ….. 2
implementation of plan…..3      ….. 4 ….. 5
No                         Yes
23
Activity #7
 Using your precision problem statement
 Draw logical inferences about problem
 What questions of the data do you have?
 Confirm/disconfirm inferences via analysis of SWIS
Custom Reports, during your meeting later today.

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.
Identify                                          Quick Review
Team Initiated                                              Problems
Problem Solving                                        Then Define & Clarify
(What, When, Where, Who);
(TIPS) Model                                            use Custom Reports
to write Precise
Problem Statement on
Action Plan

Evaluate and
Develop
Revise                                                                 Hypothesis
Action Plan
.
Collect
and Use
Data

Discuss and
Develop and                                        Select
Implement                                       Solutions
Action Plan
Problem Solving
Meeting Foundations
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.
P-S Action Plan (Continued)
 We’ve been completing a P-S Action Plan for Trevor
Test Middle School
 Each “row” in plan referenced to a single team-
identified problem

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.
Action planning
requires
assignments and
timelines for
P-S Action Plan
Goal for a Problem…
 What will the data tell you when you answer,
‘no’, to the question: do we have a problem?

 Base on team-established standard

 Easier to monitor if quantifiable (“countable”)

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.
Establishing goals for social
behavior
 Goals need to be defined for measuring progress toward a
positive school culture
 Use national average SWIS summary data for initial goal
setting
 Our rate of problem behavior will be at or below the national
average for schools our size
 Use precision problem statement for refining the goal
 Problem behavior hallways will be reduced by 50%, monthly,
by June.
OR
 Problem behavior in hallways during the lunch passing times
(11:45-12:45) will be reduced by 50%, monthly, by June.
Problem-Solving Action Plan
Implementation and Evaluation
Precise Problem        Solution Actions (e.g., Prevent, Teach,                             Goal, Timeline,
Statement, based on          Prompt, Reward, Correction,             Who?       By      Decision Rule, & Updates
review of data                 Extinction, Safety)                         When?
(What, When, Where,
Who, Why)
Many instances of          Determine whether change in lunch       Aparicio         4/15/08  GOAL: Reduce disruptions
disruption occurring in    schedule is possible.
Evaluation planning requires                                   in cafeteria between
cafeteria between          Reach agreement on wording of           All; Wynn        4/15/08; 11:30am and 12:00pm to no
11:30am and 12:00pm;          1. An observable goal post
cafeteria expectations; create and  for                           more than 6 per calendar
large majority             signagedecreasing the problem
in cafeteria                                            month, representing a 75%
Demonstrate/teach/review
for                                  4/22/08 reduction from baseline rate
particularly Student       expectations in 6 grade classrooms in teachers                    of 24 per month, as
#10
fidelity of
period before lunch; continue for at    (Aparicio to              measured monthly by SWIS
Because (a) cafeteria               implementation of
least one month; remind students        observe                   Staff will rate their level of
overcrowded at that           3. 5” prior for measuring classrooms,
“Friday A planto lunch period;                                    implementation weekly
time, (b) sixth graders             outcomes pay attention to see if
remind students not toof the                                      Update: between
have received              disruptive students                     teachers                  03/01/2008 and 03/31/2008
insufficient instruction            intervention                   remember)                 there were 4 disruptions in
in cafeteria               Determine whether we can add a          Aparicio                  the cafeteria between
expectations, and (c)      cafeteria supervisor to be on duty      All (Wynn to     4/15/08 11:30am and 12:00pm;
disruption results in      between 11:30am and 12:00pm             observe                   solution appears to be
attention from adults      Initiate Friday 5; ensure Friday 5 in   cafeteria, see            working! Continue with
and peers.                 effect for remainder of school year     if F5 in                  implementation.
Check on Behavior Support Program       effect)                   Continue to review Custom
for Student #10                         Ortiz                     Report data for successive
calendar months; if Goal not
met by 06/11/2008 meeting,
revise hypothesis and/or
solution actions
P-S Action Plan Goals
 Percent reduction to be achieved & maintained:
 “Reduce cafeteria disruptions by 75% & maintain for
remainder of school year.”
OR

 Absolute reduction to be achieved & maintained:
 “Reduce cafeteria disruptions to an average of no more than 2 per
month & maintain for remainder of school year.”
And/ OR

 Satisfaction level to be achieved & maintained:
 “All school personnel assigned to cafeteria between 11:30 AM and
12:00 PM will rate the level of disruptions to be ‘acceptable’ or
better; rating maintained during monthly reviews conducted
throughout remainder of school year.”
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.
Progress Monitoring effects of solution
What is current status of problem before
implementation of solution?
 What is percent reduction during a current time period
(e.g., last 3 mos., last 90 days, etc.) before ANY of the
 Pre or baseline scores
Progress Monitoring during Solution phase:
 Rate of problem at regular intervals (e.g., prior to each
team meeting) after ALL of the solution tasks have been
implemented
 Post scores
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.
update

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.
Identify
Team Initiated                                               Problems
Problem Solving                                          Then Define & Clarify
(What, When, Where, Who);
(TIPS) Model                                              use Custom Reports
to write Precise
Problem Statement on
Action Plan

Develop and
Evaluate and                                                            Refine
Revise                                                             Hypotheses
Discuss Why problem is
Action Plan                                                       occurring; add to written
Problem Statement

Collect
and Use
Data

Discuss and
Develop and                                       Select
Implement                                      Solutions
Generic  Specific
Action Plan                                   Write on Action Plan

Problem Solving
Meeting Foundations
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.
Evaluate P-S Action Plan
Part 1
 How and when will we measure fidelity of
implementation?
 Determine strategy for gathering this information and
write into plan
 Review current implementation status at meetings
 If fidelity of implementation of Solution Actions
incomplete or poor…
implementers?
 assign to another person?
 revise timeline for implementation?
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.
Evaluate & Revise Action Plan
Part 2
 When fidelity of implementation is strong, use data
for monitoring progress toward goal
 Team decision about success of solution is based on P-
S Action Plan’s
 Goal
 Timeline & Decision Rule – Rough idea of when to
consider revising hypothesis and/or solutions if desired
results not being achieved
 What data will be used to measure outcomes of plan?
 How often will the data be reviewed?

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.
Staff
perception &
SWIS 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.
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.
If “Solution” Not Working
 Check fidelity of implementation
 Revise timeline only?
 Solution may need more time
 Students must come into “contact” with solution for it to
have effect
 Revise hypothesis?
 Revise solution actions to fit retained or revised
hypothesis?
 Some problems may require several cycles
(illustrates nature of data-based decision making)
 Let data guide you…
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.
Revise P-S Action Plan
 Change plan to reflect any…
 Revised timelines
 Revised hypotheses…

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.
Managing the “Flow” of the Meeting
 Review Previous Meeting Minutes
completed
section on form
 Problem-Solving Action Plan
 Old problem(s)– status update to determine whether solution
actions are being implemented and having the desired effect
 New problem(s)– Refers to initiating the TIPS Model again to
identify and address a NEW problem
 Other discussion items
 Next meeting agenda items
 Evaluation of Meeting (your fidelity of TIPS
implementation measure!)
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.
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.
Team Initiated
Problem Solving                                               Identify
(TIPS) Model                                                 Problems

Evaluate and                                                           Develop
Revise                                                             Hypothesis
Action Plan

Collect
and Use
Data

Discuss and
Develop and
Select
Implement
Solutions
Action Plan

Problem Solving
Meeting Foundations
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 Problem-Solving “Mantra”
 Do we have a problem?
(identify)
   What is the precise nature of our problem?
(define, clarify, confirm/disconfirm inferences)
   Why does the problem exist, & what can we do about
it?
(hypothesis & solution)
   What are the actual elements of our plan?
(Action Plan)
   Is our plan being implemented, & is it working?
(evaluate & revise plan)
   What is the goal?
(What will it look like when there is not a problem?)

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.
Conduct Team Meetings
 Hook up projector and laptop
 Physically arrange yourselves so you can see each other
 Use electronic agenda format
 Move Meeting Foundation tasks from the checklist to
the meeting minute form
 Continue to use P-S model with your schools data

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’s Next?
 Review “Responsibilities of PBIS Team Members” (next
responsibilities
 Your PBIS Coach will provide technical assistance before
your next meeting, as his/her schedule permits
 Work with data analyst to create SWIS Summary report
you with least amount of help you need to use TIPS model
in 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.
Identify                                               Quick Review
Team Initiated                                              Problems
Problem Solving                                        Then Define & Clarify
(What, When, Where, Who);
(TIPS) Model                                            use Custom Reports
to write Precise
Problem Statement on
Action Plan

Develop
Evaluate and                                                            Hypothesis
Revise                                                           Discuss Why problem is
Action Plan                                                          Problem Statement

Collect
and Use
Data

Discuss and
Select
Develop and                                     Solutions
Implement                                    Generic  Specific
Write on Action Plan
Action Plan

Problem Solving
Meeting Foundations
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.
Examples with DIBELS and CICO

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.
Include Ethnicity?
School Ethnicity Report
School Ethnicity Report
School Ethnicity Report

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