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 Educational and Community Supports, University of Oregon unpublished training manual.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)?
     You will find yourself thinking about answers (solutions) at same time
     you are developing your hypothesis


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
       Gaining access to activities or tangible items
       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
                                     6th grade           7th grade                     8th grade

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)
   6th graders have received insufficient instruction in
   cafeteria expectations, and (c) disruption results in
   attention from adults and peers

     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
                        they are trying to get access to equipment/games

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
                         they are trying to get access to equipment/games
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
                       they are trying to get access to equipment/games


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
completing tasks
                                   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%
involving 6th graders,        2. A plan th measuring All 6th grade
                           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
       solution tasks have been implemented
      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…
        provide additional information/support to
         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…
     Revised/new solution tasks…




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
        Old business: status update to determine whether tasks are being
         completed
        New business – Refer to “Today’s NEW Business Agenda items”
         section on form
  Review your data
     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
   slide) before your next team meeting; be ready to assume
   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
  At your next two meetings, your PBIS Coach will provide
     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
                                                                                            occurring; add to written
                         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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