Team Initiated Problem Solving

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Team Initiated Problem Solving. Rob Horner, Steve Newton, & Anne Todd, University of Oregon Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte Coaches Conference Feb 3, 2010 Oregon State University www.swis.org robh@uoregon.edu awt@uoregon.edu. Anne Todd. - PowerPoint PPT Presentation

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<p>Team-Initiated Problem Solving (TIPS) </p> <p>Team Initiated Problem SolvingRob Horner, Steve Newton, &amp; Anne Todd,University of Oregon</p> <p>Bob Algozzine &amp; Kate Algozzine,University of North Carolina at Charlotte</p> <p>Coaches Conference Feb 3, 2010Oregon State University </p> <p>www.swis.orgrobh@uoregon.eduawt@uoregon.edu</p> <p>Anne ToddThis session provides a model and some strategies for teams to use as they use SWIS data for problem-solving and decision making. The TIPS model (team initiated problem solving) is a model that has been built as a result of a federal IES grant charged with figuring out how to teach and coach teams when using SWIS data. The project is a collaboration between UO (Horner, Newton, Todd) and UNC at Charlotte (Algozzines)</p> <p>Something to remember: The word data is plural. Say data are1Todays GoalsCoaches are able to:Prompt &amp; support facilitator, minute taker and data analyst to prepare for meetingsMeeting Foundations ChecklistPrompt the use of the TIPS model during meetingsData-based Decision-making rulesHelp teams stay focused during meetingsElectronic Meeting Minute format</p> <p>ClarificationCoaches are NOT expected to be TrainersTrainers deliver TIPS team training &amp; help Coaches anticipate errors while guiding them through the possible solutions &amp; adaptationsSome participants will be coaches, some will be trainers, and some will be both. Today we want coaches to understand how the Meeting Foundations Checklist and Meeting Minute form are used to support team functioning and sustainability.Be able to use the TIPS problem solving model to simulated SWIS summary dataPlus the three goals above2ContextEvery school has teamsTeams are being expected to do problem solvingSelect curriculaGet training and implement new ideas/programsProvide efficient leadershipCommunities of PracticeTeams need to report data to administration, district, stateTeams NEED data to do good problem solving.Most teams are not skilled at running problem solving meetings and using data for decision-making.</p> <p>Assumption: Coaching is CriticalTeams will need more than a manual or brief training to become skilled at use of data for efficient problem solving</p> <p>Coaching will be a key element to successful use of good problem solving procedures.What do we need?A clear model with steps for problem solvingAccess to the right information at the right time in the right formatA formal process that a group of people can use to build and implement solutions.Collect and UseData</p> <p>Review Status and Identify ProblemsDevelop andRefineHypothesesDiscuss andSelectSolutionsDevelop andImplementAction Plan</p> <p>Evaluate andReviseAction Plan</p> <p>Problem Solving Meeting FoundationsTeam Initiated Problem Solving (TIPS) ModelThe outer circle ( Problem Solving Meeting Foundations) refer to the process and procedures and team uses to function. Roles are determined and defined, meetings are scheduled for the year, electronic equipment and internet access are available, and an agenda is established.The inner circles and arrows define a problem-solving model designed to improve the decision-making and problem solving of PBIS Team. This model is called TIPS, which stands for Team-Initiated Problem Solving. The model uses data for during problem solving and decision making, during meetings. We will also apply a metric for determining if rates of problem behavior at a school or below, at, or above the national average to determine if there is a problem or not. TIPS teaches teams to use their SWIS data to define precision problem statements. Once the problem statement is precise, a variety of solutions are discussed based on prevention, teaching, reward, correction and extinction and teams will determine which solution(s) they want to implement. The TIPS model then moves the team to action planning ,evaluation and measurement determination.</p> <p>We are finding it more difficult to use these skills in the REAL context, the purpose of this session is to build the skills and build the fluency of using those skills. </p> <p>6TIPS ModelTIPS TrainingOne full day team trainingTwo coached meetings</p> <p>Team MeetingUse of electronic meeting minute systemFormal roles (facilitator, recorder, data analyst)Specific expectations (before meeting, during meeting, after meeting)Access and use of dataProjected meeting minutes</p> <p>Research tool to measure effectiveness of TIPS TrainingDORA (decision, observation, recording and analysis)Measures Meeting Foundations &amp; Thoroughness of Problem SolvingTIPS Training is a package across time starting with one full day of team training (the binder has all the materials, the thumb drive has the files) Followed by two coached meetings. Coaching includes:Prompting &amp; supporting the facilitator, minute taker and data analyst to prepare for meetingsPrompting the use of the TIPS model during meetingsHelping the team stay focused during meetings</p> <p>Points to make: tough to build fluency if meeting once a month. The frequency is too lean.7</p> <p>This is the observation tool used to measure Meeting Foundations and Thoroughness of Problem-Solving for the research studies.</p> <p>DORA does not stand for Dora the Explorer!8Evidence of EffectivenessEvaluation Study (2007-08)Newton et al.,Single-case Study (2008-09)Todd et al.,Group Design Study (2009-10)TIPS Study: Todd et al., 2009School ASchool BSchool CSchool DMeeting Foundations ScoreBaseline Coaching TIPS% DORA Foundations Score10TIPS Study: Todd, et al, 2009. School ASchool DSchool CBaseline Coaching TIPSThoroughness of decision-making% DORA Thoroughness ScoreSYSTEMSPRACTICES DATASupportingStaff &amp; Student Behavior and Decision MakingBuilding Capacity and SustainabilityOUTCOMESFor Social Competence,Academic Achievement, and SafetySWISElectronicMeeting Minutes Form*Meeting time*Support*Report to FacultyBuilding Capacity and Sustainability using the TIPS model to:1. Conduct effective, efficient meetings when using SWIS data for problem solving and decision making.2. Implement and evaluate solutions that result in positive effects on student achievement, social behavior and safety.a. The Information system is the use of the School Wide Information System. The data are current, accurate, believableb. The Practices include the use of the meeting minute form and the problem solving processc. The System is the implementation of Meeting Foundations, the TIPS model, and the documentation of decisions, action plans, and evaluation plans12Improving Decision-Making via Problem SolvingProblemProblemSolvingSolutionInformation/ DataAction Planning &amp; Evaluation13Steps in the problem solving model.Problem-Solving Meeting FoundationsStructure of meetings lays foundation for efficiency &amp; effectiveness</p> <p>Using Meeting MinutesDocumentation of Logistics of meeting (date, time, location, roles)Agenda items for todays meeting ( and next meeting)Discussion items, decisions made, tasks and timelines assignedProblem statements, solutions/decisions/tasks, people assigned to implement with timelines assigned, and an evaluation plan to determine the effect on student behavior </p> <p>Reviewing Meeting minutes An effective strategy for getting a snapshot of what happened at the previous meeting and what needs to be reviewed during the upcoming meetingWhat was the issue/problem?, What were we going to do?, Who was going to do it and by When?, and How are we measuring progress toward the goal?</p> <p>Visual tracking of focus topics during and after meetingsPrevents side conversationsPrevents repetition Encourages completion of tasks Organizing for an effective problem solving conversationProblemSolutionOut of TimeUse Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contributeBuilding a system that is NOT person dependentWe want to walk into a meeting having no previous history, review the previous meeting minutes be able to fit into any role neededFacilitatorMinute takerData analystActive team member</p> <p>ExamplePBIS Team Meeting Minutes and Problem-Solving Action Plan FormTodays 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)Todays Agenda Items Next Meeting Agenda Items01. 02. 03. Information for Team, or Issue for Team to AddressDiscussion/Decision/Task (if applicable)Who?By When? Administrative/General Information and IssuesImplementation 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, &amp; UpdatesProblem-Solving Action PlanOur RatingYesSo-SoNo1. Was todays meeting a good use of our time?2. In general, did we do a good job of tracking whether were 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)This slide is animated to teach the different parts of the meeting minute form each click adds the next sectionMost schools have the title at the top and write/type as the meeting progresses</p> <p>Make a point that we dont need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took at 5 minute bathroom break)18</p> <p>A completed exampleIF a person knows how to use the meeting minute form, the person should be able to pick these minutes up from Jan 7, 2010 and be able to organize previous items to update and facilitate creation of the Feb 3, 2010 agenda19Important Structural ComponentsRegular meetings &amp; regular attendanceThe right peopleThe right rolesFacilitatorMinute TakerData AnalystActive Team MembersThe right information for problem solving &amp; decision makingAccomplishments Products of successful meetingMeeting Minutes (record of decisions &amp; tasks concerning administrative/general issues)Problem-Solving Action Plan (record of decisions &amp; tasks concerning problems identified by team)</p> <p>202021</p> <p>22</p> <p>Before the MeetingRoom reservedNew items solicited for agendaAgenda produced Team member roles determinedData reviewed by Data Analyst before the meeting; Analyst ready to lead team through discussion of (a) possible new problems and (b) effects of in-process solutions on old problemsComputer reserved; access to SWIS online database assuredLCD projector reserved &amp; set up to project data (or team has some other strategy for ensuring team members can review data at meeting)Team members have individual TIPS Notebooks to bring to meeting</p> <p>(Well review the (a) before-meeting, (b) during-meeting, and (c) after-meetings responsibilities of individual team members later in this workshop)</p> <p>23At Close of and After MeetingMeeting Minutes and Problem-Solving Action Plan completedCopy of Meeting Minutes &amp; Problem-Solving Action Plan distributed to each member within 24 hrs.</p> <p>2425</p> <p>ActivityComplete the Foundations ChecklistUse the PBIS team you know best</p> <p>How would you use the Foundations Checklist to help a school team that was preparing to adopt TIPS procedures?Collect and UseData</p> <p>Develop Hypothesis </p> <p>Discuss andSelectSolutions</p> <p>Develop andImplementAction Plan</p> <p>Evaluate andReviseAction Plan</p> <p>Problem Solving Meeting FoundationsTeam Initiated Problem Solving (TIPS) ModelIdentify Problems</p> <p>27</p> <p>Ask participants about knowledge and experience of SWIS27SWISTM(School-Wide Information System)DefinedSWISTM is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral informationPurposeA progress monitoring tool for improving the ability of school personnel to develop safe and effective learning environments28Three Key Elements of SWISTMData Collection SystemCoherent system for assigning referralsProb. behavior definitions, referral form, rules for referral Allocation of FTE to enter data, build reports.Computer ApplicationWeb-based, continuously available, secureDecision-making Use of data School-wideIndividual Student29Features of SWISTMOnly reports discipline dataMajor office referralsMinor discipline offencesHighly efficient (30 sec per referral)Local control Formatted for decision-making (pictures)Information is available continuouslyConfidential, secureCan be combined with district data base30Teams need access to the data AND a person or two who know how to access and navigate through the data. Ideally, this should happen during a meeting when team members are asking questions about the data. Since SWIS is web-based, it is always available through an internet browser. We need to help people learn how to use the data in an interactive format during a meeting, when the data are most needed. moving the group through the simulations helps to build fluency of the skills needed. </p> <p>How SWISTM works</p> <p>Data EntrySchool Address and ContactEnrollment/Ethnicity/Days per monthStaff InformationStudent InformationReferralsReportingAverage Referrals per Day per monthReferrals by Problem BehaviorReferrals by LocationReferrals by TimeReferrals by StudentOther ReportsTools32</p> <p>Total Office Discipline ReferralsTotal Office Discipline Referrals as of January 10Lets talk about accuracy of the data again. When you begin to use the data and draw comparisons, the data need to be comparable. Look at the data above. First, as a data analyst, you look and see, wow.. Things are getting better, the graph is going down. Then you do what you are supposed to do first, and look at the label on the Y axis. This label says total office discipline referrals. It is great to compare the total ODRs, but now look at the X-axis. There are a different number of days in each month and the number of schools day in each much has a wide range (Dec may have 10 school days, January may have 19 school days). These months, the way they are arrayed here, are not comparable and this data should not be used! If you arent using SWIS, do the math to get average referrals per day per month by using the total referrals and the total days each month. If you are using SWIS, do not fear.. (next slide)34</p> <p>SWIS does that calculation for you. look at the Y-axis label now. Average referrals per day per month allow us to compare months. Now look at the trend.. we are going to have a wild spring term if we dont do anything differently!). This is the same set of data on the previous slide and look at what the pattern of data does for the problem solving process.Accurate data and data that are formatted for purposes of making decisions is critical.I like to make this a bit dramatic by going back and forth between this slide and previous, telling them...</p>

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