Team-Initiated Problem Solving (TIPS) PROBLEM SOLVING APA Citation: Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013). The.

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<ul><li>Slide 1</li></ul><p>Team-Initiated Problem Solving (TIPS) PROBLEM SOLVING APA Citation: Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., &amp; Algozzine, B. (2013). The Team I nitiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org www.uoecs.org. Anne Todd, Steve Newton, &amp; Rob Horner, University of Oregon Kate Algozzine &amp; Bob Algozzine, University of North Carolina at Charlotte Adapted/Personalized for Presentation by Chris Borgmeier, PhD cborgmei@pdx.edu www.pbistips.pbworks.com Slide 2 Problem Solving Objectives Use data to define a SW/primary Summary Statement Use data to define a precise problem statement TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 2 Slide 3 Six things to avoid Define a solution before defining the problem Build solutions from broadly defined, or fuzzy problem statements Failure to use data to confirm/define problem Agreeing on a solution without building a plan for how to implement or evaluate the solution Agree on a solution but never assess if the solution was implemented Serial problem solving without decisions TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 3 Slide 4 Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact of Solution and Compare Against Goal Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 4 Slide 5 To strengthen Meeting Foundations, develop a process (routine) &amp; standard for defining problems with precision Requires team member discipline Starting with data summary and previous meeting minutes Basic &amp; custom report generation in database during meetings Team time for thoroughness Team member responsibility practice the problem solving sequence wait to talk about solutions until problem is defined with precision and a goal for resolving the problem Use visual reminders TIPS Table Tents, Meeting Minute Form, Agenda on wall TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 5 Slide 6 Transforming Data into Useful Information 1.Develop a school wide/primary summary statement Examine the patterns (tell the story) Level, Trend Peaks Match data to current perceptions Compare your data With national median With last year With what your staff/students/ families want 2. Use data for Precision Problem Solving TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 6 Slide 7 Total Office Discipline Referrals Total Office Discipline Referrals as of January 10 TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 7 These data are not useful: 1.Months have different number of school days are are not common denominators 2.January data are for partial month To create useful data. Generate Average per day per month data Make sure your data are useful Slide 8 T IPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 8 Previous data averaged per day per month These are useful data Slide 9 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 &amp; April, with an increasing trend from August to May. TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 9 Slide 10 The TIPS Model Identify Potential Problems Begin at the general, all-inclusive level, with year-to-date data Review SWIS Average Referrals Per Day Per Month, All Referrals &amp; Minors Develop a SW/primary summary statement Develop a goal Be at or below the national median for our school size and grade levels, as measured in our SWIS data TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 10 Slide 11 Slide 12 Slide 13 The TIPS Model Identify Potential Problems Begin at general, all-inclusive level, with year-to-date data Review SWIS Average Referrals Per Day Per Month (All Referrals &amp; Minors) Compare data against National Data rates &amp; percentiles For example, if your schools rate is at the 75 th percentile, only 25% of schools have higher rates than yours Examine trend of the data Develop a SW/primary summary statement TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 13 Slide 14 TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 14 SWIS summary 2010-11 [Majors Only] 4,634 schools; 2,394,591 students; 1,802,178 ODRs Grade Range Number of Schools Mean Enrollme nt per school Mean (Sd) ODRs per 100 stud/ school day Median ODRs per 100 per school day 25 th Percentile ODR/100/ school day 75 th Percentile ODR/100/ school day K-62979456.32 (.41).21.11.39 6-9889626.64 (.81).46.25.79 9-12390818.86 (.89).62.341.08 PreK-8254438.50 (.49).32.19.65 PreK-12504551.1 (3.0).37.18.71 Slide 15 Trend Slide 16 Slide 17 Slide 18 The TIPS Model Identify Potential Problems Begin at general, all-inclusive level, with year-to-date data Review SWIS Average Referrals Per Day Per Month (All Referrals &amp; Minors) Compare against National Data Goal is to be at or below the national median Examine trend of the data Compare against previous years data, if desired TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 18 Slide 19 Compare w/ previous years data TIPS II Training Manual (2013) www.uoecs.org 19 Median 75 th % 25 th %ile Slide 20 Elementary School with 150 Students Compare with National Median 150 / 100 = 1.50 1.50 X.21 =.32 TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 20 SW Summary Statement: Our rate of problem behavior has been above the national median for schools our size the last 7 month this year. With an increasing trend all year &amp; peaks in Nov, Feb, &amp; April Slide 21 Elementary School 465 students (465/ 100 = 4.6 X.21=.97 SW Summary Statement: Our rate of problem behavior has been above the national median for schools our size every month this year. There has been a decreasing trend since December TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 21 Slide 22 22 SW Summary Statement: Last year we had an increasing trend during first 3 months. (.5-2.2/day above national median).5-1.0 per day above national median for remainder of school year. Develop a SW Summary Statement Slide 23 Year One Year Two Median Line based on 2010-11 Data 23 SW Summary Statement: Last year we were ~at or below the national median except for one month. This year, we had an increasing trend the first 4 months of the year followed by a 50% drop from Dec to Jan Slide 24 Developing a SW/Primary Summary Statement Fist of 5 Check In Objective: Use data to develop a SW/primary summary statement Fist of 5 Check In Using a fist of 5 (fist = low/no; 5= high/absolutely) Rate your level of confidence to Use your data to develop a SW summary statement TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 24 Slide 25 Problem Solving Activity (10 min) Use the SWIS data summary to develop a SW/primary Summary Statement Review your average per day per month graph Click on advanced options to add national data line Develop a written statement about these data to answer Overall, how are we doing as compared to the national median? Do we have peaks in time? Do we have trends? What is our goal? Do you have a problem? TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 25 Slide 26 Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact of Solution and Compare Against Goal Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data What is the problem? Who? What? Where? When? Why? TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 26 Slide 27 Problem Solving Objectives Use data to define a SW/primary Summary Statement Use data to define a precise problem statement TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 27 Slide 28 The TIPS Model Identify Potential Problems Begin at general, all-inclusive level, with year-to-date data Then, to identify current potential problems, use current data (e.g., last 3 months) Define Current Problems What (Referrals by Problem Behavior) TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 28 Slide 29 Slide 30 The TIPS Model Identify Potential Problems Achieving precision: Begin at general, all-inclusive level, with year-to-date data Define Current Problems What Clarify Current Problems - Where, When, Who TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 30 Slide 31 Slide 32 Slide 33 Slide 34 Primary Problem Statements Data examined so far allow for primary problem statements only, such as Our schools Average referrals per day per month for All Referrals &amp; Minors are above the 75 th percentile for 5 of 6 months Average referrals per day per month for Majors show an increasing trend Referrals for Defiance totaled 77 instances of the last three months Referrals in Classrooms have been too high for the last two months Referrals for each month of this year are higher than for the corresponding month of the previous year TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 34 Slide 35 From Primary Problem Statement to Precise Problem Statement The greatest challenge to any thinker is stating the problem in a way that will allow a solution. --Bertrand Russell TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 35 Slide 36 Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact of Solution and Compare Against Goal Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data What is the problem? Who? What? Where? When? Why? TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 36 Slide 37 Start with Primary Problem Statements Look at the Big Picture, then use data to refine the Big Picture, moving to development of Precise Problem Statement(s) Move to Precise Problem Statements Defining Precision Statements TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 37 Slide 38 1.Identify Problem with Precision What is the problem? Who, What, Where, Why and When The TIPS Model TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 38 Slide 39 What are the data you are most likely to need to move from a Primary to a Precise statement? What problem behaviors are most common? ODR per Problem Behavior Where are problem behaviors most likely? ODR per Location When are problem behaviors most likely? ODR per time of day Who is engaged in problem behavior? ODR per student Why are problem behaviors sustaining? Custom reports and graphs TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 39 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual. Slide 40 What When Who Why Designing Effective Behavior Support Where Define Problems with precision TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 40 Slide 41 Primary versus Precision Statements Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 41 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual. Slide 42 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 4 th 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. TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 42 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual. Slide 43 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 doesnt know, mostly during language arts Carly can not decode and struggles to read words containing R controlled vowels, digraphs, &amp; long vowels 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. TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 43 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual. Slide 44 Precise or Primary Statement? James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention. Boys are engaging in sexual harassment. Three 5 th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention. TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 44 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., &amp; Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual. Slide 45 Direct your laptops browser to: www.swis.org Click on PBIS Applications Log-In (upper right corner) Username = tips@demo.com Password = demo Now lets test your inferences, explore related variables, and arrive at a Precise Problem Statement. Ill show some slides, and you can use your laptop to replicate the process. Slide 46 Drilling Down You can drill down into SWIS to Test your inferences about relationships Explore related variables (e.g., Perceived Moti...</p>

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