Team Initiated Problem Solving (TIPS)

From the work of:

Rob Horner, Steve Newton, & Anne Todd,University of Oregon

Bob Algozzine & Kate Algozzine,University of North Carolina at Charlotte

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 Educational and Community Supports, University of Oregon, unpublished training manual.

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CollectCollect and Useand Use

DataData

Develop Hypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

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Identify problems based on your school’s:

• Desirable and undesirable trends

• Average Referrals Per Day Per Month for this year and for corresponding months of the previous year

• Average Referrals Per Day Per Month compared to the national median

• Faculty, parents and students opinions regarding if ODR levels are acceptable or not

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 Educational and Community Supports, University of Oregon, unpublished training manual.

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Elementary School with 150 Students

Compare with National Median

150 / 100 = 1.50 1.50 X .22 = .33

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 Educational and Community Supports, University of Oregon, unpublished training manual.

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What trend do you notice?

Solvable problem statements include information about the five core “W ” questions.◦ What is problem, and how often is it happening◦ Where is it happening◦ Who is engaged in the behavior◦ When the problem is most likely◦ Why the problem is sustaining

Question: SWIS Data:

What problem behaviors are occurring?

Referrals by problem behavior

When are problem behaviors occurring?

Referrals by time

Where are problem behaviors occurring?

Referrals by location

Who is engaging in problem behaviors?

Referrals by student

Why do problem behaviors keep happening?

Referrals by motivation

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Too many ODRs Too many instances of disrespect

Too many ODRs between 1:00pm and 1:30pm

Too many ODRs in the afternoon

Too many ODRs occurring outside the classrooms

Too many ODRs on the playground

25% of students have at least 2 ODRs

Many students are experiencing ODRs

Too many ODRs on the playground

Total of 12 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 8 different students involved; aggression appears to provide peer attention.

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The sixth graders are disruptive & use inappropriate language in the cafeteria

between 11:30 AM and 12:00 PM to get peer attention.

Prevention: Remove/alter “trigger” for problem behavior

Maintain current lunch schedule, but shift classes to balance numbers.

Teaching: Define, instruct & model expected behavior

Teach behavioral expectations in cafeteria

Reward: Expected/alternative behavior when it occurs; prompt as necessary

Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.

Extinction: Increase acknowledgement of presence of desired behavior

Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior

Corrective Consequence: Use non-rewarding/non-reinforcing responses when problem behavior occurs

Active supervision and continued early consequence (ODR)

Data Collection: Indicate how you know when you have a solution

Maintain ODR record and supervisor weekly report

An observable goal for decreasing the problem• What will it look/feel/sound like when the problem

is resolved?

A plan for measuring fidelity of implementation• How often will you conduct a status review?

A plan for measuring outcomes of the intervention• How often will you monitor student progress?

Who is going to do it?

When will they do it?

Minute Taker writes this information down; facilitator follows up at next meeting on status of implementation

Problem

SolutionOut of

Time

Use Data

A key to collective problem solving is to provide a visual

context that allows everyone to follow and contribute

Core roles◦ Facilitator◦ Note taker◦ Data analyst◦ Active team member◦ Administrator

Backup for each role

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Can one person serve multiple roles?Are other roles needed?

Typically NOT the administrator

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.

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Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item

Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when

PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1. 2.

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

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Meeting Foundations

Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1. 2.

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

Where in the Form would you place:

1.Planning for next PTA meeting?

2.Too many students in the “intensive support” for literacy

3.Schedule for hallway monitoring for next month

4.There have been five fights on playground in last month.

5.Next meeting report on lunch-room status.

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For additional information and support on completing and/or using TIPS and SWIS data for

problem-solving, please contact your External Implementation

Coach or State TA.

More Questions?