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Todd tips
1. Team Initiated Problem Solving Sustaining Communities of Practice School-wide Positive Behaviour Support Queensland, Australia Conference 2011 Presented by Anne W. Todd University of Oregon [email_address] www.uoecs.org www.pbis.org 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 Educational and Community Supports, University of Oregon, unpublished training manual.
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4. People aren’t tired from solving problems – they’re are tired from solving the same problems over and over.
5. Collect and Use Data Review Status and Identify Problems Develop and Refine Hypotheses Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model
6. TIPS Study: Todd et al., School A School B School C School D Foundation Score Baseline Coaching TIPS % DORA Foundations Score
7. TIPS Study: Todd, et al . School A School D School C Baseline Coaching TIPS Thoroughness of decision-making % DORA Thoroughness Score
8. SYSTEMS PRACTICES DATA Supporting Staff & Student Behavior and Decision Making Building Capacity and Sustainability OUTCOMES For Social Competence, Academic Achievement, and Safety SWIS Electronic Meeting Minutes Form *Meeting time *Support *Report to Faculty
9. Improving Decision-Making via Problem S olving Problem Problem Solving Solution Information/ Data Action Planning & Evaluation
10. Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness
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18. 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 Unpublished training manual. 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
26. Organizing for an effective problem solving conversation Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute
43. Collect and Use Data Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan . Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 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.
46. ~80% of Students ~15% ~5% 0-1 office discipline referral 6+ office discipline referrals 2-5 office discipline referrals Using office discipline referrals as a metric for universal screening of student social behavior 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.
47. Cumulative Mean ODRs Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Jennifer Frank, Kent McIntosh, Seth May
64. SWIS summary 2009-10 (Majors Only) 4,019 schools; 2,063,408 students; 1,622,229 ODRs Grade Range Number of Schools Mean Enrollment per school Median ODRs per 100 per school day K-6 2565 452 .22 6-9 713 648 .50 9-12 266 897 .68 K-(8-12) 474 423 .42
65. 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. Questions to Ask of the Data What is? What is typical? What is possible? What is needed?
66. Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01) 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.
67. Elementary School 1500 Students (1500/100 =105 X .22= 3.3) 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.
68. Middle School 765 students (765/100 = 7.6 X .50= 3.8)
74. What When Where Who Why Designing Effective Behavior Support
75. Cost Benefits of Problem Solving with Precise Problem Statements An Example Elementary Playground Problems
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77. Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground Costs: Planning: Supervisor Meeting costs 12 people 60 min 3-4 people about 2 hours each for planning details One hour of administrative time to schedule Total time = 21 hours Implementation: All supervisors spend a full day away from regular duties All students spend 45 minutes of classroom instruction time All teachers spend 45 classroom instructional minutes Total time supervisor time= ~ 18 hours instructional time = ~ 90 min per grade level 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.
78. Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Benefits Resulting from defining the problem with more precision: Narrowed focus from whole school to 2 nd & 3 rd grade teachers, supervisors and students. Total planning time = ~ 11 hours Total implementation time = ~ 9 hours K, 1 st , 4 th , 5 th grade teachers, supervisors and students maintained their regular schedule recouping 90 min instructional time per grade level 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.
79. 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 Benefits resulting from defining the problem with more precision: Solution implementation decisions are more specific, function-based and have contextual fit (focused on equipment/games) Provides opportunities for better instruction Prevents further planning and loss of instructional time 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.
80. Savings in Planning & Implementation Time Moving from Primary Problem Statements to Precision Problem Statement hours
100. Solution Development: For disruption in hall and cafeteria Prevention *Teach behavioral expectations in cafeteria *Maintain current lunch schedule, but shift classes to balance numbers. Teaching Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely Corrective Consequence Active supervision, and continued early consequence (ODR) Data Collection Maintain ODR record and supervisor weekly report
129. Problem Solving Action Plan Precise Problem Statement Solution Actions Who? When? Goal, Timeline, Rule & Updates
130. Collect and Use Data Review Status and Identify Problems Develop and Refine Hypotheses Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model
Hinweis der Redaktion
It isn’t whether you have a problem, it’s whether you have the same problem again next year. Admiration of the problems is contagious!
Building 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, believable b. The Practices include the use of the meeting minute form and the problem solving process c. The System is the implementation of Meeting Foundations, the TIPS model, and the documentation of decisions, action plans, and evaluation plans
Steps in the problem solving model.
07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Review items that need clarification Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item
Example of meeting foundation checklist items getting transferred to the meeting minutes for future tracking of completion. 07/05/11
These demographics get defined during team Meeting Foundations activity.
Another set of examples for meeting norms
This is a basic version of team member information. It would be ideal to have something like this for each team in the building/district. This information is helpful when new members join the team and when a team member needs to refer to this information. Completing this is one of the tasks on the Meeting Foundations Checklist, and will be a task to complete during the morning activity. 07/05/11
This is a basic version of team member information. It would be ideal to have something like this for each team in the building/district. This information is helpful when new members join the team and when a team member needs to refer to this information. Completing this is one of the tasks on the Meeting Foundations Checklist, and will be a task to complete during the morning activity. 07/05/11
General flow of meeting items. Always start with previous meeting minutes, review status, adjust agenda items to fit meeting needs
This slide is animated to teach the different parts of the meeting minute form each click adds the next section Most schools have the title at the top and write/type as the meeting progresses Make a point that we don’t 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)
07/05/11
Show as a positive example Point out discriminations of different items ( administrative/general or problem solving). Review goal, fidelity check etc. 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Show as a positive example Point out discriminations of different items ( administrative/general or problem solving). Review goal, fidelity check etc. Have participants review the Meeting Minute example and discuss what needs to happen before the next meeting. Next slide are these minutes without animated bubble 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Show as a positive example Point out discriminations of different items ( administrative/general or problem solving). Review goal, fidelity check etc. Have participants review the Meeting Minute example and discuss what needs to happen before the next meeting. Next slide are these minutes without animated bubble 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Good information, it is however, a general administrative type item and goes in that part of the meeting minute form 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Great content, wrong place for this item. This is a general administrative item 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model Meeting Foundations were taught earlier in the training The inner circles provide the strategies for using data to identify and solve problems This slide provides a visual as to what you are teaching… for the next set of slides, you are focusing on ‘identifying the problem’ 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Use SWIS data to determine problems within the three tier framework. SWIS was developed to be a progress monitoring tool and is used as a universal screening tool, a progress monitoring tool, and formatted to define problems with precision
Student with 2-5 are candidates for more support in behavior, academic, or both areas. 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Label the level of support, not the student. For example: A student might need Tier II support for reading and doing well in all other areas/subjects A student might need Tier II support for reading and social behavior, Tier III support for writing, and doing well in all other areas/subjects 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
Let the data tell the story 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
*Median scores are a more accurate reflection of the average score for all schools.
We want to review the trend, peaks in problems, and compare our average with the national summary data median per day per 100 students. (red line = median, purple line= 75 th percentile, bluish line 25 th percentile) 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
The next three slides represent the exact same data set so that you can illustrate how size and age range of school makes a difference on what the story is. With each of these three examples, the peaks and trend are the same, however, due to enrollment differences and age range of school, the median score is different….. Schools will have different problems and different goals for solving those problems. 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
The following three slides outline the planning and implementation costs for the problem as defined. This slide has elements of type of problem behavior and location Next slide adds, whom Third slide adds hypothesis. With each level of precision planning and implementation costs decrease. Adding information about the hypothesis keeps problem from getting worse. 07/05/11 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008
![Team Initiated Problem Solving Sustaining Communities of Practice School-wide Positive Behaviour Support Queensland, Australia Conference 2011 Presented by Anne W. Todd University of Oregon [email_address] www.uoecs.org www.pbis.org 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.](https://image.slidesharecdn.com/todd-tips-110705100559-phpapp01/85/Todd-tips-1-320.jpg)
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