1. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 PBIS Team Initiated Problem Solving (TIPS) Day 2 pbis.sccoe.org

2. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Goals for Today Team meeting foundation progress reports Practice the TIPS problem solving model using data Implement TIPS in your Team Meeting

3. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Materials SCCOE PBIS Website – http://pbis.sccoe.org http://pbis.sccoe.org Resources Tier 2 TIPS materials/presentations

4. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Working Agreements Be Focused and Engaged Participate in discussions and activities Be an active listener Be present for the entire training Support others by reducing distraction Use electronics responsibly Limit side conversations Take care of your personal needs Use restroom as needed Take emergency texts/calls outside

5. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Progress Reports QuestionTeam TaskWorksheet What have you accomplished? What is working well? Do you have any questions regarding your team tasks? Review team progress so far: Meeting Schedule Team Roles and Responsibilities Team Meeting Foundation Form WS #4 TIPS Meeting Foundations Checklist

6. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Why use TIPS? 6 TIPS II Training Manual (2013) www.uoecs.org www.uoecs.org A clear model with steps for problem solving routine Access to the right information at the right time in the right format A formal/ predictable process that a group of people can use to build and implement solutions

7. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 TIPS Research 2008-2016 TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 7 TIPS Research QuestionsTIPS I Results TIPS II Plan Is TIPS something school teams already use?No Single Case RCT -1 Is TIPS Training effective in the way teams work? Yes Single Case RCT -1 Are teams able to continue TIPS after training? Yes Case Study ??? Current Study Is there evidence that using TIPS actually benefits students? Yes Case Study ??? Current Study

8. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 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 8

9. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Problem Solving Overview

10. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Problem Solving Objectives – Use data to define a primary summary Statement – Use data to define a precise problem statement TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 10

11. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Why Use Data For Decision Making? Decisions are more likely to be effective and efficient when they are based on data. The quality of decision making depends most on the first step (defining the problem to be solved). Define problems with precision and clarity

12. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Why Use Data For Decision Making? Data help place the “problem” in the context rather than in the students. Use Data to Identify problems Refine problems Define the questions that lead to a solution

13. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Teams use a predictable routine Problems are defined with precision before ‘solving’ them Problem Solving model can be used across data sets Fidelity of implementation and student outcomes are measured regularly Big Ideas for Effective Problem Solving TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 13

14. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Transforming Data into Useful Information TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 14 Primary Statement Examine the patterns (tell the story) Compare your data Use data for universal screening

15. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 T IPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 15

16. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 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 & April, with an increasing trend from August to May. TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 16

17. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Using the Referrals by Student as a Universal Screening Tool

18. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Research Study on Early Intervention Cumulative Mean ODRs Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Jennifer Frank, Kent McIntosh, Seth May, Scott Spaulding

19. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Essential Elements of Problem Solving Team foundations (roles, schedule, agenda) Define problems with precision Define the goal before the solution Build functional solutions Transform solutions into action plans Measure fidelity and impact (repeatedly) Adapt solutions over time to fit new data

20. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 The TIPS Model Identify Potential Problems Review SWIS Average Referrals Per Day Per Month, All Referrals & 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 20

21. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Problem Solving From Primary Problem Statement to Precise Problem Statement

22. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Start with Primary Problem Statements TIPS II Training Manual (2013) www.uoecs.org www.uoecs.org 22 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

23. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Primary to Precision Primary: – Last year we had an increasing trend during first 3 months. (.5-2.2/day above national median) Precise: – Inappropriate language and disrespect in the class at 11:30-12:15, involves many students in grades 3-8. The perceived motivation is attention from peers. TIPS II Training Manual (2013) www.uoecs.org www.uoecs.org 23 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & 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.

24. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 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? – Use Drill Down report TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 24 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & 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.

25. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 What When Who Why Designing Effective Behavior Support Where Define Problems with precision TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 25

26. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Primary versus Precision Statements – What? more ODRs for aggression – Where? on the playground – Who? a large number of students – When? first recess – Why? to get access to the new playground equipment Precision Statement: 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.

27. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Examples: Primary to Precise Gang-like behavior is increasing Texting during school is becoming more negative Bullying on the playground is increasing during “first recess,” is being done mostly by four 4 th grade boys, and seems to be maintained by attention 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 27

28. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Examples: Primary to Precise Carly is having reading difficulties The cafeteria is out of control Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts Carly can not decode and struggles to read words containing R controlled vowels, digraphs, & long vowels There are many referrals for disrespect in the cafeteria. This is happening from 12:15-12:45 and involves many students from 7 th and 8 th grade. The behavior is maintained by peer and adult attention. TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 28

29. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 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 29

30. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Problem Solving Using SWIS to Develop a Summary Statement

31. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 www.pbisapps.org – Use data to define a primary statement – Use data to define a precise problem statement First Question: Do we have a problem? TIPS II Training Manual (2013) www.uoecs.org www.uoecs.org 31 Using SWIS

32. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 201032

33. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 TIPS II Training Manual (2013) www.uoecs.org 33 Do we have a problem? What are our trends/peaks? SWIS Summary Statement?

34. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 “Drilling Down” You can drill down into SWIS to – Move from a Summary Statement to a Precise Problem Statement Let’s practice doing this… TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 34

35. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 SWIS DRILL DOWN Log into www.pbisapps.org

36. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 TIPS Activity Worksheet TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 36

37. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Precise Problem Statement Solution ActionsWho?By When?GoalFidelity of Implementatio n Effectiveness of Solution 7 th and 8 th graders are being defiant and using inappropriate language in class between 1-2:30 pm. The motivation is to avoid tasks.

38. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Problem Solving Building Goals

39. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Goal for a Problem… SMART Goals Specific Measurable Achievable Relevant Timely – Fidelity of implementation at 80% or higher – Reduction or increase in student academic and/or social behavior 39 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

40. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Building Goals ProblemLevelGoal 7 th and 8 th graders are being defiant and using inappropriate language in class between 1-2:30 pm. The motivation is to avoid tasks. 30 referrals

41. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Precise Problem Statement Solution ActionsWho?By When?GoalFidelity of Implementatio n Effectiveness of Solution 7 th and 8 th graders are being defiant and using inappropriate language in class between 1-2:30 pm. The motivation is to avoid tasks. < 5 referrals per month

42. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Problem Solving Implementing Solutions

43. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 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 43

44. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Solution Action ElementsPossible Generic Solution Actions Prevent What can we do to prevent the problem? Adjust physical environment. Define & document expectations and routines. Assure consistent & clear communication with all staff. Teach What do we need to teach to solve the problem? Explicit instruction linked to school wide expectations. Teach what to do, how to do it and when to do it. Model respect. Reward What can we do to reward appropriate behavior? Strengthen existing school wide rewards. Include student preferences. Use function-based reinforcers Extinguish What can we do to prevent the problem behavior from being rewarded? Use ‘signal’ for asking person to ‘stop’. Teach others to ignore (turn away/look down) problem behavior. Correct What will we do to provide corrective feedback? Intervene early by using a neutral, respectful tone of voice. Label inappropriate behavior followed by what to do Follow SW discipline procedures Safety Do we need additional safety precautions? Separate student from others if he/she is unable to demonstrate self-control. Make sure adult supervision is available.

45. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Discussion: Problem Solving Using your precision statement from our SWIS Demo, begin discussing solution options that might work, think about impact, feasibility and timelines TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 45 Prevent: Reduce probability of future or continued problem behavior. Teach: Increase probability of positive behavior change. Reward/Reinforce: Provide positive feedback when expected behavior occurs. Correct: Specific feedback to increase probability of improved behavior after error. Extinction: Reduce reward for problem behavior. Safety: Remove occurrence or possibility of injury or harm.

46. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Precise Problem Statement Solution ActionsWho?By When?GoalFidelity of Implementatio n Effectiveness of Solution 7 th and 8 th graders are being defiant and using inappropriate language in class between 1-2:30 pm. The motivation is to avoid tasks. Reteach the classroom expectations in 7 th - 8 th grade < 5 referrals per month Build in 5 minute break in the afternoon block Friday afternoon 20 minute break if no referrals for inappropriate language & disruption

47. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Problem Solving Implementation and Evaluation

48. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 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 48

49. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Create and Document an Action Plan TIPS Action Planning involves: 1.Defined Solution Action(s) 2.Who? 3.When? 4.Plan for measuring fidelity 49 TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org

50. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Precise Problem Statement Solution ActionsWho?By When?GoalFidelity of Implementatio n Effectiveness of Solution 7 th and 8 th graders are being defiant and using inappropriat e language in class between 1- 2:30 pm. The motivation is to avoid tasks. Reteach the classroom expectations in 7 th -8 th grade 7 th -8 th grade teachers The end of the month < 5 referral s per month Build in 5 minute break in the afternoon block 7 th -8 th grade teachers Start on Monday Friday afternoon 20 minute break if no referrals for inappropriate language & disruption Principal and Counselor will cover break Start on Monday

51. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Fidelity of Implementation – Measure the degree in which the intervention was implemented as defined/expected Strive for 80% fidelity of implementation – Make easy for staff to record data Fidelity Check Board: X on number line Fist of five Fidelity check basket Direct observation TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 51 Are we implementing the plan? NO YES 1 2 3 4 5

52. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Fidelity of Implementation Check: Examples We all agreed to teach classroom expectations: Did you do it? YES NO 3 rd & 4 th graders will use a recess to classroom transition routine Are students using the routine? 1 2 3 4 5 No Yes TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 52 The data that are gathered are used for discussion & decision making 4’s - 5’s= congratulations/ implemented with fidelity 1’s-3’s = partial implementation 0 = not started-3’s: ask why? ‘what would it take to score a 4 or 5?

53. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Precise Problem Statement Solution ActionsWho?By When?GoalFidelity of Implementation Effectiveness of Solution 7 th and 8 th graders are being defiant and using inappropriate language in class between 1-2:30 pm. The motivation is to avoid tasks. Reteach the classroom expectations in 7 th -8 th grade 7 th -8 th grade teachers The end of the month < 5 referra ls per month Check in with teachers at grade level meetings Reduction of office discipline referrals Build in 5 minute break in the afternoon block 7 th -8 th grade teachers Start on Monda y Friday afternoon 20 minute break if no referrals for inappropriate language & disruption Principal and Counselo r will cover break Start on Monda y

54. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Task QuestionTeam TaskWorksheet What is your precise problem statement? What is your goal, solutions, implementation plan & measure of fidelity? Do you have any administrative tasks? What agenda items will you need to cover at your next team meeting? Have a team meeting and use your data to identify a precise problem statement. Identify the Goal, Solutions, Implementation Plan & measuring fidelity. Develop an agenda for your next team meeting WS #2 Minute Problem Solving Action Plan

55. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Next Steps Schedule/Confirm future meeting dates Use the TIPS Meeting format and agenda At your next meeting Review before meeting tasks Check in with your coach for assistance 55

56. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Poster Activity & Discussion Evaluation THANK YOU!!!!!