Team Initiated Problem Solving Workbook Cabarrus County 2013.
-
Upload
jane-conley -
Category
Documents
-
view
227 -
download
0
Transcript of Team Initiated Problem Solving Workbook Cabarrus County 2013.
Team Initiated Problem Solving
WorkbookCabarrus County2013
Turn and Talk
Take two minutes each to discuss problem-solving models you’ve used before.
What worked with these models?What could have been better?
Activity
Team Meeting PracticeHold a brief team meeting
to practice meeting foundations.
Minute taker takes minutes.
Complete the problem solving steps for one problem (15 minutes).
Use that problem as a start up point for the practice “meeting” in this activity.
Build solution and evaluation plan.
Complete TIPS Fidelity of Implementation Checklist for this meeting (10 minutes).
Give completed checklist to Beth
TIP
S I
I T
rain
ing
Man
ual (
2013
)
ww
w.u
oecs
.org
3
Activity
Debrief from Team Meeting
What worked?
Is next meeting clearly outlined?
What barriers were encountered?
Are you set up for your next meeting? T
IPS
II
Tra
inin
g M
anua
l (20
13)
w
ww
.uoe
cs.o
rg
4
Activity
Elementary School with 150 Students
Compare with National Median150 / 100 = 1.50 1.50
X .21 = .32
TIP
S I
I T
rain
ing
Man
ual (
2013
)
ww
w.u
oecs
.org
7
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 & peaks in
Nov, Feb, & April
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
TIP
S I
I T
rain
ing
Man
ual (
2013
)
ww
w.u
oecs
.org
8
9
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
Stop and Jot
Map your assessment data for your school.Academic: Literacy
and MathSocial
What holes do you see?
Activity
Anecdotal/ABC
Event Recording: Frequency
Event Recording:
Frequency/Intensity
Event Recordin
g: Duration
DBR Time Sampling
Scatter Plot
Discrete behavior - definite beginning and ending
X X X X
Ongoing behavior X X X
Infrequent behavior
X
Behavior that varies in severity
X
Safety Concern X X X
Narrowing down behavior of concerns
X X
Identifying context/settings
X X X X X X
Incentive/Self-Management
X
Hole FillingWhat holes
have you identified in your school’s behavior data collection capacity?
On your team’s Action Plan, generate next steps for filling these holes.
Be specific: who, will do what, by when?
Activity
Evaluate This Precise Problem Statement and Improve It
Many 3rd and 4th graders (Who) are engaging in Defiance (What), between 11:45am and 12:00pm, near the end of their 30-minute recess period (When), with most these instances occurring on the Playground, in Class, or in the Hall (Where), because the students want to avoid the upcoming Classroom instructional period (Why).
Activity
Evaluate This Precise Problem Statement and Improve It
Activity
Elements What do you see?
How could you make it better?
Who
What
When
Where
Why
Primary to Precision Defining problems with precision
What, how, who, where, when, why
Social and academic Discriminate primary from
precise Morph Primary Statements
into Precision StatementsYour first case…
large numbers of third graders have too many ODRs
third graders are generating the majority of the school’s ODRs in the cafeteria
third grade’s Case 21 fall assessment scores were the lowest in the school
Choose one statement and take 5 minutes…..
Be ready to share
Activity
Develop a goal for the problem in the previous activity.
Write the precision problem statement on meeting minute form
Define current level of problem Define goal for solving the
problem
What will the data look like when problem is resolved?
What evidence will show that the goal has been met?How and when will data be
recorded/entered?When will progress be
measured?
TIP
S II Tr
ain
ing M
anual (2
01
3)
w
ww
.uoecs
.org
16
Activity
Identify Solution(s) Use the following precision statement to complete the following:
Determine a goal.Discuss possible solution
options.
Precise Problem: Many 3rd and 4th graders are engaging in Disrespect between 11:45am and 12:00pm, near the end of their 30-minute recess with most of these instances occurring on the Playground, in Class, or in the Hall because the students want to avoid the upcoming Classroom instructional period.
18
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.
Activity
Element Solution Idea Impact
Feasibility
Prevent
Teach
Reward
Extinguish
Correct
Safety
Activity
Fidelity of Implementation
With your team, complete a quick “Plus/Delta” on your fidelity of implementation.
Consider the implementation of actual school-wide solutions as well as the team’s use of meeting foundations.
Use these questions to guide this discussion:What are we doing well and
with fidelity on this team? What could we change to do
better?“Even better if…..”
Activity
Progress MonitoringWith your team mates, discuss the following:
What data will you use to monitor the effectiveness of various solutions?
How will you ensure fidelity of implementation?
What barriers do you foresee with implementation fidelity?
Activity
Elevator SpeechPair up with someone from
another team.
Write a two minute spiel to
answer the following
questions.
What is TIPS?
What does TIPS stand for and
look like?
Why should people use TIPS?
Take a turn to tell your
overview of TIPS to your
partner.
Makes notes on what to
change.
Activity