objectives

ObjectivesBy the end of today, you will:

Understand the TIPS problem solving model

Be able to demonstrate several components of skills needed for effective and efficient TIPS problem solving

Understand how to generalize the TIPS model

Be able to access resources to refine your skills further

Team-Initiated Problem Solving II(TIPS II)

Bob Algozzine, Kate Algozzine, and Dale CusumanoUNC at Charlotte

Rob Horner, Anne Todd, and Steve NewtonUniversity of Oregon

TIPS II ModelTIPS Training

One full day team training

One full day coach training

Two coached meetings

Critical Elements

Use of electronic Meeting Minute system

Formal roles (Facilitator, Minute Taker, Data Analyst)

Specific expectations (before meeting, during meeting, after meeting)

Access and use of data

Projected meeting minutes and data

Skills for precise problem solving actions that are guided by prompts and cues embedded in the materials

Tool for monitoring fidelity of implementation of TIPS 9

Implement Solution with High Integrity

Identify Goal for Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluationDecision

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

IdentifySolution and

CreateImplementation

Plan with Contextual Fit

Collect and Use

Data

What, Who, When, Where, and Why?

How do we want the problem to

change?

What are we going to do to bring about desired

change?Did we implement

with fidelity?

Has the problem been solved?

What next?

Meeting MinutesA framework for organizing and documenting efficient meetings

General Flow of MeetingCall meeting to order – Who is present?

Review agenda for today

Discuss previously defined problem(s) – Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What

next?

Discuss administrative tasks and any general issues

Discuss any new problems – Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data needed

Wrap up meeting – Review date/time for next meeting and evaluate present team meeting.

Identify Problem with Precision

What, Who, When, Where, and Why




Precision




MeetingFoundations





Collect and Use

Data

103.

2

Defining a Problem with Precision

What?

When?

Who?Where?Why?

Start with Primary Problem Statements

Look at the Big Picture. Then use data to refine the problem to a Precise Problem

Statement.

Move to Precise Problem Statements

Office discipline referrals for 3rd graders are above national median for schools our size.

Referrals for physical aggression among third grade students from 11:30-12:30 in the cafeteria are increasing

over time. It is believed that this is happening due to lack of consistent teaching of cafeteria procedures.

What When

Who

Why

Where

Precision Elements

Precise or Primary Statement?

Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained peer attention.

Precise or Primary Statement?

A large group of kindergarten students are displaying inappropriate behaviors on the playground. This cohort of students also is known to reside in less than positive neighborhoods many of which also come from households with older siblings who have been in an out of jail across the past years. Drugs, alcohol, and violent behavior are the norm on the streets around their homes.

The boys in third grade are having behavior problems.

Six 5th grade students are loitering in the halls in the morning and have accumulated more than 10 referrals for loitering and being tardy during the past month. It is believed that they are doing this in order to avoid homework reviews that take place in the class during that time.

Examples: Primary to PreciseGang-like behavior is

increasing.

The buses are awful! There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate language on the afternoon buses because these students wanted attention from their from peers.

Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.

Trend

Our average Major and Minor ODRs per school day per month are higher than national median for a school of our enrollment size for all months except June. We have peaks in frequency of problems in Nov, Dec, Jan, and March with an increasing trend from September to March.

Practice with Data

Let’s make this more precise

What When

Who

Why

Where

Precision Elements

Practice Time!

Keep track of the possible precision elements on the next few slides.

SWIS Big 4 for October 1, 2011 through December 31, 2011

Defiance

What?

SWIS Big 4 for October 1, 2011 through December 31, 2011

ClassroomPlaygroun

d

Where?

11:45-12:00

When?

Who?

3rd and 4th Grade

Avoid Work

Why?

Possible Problem Precision StatementMany 3rd and 4th graders (who) are engaging in Defiance (what) between 11:45 and 12:00, near the end of their 30-minute recess period (when), with most of 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).Current levels: Nov. = .73 referrals per day, Dec. = 1.5 referrals per dayJan. = .42 referrals per day

Add to TIPS Meeting Minutes

Many 3rd and 4th graders (who) are engaging in Defiance (what) between 11:45 and 12:00, near the end of their 30-minute recess period (when), with most of 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).Current levels: Nov. = .73/ day, Dec. = 1.5/dayJan. = .42 /day

Quick Peek at TIPS with Academic Problems

What When

Who

Why

Where

What When

Who

Why

Where

Precision Components for Behavior Problem

Statements

Precision Components for Academic Problem

Statements

Examples: Primary to Precise

Carly is having reading difficulties.

Carly is reading 20 words correctly per minute (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.

Jack’s math CBM scores fell at the 10th percentile as compared to national norms. Jack is not fluent in his knowledge of basic math facts and often does not attend to addition or subtraction signs on written math problems.

Jack cannot add or subtract.

80% meeting

expectation

15% need more

5% need the most

Academic Reference Points for Goals

50th Percentil

e on national norms

Low Risk indicator

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage of Students Meeting Expectation in Reading Comprehension (AIMSweb Maze)

FallWinterSpringGoal

Grade Level

Only 62% of 4th graders and 65% of 5th graders are meeting expectations in reading comprehension at the winter benchmark; although a slight improvement from fall to winter is noted, it is

below the goal of having 80% of students meet expectation.

What?

For today, we will focus on 4th

graders

Four 4th graders have the lowest scores on measures of reading comprehension. Other

students are below expectation but their scores are within + 1 correct responses (CR) of the target (14 CR). Scores for these four students fall in the At Risk range, which is below the 10th percentile on

national norms.

Who?

Low Risk > 14 CR

All close

to goal of

14 CR

Why?

Why?

ICEL

Skill Developme

nt

Functional Drivers

Phonological Awareness

Phonics

Fluency

Comprehension

Vocab

ular

y

Reading to

Learn

Lear

ning

to R

ead

Comprehension

Three 4th grade students are performing well below

expectation comprehending written text that is presented

at grade level (scores on Maze measures fall below the 10th

percentile on national norms). These students also have

weak reading fluency skills that fall well below expectation,

which is thought to be the reason for their low reading

comprehension skills. A fourth student (Sally) also is

performing well below expectation in reading

comprehension, but her reading fluency skills are in

expected ranges. Weak vocabulary skills may be lowering

her comprehension skills.

Why?

Let us look at reading fluency as a possible reason for these

four students’ low reading comprehension.

Harris Word list for Sally = 2nd grade

2 Possible Problem Precision Statements

Three 4th grade students (Who) are not comprehending content from written text presented at grade level (What, When, and Where). These students also have weak reading fluency skills that fall well below expectation, which is thought to be the reason for their low reading comprehension skills (Why)

Current Levels: Scores on Maze measures fall below the 10th percentile on national norms (3 CR with 14 CR expected). Fluency rates also fall at or below the 10th percentile for national norms (48-53 WRC/min with 109 WRC/min expected)

Student S (Who) is having difficulty comprehending written text presented at her grade level (What, When and Where), but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills (Why).

Current Levels: Maze score = 3 CR (14 CR expected); Vocabulary level = 2nd grade on Harris Word List (4th grade expected)

Add to TIPS Meeting Minutes

Now for practice with Precise Problem

StatementsPick a Problem Packet and develop a

Precise Problem Statement15 minutes

Scenario Examples




Precision




MeetingFoundations





Collect and Use

Data

Identify Goal for ChangeWhat and When

What goals have you set?

Frequency of exercise?

Time on social media?

Weight loss or gain?

Saving money?

What? By when?

Goal: Exercise 3 times a week during March

Goal: Loose 15 pounds by June (swim season)

Goal: Decrease time on social media to 10 minutes per day by October 15

Goal: Save $150 by Black Friday

Observed Goal

SWIS National Medians

Benchmark Expectations

Social Expectations

Comparison to Similar Settings

Contextual Needs

What defines Our Goal?

Current: 38 referrals for Aggression

during the past month

Goal: .5 or fewer referrals per day for Aggression

Current: 12 bus referrals last

month

Goal: 1 or fewer bus referrals per

week (.20 per day)

Current: 1.5 referrals per day

for defiance

Goal: 1 or fewer referrals per week or .20 per day for

defiance

Current: 61% of 3rd grade

students meeting expectations in

reading

Goal: 80% of 3rd grade students meeting

expectations in reading

GoalWhat? By when?

Goal: 80% of 3rd grade students meeting

expectations in reading by

Spring Benchmark

Goal: 1 or fewer bus referrals per day (.20 per day)

by December

Goal: 1 or fewer referrals per week or .20 per day for defiance by April

1st

Goal: .5 or fewer referrals per day for Aggression by

March

Office Discipline Referrals rates for disrespect will be at or below

the national median for our school size by April of this school year and will remain at or below this level for the remainder of the

school year.

Referrals for tardies among ninth graders will reduce by 50% by

our March meeting and will continue to decrease across the next 3 months until there are no

more than 2 per month for 3 months.

Referral rates for aggression on the playground will reduce to one or fewer each week (.20

per day) among 5th grade students and will stay at this level for the rest of the school

year.Reading assessment data for students in literacy intervention group

performance will move from High to Low Risk status by the Winter benchmark and will be at this level or move to “No Risk” levels by the Spring

benchmark.

GoalWhat? By when?

Goal or No Goal?

2 times a day

Reduce instances of 3rd and 4th grade disrespect on the playground to no more .50 per day, monthly through year end

Reduce instances of 3rd & 4th grade disrespect on the playground to 1 per week (.20 per day) by end of the school year

Reduce instances of 3rd & 4th grade disrespect on the playground to no more than 1 time a day

Reduce instances of 3rd & 4th grade disrespect on the playground

No 9th grade tardies for the remainder of the school year

Reduce tardies in 9th grade

Add by how much and “by When”

Add “What” and “by When”

Add “by When”

Practice Writing Goals for Change

Write a Goal for a New Precise Problem (from Task 4)

Many students in 1st through 6th grades (Who) are displaying harassment behaviors (What) in the classroom, playground, cafeteria, and on the bus (Where) during the morning (8:00-10:30), at lunch (1:45-1:00) and on the afternoon bus (2:45-3:45) (When) in order to gain adult or peer attention or obtain an item (Why).

Current Levels: December 2011 – 15/12 = 1.25/day; January 2012 – 18/19 = .95/day;February 2012 – 11/18 = .61/day;

Write a goal for this precise

problem.

GoalWhat? By when?

Referrals for harassment on the bus, in the classroom, or on the playground

will be reduced to 2 or fewer per month by April (.11/day) and then to 1 or

fewer per month by May (.06/day). It will

remain at that level for the rest of the school year.

Maintenance

Many students in 1st through 6th grades are displaying harassment behaviors in the classroom, playground, and on the bus during the morning (8:00-9:45), at lunch, and in the afternoon (2:45-3:30) in order to gain adult or peer attention or obtain an item.

Current Levels:December 2011 – 15/12 = 1.25/day;January 2012 – 18/19 = .95/dayFebruary 2012 – 11/18 = .61/day

Practice

Write a goal for your Problem Precision statement10 minutes

Identify Solution and Create Implementation Plan with Contextual Fit

What and When




Precision




MeetingFoundations





Collect and Use

Data

What are we going to do to bring about the desired

change?

SolutionsPrevent

Teach

Prompt

Reinforce

Extinguish or Withhold Reward

Correction

How can we avoid the problem context?

How can we define, monitor, and teach what we want?How can we set up opportunities for the desired behavior?

How can we build in systematic reward for the desired behavior?

How can we prevent the problem behavior from being rewarded?

What are effective and consistent consequences for problem behavior?

Prevent

Teach

Prompt

Reinforce

Extinguish

Correct

Example for Precise Behavior Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. October = 1.3/day; November = 1.7/day; December – 1.66/day

Re-review 6th and 7th graders classroom expectations/Respecting others, daily

Focus on Respect, Re-teach stop-walk routine

Provide specific feedback for using stop-walk routine

Ensure staff use routine for responding to a report when student comes to talk.

Use School Defined Process

Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk.

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Example for Precise Academic Problem StatementFour 4th grade students are performing below expectation in reading comprehension. For three of these students, their performance is being impacted by low reading fluency skills. For one student, weak vocabulary skills are keeping her from comprehending written text.

Provide instructional level materials for independent reading activities.

Participation in a Repeated Readings intervention group.

Self monitoring of reading fluency skills with gains tied to rewards.

Self monitoring of known and unknown vocabulary words and accuracy rates.

Participation in a Drill Sandwich vocabulary practice.

Reading buddy with kindergarten students

Why?

ICEL

Skill Developmen

t

Functional Drivers

Instruction CurriculumEnvironmen

tLearner

To Gain

To Avoid

Acquisition

Fluency

Generalization

Adaptation

Other Avenues for

Brainstorming Solutions

A Few Things to Consider with Solutions

Is it feasible?

Is there “buy in” for this strategy?

Would you expect to see a change with this solution in place?

Match to the precision elements

Create your action plan

What are you going to do?

Who?By

When?

Create your action plan

Many students in 1st through 6th grades are displaying harassment behaviors in the classroom, playground, and on the bus during the morning (8:00-9:45), at lunch, and in the afternoon (2:45-3:30) in order to gain adult or peer attention or obtain an item.

Current Levels:December 2011 – 15/12 = 1.25/day;January 2012 – 18/19 = .95/dayFebruary 2012 – 11/18 = .61/day

PracticeCreate a Solution Plan for your Precise

Problem




Precision




MeetingFoundations





Collect and Use

Data

Evaluation PlanningEvery problem needs to be monitored and

evaluated• How to assess the Fidelity of Implementation• How to assess the Impact of

Solutions

Part 1

Part 2

How will we know that we did what we said we would

do?Step 1 of Evaluation Planning or Fidelity of Implementation

Fidelity of Implementation

Measures the degree to which the intervention or action was implemented as defined/expected

Use percent/absolute value/ rate/scale as metricFor school-wide, strive for 80% fidelity of

implementationMeasure monthly, weekly, or biweeklyIf safety issue – strive for higher level of

implementation fidelityMake it easy to gatherStart simple

Are we implementing the plan?

Teacher Completed Fidelity ScalesEstablish a fidelity check routine that relates to

Implementation• A 1-5 scale is used for questions • Up to 3 questions per week• Share scale as a poster in the faculty room, an electronic

survey, or paper and pencilDid you provide “high-five greetings” to all students entering your class on time in the

morning this week?

1 2 3 4 5No Yes

How many days during the week did you review with students the procedures for passing in the

hall?

1 2 3 4 5✓ ✓✓✓ ✓✓✓

Another Option: Internet-Based Fidelity Scale

Other Data for Monitoring Fidelity of

Implementation

Other Data for Monitoring Fidelity of Implementation

Evaluation PlanningEvery problem needs to be monitored and

evaluated• How to assess the Fidelity of Implementation• How to assess the Impact of

Solutions

Part 1

Part 2

✓

How will we know if the solution worked?

Step 2 of Evaluation Planning or Identifying Outcome Measures

Fidelity Data Collection

Discussion Time:

As a school, how are you going to collect fidelity data?

Things to Define:What tools you going to use to gather dataFrequency of data collectionWho will set it up?Who will gather and report it?What is your goal?

Did your solutions work?

Frequency of exercise?

Saving money?Time on social

media?

Goal: Exercise 3 times a week during MarchSolution: Join running club; Reward runs with 1 piece of chocolateStatus: Exercised 2 times a week in March.

Goal: Save $150 by NovemberSolution: Save all change/coins; No Starbucks; Bring lunch 3 times a weekStatus: $135 saved by November

Goal: Reduce social media time to 15 minutes a day in MaySolution: Remove apps from phone; Reward days with no social media Status: An average of 15 minutes a week were recorded in May

Improved but not to goal

Improved – goal met! Improved but not to goal

Developing an Evaluation Plan for Evaluating Impact on Student Behavior

Evaluate effect of solutions on student behavior (impact) as compared to the goal

Define data to be usedMust be tied to goal (What and By When)

Effectiveness of Implementation Measure:

Monthly SWIS ODR reports for Defiance for 3rd and 4th graders

Goal: To reduce ODRs for defiance among 3rd and 4th graders to .5 or

fewer per day by the month of December

Effectiveness of Implementation Measure:

Weekly cafeteria cleanliness rating scale

Goal: By next month, to increase cafeteria worker’s weekly

satisfaction level from 2.5 to a 4.5 (out of 5-points with 5 being very

clean) for cafeteria table cleanliness after 3rd, 4th, and 5th

grader lunch periods have cleaned their tables.

Add Team Decisions to TIPS Meeting Minutes

Form

SWIS ODR monthly

reports for harassment on the bus

among 1-6th graders

PracticeWhat fidelity and outcome data will

you gather?




Precision




MeetingFoundations





Collect and Use

Data

Practice with Data

Monitor Impact and Compare against Goal

Did we do what we said we would do?

I provided explicit instruction in Transition from Recess procedures to my students.

1 2 3 4 5

Strongly Disagree Neutral Strongly Agree

8 out of the 10 3rd and 4th grade teachers (83%) had ratings of 4 or above.

Did we do what we said we would do?

Did it Work? Compare Current Data against Goal

.17/day

Practice Monitoring Impact of Solution and Comparing against

Goal

Make Summative Evaluation Decisions

What next?




Precision




MeetingFoundations





Collect and Use

Data

Do we need to modify the solution to have a stronger

impact? Do we need to discuss the feasibility of this solution?

If we met the goal, how do we maintain it?

Do we need to revise the goal?

Do we need to revise the precision statement for the problem?

Should we recycle through the problem solving process?

What do we do next?

What do you do next?

Goal: Exercise 3 times a week during MarchSolution: Join running club; Reward runs with 1 piece of chocolateStatus: Exercised 2 times a week in March.

Goal: Save $150 by NovemberSolution: Save all change/coins; No Starbucks; Bring lunch 3 times a weekStatus: $135 saved by November

Goal: Reduce social media time to 15 minutes a day in MaySolution: Remove apps from phone; Reward days with no social media Status: An average of 15 minutes a week were recorded in May

Goal Met!

Improved but goal not met

Improved but goal not met

Celebrate and consider maintenance plan.

Add other incentives?

Keep going but maybe increase incentives?

Meeting FoundationsPredictability, Participation, Communication, and Accountability


IdentifyGoal for Change


Precision




MeetingFoundations

Team-Initiated Problem Solving II (TIPS II) Model



Plan withContextual Fit

Collect and Use

Data

Unknown

I added comments (xx2 -xx7) so I could "see" the focus of each step of the process and related training...xx10 references the last two steps and there are no xx8 and xx9 comments.

Unknown

What is the problem?Who?What?Where?When?Why?....

Unknown

How do we want the problem to change?What evidence do we need to show that we have achieved our goal?

Unknown

How are we going to bring about desired change?How are we going to solve the problem?

Unknown

Did we implement solution with fidelity?

Unknown

Did we solve the problem?Was desired goal achieved?

Unknown

Has the problem been solved?What should we do next?

Unknown

Reassess and Revise Solution(s) as Needed & Monitor Impact of Solution(s) & Compare with Goal seem to be the same?Evaluate Problem and Redirect frames a separate formative step (i.e., has the problem been solved? or what do we do with what we know? or what next? or...)?

PREDICTABILITYPARTICIPATION

ACCOUNTABILITYCOMMUNICATION




Precision




MeetingFoundations

Critical Features of Team-Initiated

Problem Solving (TIPS II)




Collect and Use

Data

Meeting Foundations

Problem Solving

TIPS Fidelity Checklist (TIPS - FC)

Critical Features of TIPS IIMeeting Foundations

Roles are assigned with responsibilities understood

Solutions developed in meeting CAN be implemented

A meeting schedule is created and respected (date and times)

Attendance at meetings

Agenda is public, reviewed at start of meeting, and shared during meeting

Critical Features of TIPS IIProblem Solving

TIPS Meeting Minutes (or equivalent) are used

Previous “old” problems are discussed with status reviewed

Quantitative data in the right format to answer the right questions are used and projected for all to see

Problems are defined with precision (what, where, when, who, why)

All active problems have solutions documented on full action plans

Problems with solutions defined have goals for success

Data examining the fidelity of implementation of solutions are gathered and shared with team

Outcome data examining the impact of solutions are gathered and shared with team

Roles and ResponsibilitiesFacilitator, Minute Taker, Data Analyst, Team Member

Roles on TIPS Teams

Facilitator

Minute Taker

Data Analyst

Team Member

Roles and Responsibilities Defined

Building Your TIPS Team

Pick Your Roles Define roles with a back up person identified for the

Facilitator, Minute Taker, and Data Analyst Complete Team Roster with contact information

Determine Meeting Schedule for School Year When (start and end time) and where Make sure you have access to internet and LCD Add to Team Roster page

Group Agreements for Operating Team Meetings Agree on group norms

Meeting Logistics – You Will Need: Use of laptop(s) Chart paper/white board or other way for posting agenda An LCD projector for projecting Meeting Minutes and data Internet access in meeting room

Building Your TIPS Team

Onward…Additional skill building activities including

“Using TIPS for Academic Examples” are available

(http://tips2info.blogspot.com)

Ask questions any time!

http://tips2info.blogspot.com/



Contact Information

University of Oregon

Rob Horner Anne [email protected] [email protected]

University of North Carolina at Charlotte

Bob Algozzine Kate [email protected] [email protected]

Dale [email protected]

objectives

Documents

primary problem statementslook

present team meeting

meeting review datetime

dataprojected meeting

meeting minutesa framework

precise problems

tips93implement solution

why8implement solution