wisconsin pbis leadership conference 2013

Wisconsin PBIS Leadership Conference 2013

Session A7 and D7TIPS Team Initiated Problem Solving

Marla Dewhirst, PBIS [email protected]

Today’s Objectives & Agenda

• Able to give Brief Overview of TIPS• Able to explain the Set up and Flow of

Meetings• Able to locate and define Meeting

Foundations on the TIPS Minute Form• Able to increase Problem Solving Strategies as

defined by the TIPS Model

Overview of TIPS

• Funded by Institute on Educational Sciences, USA

• Authors:• Steve Newton, Anne Todd, Rob Horner, University of Oregon• Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte

• A model for using data for problem solving and decision making that includes a systematic team process for:

• Organizing and conducting team meetings• Problem Solving & developing solutions with precision problem

statements• Defining action plans for implementing solutions• Defining Goals and Evaluation Plans for measuring fidelity and

effectiveness (benefits to students) • Documenting decisions and plans

– TIPS processes are generalize-able across data sets.

SYSTEMS

PRACTICES

INFORMATION

SupportingStaff & Student Behavior and Decision Making

Building Capacity and Sustainability

OUTCOMES

For Social Competence,Academic Achievement, and Safety

Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes

Team-based, documentation,

regular communication

cycles Meeting

FoundationsMeeting Minute

FormatProblem solving

routine

SWIS DIBELS

Aims WebEasy CBM

Decisions are more likely to be effective and efficient when they are based on defined

outcomes & current/ accurate data

Quality of decision-making depends on the first step

(defining the problem with precision)

Data help us ask the right questions

Use data to identify problems with precision before defining solutions

Data help place the “problem” in the context rather than in

students

Main Ideas

A B C D E F GData based Decision making

EvaluationPlanning

Improving Decision-Making

Problem

Problem SolutionFrom

To

Precision & Goal

Information

Solution & Action plans

6Newton, 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 Educational and Community Supports, University of Oregon, unpublished training manual.

Information

Informati

on

1.Organization – (team roles, meeting process, agenda)

2.Data – (Right information at right time in right format)

3.Separate – (a) Review of On-going Problem Solving – (b) Administrative Logistics and – (c) New Problem Solving

4.Define Problems with Precision5.Build Comprehensive Solutions that “fit”6.Add “Action Plans” for all solutions7.Review Fidelity and Impact regularly8.Adapt Solutions in response to data.

Eight Keys to Effective Meetings

7Newton, 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.

Implement Solution(s) with

High Integrity

Establish Solution Goal(s)

Identify Problemwith

Precision

Monitor Impactof Solution(s) and

Compare with Goal

Evaluate Problem and Redirect

MeetingFoundations

Team-Initiated Problem Solving II

(TIPS II) Model

Discuss and PlanSolution(s) withContextual Fit

Collect and Use Data

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

How do we want the problem to change?

What evidence do we need to show that we have achieved

our goal?

How are we going to solve the problem?

How are we going to bring about desired change?

Is solution appropriate for problem?

Is solution likely to produce desired change?

How will we know solution was implemented with fidelity?

Did we implement solution with fidelity?

Are we solving the problem?Is desired goal being achieved?

Has the problem been solved?Has desired goal been achieved?

What should we do next?

The Problem-Solving “Mantra”

• Do we have a problem? (identify)• What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences)• Why does the problem exist, & what can we do

about it? (hypothesis & solution)• What are the actual elements of our plan?

(Action Plan)

9Newton, 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.

The Problem-Solving “Mantra”

• Is our plan being implemented, & is it working?(evaluate & revise plan)

• What is the goal?(What will it look like when there is not a problem?)

TIPS Team Training Readiness10 readiness guidelines

• Team membership1. Team has representation needed for meeting their

purpose 2. Team includes an administrator with authority to make

decisions & who is at meetings when decisions need to be made

• Team data access3. Team has access to the data needed for problem solving

and decision making before and during the meeting4. School staff use a consistent process & procedures for

documenting & entering data5. Team member is fluent in generating basic and custom

reports from data set(s) being used


• Team Commitment6. Team is committed to implementing TIPS

Meeting Foundations7. Team & coach are committed to attending

one full day or two half day team trainings to learn the skills for applying the TIPS Model for problem solving & decision making

8. Team is committed to using the TIPS model through the school year and to attending an annual TIPS booster


• Coaching Commitment9. Team has access to a coach who knows the TIPS

system & who is available before, during, & after meetings to support problem-solving & decision making

10. Coach is committed to attend team training and provide coaching before, during and after the meetings

TIPS Team Training Readiness Checklist

TIPS Readiness FeatureStatus

In progresscomplete

Tasks By Who By When

Team membership

1. Team has representation needed for meeting their purpose

2. Team includes an administrator with authority to make decisions & who is at meetings when decisions need to be made

Team data access

3. Team has access to the data needed for problem solving and decision making before and during the meeting

4. School staff use a consistent process & procedures for documenting & entering data

5. Team member is fluent in generating basic and custom reports from data set(s) being used

Team Commitment

6. Team is committed to implementing TIPS Meeting Foundations

7. Team & coach are committed to attending one full day or two half day team trainings to learn the skills for applying the TIPS Model for problem solving & decision making

8. Team is committed to using the TIPS model through the school year and to attending an annual TIPS booster

Coaching Commitment9. Team has access to a coach who knows the TIPS system & who is available before, during,

& after meetings to support problem-solving & decision making

10. Coach is committed to attend team training and provide coaching before, during and after the meetings

TIPS OverviewActivity

• Write a few sentences to answer the question of “What is TIPS?” (3 minutes)– What does TIPS stand for & look like?– Why should people incorporate the TIPS model?

• Take a turn to tell your overview of TIPS to a shoulder partner ( 2 minutes)

• Makes notes on what to incorporate into your thoughts and

• Note who you want to talk to about TIPS when you return to your district.

Using Meeting MinutesObjective: Able to Use Meeting Minutes

• Documentation of – Agenda items– Problems, solutions/tasks, action plans– Goal and evaluation plan for measuring fidelity

and outcomes– Team assessment of meeting outcomes

• Accountability• Visual Tracking/focus

Today’s Agenda Items Next Meeting Agenda Items Potential Problems Raised

01.Review of data02. PBS Training (Video) 03. Recess Supervisor expectations

1. Review status of implemented solutions2. Training on PBS opportunities3.

1.

2.

Today’s Meeting Date: 1-7-10 Time: 2:30-3:30 Location: Rm 8 Facilitator: CA Minute Taker: JB Data Analyst: NMNext Meeting Date: 2-4-10 Time: 2:30-3:30 Location: Rm 8 Facilitator: CA Minute Taker: JB Data Analyst: NM

Team Members (bold are present today)

KK CA AT NM SM SP JB DR

Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?

Video in the morning Video is ready. Congratulations. We need to fix the TV connections in classrooms

NM & JB 1-31-10

Recess Supervisor Expectations Review recess rules with supervisorsReview agreement that supervisors will walk a figure 8 continually throughout recess

KK 1-19-10 EA meeting

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

Disrespectful behavior with adults in the classroom in all grade levels has doubled this year. Many students are contributing and the problems seem to occur during the afternoon more than the morning. We are not sure why

Address respect in newsletterModel Respectful behaviors

KK to talk to Staff

1-15-2010 Goal: Decrease frequency of disrespectful behavior to no more than 5 per grade level per month by end of school year.Review SWIS reports monthlyCheck in at staff meeting on implementation status

Problem-Solving Action Plan

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. 18


High Integrity



Precision


Compare with Goal


MeetingFoundations


(TIPS II) Model






our goal?










How precise is precise?

• Less precision leads to guessing games and story telling, which lead to running out of time & doing nothing OR results in solution selection that does not fit the problem

• More precision leads more contextualized & solvable solutions

Primary to Precision Activity

• Choose a primary problem statement from real life (“Kids these days….”)or from materials.– Make a list of the information/reports you want to

know more about.

5 minutes per statementBe ready to share

Building Precise Problem StatementsTIPS Big 5

• Primary Statements:• Indicate a discrepancy between what we have and what we

want.• Precise Problem Statements:

– Indicate the problem with sufficient precision to allow problem solving

• What is happening (and how does it differ from what we want)• How often is it happening• *When is it happening• *Where is it happening• Who is involved• Why does it keep happening

*Academic can blend these 2 questions


High Integrity



Precision


Compare with Goal


MeetingFoundations


(TIPS II) Model






our goal?










Moving from Precision Statement to SMART Goal Setting

SMART GoalsSpecific Measureable Attainable Relevant

Timely

• SMART Goal Example – By the end of the 2012 school year, the number of fifth grade students

meeting or exceeding the state proficiency measure will increase from 40% to 80% as measured by the OAKS test results administered in May 2012.

• Problem Statement: Our DIBELS Distribution summary shows that 49% of our kindergarten students at Adams Elementary fall in the strategic and intensive range. We have over 50% of our students requiring strategic and intensive supports for ISF, LNF.

SMART Goals

• Problem: – The cafeteria at the end of the 8th grade lunch period has

rubbish on the floors & tables, daily. The students are anxious to get to the commons for break time & are very disruptive during the transition (cafeteria to commons).

• Goals: 1. 8th grade cafeteria will be clean as rated (on a 3 point scale:

no, sort of, yes) daily by the supervisor.2. Disruptive behavior during transition from cafeteria to the

commons will decrease to no more than 4 incidences a month

Examples of Measures for Goals• Percent reduction to be achieved & maintained:

– “Reduce cafeteria disruptions by 75% & maintain for remainder of school year.”

OR

• Absolute reduction to be achieved & maintained:– “Reduce cafeteria disruptions to an average of no more than 2 per

month & maintain for remainder of school year.” And/ OR

• Satisfaction level to be achieved & maintained:– “All school personnel assigned to cafeteria between 11:30 AM and

12:00 PM will rate the level of disruptions to be ‘acceptable’ or better; rating maintained during monthly reviews conducted throughout remainder of school year.”

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.

Examples of SMART Goals• Problem Statement– We have major physical aggression/fighting and M-Disrespect M-

Contact on the playground during morning and lunch recesses by 20% of our student body. Because: 1) Lack of sufficient equipment and activities/activity areas 2) Lack of enough problem solving skills, especially in the younger grades (K-3) 3) Lack of enough structure to encourage proper game playthere were 40 incidences last month

• SMART Goal• Reduce morning & lunch recess referrals by half each month for

the remainder of the school year (no more than 20 in May)

Examples of SMART Goals

• Problem Statement– We have high rates of physical aggression disrespect

and inappropriate language on the playground at 10:00, 10:15, 12:15,12:30,1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.

• SMART Goal– Decrease frequency of physical aggression, disrespect

& inappropriate language on playground to no more than 6 per month by end of school year

SMART Goal Activity15 minutes

• Problem Statement: We have lower rates of disruption & disrespect in classrooms throughout the day with many students, some of whom are also having problems on the playground. Problems are occurring with grades 3-5 students.

• Do you have enough precision for goal setting?– If not, make up the information you need to know.– Write a precision problem statement (make up the information

needed), incorporate the information into a precision problem statement

– Develop a SMART Goal– Be ready to share

Examples Primary to Precise

• Carly is having reading difficulties

• 50% of 2nd graders are not meeting math benchmarks

• Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts

• 2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills

ExamplePrimary to Precise

Our school did not meet AYP last year

The 5th graders are below the state proficiency score as compared to 5th graders in Oregon

The past two years this cohort of students (3rd to 5th grade) has gradually decreased in overall proficiency, their comprehension strand scores are low, we shifted to blended grade classes during their 4th grade year


High Integrity



Precision


Compare with Goal


MeetingFoundations


(TIPS II) Model






our goal?










Discuss and Plan Solution(s) with Contextual Fit

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

change?• Is solution appropriate for problem?• Is solution likely to produce desired change?

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.

Solution DevelopmentPrevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

1. Focus on prevention first. 2. How do we ensure that students know

and are able to do the required tasks? 3. How do we ensure that the appropriate

behavior/academic response is recognized?

4. How do we work to ensure that undesired response is not being rewarded.

5. Are corrective consequences needed? *Are redirective structures needed?

6. How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students?

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 Solution Development Precise problem statement:Between 11:30-12:15, many 3rd graders are engaging in physical aggression, harassment, and disrespect, in cafeteria and on playground to get peer attention. There are 5 incidences a day at this time.Goal:

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Safety

37Newton, 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.

Progress Monitoring

• When a problem has been defined, with solutions to implement and established goals– Progress monitoring kicks in

• Benefitting students?• Fidelity of implementation?

• Data analyst brings data summaries needed for an update of implemented solution outcomes– Team creates custom reports to generate a precise

problem statement

Evaluation Plan

• Every problem needs a Fidelity of Implementation Plan & an Effectiveness of Implementation Plan

HOW DOES THIS WORK FOR ACADEMICS?

80% meeting

expectation

15% need more

5% need the most

Is there a problem? Academic Reference Points

50th Percentile

on national norms

Low Risk indicator

3rd Grade

4th Grade

5th Grade

0102030405060708090

100

80

60 60

7062 65

Percentage of Students Meeting Expectation in Reading Compre-hension (AIMSweb Maze)

Fall Winter Spring

Perc

enta

ge

Goal

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

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

Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans

SolutionsPrevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior?Extinction: How can we prevent problem behavior from being rewarded?Consequences: What are efficient, consistent consequences for problem behavior?

Action Plan

Who will do each task & when will it be completed?

Evaluation

How will we collect and what data will we use to evaluate: • Implementation

fidelity?• Impact on

student outcomes?

Team Progress Monitoring of TIPS• At beginning of the year, mid year and end of year,

teams – Complete the TIPS Team Fidelity of Implementation

Checklist– Create Action Plans for items that are not implemented or

in progress. – Use meeting minute form to document plan & monitor

progress• At the end of each meeting

– Teams complete a short evaluation of the meeting– Document responses on meeting minute form– Make adjustments as needed

One goal is to be able to walk into any meeting, with no prior knowledge of team/context,

find & review minutes from previous meeting, &

be ready to take minutes or facilitate ‘today’s’ meeting…

within 5 minutes of reviewing the previous meeting minutes

Do you have at least one team that you work with that you can do that?

Next Steps

• Look at the readiness checklists and the TIPS Fidelity Checklist

• Contact your regional technical assistance coordinator if you have additional questions

• Contact Marla Dewhirst ([email protected])

wisconsin pbis leadership conference 2013

Documents

precision data

data right information

swis data

data sets

solutions data help

problem solvingmarla

review of ongoing problem

c new problem solving4