Multi-Tier System of Support (MTSS): Team Initiated Problem-Solving (TIPS)

1. North Carolina Department of Public Instruction 2012 Multi-Tier System of Support (MTSS): Team Initiated Problem-Solving (TIPS) Caldwell County Schools July 15 – 17, 2015

2. Objectives • Understand the key components of effective teams • Know the five steps in the Team Initiated Problem-Solving (TIPS) model • Develop a plan for effective meeting foundations

3. Teams: Purpose District implementationDistrictwide problem-solving Provide support to schools District School (Vertical Team) School implementationSchoolwide problem-solving Provide support to staff Professional Learning Community (PLC) problem-solving for foundational core and supplemental support Grade (Horizontal Team) Student Team Individual student problem-solving through Professional Learning Community (PLC) for foundational core, supplemental, and intensive support

4. Instructional Changes Trends Data Decision Rules Instructional Changes All/Group Response Initiatives Coaching Coaching Grade/Department Climate Survey Teacher Retention Individual Student Climate Survey District Teacher Retention School Data Decision Rules Pacing All/Group Response Instructional Changes Response to instruction Compare to like peers

5. Building Infrastructure

7. District Team School Team Alignment Vision Initiatives Collaboration Teaming

8. District Team Elementary Education Director Middle School Director ESL Director Title I Director AIG Director Title I Parent/Program Developer EC Director School Psychologist Instructional Facilitator High School Director Behavior Support Team Members

9. School Team Principal Assistant Principal Content Specialists Regular Ed Teachers Special Ed Teachers ESL Teacher AIG Teacher Counselor School Psychologist Instructional Facilitator EXAMPLE of Team Skill set trumps filling spaces

10. School Team Members • Learners • Families • Community collaborators • May attend on an “as needed” basis but these groups are important stakeholders!

11. Meeting Foundations • Team purpose • Defined agreements about processes • Established roles and responsibilities • Electronic meeting notes

12. Meeting Foundations: Overview • Meeting starts and ends on time • Consistent attendance by team members • Agenda is used to guide meeting topics • Process is in place to monitor progress of implemented solutions • Review previous meeting notes • Team members prepare for and meet responsibilities during meeting

13. Meeting Foundations: Overview 6. Next meeting is scheduled 7. All team members (absent or present) are given notes/minutes within 24 hours of the meeting 8. Decision makers are present when needed 9. Efforts are making a difference in the lives of children/students

14. Meeting Foundations: Team Roles • Core roles • Facilitator • Note taker • Data analyst • Time Keeper/Gate Keeper • Back up for each role • Combine roles

15. Facilitator • Secures date, time, and location for meetings • Invites participants • Manages room set-up (projector, chairs, etc) • Guides team members in the meeting

16. Facilitator (cont…) • Ensures participation by all members, using facilitative techniques • Works with time keeper and the note taker to guarantee agenda is followed and time is honored • Acts as liaison between team and administration

17. Note Taker • Captures the discussion and decisions made by the team in a concise, accurate method • Keeps the paperwork • Distributes copies as needed with appropriate staff members

18. 2

19. Data Analyst • Gathers necessary data from team members and other sources • Creates custom reports and graphs as team digs deeper in the data

20. Time Keeper/Gate Keeper • Keeps time during meeting • Reminds team of allotted time during discussion • Returns conversation to agenda items

21. TIPS Team Member Information Example of team agreements • Inform facilitator of attendance issues before meeting • Avoid side talk • Remind each other to stay focused • Start and end on time • Be an active participant 3

22. Meeting Foundations: Environment A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute. Consider using one form to guide the activities of the meeting and using a projector so that all team members view the content and participate. Problem Use Data Solution Out of Time

23. Activity • Begin discussing roles and creating team agreements • Utilize a method in which people have an equal voice

25. What is Team Initiated Problem Solving (TIPS)?

27. Team Time How is this video relevant to problem-solving in education?

28. Problem-Solving Model • Systematic analysis • Functional assessment • Data • Instructional plan • Plan implementation • Monitoring

29. Problem-Solving Model • Change in mind-set is necessary for all • Student problems are defined • Questions drive assessments • Engage in instruction that addresses learning • Intervention/instructional change is derived from analysis of baseline data

30. Problem-Solving Model “Ensure positive student outcomes, rather than determining failure or deviance.” (Deno, 1995)

31. 4

33. Identify Problem(s) • Behavioral/academic definition • Concrete, observable and measurable • Stranger test • Typically begins broad

35. Develop Hypothesis • Determining cause • Making an informed guess • Answering why • Collecting multiple means of data • Important step

36. Develop Hypothesis • We must ask questions to form a hypothesis regarding “What is the problem? Why is it occurring?” • We ask questions across four domains (ICEL)

37. Develop Hypothesis (ICEL) Instruction (strategies, pacing, etc.) Curriculum (order, materials, etc.) Environment (schedule, group size, culture, etc.) Learner (Tiers II and III only)

38. The fall kindergarten First Sound Fluency (FSF) scores on DIBELS are low because of limited exposure to books prior to entering school Ms. Jones’ office referrals are high because she is not directly teaching the skills on the classroom behavior matrix The 6th grade benchmark scores on standard 6.NS.2 are low because our pacing guides do not include this standard for this nine weeks

39. 5 Develop Hypothesis (RIOT in ICEL)

40. Test the Hypothesis

41. Test the Hypothesis

42. Test the Hypothesis

43. Test the Hypothesis

44. Develop Hypothesis

46. Discuss & Select Solutions • Solution should be based on the precise problem statement which is developed around instruction, curriculum, environment and/or learner • Precise, clear goal must be setbefore plan implementation • Goal should be a specific description of desired change in student behavior • Goal should be a SMART goal

47. Discuss & Select Solutions S- Specific Behavior M- Measurable A- Attainable R- Relevant T-Time-Bound

48. SMART Activity List 5 items on your “Bucket List”

49. SMART Activity Over the next twelve weeks, I will increase my running distance while decreasing my time per mile in order to complete the Outer Banks Half-Marathon on November 11, 2015.

50. SMART Activity Highlight Jamie’s SMART goal Is it Specific (behavior)? Is it Measureable? Is it Attainable? Is it Relevant? Is it Time-bound?