Team-Initiated Problem Solving II (TIPS II) Model

1. Team-Initiated Problem Solving II (TIPS II) Model PAPBS Network Coaches DayJanuary 28, 2016

2. Rob Horner, Anne Todd, and Steve Newton University of Oregon Team-Initiated Problem Solving II (TIPS II) Presentation Developed by: Devereux Center for Effective Schools Bob Algozzine, Kate Algozzine, and Dale Cusumano UNC at Charlotte

3. Disclosures Acknowledgments to: Content Adapted from: TIPS training materials available at http://uoecs.org TIPS training materials present at APBS 2014, Chicago available at http://www.pbisapps.org/Resources/SWIS Publications/APBS 2014 Chicago Sessions with PBISApps.zip TIPS training materials presented at 2013 NWPBIS Conference, Settle available at http://www.pbisapps.org/Resources/SWIS Publications/Coaching Teams to Use Data.zip • Rob Horner, Anne Todd, Steve Newtown, Katie Conley from University of Oregon • Bob Algozzine, Dale Cusumano, Kate Algozzine from University of North Caroline at Charlotte • Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2014). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org

4. Objectives • Provide a brief overview of the TIPS II Model: • Discuss effective meeting practice through use of the TIPS Meeting Foundations • Model how to use data to create precise problem statements and brainstorm solutions

5. People aren’t tired from solving problems – they are tired from solving the same problem over and over.

6. Decisions are more likely to be effective and efficient when they are based on data • The key is to build “decision systems” not “data systems” – problem solving is driven by decision systems, which are fueled by data • Quality of decision-making depends on defining the problem to be solved through using data in “decision layers” • 1. Is there a problem? • 2. Localize the problem (location, problem behavior, students, time of day), and • 3. Get specific • Main Ideas • Data help us ask the right questions – Use data to identify/refine problems, define the questions that lead to functional solutions, & to monitor progress toward goal(s) • Data help place the “problem” in the context rather than in students – “problem behavior” vs. “problem student(s)”

8. Team Training in TIPS 1 Full Day or 2 Half DaysSample Training Timeline Devereux CES (2014)

9. What, Who, When, Where, and Why? Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model How do we want the problem to change? What next? Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data Has the problem been solved? Monitor Impact of Solution and Compare against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity What are we going to do to bring about desired change? Did we implement with fidelity? Meeting Foundations

10. Team-Initiated Problem Solving (TIPS II) Model Meeting Foundations

11. Meeting Foundations: Logistics • Shared space for electronic documents and binder for hard copies • Consistent meeting schedule • Designated meeting location • Access to technology in meeting location (e.g., computer, projector, internet, speaker phone) Devereux CES (2013)

12. Meeting Foundations: What makes a successful meeting? • Administrator present • 75% of team members present • Team members come prepared for the meeting • Meeting starts and ends on time • Current action plan • Defined roles & responsibilities for the meeting • TIPS Meeting Minutes Form used to guide meeting discussion • Decisions are documented on TIPS Meeting Minutes Form Devereux CES (2013)

13. Meeting Foundations: Roles PAPBS Facilitator Devereux CES (2015)

14. Meeting Foundations: Team Member Responsibilities Before the Meeting Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper

15. Meeting Foundations: Team Member Responsibilities During the Meeting Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper

16. Meeting Foundations: Team Member Responsibilities After the Meeting Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper

17. Example of TIPS Team Information Form

18. TIPS Meeting Minutes Form • Created by Team Facilitator/Minute Taker • Sent out to all team members 24 hours in advance of meeting • Used to guide meeting discussion • Used to monitor progress • Review previous meeting minutes decisions • Review task list • Evaluation of meeting

22. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model Collect and Use Data Meeting Foundations

23. “Precision” Problem Statements • Use the data to “tell a story” that allows the team to problem solve: • What is happening (how it differs from what we want) • How often it’s happening • When it’s happening • Where it’s happening • Who is involved • Why does it keep happening Todd, Horner, Rosetto-Dickey, 2010

24. Summarize School’s Data into the Data Analyst Report

27. Example of Documenting Precise Problem Statement on Meeting Minutes Form

28. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model Identify Goal for Change Collect and Use Data Meeting Foundations

29. Develop Precision Goals • Goals should be measurable and realistic • SMART Goals • Specific • Measurable • Achievable • Relevant • Timely • Goals have 2 key components • What do we want to change? • By when? • Examples: • .5 or fewer ODRs per day for Aggression on bus #13 by March 31, 2016 • 1 or fewer 3rd grade cafeteria ODRs per day (.20 per week) by the end of the school year • ODRs for aggression on the playground will reduce to 1 or fewer each week (.20 per day) amongst 5th grade students and will stay at this level for the rest of the school year Devereux CES (2015)

30. Example of Documenting Precision Goal on Meeting Minutes Form

31. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model Identify Goal for Change Collect and Use Data Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

32. Using Precision Problem Statements to Build Evaluation Plans Solutions Prevention: 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 Plan • How will we collect and what data will we use to evaluate: • Evaluate fidelity of implementation compared to the goal – Define how, when, criteria • Evaluate effect of solutions on student behavior (impact) as compared to the goal – Define data to be used, how often and criteria

33. Example of Documenting Solutions, Action Plan, and Evaluation Plan on Meeting Minutes Form

34. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model Identify Goal for Change Collect and Use Data Monitor Impact of Solution and Compare against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

35. Example of Monitoring Impact of Solution and Comparing against Goal 30% reported “Yes” 50% reported “Yes” 70% reported “Yes” P W

36. Example of Monitoring Impact of Solution and Comparing against Goal 85% reported “Yes” Reduce instances to .20 instances per school day or less by our April meeting, and to maintain at that level or lower for the rest of the school year. C Current level per school day = .17/day GM

37. Example of Documenting Fidelity and Effectiveness on Meeting Minutes Form

38. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data Monitor Impact of Solution and Compare against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

39. Make Evaluative Decisions • Has the problem been solved? • Has desired goal been achieved? • What should we do next?

40. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data Monitor Impact of Solution and Compare against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

41. TIPS Fidelity of Implementation Checklist • Guide for planning, implementing, and sustaining meeting foundations and using data for problem solving and decision-making. • 20-30 minutes for facilitated discussion with coach • Complete quarterly • The Checklist has 18 total items: • Items 1-9 measure implementation of meeting foundations • Items 10-18 measure the thoroughness of the team’s problem-solving processes, as exemplified by the TIPS model. • The criteria that indicate successful TIPS implementation 90/90: • 90% for TIPS Overall Implementation • 90% for TIPS Core Implementation

43. Resources Attend Full Day TIPS Training: APBS National PBIS Leadership Forum TIPS Training Materials: http://uoecs.org/index.php/component/jdownloads/viewcategory/1-tips-training-materials?Itemid=54 TIPS Training Videos: http://uoecs.org/index.php/training TIPS training materials present at APBS 2014, Chicago available at http://www.pbisapps.org/Resources/SWIS Publications/APBS 2014 Chicago Sessions with PBISApps.zip TIPS training materials presented at 2013 NWPBIS Conference, Settle available at: http://www.pbisapps.org/Resources/SWIS Publications/Coaching Teams to Use Data.zip

44. Discussion Implementing TIPS in SW & PW settings