Wisconsin PBIS Leadership Conference 2013

1. Wisconsin PBIS Leadership Conference 2013 Session A7 and D7 TIPS Team Initiated Problem Solving Marla Dewhirst, PBIS Consultant marla.r.dewhirst@gmail.com

2. 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

3. 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.

4. Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes Building Capacity and Sustainability For Social Competence, Academic Achievement, and Safety OUTCOMES Team-based, documentation, regular communication cycles SWIS DIBELS Aims Web Easy CBM SYSTEMS INFORMATION Meeting Foundations Meeting Minute Format Problem solving routine PRACTICES Supporting Staff & Student Behavior and Decision Making

5. A B C D E F G Data based Decision making

6. Improving Decision-Making From Problem Solution To Information Information Information Problem Solution & Action plans Evaluation Planning Precision & Goal 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 Educational and Community Supports, University of Oregon, unpublished training manual.

7. Eight Keys to Effective Meetings 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 Precision 5.Build Comprehensive Solutions that “fit” 6.Add “Action Plans” for all solutions 7.Review Fidelity and Impact regularly 8.Adapt Solutions in response to data. 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.

8. Identify Problem with Precision Team-Initiated Problem Solving II (TIPS II) Model 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 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? 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? Evaluate Problem and Redirect Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Plan Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

9. 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) 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.

10. 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?)

11. TIPS Team Training Readiness10 readiness guidelines • 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

12. TIPS Team Training Readiness10 readiness guidelines •  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

13. TIPS Team Training Readiness10 readiness guidelines • Coaching Commitment 9. 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

14. TIPS Team Training Readiness Checklist

15. 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.

16. 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

18. Today’s Meeting Date: 1-7-10 Time: 2:30-3:30 Location: Rm 8 Facilitator: CA Minute Taker: JB Data Analyst: NM Next 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 Administrative/General Information and Issues 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.

20. Identify Problem with Precision Team-Initiated Problem Solving II (TIPS II) Model 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 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? 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? Evaluate Problem and Redirect Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Plan Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

21. 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

22. 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 statement Be ready to share

23. 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

24. Identify Problem with Precision Team-Initiated Problem Solving II (TIPS II) Model 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 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? 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? Evaluate Problem and Redirect Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Plan Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

25. Moving from Precision Statement to SMART Goal Setting SMART Goals Specific 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.

26. 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: • 8th grade cafeteria will be clean as rated (on a 3 point scale: no, sort of, yes) daily by the supervisor. • Disruptive behavior during transition from cafeteria to the commons will decrease to no more than 4 incidences a month

27. 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.

28. 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 play there 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)

29. 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

30. 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

31. 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

32. ExamplePrimary to Precise Our school did not meet AYP last year 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 The 5th graders are below the state proficiency score as compared to 5th graders in Oregon

33. Identify Problem with Precision Team-Initiated Problem Solving II (TIPS II) Model 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 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? 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? Evaluate Problem and Redirect Establish Solution Goal(s) Collect and Use Data Monitor Impact of Solution(s) and Compare with Goal Discuss and Plan Solution(s) with Contextual Fit Implement Solution(s) with High Integrity Meeting Foundations

34. 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.

35. Focus on prevention first. • How do we ensure that students know and are able to do the required tasks? • How do we ensure that the appropriate behavior/academic response is recognized? • How do we work to ensure that undesired response is not being rewarded. • 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? Solution Development 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.

36. Activity Solution DevelopmentPrecise 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: 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.

37. 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

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

39. How does this work for academics?

40. Is there a problem? Academic Reference Points 5% need the most 50th Percentile on national norms 15% need more All examples were CBMs: I diversified the assessment examples. 80% meeting expectation Low Risk indicator

41. Only 62% of 4thgraders 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? Suggestion: I created bar graph depicting 3-5th grade. Not as pretty but it will get the message across For today, we will focus on 4th graders

42. 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

43. 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

44. Using Precision Problem Statements to Build Solutions, Action & 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 • How will we collect and what data will we use to evaluate: • Implementation fidelity? • Impact on student outcomes?

45. 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

46. 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 minutesDo you have at least one team that you work with that you can do that?

47. 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 (marla.r.dewhirst@gmail.com)