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

2. TIPS T eam- I nitiated P roblem S olving II (TIPS II) Presentation Developed by: Devereux Center for Effective Schools Bob Algozzine, Kate Algozzine, and Dale Cusumano UNC at Charlotte Bob Algozzine, Kate Algozzine, and Dale Cusumano UNC at Charlotte Rob Horner, Anne Todd, and Steve Newton University of Oregon Rob Horner, Anne Todd, and Steve Newton University of Oregon 2

3. Disclosures Acknowledgments to: 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 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 3

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 4

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

6. 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 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)” Main Ideas

7. 7

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

9. Implement Solution with High Integrity Implement Solution with High Integrity Identify Goal for Change Identify Goal for Change Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution and Compare against Goal Monitor Impact of Solution and Compare against Goal Make Summative Evaluation Decision Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation 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? 9

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

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) 11 Devereux CES (2013)

12. Meeting Foundations: What makes a successful meeting? Administrator present75% of team members presentTeam members come prepared for the meetingMeeting starts and ends on timeCurrent action planDefined roles & responsibilities for the meetingTIPS Meeting Minutes Form used to guide meeting discussionDecisions are documented on TIPS Meeting Minutes Form 12 Devereux CES (2013)

13. PBIS Meeting AdministratorFacilitatorMinute TakerData Analyst Active Team Members Time Keeper 13 Meeting Foundations: Roles Devereux CES (2015)

14. Meeting Foundations: Team Member Responsibilities Before the Meeting Action ItemFacilitator Data Analyst Minute Taker Team Members Time Keeper Advise Backup Review data – identify potential new problems & effectiveness of currently implemented solutions Ask team members for agenda items Disseminate agenda items to team members Prepare electronic Meeting Minutes and Problem Solving Action Plan form Reserve room for meeting Reserves and sets up projector and computer for meeting Brings TIPS notebook to meeting Is ready to make data available at meeting via Data Analyst Report and/or Projection or Hard Copies of Graphs Brings timing device Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper 14

15. Meeting Foundations: Team Member Responsibilities During the Meeting Action ItemFacilitator Data Analyst Minute Taker Team Members Time Keeper Starts meeting on time Determines date, time, location of next meeting Ensures roles for next meeting have been established if not permanently assigned Coordinates “flow” of meeting, by initiating and managing discussing of: Old & New Business; Old & New Business Problem-Solving Action Plan, Evaluation of meeting Keeps discussion focused Prompts team as necessary with TIPS problem-solving “mantra” Ensures that problems are defined with precision Ensures that solutions have action plans Presents overview of findings from review of current data and initiates discussion of: Identification of new problems and Status and effectiveness of currently implemented solutions Records topics and discussion on Meeting Minutes and Problem- Solving Action Plan form; Asks for clarification as needed Is active participant in meeting Monitors how long the team is taking to accomplish its tasks. Provides regular updates to team on how they are using their time. Collaborates with facilitator to determine if time needs to be adjusted. Ends meeting on time Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper 15

16. Meeting Foundations: Team Member Responsibilities After the Meeting Action ItemFacilitator Data Analyst Minute Taker Team Members Time Keeper Disseminate complete copy of Meeting Minutes and Problem-solving Action Plan form to all team members within 24 hours of meeting Complete assigned Action Items in the specified time limit Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper 16

17. 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 18

19. 19

20. 20

21. 21

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

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 23

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

25. 25

26. 26

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

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

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 3 rd 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 5 th grade students and will stay at this level for the rest of the school year 29 Devereux CES (2015)

30. Example of Documenting Precision Goal on Meeting Minutes Form 30

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

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 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 32

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

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

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 GM 85% reported “Yes” C 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. Current level per school day =.17/day

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

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

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

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

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 41

42. 42

43. 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/SW IS Publications/APBS 2014 Chicago Sessions with PBISApps.zip TIPS training materials presented at 2013 NWPBIS Conference, Settle available at: http://www.pbisapps.org/Resources/SW IS Publications/Coaching Teams to Use Data.zip Resources 43

44. Implementing TIPS in SW & PW settings 44