Team-Initiated Problem Solving (TIPS) MEETING FOUNDATIONS 4/6/2017 Team-Initiated Problem Solving (TIPS) MEETING FOUNDATIONS Anne Todd, Steve Newton, & Rob Horner, University of Oregon Kate Algozzine & Bob Algozzine, University of North Carolina at Charlotte Adapted/Personalized for Presentation by Chris Borgmeier, PhD cborgmei@pdx.edu www.pbistips.pbworks.com TIPS was funded by the Institute on Educational Sciences (IES). Initial research results show that SWPBIS Teams using the TIPS model with SWIS data improve in (a) the overall meeting foundation practices and (b) the thoroughness of problem identification and problem solving with SWIS data. Single Subject Study is currently in press and will be published January 2011, The Journal of Applied School Psychology. Citation is below. Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology This power point is intended for use with SW PBIS teams as they use SWIS data for problem solving. Some slides are animated to highlight the critical concepts/discriminations APA Citation: Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013). The Team I nitiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org . Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Today’s Goals Strengthen effective “meeting foundations” Build roles: facilitator, minute taker and data analyst Electronic meeting minutes Practice the TIPS problem solving model Define “problems” with precision Define goal for resolving the problem Build practical solutions to meet defined goal(s) Define action plans to implement solutions & measure implementation integrity Build action plan for evaluating the impact of implementation Use data to make revision decisions Leave today ready to implement TIPS at your next meeting Have meeting minutes to begin next meeting A plan for coaching support Electronic files of TIPS documents TIPS II Training Manual (2013) www.uoecs.org Participants will span the range of roles including team members, coaches and trainers, and some will have a combination of roles. Today we want teams/coaches to understand how the Meeting Foundations Checklist and Meeting Minute form are used to support team functioning and sustainability. Be able to use the TIPS problem solving model to simulated SWIS summary data. Review specific goals above.

TIPS Workshop Agenda 8:00 Overview 8:30 Strengthening Meeting Foundations 9:30 Break 9:45 TIPS Problem Solving Model 12:00 Lunch/ Team Discussion 12:30 TIPS Problem Solving Model, continued 2:15 Break 2:30 Role Related Activity 3:00 Brief Team Meeting 3:45 Next Steps TIPS II Training Manual (2013) www.uoecs.org

TIPS Training Activities Presentation of content Large Group Application of content with simulated data Team Application of content with your school’s SWIS data Fist of 5 Check Ins Using a fist of 5 (fist = low/no; 5= high/absolutely), Rate your …. Level of understanding of the format for the day Purposes of Fist of 5 Check Ins For us today: Check level of understanding as we progress through the content For you with your teams/students Use those data for adjusting instructional time Use those data for facilitating discussions regarding fidelity of implementation TIPS II Training Manual (2013) www.uoecs.org

General Background Knowledge Positive Behavior Interventions and Supports (PBIS) basics Define, Prevent, Teach, Acknowledge, Correct, Extinguish, Safety Function-based support The School Wide Information System What SWIS is What SWIS does Respectful interactions with team members Fist of 5 Check In Does at least one team member have a rating of a 4 or 5? Knowledge of PBIS Basics Function-based Support SWIS TIPS II Training Manual (2013) www.uoecs.org

Objective: Be able to explain the TIPS Model to someone on your team TIPS Overview Objective: Be able to explain the TIPS Model to someone on your team

People aren’t tired from solving problems – they are tired from solving the same problem over and over. TIPS II Training Manual (2013) www.uoecs.org It isn’t whether you have a problem, it’s whether you have the same problem again next year. Admiration of the problems is contagious!

TIPS Research Questions TIPS I Results TIPS II Plan Is TIPS something school teams already use? No Single Case RCT -1 Is TIPS Training effective in the way teams work? Are teams able to continue TIPS after training? ‘yes’ Case Study ??? Current Study Is there evidence that using TIPS actually benefits students? TIPS II Training Manual (2013) www.uoecs.org

Effects of TIPS Training on Team Meeting Foundations Newton et al., 2012: Effects of TIPS Training on Team Meeting Foundations TIPS I Study TIPS II Training Manual (2013) www.uoecs.org DORA Foundations Score Pre TIPS Training Post-TIPS Training

Effects of TIPS Training on Team Decision-making Newton et al., 2012: Effects of TIPS Training on Team Decision-making TIPS II Training Manual (2013) www.uoecs.org DORA Thoroughness of Decision Making Score (Simple) Pre TIPS Training Post-TIPS Training

TIPS II Study Research Questions: Are teams able to continue TIPS after training? Is there evidence that using TIPS actually benefits students? Study Participants & Schedule of Activities 40 elementary schools using SWIS and implementing PBIS 20 in Oregon 20 in North Carolina 10 teams in both states get TIPS Team Training August/Sept 2013 The remaining 20 teams get TIPS Team Training August/Sept 2014 All teams will be observed 5 times during the study Spring 2013, 2014, 2015 & Early Winter 2014, 2015 Results of the study will be available Summer 2015 TIPS II Training Manual (2013) www.uoecs.org

Why use TIPS? A clear model with steps for problem solving routine 4/6/2017 Why use TIPS? A clear model with steps for problem solving routine Access to the right information at the right time in the right format A formal/ predictable process that a group of people can use to build and implement solutions. TIPS II Training Manual (2013) www.uoecs.org To use data for progress monitoring and for decision making we need to engage in problem solving that provides access to the right type of current data, a system/process for using those data and strategies for using those during the problem solving process. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Improving Decision-Making From PROBLEM PROBLEM SOLVING TO SOLUTION TIPS II Training Manual (2013) www.uoecs.org

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data TIPS II Training Manual (2013) www.uoecs.org Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

TIPS Implementation TIPS Training Team Meeting One full day team training with the team coach Two coached meetings (before, during, after) Team Meeting Use of electronic meeting minute system Formal roles (facilitator, recorder, data analyst) Specific expectations (before meeting, during meeting, after meeting) Access and use of data Projected meeting minutes TIPS II Training Manual (2013) www.uoecs.org TIPS Training is a package across time starting with one full day of team training (the binder has all the materials, the thumb drive has the files) Followed by two coached meetings. Coaching includes: Prompting & supporting the facilitator, minute taker and data analyst to prepare for meetings Prompting the use of the TIPS model during meetings Helping the team stay focused during meetings Points to make: tough to build fluency if meeting once a month. The frequency is too lean. 15

Meeting Video Clip 1 TIPS II Training Manual (2013) www.uoecs.org

TIPS Overview Fist of 5 Check In Objective Be able to explain the TIPS Model to someone on your team Fist of 5 Check In Using a fist of 5 (fist = low/no; 5= high/absolutely) Rate your level of confidence in Understanding the purpose of the TIPS Model Explaining the TIPS Model to your elbow partner Explaining the TIPS Model to other teams in your school/district TIPS II Training Manual (2013) www.uoecs.org During the Fist of Five check ins… for each question, ask for a fist of 5 ( show 1 finger for low rating, show 5 fingers for high rating

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data TIPS II Training Manual (2013) www.uoecs.org Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

Structure of meetings lays foundation for efficiency & effectiveness 4/6/2017 Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Meeting Foundations The Structure of meetings lays foundation for efficiency & effectiveness Objectives: Have identified Primary and Backup people for roles Have team meetings scheduled for the year Have an established meeting minute form ready to use

Meeting Foundations Elements 4/6/2017 Meeting Foundations Elements Purpose of the team/ purpose of the meeting is clear & functional Team agreements about meeting processes are defined Roles & responsibilities are defined Team member communication is efficient Accessibility to email, phone, meeting minutes Annual calendar of meeting dates, times, location is determined Electronic meeting minutes are used TIPS II Training Manual (2013) www.uoecs.org Basic Meeting Foundations Elements are essential no matter what type of meeting is being conducted. Teams need to know the purpose and expected outcomes of their group, they need to establish operating agreements (always start with something nice, avoid side talk, be on time, etc), and they need to establish roles and the expected responsibilities .

Four Keys to Effective Meetings Organization Team roles, predictable meeting process, meeting minute format Separate agenda items into three types Review status of previous problems Administrative logistics Problem Solving to determine if there are new problems Data Access to the right information at right time in right format Skills Problems defined with precision including a goal Comprehensive solution plans that “fit” Evaluation measures defined & monitored For each data source, define Implementation fidelity plan for each problem Impact of solutions for each problem For both fidelity and impact define the data that will be gathered how/when those data are gathered & reported Adapt Solutions in response to data TIPS II Training Manual (2013) www.uoecs.org

Meeting Foundations Brief Self Assessment In place Partially in place Not in place TIPS II Training Manual (2013) www.uoecs.org Start on Time End on time (or agree to extend and end at that time) Have facilitator/ minute taker/ data analyst Have Back Ups for each role Start with previous meeting minutes Have a public agenda format Next meeting scheduled Team members participate regularly & promptly Decision making authority is present during meetings Distribute meeting minutes within 24 hours of meeting Trainers to do a quick summary of the meeting foundations that are not in place and use those data for teaching the needed meeting foundations

Define roles for effective meetings 4/6/2017 Define roles for effective meetings Core roles Facilitator Minute taker Data analyst Active team member Administrator Backup for each role TIPS II Training Manual (2013) www.uoecs.org Typically NOT the administrator We need primary people with a back up person for each role needed. It is encouraged to NOT have the administrator play a primary role for facilitator, data analyst, or minute taker. Administrators need to be flexible with what might come up and it is unpredictable when a situation causes administrator absence from a planned meeting. Since we know that this might occur, let’s avoid problems and set up the roles so that the team is not dependent on administrators being at the full meetings 100% of the time. Can one person serve multiple roles? Are there other roles needed?

Facilitator Responsibilities Before meeting, provides agenda items to Minute Taker During meeting, starts meeting on time Determines date, time, and location of next meeting Manages the “flow” of meeting by adhering to the agenda Prompts team members (as necessary) with the TIPS problem-solving “mantra” Is active participant in meeting TIPS II Training Manual (2013) www.uoecs.org

Facilitator Skills Ask questions 75% of what a facilitator says should be in question form Implement group norms/agreements Keep people on track (back on track) Move through agenda in a timely fashion Need access to a clock/watch Encourages team members to talk Clarifies information Asks for clarification Acknowledges team member efforts Ensures that the next meeting is scheduled Delegates tasks TIPS II Training Manual (2013) www.uoecs.org 26

Data Analyst Responsibilities Before meeting (items a-c to appear in written Data Analyst’s Report) Describes potential new problems with precision (What, Who, Where, When, Why) Provides data (e.g., SWIS Big 5, Custom Reports) concerning the frequency/rate of precisely-defined potential new problems Provides update on previously-defined problems (i.e., precise problem statement, goal & timeline, frequency/rate for most recently-completed calendar month, direction of change in rate since last report, relationship of change to goal) Distributes Data Analyst’s Report to team members Asks Facilitator to add potential new problems to agenda for meeting At meeting Leads discussion of potential new problems Responds to team members’ questions concerning content of the Data Analyst’s Report; produces additional data on request (e.g., additional Custom Reports) Is active participant in meeting TIPS II Training Manual (2013) www.uoecs.org

Data Analyst Skills Likes data Fluency in navigating data set to generate custom reports Discriminates features/labels needed for creating custom reports Create a story from data summary For potential problems Status on previously defined problems Prior to meetings generate data summaries for potential student problems and for previously defined student problems TIPS II Training Manual (2013) www.uoecs.org 28

A Sample Data Analyst’s Report Sample blank hard copy appears in your TIPS Notebook Electronic copy can be downloaded from www.pbistips.pbworks.com The report provides one way a Data Analyst can prepare team for upcoming meeting Use of the form is, of course, not required Let’s take a look… TIPS II Training Manual (2013) www.uoecs.org 29

Section 1: Status Report on SW Average Referrals per day per month Section 2: Status Report on Previously Defined Problems TIPS II Training Manual (2013) www.uoecs.org Section 3: Report on Potential Student Problems

Minute Taker Responsibilities Before meeting Collects agenda items from Facilitator Prepares TIPS Meeting Minutes agenda form, including content from Data Analyst’s Report, as appropriate Prints copies of the TIPS Meeting Minutes form for each team member, or is prepared to project form via LCD At meeting, asks for clarification of tasks/decisions to be recorded on TIPS Meeting Minutes form, as necessary Is active participant in meeting After meeting, disseminates copy of completed TIPS Meeting Minutes form to all team members within 24 hours TIPS II Training Manual (2013) www.uoecs.org

Minute Taker Skills Uses computer Word processer Save files Edit files Ability to listen to a discussion and paraphrase critical information in written form Fluent with meeting minute form TIPS II Training Manual (2013) www.uoecs.org 32

Team Member Responsibilities Before meeting, recommends agenda items to Facilitator At meeting, responds to agenda items and Analyzes/interprets data; determines whether a new problem exists Ensures new problems are defined with precision (What, Who, Where, When, Why) and accompanied by a Goal and Timeline Discusses/selects solutions for new problems For problems with existing solution actions Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Stopped? Suggests how implementation of solution actions could be improved Analyzes/interprets data to determine whether implemented solution actions are working (i.e., reducing the rate/frequency of the targeted problem to Goal level)? Is active participant in meeting TIPS II Training Manual (2013) www.uoecs.org

Team Member Skills Willingness to listen and consider all perspectives Use sense of humor Mutual respect TIPS II Training Manual (2013) www.uoecs.org 34

Who is Responsible? Action Person Responsible Reserve Room Facilitator Recruit items for Agenda Review data prior to the meeting Data Analyst Reserve projector and computer for meeting Minute Taker Keep discussion focused Record Topics and Decisions on agenda/minutes Minute taker Ensure that problems are defined with precision Ensure that solutions have action plans Provide “drill down” data during discussion End on time Prepare minutes and send to all members TIPS II Training Manual (2013) www.uoecs.org

Building Team Capacity Define meeting logistics Roles & responsibilities Meeting schedule, time, location for the academic school year Team roster with contact information Group agreements for operating team meetings Access to equipment Previous meeting minutes Laptop Projector Internet & database access TIPS II Training Manual (2013) www.uoecs.org

Defining Team Membership, Meeting Schedule and Agreements TIPS II Training Manual (2013) www.uoecs.org Inform facilitator of absence/tardy in advance Avoid side talk Remind each other to stay focused Start and end on time Be an active participant

Team Agreement Examples The 3 R’s Respect active, equitable, attentive Responsibility completion of tasks timeliness positivity Reality do-ability honesty Be Respectful Inform facilitator of absence/tardy before meeting Avoid side talk Remind each other to stay focused Start and end on time Be an active participant TIPS II Training Manual (2013) www.uoecs.org

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data TIPS II Training Manual (2013) www.uoecs.org Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

Organizing for an effective problem solving conversation 4/6/2017 Organizing for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data TIPS II Training Manual (2013) www.uoecs.org Animated slide telling a well too known story. Out of Time Solution

Using Meeting Minutes Documentation Reviewing Meeting minutes 4/6/2017 Using Meeting Minutes Documentation Logistics of meeting Time, place, location, team members present Agenda items for meeting New problem statements, solutions/decisions/evaluation plan Previously defined problems/solutions/decisions/progress monitoring General administrative topics topic, decisions made, tasks and timelines assigned Reviewing Meeting minutes Snapshot of what happened at the previous meeting and what needs to be reviewed during the current meeting Visual tracking of focus topics Prevents side conversations Prevents repetition Encourages completion of tasks TIPS II Training Manual (2013) www.uoecs.org Help people understand what needs to be documented and why. If someone talks the entire meeting and there is no discussion, that is a memo, not a meeting! No need to document irrelevant anecdotes like: ‘ Jason yawned after Debbie explained her problem’, or ‘Debbie rolled her eyes and sighed when we talked about the testing schedule’

Previously Defined Problems Meeting Logistics Previously Defined Problems TIPS II Training Manual (2013) www.uoecs.org Administrative/ General Information & Issues New Problems

End of Meeting Brief Debrief Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes No So-So 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior? TIPS II Training Manual (2013) www.uoecs.org

Where in the Form would you place: Schedule for hallway monitoring for next month Too many students in the “intensive support” for literacy Status of fights on playground in last month. Next meeting date/time. Today’s agenda solutions for a new problem

Where in the Form would you place: Staff will complete weekly fidelity checks Three students are not meeting daily CICO goal Parents are not signing CICO home report ORF scores are too low for third graders Plan for school board report

At end of each meeting, conduct a BRIEF assessment of the meeting by asking 4 questions Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes No So-So 1. Was today’s meeting a good use of our time? X 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior? Example TIPS II Training Manual (2013) www.uoecs.org

Standard Meeting Agenda Items Review Agenda Data Analyst Report Problem Solving and Action Planning General/Administrative Items Reports to other teams/staff/ families/website Review data within the first five minutes of all problem solving meetings TIPS II Training Manual (2013) www.uoecs.org

Meeting Foundations Activity (15 min) Begin completing the Team Charter Identify primary and backup people for roles Define Meeting Dates, Times, Location for the 2013-2014 school year. Give information to your coach Add to future meeting agenda to complete the School Information/Teach Charter Form Role Primary Backup Facilitator Minute Taker Data Analyst TIPS II Training Manual (2013) www.uoecs.org

Meeting Foundations Fist of 5 Check In Objectives: Have identified Primary and Backup people for roles Have team meetings scheduled for the year Have an established meeting minute form ready to use Fist of 5 Check In Using a fist of 5 (fist = low/no; 5= high/absolutely) Rate your level of understanding of Primary and backup roles Topics needing documentation during meetings TIPS II Training Manual (2013) www.uoecs.org

4/6/2017 Take a 15 minute Break TIPS II Training Manual (2013) www.uoecs.org 15 minute break….. Move from Meeting Foundations to Problem-Solving Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008