1. National Leadership Forum Chicago, Illinois October 2010 presented by Anne Todd, UO Developed by Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte

2.  Provide an overview of the TIPS system ◦ Research results from two studies  Preview effective meeting practices through use of the TIPS Meeting Foundations ◦ Preview Foundations Checklist ◦ Roles & Responsibilities ◦ Preview Meeting Minute Form  Be able to identify a problem that includes (not include) precision elements critical for problem solving

3. Four year grant funded by U. S. Department of Education’s Institute of Education Sciences 2008-2012 Goal: Develop a “problem-solving model” for school teams that results in active use of data to (a) define problems, (b) build solutions, and (c) transform solutions into practical action plans. Steve Newton, Anne Todd, Bob Algozzine, Kate Algozzine, Rob Horner

4. Every school has teams Teams are being expected to do problem solving Select curricula Get training and implement new ideas/programs Provide efficient leadership “Communities of Practice” Teams need to report data to staff, families, administration, district, state Teams NEED data to do good problem solving. Most teams are not skilled at running problem solving meetings and using data for decision- making.

5.  Includes: ◦ Tools to define a system for effective meetings  Roles, responsibilities, materials, accountability and procedures ◦ Steps of effective problem solving  A strategy for assessing, monitoring and evaluating the implementation and results of solutions  Can be used with other data sets

6. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 6

7. TIPS Training One full day team training Two coached meetings 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 Research tool to measure effectiveness of TIPS Training DORA (decision, observation, recording and analysis) Measures “Meeting Foundations” & “Thoroughness of Problem Solving”

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

9.  2008-09 Single Subject Study ◦ 4 teams in Oregon ◦ Multiple baseline design ◦ SW PBIS meetings & progress monitoring literacy meetings  2009-2010 Randomized Control Trial Study with 34 teams ◦ 22 teams in NC ◦ 12 teams in Oregon

10.  Need to conduct Team Training ◦ Team includes all members and a coach ◦ Define Roles and Responsibilities is critical  Plan for absences (have back up people)  Coaching is critical  Training critical skills to facilitator, minute taker, and data analyst ◦ Keep people on track, ◦ document relevant information for progress monitoring and evaluation ◦ Launch the meeting with a data summary  Documenting decisions, actions, timelines, evaluation plan is critical for sustainability

11.  Role ◦ To create data summaries that will facilitate the team in  determining if there are problems  jump starting a problem solving discussion, and  evaluating the impact of solutions and fidelity of implementation  General Responsibilities ◦ Prepares a brief written summary for distribution at meetings using each of the data sources needed for problem solving and decision making ◦ Help to generate reports during the meeting as questions of the data arise

12.  How? ◦ Establish the role of a data analyst (and backup person) ◦ Teach data analyst to develop data summary  Oakes, DIBELS, SWIS…. Etc ◦ Start meeting with defining the problem with precision ◦ Refine precision of problem statement through inferences and hypothesis  Have data accessible for custom report generation during the meeting

13. Structure of meetings lays foundation for efficiency & effectiveness 8/10/201513

14.  Define purpose of the team ◦ Decisions to be made, cycle of decision making, and data source(s) to use  Define roles & responsibilities  Define team agreements about meeting processes 1.Inform facilitator of absence/tardy before meeting 2.Be prepared for meeting by completing previously assigned tasks 3.Avoid side talk: Remind each other to stay focused 4.Start and end on time 5.Be an active participant 6.Use electronic meeting minutes 8/10/201514

15.  Core roles ◦ Facilitator ◦ Minute taker ◦ Data analyst ◦ Active team member ◦ Administrator  Backup for each role 8/10/201515 Can one person serve multiple roles? Are there other roles needed? Typically NOT the administrator

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18. Documentation of Logistics of meeting (date, time, location, roles) Agenda items for today’s meeting ( and next meeting) Discussion items, decisions made, tasks and timelines assigned Problem statements, solutions/decisions/tasks, people assigned to implement with timelines assigned, and an evaluation plan to determine the effect on student behavior Reviewing Meeting minutes An effective strategy for getting a snapshot of what happened at the previous meeting and what needs to be reviewed during the upcoming meeting What was the issue/problem?, What were we going to do?, Who was going to do it and by When?, and How are we measuring progress toward the goal? Visual tracking of focus topics during and after meetings Prevents side conversations Prevents repetition Encourages completion of tasks 8/10/201518

19. 8/10/201519 Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

20. Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker:Data Analyst: Next Meeting:Date, time, location: Facilitator: Minute Taker:Data Analyst: Team Members (bold are present today) Today’s Agenda Items Next Meeting Agenda Items 01. 02. 03. 1. 2. Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Administrative/General Information and Issues Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who?By When? Goal, Timeline, Decision Rule, & Updates Problem-Solving Action Plan Our Rating YesSo-SoNo 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? Evaluation of Team Meeting (Mark your ratings with an “X”) Where in the Form would you place: 1.Planning for next PTA meeting? 2.Too many students in the “intensive support” for literacy 3.Schedule for hallway monitoring for next month 4.There have been five fights on playground in last month. 5.Next meeting report on lunch-room status. 8/10/201520

21.  Regular meetings & regular attendance  The “right” people  The right roles ◦ Facilitator ◦ Minute Taker ◦ Data Analyst ◦ Active Team Members  Accomplishments – Products of successful meeting ◦ Meeting Minutes (record of decisions & tasks concerning administrative/general issues) ◦ Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team) ◦ (We’ll discuss these in more detail later in this workshop) 8/10/201521

22. 8/10/201522 Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when

23. 8/10/201523 Meeting Foundations

24. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 24

25.  Defined ◦ SWIS TM is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral information  Purpose ◦ A progress monitoring tool for improving the ability of school personnel to develop safe and effective learning environments

27.  Universal Screening Tool ◦ Proportion of students with  0-1 Office Discipline Referrals (ODRs)  2-5 ODRs  6+ ODRs  Progress Monitoring Tool  Compare data across time ◦ Prevent previous problem patterns  Define Problems with precision that lead to solvable problems

29. ~80% of Students ~15% ~5% 0-1 office discipline referral 6+ office discipline referrals 2-5 office discipline referrals Using office discipline referrals as a metric for universal screening of student social behavior

30.  Build a picture for the pattern of office referrals in your school.  Compare the picture with a national average  Compare the picture with previous years  Compare the picture with social standards of faculty, families, students. Goal 1.Identify problems empirically 2.Identify problems early 3.Identify problems in a manner that leads to problem solving not just whining

31.  Build a picture for the pattern of office referrals in your school.  Compare the picture with a national average  Compare the picture with previous years  Compare the picture with social standards of faculty, families, students.

32. Total Office Discipline Referrals Total Office Discipline Referrals as of January 10

34. Grade RangeNumber of Schools Mean Enrollment per school Median ODRs per 100 per school day K-62565452.22 6-9713648.50 9-12266897.68 K-(8-12)474423.42

35. Elementary School 465 students (465/ 100 = 4.6 X.22= 1.01) Our rate of problem behavior has been above the national average for schools our size across 9 of 10 months this year. There has been a decreasing trend since Dec.

36. Elementary School 1000 Students (1000/100 =10 X.22= 2.2) The rate of problem behavior has been at or below the national average for schools our size across 6 of 10 months. The past 4 months have been below the national average

37. Middle School 765 students (765/100 = 7.6 X.50= 3.8) The rate of problem behavior has been at or below the national average for schools our size across 9 of 10 months. The past 8 months have been below the national average with a decreasing trend

38. Describe the narrative for this school

43.  Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size  Our average ODRs per school day per month are higher this year than for corresponding months of previous year  Our average ODRs per school day per month are showing an increasing trend  Faculty, parents, and students say our ODR levels are too high 43

44. 1.Define problem by identifying What problem behaviors are involved in ODRs 2.Clarify problem by identifying a)When ODRs are occurring (time of day) b)Where ODRs are occurring (location) c)Who is engaging in problem behaviors that result in ODRs d)Why are problem behaviors continuing to occur 44

45. 1a. Too many ODRs1b. Total of 22 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 15 different students involved; aggression appears to provide peer attention, and resolve unclear playground rules (who gets equipment), 2a. Verbal threats and gender harassment in the cafeteria are increasing; 80% of events are from 4 students during second lunch; We are unclear what is maintaining these behaviors. 2b. Behavior in cafeteria is uncivil and unsafe. 3a. Hallway noise is too loud (disruptive) during 7 th grade passing periods before and after lunch. 3b. Hallway noise is unbearable. 4a. The number of ODRs per day has increased by 20% each month since school started. 4b. The number of ODRs per day has increased by 20% each month since school started. Most incidences are with 4-6 grade, in the afternoon. Students are engaging in inappropriate language and harassment. 45

46. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 46

47.  Carly is having reading difficulties  50% of 2 nd 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  2 nd 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

48. Our school did not meet AYP last year The 5th graders are below the state proficiency score as compared to 5 th graders in Oregon The past two years this cohort of students (3 rd to 5 th grade) has gradually decreased in overall proficiency, their comprehension strand scores are low, we shifted to blended grade classes during their 4 th grade year

49.  Role ◦ To create data summaries that will facilitate the team in  determining if there are problems  jump starting a problem solving discussion, and  evaluating the impact of solutions and fidelity of implementation  General Responsibilities ◦ Prepares a brief written summary for distribution at meetings using each of the data sources needed for problem solving and decision making ◦ Help to generate reports during the meeting as questions of the data arise

50.  How? ◦ Establish the role of a data analyst (and backup person) ◦ Teach data analyst to develop data summary  Oakes, DIBELS, SWIS…. Etc ◦ Start meeting with defining the problem with precision ◦ Refine precision of problem statement through inferences and hypothesis  Have data accessible for custom report generation during the meeting

51.  Middle School – Grades 6, 7, & 8  565 students 51

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53.  Identified problem ◦ for last 4 mos., Major ODRs per day higher than national avg. ◦ increasing trend across all 5 mos. 53

54. Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.) 54

55. 1. Most Disruptions occur in Cafeteria 2. Most Disruptions occur in Cafeteria between 11:30 AM and 12:00 PM 3. Most instances Inappropriate Language occur in Cafeteria between 11:30 AM and 12:00 AM Now…use a Custom Graph to confirm (or disconfirm) your inferences, starting with Disruptions, by grade level 55

56. Many instances of disruption (what)… occurring in cafeteria (where)… between 11:30 AM and 12:00 PM (when)… with large majority involving 6th graders (who)… particularly Student #10 (who) 56

57.  Write your precise Problem Statement as one element of your “Problem-Solving Action Plan”  The P-S Action Plan is simply a record of ◦ team decisions and ◦ actions needed to implement the decisions  Here’s Problem Statement section of P-S Action Plan for Trevor Test Middle School 57

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60.  Many instances of disruption occurring in cafeteria between 11:30 AM and 12:00 PM; large majority involving 6 th graders, particularly Student #10…  because (a) cafeteria overcrowded at that time, (b) 6 th graders have received insufficient instruction in cafeteria expectations, and (c) disruption results in attention from adults and peers Here’s hypothesis statement incorporated into P-S Action Plan 60

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62.  Is best explanation for what the data and your experience tell you  Provides a possible “why” for other Ws you discovered  AND guides you toward possible solutions 62

63.  Prevent – Remove or alter “trigger” for problem behavior  Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior  Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary  Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)  Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs  Consider Safety issues 63

64. Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 64 Trevor Test Middle School Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption

65. Prevent “Trigger”Change lunch schedule so fewer students are eating between 11:30 AM & 12:00 PM? Define & TeachFocus on 6 th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunch Reward/ReinforceSet up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time) Withhold RewardEnsure staff don’t argue back and forth with student if instance of disruption occurs (may be an inadvertent reward); remind students that paying attention to a disruptive student can mess up Friday 5 Corrective consequenceEnsure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbook OtherDetermine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria Safety 65 Trevor Test Middle School Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption

66.  Choose the least number of solution(s)that will have the biggest impact on decreasing the problem.  Implementing the solution requires action  Here are solution actions, added to the P-S Action Plan… 66

67.  Fidelity ◦ Did we do what we said we would do?  Make it simple  Student Outcomes ◦ Did our intervention produce the outcomes we were expecting  Use the right data to answer the questions you are asking

68. Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective. Choose least amount of work that will have the biggest impact on decreasing the problem. Implementing the solution requires action and time lines Problems need goals so that we can measure progress and know when to move on. Use weekly 1-5 survey of playground monitors to assess implementation of plan 68 Are we doing the plan? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes

69. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 69