T eam- I nitiated P roblem S olving II (TIPS II) Cha nda T e lle - - PowerPoint PPT Presentation

Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org and www.TIPS2info.blogspot.com

Mo difie d fro m pre se nta tio n o f:

Da le Cusuma no, Ph.D., Ang e la Pr e ston, M.E d., & Ja ke Olse n, M.E

• d. Unive rsity o f No rth Caro lina at Charlo tte

Cha nda T e lle e n, E duc a tio na l Co nsulta nt c te lle e n@ c a iu.o rg http:/ / tinyurl.c o m/ live b inde r-T I PS2

Ac c e ss Ke y- CAIU- T IPS

Team-Initiated Problem Solving II

(TIPS II)

Team-Initiated Problem Solving II

(TIPS II)

Bob Algozzine, Kate Algozzine, and Dale Cusumano

UNC at Charlotte

Rob Horner, Anne Todd, and Steve Newton

University of Oregon

A QUICK OVERVIEW OF TIPS-II

I mple me nt So lutio n with Hig h I nte g rity I de ntify Go a l fo r Cha ng e I de ntify Pro b le m with Pre c isio n Mo nito r I mpa c t

• f So lutio n a nd

Co mpa re a g a inst Go a l Ma ke Summa tive E va lua tio n De c isio n

Me e ting F

• unda tions

T e am- Initiate d Pr

• ble m Solving

(T IPS II) Mode l

I de ntify So lutio n a nd Cre a te I mple me nta tio n Pla n with Co nte xtua l F it

Co lle c t a nd Use Da ta

Wha t, Who , Whe n, Whe re , a nd Why? Ho w do we wa nt the pro b le m to c ha ng e ? Wha t a re we g o ing to do to b ring a b o ut de sire d c ha ng e ? Did we imple me nt with fide lity? Ha s the pro b le m b e e n so lve d? Wha t ne xt?

TIPS-II MODEL

Critic a l E le me nts

• Use o f e le c tr
• nic Me e ting Minute syste m
• F
• rma l r
• le s (F

a c ilita to r, Minute T a ke r, T ime K e e pe r, Da ta Ana lyst)

• Spe c ific e xpe c tations (be for

e , dur ing, a fte r me e ting)

• Ac c e ss a nd use o f da ta
• Pr
• je c te d me e ting minute s a nd da ta
• Skills fo r pre c ise pro b le m so lving a c tio ns tha t a re g uide d b y

pr

• mpts and c ue s e mb e dde d in the ma te ria ls
• T
• o l fo r monitor

ing fide lity o f imple me nta tio n o f T

I PS

9

READINESS

T IPS Re adine ss

Distric t Co mmitme nt T e a m Co mmitme nt Ac c e ss to Da ta

Distr ic t Commitme nt

• L
• ng- te r

m pr ac tic e fo r de c isio n ma king

• Committe d r

e sour c e s (e .g ., time fo r tra ining , F T E fo r c o a c hing , c o a c hing , o n- g o ing tra ining )

• T

r aining

TIPS-II READINESS CHECKLIST

10 READINESS GUIDELINES

TIPS-II READINESS CHECKLIST

10 READINESS GUIDELINES

T e am Commitme nt

• Re pr

e se ntation fo r the purpo se a nd powe r to imple me nt

so lutio ns

• Committe d to imple me nting T

IPS

• T

e a m a nd c o a c h atte ndanc e a t T I PS T e a m tr

ainings

Access to Data

• Ac c e ss to ac c ur

ate and c ur r e nt data

• One me mbe r

who is flue nt in ge ne r ating basic and spe c ific data r e por ts

TIPS READINESS CHECKLIST

10 READINESS GUIDELINES

MEETING FOUNDATIONS

PRED IC TA BILITY, PA RTIC IPA TIO N, C O M M UNIC A TIO N, A ND A C C O UNTA BILITY

Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact

• f Solution and

Compare against Goal Make Summative Evaluation Decision

Meeting Foundations

Team-Initiated Problem Solving II (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit

Collect and Use Data

P R E D I C T A B I L I T P A R T I C I P A T I O A C C O U N T A B I L I T C O M M U N I C A T I O

ROLES ON TIPS TEAMS

F a c ilita to r Minute T a ke r Da ta Ana lyst T e a m Me mb e r

ROLES AND RESPONSIBILITIES DEFINED

Assign Role s

• De fine ro le s with a b a c k up pe rso n ide ntifie d fo r the F

a c ilita to r, Minute T a ke r, a nd Da ta Ana lyst

• Co mple te T

e a m Ro ste r with c o nta c t info rma tio n De te r mine Me e ting Sc he dule for Sc hool Ye ar



Whe n (sta rt a nd e nd time ) a nd whe re



Ma ke sure yo u ha ve a c c e ss to inte rne t a nd L CD



Add to T e a m Ro ste r pa g e Gr

• up Agr

e e me nts for Ope r ating T e am Me e tings



Ag re e o n g ro up no rms Me e ting L

• gistic s – You Will Ne e d:



Use o f la pto p(s)



Cha rt pa pe r/ white b o a rd o r o the r wa y fo r po sting a g e nda



An L CD pro je c to r fo r pro je c ting Me e ting Minute s a nd da ta



I nte rne t a c c e ss in me e ting ro o m

Building Your TIPS Team

MEETING MINUTES

A FRA M EW O RK FO R O RG A NIZING A ND D O C UM ENTING EFFIC IENT M EETING S

GENERAL FLOW OF MEETING

Call me e ting to or de r – Who is pre se nt? Re vie w age nda for today Disc uss pr e viously de fine d pr

• ble m(s) – We re so lutio ns imple me nte d? Disc uss

c urre nt da ta a nd re la tio n to g o a l. Be tte r? Wo rse ? Wa s g o a l re a c he d? Wha t ne xt?

Disc uss administr ative tasks and any ge ne r al issue s Disc uss any ne w pr

• ble ms – I

de ntify pre c ise pro b le ms, de ve lo p so lutio n pla ns (wha t, who , whe n), ide ntify g o a ls, de te rmine fide lity a nd o utc o me da ta ne e de d

Wr ap up me e ting – Re vie w da te / time fo r ne xt me e ting a nd e va lua te pre se nt te a m

me e ting .

IDENTIFY PROBLEM WITH PRECISION

WHA T, WHO , WHEN, WHERE, A ND WHY

I mple me nt So lutio n with Hig h I nte g rity I de ntify Go a l fo r Cha ng e I de ntify Pro b le m with Pre c isio n Mo nito r I mpa c t

• f So lutio n a nd

Co mpa re a g a inst Go a l Ma ke Summa tive E va lua tio n De c isio n

Me e ting F

• unda tions

T e am- Initiate d Pr

• ble m Solving

(T IPS II) Mode l

I de ntify So lutio n a nd Cre a te I mple me nta tio n Pla n with Co nte xtua l F it

Co lle c t a nd Use Da ta

START WITH PRIMARY PROBLEM STATEMENTS

L

• o k a t the Big Pic ture . T

he n use da ta to re fine the pro b le m to a Pre c ise Pro b le m Sta te me nt.

Move to Precise Problem Statements

Offic e disc ipline re fe rra ls fo r 3rd g ra de rs a re a b o ve na tio na l me dia n fo r sc ho o ls o ur size . Re fe rra ls fo r physic a l a g g re ssio n a mo ng third g ra de stude nts fro m 11:30-12:30 in the c a fe te ria a re inc re a sing o ve r time . I t is b e lie ve d tha t this is ha ppe ning due to la c k o f c o nsiste nt te a c hing o f c a fe te ria pro c e dure s.

What When Who Why Where

PRECISION ELEMENTS

IDENTIFY GOAL FOR CHANGE

WHA T A ND WHEN

I mple me nt So lutio n with Hig h I nte g rity I de ntify Go a l fo r Cha ng e I de ntify Pro b le m with Pre c isio n Mo nito r I mpa c t

• f So lutio n a nd

Co mpa re a g a inst Go a l Ma ke Summa tive E va lua tio n De c isio n

Me e ting F

• unda tions

T e am- Initiate d Pr

• ble m Solving

(T IPS II) Mode l

I de ntify So lutio n a nd Cre a te I mple me nta tio n Pla n with Co nte xtua l F it

Co lle c t a nd Use Da ta

Offic e Disc ipline Re fe rra ls ra te s fo r disre spe c t will b e a t o r b e lo w the na tio na l me dia n fo r o ur sc ho o l size b y April o f this sc ho o l ye a r a nd will re ma in a t o r b e lo w this le ve l fo r the re ma inde r o f the sc ho o l ye a r. Re fe rra ls fo r ta rdie s a mo ng ninth g ra de rs will re duc e b y 50% b y o ur Ma rc h me e ting a nd will c o ntinue to de c re a se a c ro ss the ne xt 3 mo nths until the re a re no mo re tha n 2 pe r mo nth fo r 3 mo nths. Re fe rra l ra te s fo r a g g re ssio n o n the pla yg ro und will re duc e to

• ne o r fe we r e a c h we e k (.20

pe r da y) a mo ng 5th g ra de stude nts a nd will sta y a t this le ve l fo r the re st o f the sc ho o l ye a r. Re a ding a sse ssme nt da ta fo r stude nts in lite ra c y inte rve ntio n g ro up pe rfo rma nc e will mo ve fro m Hig h to L

• w Risk sta tus b y

the Winte r b e nc hma rk a nd will b e a t this le ve l o r mo ve to “No Risk” le ve ls b y the Spring b e nc hma rk.

Go a l

Wha t? By whe n?

EXAMPLE GOAL FOR A NEW PRECISE PROBLEM

Ma ny stude nts in 1st thro ug h 6th g ra de s (Who) a re displa ying ha ra ssme nt b e ha vio rs (What) in the c la ssro o m, pla yg ro und, c a fe te ria , a nd o n the b us (Whe r

e ) during the mo rning (8:00-10:30), a t lunc h (1:45-1:00) a nd o n the

a fte rno o n b us (2:45-3:45) (Whe n) in o rde r to g a in a dult o r pe e r a tte ntio n o r

• b ta in a n ite m (Why).

Curre nt L e ve ls: De c e mb e r 2011 – 15/ 12 = 1.25/ da y; Ja nua ry 2012 – 18/ 19 = .95/ da y; F e b rua ry 2012 – 11/ 18 = .61/ da y;

SO LUTIO N DEVELO PM ENT

WHAT ARE WE GOING TO DO TO BRING ABOUT THE DESIRED CHANGE?

SOLUTIONS

Prevent Teach Prompt Reinforce Extinguish or Withhold Reward Correction How can we avoid the problem context? How can we define, monitor, and teach what we want? How can we set up opportunities for the desired behavior? How can we build in systematic reward for the desired behavior? How can we prevent the problem behavior from being rewarded? What are effective and consistent consequences for problem behavior?

Prevent Teach Prompt Reinforce Extinguish Correct Example for Precise Behavior Problem Statement 6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. October = 1.3/day; November = 1.7/day; December – 1.66/day Re-review 6th and 7th graders classroom expectations/Respecting others, daily Focus on Respect, Re-teach stop-walk routine Provide specific feedback for using stop-walk routine Ensure staff use routine for responding to a report when student comes to talk. Use School Defined Process Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk.

Afte r initial br ainstor ming Afte r c onside r ing fe asibility and pote ntial impac t

CREATE YOUR ACTION PLAN

Many students in 1st through 6th grades are displaying harassment behaviors in the classroom, playground, and on the bus during the morning (8:00-9:45), at lunch, and in the afternoon (2:45-3:30) in order to gain adult or peer attention or obtain an item. Current Levels: December 2011 – 15/12 = 1.25/day; January 2012 – 18/19 = .95/day February 2012 – 11/18 = .61/day

CREATE YOUR ACTION PLAN

What ar e you going to do? Who? By Whe n?

HOW WILL WE KNOW THAT WE DID WHAT WE SAID WE WOULD DO?

STEP 1 O F EV A LUA TIO N PLA NNING O R FID ELITY O F IM PLEM ENTA TIO N

Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact

• f Solution and

Compare against Goal Make Summative Evaluation Decision

Meeting Foundations

Team-Initiated Problem Solving (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit

Collect and Use Data

EVALUATION PLANNING

Every problem needs to be monitored and evaluated

• How to assess the Fidelity of Implementation
• How to assess the Impact of Solutions

Part 1 Part 2

FIDELITY OF IMPLEMENTATION

Me asur e s the de gr e e to whic h the inte r ve ntion or ac tion was imple me nte d as de fine d/ e xpe c te d

• Use pe rc e nt/ a b so lute va lue / ra te / sc a le a s me tric
• F
• r sc ho o l-wide , strive fo r 80% fide lity o f imple me nta tio n
• Me a sure monthly, we e kly, o r b iwe e kly
• I

f safe ty issue – strive fo r highe r le ve l o f imple me nta tio n fide lity

• Make it e asy to gathe r
• Sta rt simple

Are we implementing the plan?

TEACHER COMPLETED FIDELITY SCALES

Establish a fidelity check routine that relates to Implementation

• A 1-5 scale is used for questions
• Up to 3 questions per week
• Share scale as a poster in the faculty room, an electronic survey,
• r paper and pencil

Did you provide “high-five greetings” to all students entering your class on time in the morning this week?

1 2 3 4 5

No Yes How many days during the week did you review with students the procedures for passing in the hall?

1 2 3 4 5

✓ ✓ ✓ ✓ ✓ ✓✓

HOW WILL WE KNOW IF THE SOLUTION WORKED?

STEP 2 O F EV A LUA TIO N PLA NNING O R ID ENTIFYING O UTC O M E M EA SURES

EVALUATION PLANNING

Every problem needs to be monitored and evaluated

• How to assess the Fidelity of Implementation
• How to assess the Impact of Solutions

Part 1 Part 2

✓

I mple me nt So lutio n with Hig h I nte g rity I de ntify Go a l fo r Cha ng e I de ntify Pro b le m with Pre c isio n Mo nito r I mpa c t

• f So lutio n a nd

Co mpa re a g a inst Go a l Ma ke Summa tive E va lua tio n De c isio n

Me e ting F

• unda tions

T e am- Initiate d Pr

• ble m Solving

(T IPS II) Mode l

I de ntify So lutio n a nd Cre a te I mple me nta tio n Pla n with Co nte xtua l F it

Co lle c t a nd Use Da ta

MONITOR IMPACT AND COMPARE AGAINST GOAL

DID WE DO WHAT WE SAID WE WOULD DO?

I provided explicit instruction in Transition from Recess procedures to my students.

1 2 3 4 5

Strongly Disagree Neutral Strongly Agree

8 out of the 10 3rd and 4th grade teachers (80%) had ratings of 4 or above.

DID WE DO WHAT WE SAID WE WOULD DO?

X

DID IT WORK? COMPARE CURRENT DATA AGAINST GOAL

.17/day X

MAKE SUMMATIVE EVALUATION DECISIONS

WHA T NEXT?

I mple me nt So lutio n with Hig h I nte g rity I de ntify Go a l fo r Cha ng e I de ntify Pro b le m with Pre c isio n Mo nito r I mpa c t

• f So lutio n a nd

Co mpa re a g a inst Go a l Ma ke Summa tive E va lua tio n De c isio n

Me e ting F

• unda tions

T e am- Initiate d Pr

• ble m Solving

(T IPS II) Mode l

I de ntify So lutio n a nd Cre a te I mple me nta tio n Pla n with Co nte xtua l F it

Co lle c t a nd Use Da ta

Do we need to modify the solution to have a stronger impact? Do we need to discuss the feasibility of this solution? If we met the goal, how do we maintain it? Do we need to revise the goal? Do we need to revise the precision statement for the problem? Should we recycle through the problem solving process?

What do we do next?