Effective Problem Solving Conversations?

Implement Solution with High Integrity

Identify Goal for Change

Identify Problem with

Precision

Monitor Impact of Solution and

Compare against Goal

Make Summative Evaluation Decision

Meeting Foundations

Team-Initiated Problem Solving (TIPS II) Model Team Training

Identify Solution and

Create Implementation

Plan with Contextual Fit

Collect and Use

Data

February 2017

Anne W Todd University of Oregon [email protected]

www.pbis.org/Training/TIPS

Objectives

Bytheendofthesession,youwillstrengthenyourawarenessoftheTIPSModel

´ WhatISTIPS´ WhyUsingTIPSisaGoodIdea´ Howtogetstarted

And…..What is the Real Problem?

~ 110,000 schools in US

Each school has 1+ teams to address

challenges and build solutions

Each team meets at least monthly

On average there are 5 people on each team

550,000 hours of

meetings (minimum)

2,250,000 hours of

personnel time

annually

We have to make our Problem Solving Team

minutes count!

Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org

Problem

Solution

Effective Problem Solving Conversations?

Out of Time

Peoplearenot>redfromsolvingproblems.Theyare>redfromsolvingthesameproblemoverandover.

Responding to the need

´  An abundance of data

´  Different content

´  Different displays

´  Different decision rules

´  Different access levels

´  Team based decision making

´  Problem solving and Progress monitoring

´  Team member turnover

´  Need content knowledge

´  Fidelity of Implementation and Student outcomes

´  Systems Fidelity


Primary Prevention: School wide

Secondary Prevention: Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention: Specialized

Individualized Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

27



TIPS is designed to strengthen the likelihood that problem solving leads to implementation fidelity and positive student outcomes

Questions to ask: 1.  What is happening? 2.  What is typical? 3.  What is possible? 4.  What is needed?




Precision




Meeting Foundations

Critical Features of Team-Initiated

Problem Solving (TIPS II)




Collect and Use

Data

Meeting Foundations

Problem Solving


What is TIPS? TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee>ngfounda>ons.It’saseriesofstepsanyonecanusetomovefromiden>fyingaproblemtoimplemen>ngasolu>onandmeasuringprogresstowardthegoal.

WhyUseTIPSTeamsusingTIPSaremorelikelytousedatatodefineproblemsandsolveproblemsleadingtoimplementa>onfidelityandposi>vestudentoutcomes

TIPS Spiel

HowtoUseTIPSEstablishReadinessGetteam&coachingtrainingAdaptforanyteam,usinganysetofdata

TIPS II Training Model TIPS Training

´  One full day team training with teams & coaches

´  One full day coaching training with coaches

´  Coached meetings that follow training &

support TIPS implementation fidelity

Critical Elements

´  Use of electronic Meeting Minute system

´  Formal roles

´  (Facilitator, Minute Taker, Data Analyst)

´  Specific expectations

´  (before meeting, during meeting, after meeting)

´  Access and use of data

´  Projected meeting minutes and data

´  Skills for precise problem solving actions that are guided by prompts and cues embedded in the materials

´  Tool for monitoring fidelity of implementation of TIPS 9

Perceptions of Core Features of Problem Solving Before and After TIPS Training

0.00

1.00

2.00

problemdefinedwithprecision

problems,solu>ons,and

goals

problemshavesolu>ons

ac>onplanwithsolu>on

fidelitydocumented

outcomemeasuredocumented

Pre-TIPS Post-TIPSTeam Initiated Problem Solving (TIPS) Training Materials www.pbis.org

Do we really need a full day of team training? YES

´  Untrained teams

´  Not precise problem statements

´  Solutions were more systems oriented

´  Twice as many solutions elements

´  Non-alignment of problem and solution

´  Identified who would do what, but no timeline

´  Trained teams

´  Defined Problems with Precision

´  Solutions were more preventative, instructional & reward oriented

´  Half the number of solution elements

´  Solutions align with precision statement

´  Identified timeline and fidelity measures

Descriptive results from randomized control trial study, 2017

Start with Primary Problem Statements

Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.

Move to Precise Problem Statements

Office discipline referrals for 3rd graders are above national medians for schools our size.

Referrals for defiance among third grade students from 11:30-12:30 in the cafeteria are increasing over time. It is believed that this is happening because students want to

avoid silent reading that happens after lunch.

hou

rs

Cost Benefits to using Precision Statements elementary school, K-5, 550 Students

0

5

10

15

20

25

30

Planning>me Implementa>on>me:staff Implementa>on>me:students

primarystatement

precisionstatement

Page 2 of TIPS Overview Handout

What does this look like?

General Flow of Meeting


Call meeting to order – Who is present?

Review agenda for today

Update progress/Problem Solve on previously defined Student Problems– Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was

goal reached? What next?

Problem Solve New Student Problems-Identify precise problems, develop solution

plans (what, who, when), identify goals, determine fidelity and outcome data needed

Discuss Organizational-Housekeeping items

Wrap up meeting – Review date/time for next meeting and compete meeting assessment

Page 1

Page 2

Meeting Minutes Guide


Pages 3-4 of TIPS Overview Handout

TIPS Fidelity Check: Item 10

District Logo

Meeting Info

Agenda Items

Systems Overview

Problem Solving Process


Two types of meeting

assessment Page 2 of TIPS Overview Handout

A Quick Peek at a Team Using TIPS

´  Tier I team

´  Meeting Minutes are in handout

´  Looking at a problem on Bus 512

´  Quick preview of those data

´  Pay attention to the Meeting Foundations


0

5

10

15

20

25

30

Bus 510 Bus 511 Bus 512

Problem Behavior Incidents by Bus January 4-17

AM PM

0 2 4 6 8

10 12 14 16 18

Harrassment Inappropriate Language

Physical Aggression

Defiance

Bus 512 PM by Problem Behavior January 4-17

0

2

4

6

8

10

K 1st 2nd 3rd 4th 5th

Bus 512 PM Physical Aggression & Inappropriate Language By Grade

Jan 4-17

0 2 4 6 8

10 12 14 16

Bus 512 PM 4th-5th, PhyAgg, Inapplang by Perceived Motivation

Jan 4-17



TIPS Overview Handout, pages 3-4

Fourth and fifth graders on bus 512 have recent spike in physical aggression and inappropriate language incidents on bus ride after school since coming back from winter break. Bus driver believes it’s because they are fighting over who sits in the back seats. Dec = ODRs 44 (11 school days (about 4 per day) Jan 4-15 (10 school days) = ODRs 36 (about 3.6 per day) different students all in 4th-5th grade


Quick-Pair-Share Meeting Foundations (page 7)

1.  Score the Meeting Foundations for the Tier I Team Meeting Video 2.  Total the score 3.  Circle the items that might influence future meeting procedures for your team

What is TIPS? TIPS Spiel Examples 1. Team-Initiated Problem Solving (TIPS) is a conceptual model for problem solving that has been operationalized into a set of practical procedures to be used during meetings of school-based problem solving teams such as Positive Behavior Interventions and Supports (PBIS).

2.TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee>ngfounda>ons.It’saseriesofstepsanyonecanusetomovefromiden>fyingaproblemtoimplemen>ngasolu>onandmeasuringprogresstowardthegoal.




Precision




Meeting Foundations






Collect and Use

Data

Meeting Foundations

Problem Solving

Meeting Foundations Characteristics of Effective Team Meetings

§  Predictable §  Start/end time, roles, purpose/goals, phases of

meeting

§  Responsibilities linked to roles, projected meeting minutes/data

§  Consistent §  Use of meeting minutes, team agreements, use of

meeting protocol & problem solving routine

§  Positive/Safe §  Team agreements, use of Meeting Foundations

§  Accountability §  Fidelity of implementation

§  Student outcomes

§  Meeting Evaluation

Roles and responsibilities

Facilitator Minute Taker

Data Analyst

Team Member

Who is here?

Primary & Backup Time-limited (5 meetings, all year)

Administrators•  primaryroleisAdministrator

•  canbebackupstofacilitator,dataanalyst,minutetakers

Roles and Responsibilities before, during, after meeting






Precision




Meeting Foundations






Collect and Use

Data

Meeting Foundations

Problem Solving




Precision




Meeting Foundations

Team-Initiated Problem Solving (TIPS II) Model




Collect and Use

Data

What When

Who

Why

Where

Precision Elements Examples: Primary to Precise

Gang-like behavior is increasing.

The buses are awful!

´  There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate language on the afternoon buses because these students wanted attention from their from peers.

�  Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.

Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is

being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander

peer group.

There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate language on the afternoon buses because these students wanted

attention from their peers.

Precise or Primary Statement?

Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained peer attention.

Precise or Primary Statement?

A large group of kindergarten students are displaying inappropriate behaviors on the playground. This cohort of students also is known to reside in less than positive neighborhoods many of which also come from households with older siblings who have been in an out of jail across the past years. Drugs, alcohol, and violent behavior are the norm on the streets around their homes.

The boys in third grade are having behavior problems.

Six 5th grade students are loitering in the halls in the morning and have accumulated more than 10 referrals for loitering and being tardy during the past month. It is believed that they are doing this in order to avoid homework reviews that take place in the class during that time.

What When

Who

Why

Where

Precision Elements

Practice Time!

Keep track of the possible precision elements on the next few slides.

SWIS Big 4 for October 1, 2011 through December 31, 2011

Classroom

Playground

Where?

N =108


Defiance

What problem behaviors are occurring On playground & in classrooms?

Playground & Classroom Defiance by Time of Day

11:45-12:15

Who/Grade level is engaging in defiance in classroom/playground between 11:45-12:15?

3rd and 4th Grade

Why are 3rd & 4th graders engaging in defiance on playground & in classroom between 11:45-12:15?

Avoid work




Many 3rd and 4th graders (who) are

engaging in Defiance (what) between

11:45 and 12:00, near the end of their

30-minute recess period (when), with

most of these instances occurring on

the playground, in class, & in the hall

(where), because the students want to

avoid the upcoming classroom

instructional period (why).

Current level (Jan) is .42/day




Precision




Meeting Foundations





Collect and Use

Data Current: 38 referrals for

Aggression during the past month

Goal: .5 or fewer referrals per day for Aggression

Current: 12 bus referrals last

month

Current: 61% of 3rd grade students

meeting expectations in

reading

Goal What? By when?

Goal: 80% of 3rd grade students meeting

expectations in reading by

Spring Benchmark

Goal: 1 or fewer bus referrals per day (.20 per day)

by December

By How much? (To what level)

Reduce instances of defiance to a rate

of .20 instances/day or less (i.e., no

more than 1 instance every 5 school

days) by the date of our April meeting,

and to maintain at that level or lower for

each successive monthly review for the

remainder of the school year.

Current level (Jan) is .42/day

Goal for 3rd-4th grade problem




Precision




Meeting Foundations





Collect and Use

Data What are we going to do to bring about the

desired change?

BuildingSolu>ons

´ Brainstorm all ideas for solving the problem

´ prevention, teaching, acknowledgment, correction & extinction, safety

´ Choose the least number of things to do that will support meeting the expected outcomes (meeting the goal)

´ Prioritizing solution actions/interventions ´ Consider safety, severity, intensity, &

frequency

´ Consider Contextual Fit

´ Values, skills, resources, & Admin. support

Newton,J.S.,Todd,A.W.,Algozzine,K,Horner,R.H.&Algozzine,B.(2009).TheTeamInitiatedProblemSolving(TIPS)TrainingManual.EducationalandCommunitySupports,UniversityofOregonunpublishedtrainingmanual.

Solution Action Elements Possible Generic Solution Actions

Prevent What can we do to prevent the problem?

Adjust physical environment. Define & document expectations and routines. Assure consistent & clear communication with all staff.

Teach What do we need to teach to solve the problem?

Explicit instruction linked to school wide expectations. Teach what to do, how to do it and when to do it. Model respect .

Reward What can we do to reward appropriate behavior?

Strengthen existing school wide rewards. Include student preferences. Use function-based reinforcers

Extinguish What can we do to prevent the problem behavior from being rewarded?

Use ‘signal’ for asking person to ‘stop’. Teach others to ignore (turn away/look down) problem behavior.

Correct What will we do to provide corrective feedback?

Intervene early by using a neutral, respectful tone of voice. Label inappropriate behavior followed by what to do Follow SW discipline procedures

Safety Do we need additional safety precautions?

Separate student from others if he/she is unable to demonstrate self-control. Make sure adult supervision is available.

Element Solution Idea Impact Feasibility

Prevent Inform students of preferred desk activity before lunch recess

MEDIUM HIGH

Teach

Reward Provide preferred desk activity at end of routine HIGH MEDIUM

Extinguish

Correct Use School Defined Process HIGH HIGH

Safety No additional safety concerns

TIPS

II T

rain

ing

Man

ual (

2014

) w

ww

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57

Building Solution Plans: TIPS Demo School- Example Precise Problem: Many 3rd and 4th graders are engaging in Disrespect between 11:45am and 12:00pm, near the end of their 30-minute recess with most of these instances occurring on the Playground, in Class, or in the Hall because the students want to avoid the upcoming Classroom instructional period. This occurs 1.42times per school day. Goal: Reduce instances so that the reviewed data show a rate of .20 instances per school day or less (i.e., no more than 1 instance every 5 school days) by the date of our April meeting, and to maintain at that level or lower for each successive monthly review for the remainder of the school year.

Choose the least number of things to do that will support meeting the expected outcomes (meeting the goal)

By Jan 12

PBIS Team will create transition from recess

to classroom procedures linked to SW

Expectations.

Teachers will provide explicit instruction of

transition from recess to classroom

procedures

Team Facilitator work with grade level

teams to provide explicit instruction for the

routine, by Jan 12.




Precision




Meeting Foundations





Collect and Use

Data

Defining Evaluation Planning Every problem needs to be monitored and evaluated

•  How are we going to assess the Fidelity of Implementation

•  How are we going to assess the Impact of Solutions

Part 1

Part 2

By Jan 12

When have you gathered fidelity data?

Did I do what I said I would do?

Fidelity of Implementation

Measures the degree to which the intervention or action was implemented as defined/expected

´ Use percent/absolute value/ rate/scale as metric

´ For school-wide, strive for 80% fidelity of implementation

´ Measure monthly, weekly, or biweekly

´ If safety issue – strive for higher level of implementation fidelity

´ Make it easy to gather

´ Do the KISS

´ Keep It Short and Simple

Are we implementing the plan?

Possible Fidelity Checklists

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, or 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 � ��




Precision




Meeting Foundations





Collect and Use

Data

Monitor Impact and Compare against Goal

By Jan 12




Precision




Meeting Foundations





Collect and Use

Data

Making Summative Evaluative Decisions

Assessing the Impact of Solutions Your Data Analyst and Coach will support this step in the problem

solving routine

Infusing TIPS Skills and Tools


TFI-Tier I Action Planning


TFI-I 1.1-1.2


TFI-I 1.9-1.11


TFI-I 1.12-1.14

TIPS=FC 12-18


TFI-I 1.15


TIPS Readiness for Training Checklist

District Commitment

Team Commitment

Access to Data

Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org

Building District and State Capacity

´ Wewanttostrengthencoaching&trainingskillfluency&proficiency

´ WewanttoestablishteamswhousetheTIPSModelduringcoordina>on,problemsolvingandplanningmee>ngs

´ ALLteamsinschool,district,stateestablishTIPSMee>ngFounda>ons

´ Considerhos>ngatwo-threedaytrainingsequence´ Day1:Teams,Coaches(andTrainers)´ Day2:Coaches(andTrainers)´ Day3:Trainers

´ ContactAnneToddforfurtherinforma>[email protected]




Precision




Meeting Foundations





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?

Mee>ngFounda>onsCharacteris>csofEffec>veTeamMee>ngs

§  Predictable §  Start/end time, roles, purpose/goals, phases of

meeting

§  Responsibilities linked to roles, projected meeting minutes/data

§  Consistent §  Use of meeting minutes, team agreements, use of

meeting protocol & problem solving routine

§  Positive/Safe §  Team agreements, use of Meeting Foundations

§  Accountability §  Fidelity of implementation

§  Student outcomes

§  Meeting Evaluation

What is TIPS? TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee>ngfounda>ons.It’saseriesofstepsanyonecanusetomovefromiden>fyingaproblemtoimplemen>ngasolu>onandmeasuringprogresstowardthegoal.

WhyUseTIPSTeamsusingTIPSaremorelikelytousedatatodefineproblemsandsolveproblemsleadingtoimplementa>onfidelityandposi>vestudentoutcomes

TIPS Spiel

HowtoUseTIPSEstablishReadinessGetteam&coachingtrainingAdaptforanyteam,usinganysetofdata

Adaptations and Resources

´  www.pbis.org/Training/TIPS

A sample of TIPS related Publications


Contact Information

University of Oregon

Rob Horner Anne Todd

[email protected] [email protected]

University of North Carolina at Charlotte

Bob Algozzine [email protected]

www.pbis.org/Training/TIPS

Effective Problem Solving Conversations?

Documents

Transcript of Effective Problem Solving Conversations?