Running Effective Meetings:Team Initiated Problem Solving (TIPS) &
Intervention Team Meeting Agenda
PBIS Coaches InstitutePlacer County Office of Education
January 20, 2015
Your Hosts: Kim Wood & Kerri Fulton
Agenda
Why use TIPS?
What have been your roadblocks?
Meeting Roles & Structure
Problem Solving: It shouldn’t create a problem!
Monitoring progress…The rest of the story
Running effective meetings in Tiers II & III
Why use the TIPS meeting agenda& Intervention Team meeting form?
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
Getting Started? or Getting Stuck?• Discussion: What have been your roadblocks?• Lead your team through the “TIPS Meeting
Foundations Checklist” (Worksheet 16) and/or “TIPS Coaching Fidelity Worksheet”
Go from this… to this!
(TIPS) Research To Date:
• Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (2011). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology
• Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports.
8 Keys to Effective Meetings1. Organization (team roles, meeting process, agenda)
2. Data (right information at right time in right format)
3. Separate (a) Review of On-going Problem Solving
(b) Administrative Logistics and (c) New Problem Solving
4. Problems are defined with precision
5. Solutions are comprehensive and built to “fit”
6. “Action Plans” are added for all solutions
7. Fidelity and impact of interventions are reviewed regularly
8. Solutions are adapted in response to data
Meeting Foundations Elements
Predictability Participation
Accountability Communication
• Define roles & responsibilities: Facilitator, Minute Taker, Data Analyst
• Use electronic meeting minutes format
Four features of effective meetings:
ImplementSolution withHigh Integrity
Identify Goalfor Change
Identify Problemwith
Precision
Monitor Impact ofSolution and
Compare AgainstGoal
Make SummativeEvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving II(TIPS II) Model
Identify Solution and Create ImplementationPlan with Contextual
Fit
Collect and Use Data
TIP
S I
I T
rain
ing
Man
ual (
2013
)
ww
w.u
oecs
.org
On your Table Tent Card. Lost yours? Print from our website.
General Flow of PBIS Team MeetingCall meeting to order – Who is present?
Discuss administrative tasks and any general issues
Wrap up meeting – Review date/time for next meeting and evaluate present team meeting.
Review Current Status – Compare overall levels to goal/norms
Discuss previously defined problem(s) – Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next?
Discuss any new problems – Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data needed
Review agenda for today
1
3
4
5
6
7
2
Match corresponding num
bers to TIPS form handout
Problem Solving Objectives
Use DATA to define…
a PRIMARY summary statement
a PRECISE problem
statement
6a
Transforming Data into Useful Information
Develop a primary
summary statement
Examine the patterns, trends,
peaks
Compare your data with the national
average
6a
Look at the Big Picture
Use DATA to refine the Big
Picture
Develop PRECISE problem
statement
Defining Precision Problem Statements:
Start with the PRIMARY problem
statement
6a
Precision Problem
Statement
What
Where
WhenWho
Why
Des
igni
ng e
ffecti
ve b
ehav
ior s
uppo
rt
Define problems with precision
6a
Data you are most likely to need to move from a Primary to a Precise statement:
WHAT problem behaviors are most common?• ODR per problem behavior
WHERE are problem behaviors most likely to occur?• ODR per location
WHEN are problem behaviors most likely to occur?• ODR per time of day
WHO is engaging in problem behavior?• ODR per student
WHY are problem behaviors sustaining?• Use Drill Down report6a
Solution Development & Action PlanningSolution Component Action Step(s)
Prevention How can we avoid the problem context?Ex: schedule lunch times, change lighting
TeachingHow can we define, teach, and monitor what we want?Ex: build “Quiet” curriculum, teach hallway expectations, buy decibel meter
Recognition How can we build in systematic rewards for positive behavior?Ex: 3 quiet days = 5 extra minutes of social time (at lunch or end of day)
Extinction How can we prevent problem behavior from being rewarded?Ex: public posting of results
Corrective Consequence What are efficient, consistent consequences for problem behavior?Ex: continue current system (Major/Minor ODR)
Data CollectionImplementation fidelity?Ex: walkthrough reports, observations, self-assessmentsImpact on student outcomes?Ex: SWIS ODR data
6b
Pick one or a few!
Identify a Measureable Goal
Goals allow you to analyze, monitor, and adjust professional practice.
“Reduce hallway ODRs by 50% per month (currently 24 per month average).”
6c
SMART Goals:Specific
MeasurableAchievableRelevantTimely
Implement, then measure fidelityDefine ways the team will assess the fidelity and impact of the chosen intervention or solution components.
Evaluation Plan for monitoring fidelity of implementationAND impact on student behavior• 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• Data analyst with data summaries and data access
6d
Evaluation Planning:Did we do what we said we were going to do?
Evaluation Plan for monitoring fidelity of implementationAND impact on student behavior
6e
Establish a fidelity check routine that relates to ImplementationA 1-5 scale is used for all questions, with up to three questions per weekAt staff meeting, use fist of five while asking questionsIn staff room, create number line poster with questions
And, did it have an impact?
Meeting Evaluation
The team rates itself (are we using our time wisely, are we doing what we said we would do, and is it having an impact on student behavior/academics)?
Space to capture ideas for things the team can do to improve for next time.
7
Inte
rven
tion
Team
Mee
ting
Tem
plat
e:
Use
for T
ier I
I & II
I Int
erve
ntion
Tea
m M
eetin
gs
Worksheet 8, Tier II Page 1 of 2
Tier II Group Interventions
Tier III Individualized Interventions
Inte
rven
tion
Team
Mee
ting
Tem
plat
e:
Use
for T
ier I
I & II
I Int
erve
ntion
Tea
m M
eetin
gs
Worksheet 8, Tier II Page 2 of 2
Remember….
• The intervention team meeting is not the time to discuss an individual student in great detail.
• If a solution or modification cannot be discussed and selected quickly, the team should schedule a follow-up meeting to address that specific issue.
• Stick to recommended time allotments as much as possible!
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