PBIS Tier I Review & Team Initiated Problem Solving (TIPS)

Please sign in at the Registration Table in the back of the room. Help yourself to refreshments. Write your name and what role you hold at your school site on the small tent card on your table.

E4—Where do we fit?

Model of Skill Relationships Student Response to Instruction and Classroom Environment Teaching and Learning Progression Academic Enablers Academic Proficiency/ Mastery Classroom Instruction Academic Skills Interpersonal Engagement Motivation Study Skills Understanding the essential link between the Common Core State Standards and direct behavioral instruction. Adapted from Diperna & Elliott, 2000; Elliott, DiPerna & Shapiro, 2001

Today’s Outcomes: Review PBIS Tier I Action Plan Review PBIS Kick Off & Plan for this year Review data entry and generating reports in SISWEB Learn the TIPS Meeting Foundations & Problem Solving Model Define Team Roles and Responsibilities Use TIPS for Problem Solving and Action Planning

Tools for Today Site Binder PBIS Training Participant Packet Flash drive – meeting form

Training Expectations Watch for power cords Keep belongings tidy to prevent trips Be Safe Turn off cell phones Listen during presentation time Be Respectful Participate fully with your team Use team time to complete tasks Be Engaged

Celebrate all you have accomplished!

Team Work Time Guiding question Team task Use What are your accomplishments and “to dos” for Tier I? How did your PBIS Kick-Off go at your site? Review and complete the Tier I Action Plan with your team. Discuss your PBIS Kick-off Tier I Checklist

SISWEB Demonstration

Team Initiated Problem Solving (TIPS) Using data to drive decision making

Acknowledgements University of Oregon: Anne Todd, Steve Newton & Rob Horner University of North Carolina at Charlotte: Kate Algozzine & Bob Algozzine, The Team Initiated Problem Solving (TIPS II) Training Manual, Eugene, OR. University of Oregon, Educational and Community Supports. Online at www.uoecs.org. Todd, A.W., Newton, J.S., Algozzine, K., Horner, R.H. & Algozzine, B. (2013).

People aren’t tired of solving problems – they are tired of solving the same problem over and over.

What is Team Initiated Problem Solving (TIPS)? Developed by the University of Oregon and University of North Carolina Process for running efficient team meetings Process for teams to use data for decision making, planning and problem solving purposes Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

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 Evidence-based practice resulting in effective team meetings & positive student outcomes Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Why was TIPS developed? School teams were not conducting effective team meetings School teams were not efficiently using data to develop solutions and solve problems 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

TIPS Research Outcomes TIPS is research-based! TIPS Research Outcomes Teaching teams to conduct effective and efficient meetings Teams are able to continue TIPS after the training More positive student outcomes Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (2011, 2013). TIPS has been shown to be effective, and is continuing to be researched with the TIPS II project. Research has shown that teams implementing TIPS have worked more effectively and have improved in problem solving. The TIPS II research is also focusing on student outcomes and sustainability.

Improving Decision-Making PROBLEM SOLVING PROBLEM SOLUTION

TIPS Implementation TIPS Training Team Meeting Today: Team training with the district coach Follow up: Two coached meetings Team Meeting Use of electronic meeting minute form Formal roles (facilitator, recorder, data analyst) Specific expectations (before, during and after meeting) Access and use of data Projected meeting minutes TIPS Training 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

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Team-Initiated Problem Solving II (TIPS II) Model 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 Refer to the table tents: the focus of this section of the training is on Meeting Foundations, which is the “backbone” of the problem solving process. Implement Solution with High Integrity

Teaming

TIPS Team Roles District Coach Team Facilitator/Lead Minute taker Data Analyst Active team members Administrator 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?

Activity: Pair & Share Form groups of four with those around you Count off 1,2,3,4 Silently read a numbered section from the Team Member Responsibility (Document 3) Describe to the rest of your group the responsibilities and traits of the role you were reading about Number Assigned Read and Report on the role of the: 1 Facilitator 2 Data Analyst 3 Minute Taker 4 Team Member

Learning from our colleagues… 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

Building Team Capacity Define meeting logistics Team roster with contact information Group agreements for operating team meetings Access to equipment Previous meeting minutes Laptop & Projector Internet access

Team Work Time Guiding question Team task Use Who will be your: Facilitator Data Analyst Minute Taker Team members Back-ups for each Assign roles to team members PBIS Team Member Roster When will the PBIS team be meeting this year? Schedule PBIS team meetings for the school year. Teams should meet monthly for 45-60 minutes.

TIPS Meeting Foundations TIPS Meeting Minute Form

What makes an effective problem solving conversation? A key to collective problem solving is to provide a process that allows everyone to follow and contribute Use Data Animated slide telling a well too known story. Out of Time Solution

The Process: TIPS Meeting Minute Form Documentation Review of meeting minutes Visual tracking of focus topics Prevents side conversations Prevents repetition Encourages completion of tasks 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’

TIPS Meeting Minute Form:

TIPS Meeting Minute Form: Meeting Information and Team Members: 1.Enter Meeting Information 2. List Team Members

TIPS Meeting Minute Form: Agenda Items Facilitator provides Agenda Items for Minute Taker & Team members add any additional items at the meeting.

Enter the Precise Problem Statement from SISWEB TIPS Meeting Minute Form: New Problem(s): 3. Identify solution action element(s) 4. Assign tasks 5. Develop fidelity of implementation & outcome checks 1. Team develops precise problem statement 2. Identify goal & timeline Enter the Precise Problem Statement from SISWEB

We will go in-depth with these steps in later slides… TIPS Meeting Minute Form: Previously Defined Problems: 3. Check for fidelity of implementation 4. Continue or adjust action plan 1. Team assesses progress against goal & timeline 2. Discuss previously assigned action steps We will go in-depth with these steps in later slides…

Where in the form would you place… a previously defined problem? a new, defined precise problem statement? Copy + paste“New Problem” from last meeting agenda!

End of the Meeting Check-In KEEP IT BRIEF Try to focus on answering the questions that are listed and be honest in our assessment.

Meeting Minute Form 2: Meeting Form 2 This is another option to use for your TIPS meetings.

Important Components of Meeting Agendas: Names of Participants Meeting Date/Time/Next meeting date Review of previous meeting tasks/solutions Section for Decisions/Tasks/Who/ When Problem Solving Section with next steps If you already have a meeting agenda format that you use for other meetings, you can use that… These listed components are part of the research behind the effective TIPS meetings, so be sure to include these important components.

Add Agenda Items from the Tier I Action Plan Team Work Time Guiding question Team task Use What agenda format will work for your team? Decide on an agenda format. Begin generating topics for today’s meeting TIPS Meeting agenda or your own meeting agenda Add Agenda Items from the Tier I Action Plan

TIPS Problem Solving Overview

Problem Solving Objectives Use DATA to define… a PRIMARY summary statement a PRECISE problem statement Objectives Use data to define a primary summary Statement Use data to define a precise problem statement then

Effective Problem Solving Features Teams Use a predictable routine Model Used across data sets Process Problems defined with precision before ‘solving’ them Measured regularly Fidelity of implementation Student outcomes Teams use a predictable routine Problem Solving model can be used across data sets Problems are defined with precision before solving them Student outcomes and task completion are monitored regularly

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Meeting Foundations 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 Refer to the table tents: the focus of this section of the training is on Meeting Foundations, which is the “backbone” of the problem solving process. Implement Solution with High Integrity

Transforming Data into Useful Information Examine the patterns, trends, peaks Develop a primary summary statement Compare your data with the national average Look for any red flags

Looking at the Big Picture: Trends? Trends? Peaks? 75th Percentile Trainer Notes: ***This slide is designed to be an example and to be moved through quickly*** Here is an example of a graph displaying Average Referrals Per Day Per Month. When looking at this data, there are several questions that should be asked. What is happening? What is typical? What is possible? What is needed? The data should be reviewed for trends and peaks. The data should be compared to the national data in terms of medians and percentiles. This data and the answers to the reflective questions help tell the story or the narrative. Here we can see that we have an upward trend from November to March with peaks in December, February, and March. When we compare to the national average we can see that each month this year has been above the national median and only two months out of the year we were below the 75th percentile.

Develop PRECISE problem statement Defining Precision Problem Statements: Look at the Big Picture Use DATA to refine the Big Picture Develop PRECISE problem statement Start with the PRIMARY problem statement

Primary to Precision Primary: “Last year we had an increasing trend during first 3 months and were above the national median.” Precise: “Inappropriate language and disrespect in the classroom between 11:30-12:15; involves many students in grades 9-11. The perceived motivation is attention from peers.”

SISWEB Reports will tell you… Data you are most likely to need to move from a Primary to a Precise statement: WHAT problem behaviors are most common? SISWEB Reports will tell you… Referrals by Problem Behavior Report WHERE are problem behaviors most likely to occur? Referrals by Location Report WHEN are problem behaviors most likely to occur? Referrals by Time Report What problem behaviors are most common? ODR per Problem Behavior Where are problem behaviors most likely? ODR per Location When are problem behaviors most likely? ODR per time of day Who is engaged in problem behavior? ODR per student Why are problem behaviors sustaining? Use Drill Down report WHO is engaging in problem behavior? Referrals by Student Report WHY are problem behaviors sustaining? Use Drill Down report, include Perceived Motivation

Precision Problem Statement Define problems with precision= Design effective behavior support Precision Problem Statement What Where When Who Why

Primary vs. Precision Statements Primary Statements Precision Statement “Too many referrals.” “There are more ODRs for aggression in the quad than last year. These are most likely to occur during first lunch, with a large number of students, and the aggression is related to gaining attention from peers.” “September has more suspensions than last year.” “Gang behavior is increasing.” “The cafeteria is out of control!” “Student disrespect is off the hook!” Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. What Where When Who Why

Examples: Primary to Precise Primary Statement Precision Statement “Gang-like behavior is increasing.” “Bullying on the bathrooms is increasing during lunch, is being done mostly by four 10th grade boys, and seems to be maintained by attention from the bystander peer group.” Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. What Where When Who Why

Examples: Primary to Precise Primary Statement Precision Statement “Cyber-bullying is a big problem at our school” “A large number of students in each grade level ( 7 & 8) are using technology to spread rumors and harass peers. It occurs during unstructured times, both during the school day and after school, and appears to be maintained by attention from others.” Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. What Where When Who Why

Examples: Primary to Precise Primary Statement Precision Statement “The cafeteria is out of control!” “There are many referrals for disrespect in the cafeteria. This is happening from 12:15-12:45 every day and involves many students from 7th and 8th grade. The behavior is maintained by peer and adult attention.” Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. What Where When Who Why

Precise or Primary Statement? “James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.” “Boys are engaging in sexual harassment.” “Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.” Primary Precise

Using TIPS with other Data Sets Primary Statement Precision Statement “Carly is having reading difficulties.” “Carly is reading 20 wpm (goal is 60), skips or guesses at words she doesn’t know, mostly during history. Carly can not decode and struggles to read words containing ‘R’ controlled vowels.” Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. What Where When Who Why

Problem Solving: Using SISWEB to Develop a Summary Statement

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Meeting Foundations 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 Refer to the table tents: the focus of this section of the training is on Meeting Foundations, which is the “backbone” of the problem solving process. Implement Solution with High Integrity

Using Data to Solve Problems SWIS Dashboard Helps check the vital signs of the school Helps identify areas for further inquiry Look for any red flags, or other things that make you more curious Trainer Notes: The SWIS Dashboard is a way to check the temperature, to check the blood pressure, to see what problems may exist. It keeps things at the school-wide level. For those items off of the dashboard that need a deeper level of inquiry, SWIS assists by drilling down the data based upon various filters. Data can then be analyzed based upon action taken, motivation, grade level, others involved, date range, gender, ethnicity, IEP status, time range, etc. The use of these filters, as appropriate, is helpful when trying to isolate problems and develop solution plans.

Using Data to Solve Problems Classroom has many referrals Trainer Notes: The fist step in any problem-solving process is identifying the problem. SWIS helps schools/facilities move from “I think I have a problem” to “My problem is….” As schools/facilities use the SWIS Dashboard to help locate problems. The Dashboard provides the vital signs that help schools identify if a problem exists, what it is, where it is occurring, how often it’s occurring, etc. Continuing our analogy, the Dashboard is a way to check the temperature and blood pressure to see what problems may exist. Each one of the graphs and reports featured on the SWIS Dashboard needs to be reviewed for potential “red flags”. Some things you notice might simply be “red flags” and items of note for future thought and discussion. Then again, some things you notice will truly be items you need to dig into deeper and analyze further to isolate problems and develop solution plans.

Problem identification involves identifying the context! Using Data to Solve Problems Problem identification involves identifying the context! Location Problem Behavior Time Trainer Notes: The SWIS Dashboard is a way to check the temperature or blood pressure to see what problems may exist. It keeps the focus at the school-wide level. For those items off of the dashboard that need a deeper level of inquiry, SWIS assists by drilling down the data based upon various filters. Data can then be analyzed based upon action taken, motivation, grade level, others involved, date range, gender, ethnicity, IEP status, time range, etc. The use of these filters can be helpful when trying to isolate problems and develop solution plans. Students Motivation

Drill Down Worksheet Activity Use your school data from SISWEB to prepare a precise problem statement for your meeting. We will demo this in the SWIS demo, and we will all complete the form to the Precise Problem Statement.

TIPS Activity Components Using your data, start with a Summary or Primary Statement Identify a Precise Problem Assess Current Level & Set a Goal Develop a Solution for the Problem Develop an Implementation plan Decide how you will evaluate the solution

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Team-Initiated Problem Solving II (TIPS II) Model 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 Refer to the table tents: the focus of this section of the training is on Meeting Foundations, which is the “backbone” of the problem solving process. Implement Solution with High Integrity Meeting Foundations

Setting a Goal Set the goal as a team Review Current Status # of Students with a Referral # of Referrals Set the goal as a team

Goal for a Problem… SMART Goals Specific Measurable Achievable 2/16/2018 Goal for a Problem… SMART Goals Specific Measurable Achievable Relevant Timely Reduction in problem behavior Examples: Decrease by % Decrease by # Decrease severity Define time period Initially, the goal is to be at or below the national average for a school of the same age students and enrollment. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Create Implementation Team-Initiated Problem Solving II (TIPS II) Model Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Team-Initiated Problem Solving II (TIPS II) Model 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 Refer to the table tents: the focus of this section of the training is on Meeting Foundations, which is the “backbone” of the problem solving process. Implement Solution with High Integrity Meeting Foundations

Refer to document in your packet Also listed on your TIPS Table Tent Develop a plan for solving the problem Solution Action Elements Prevent What can we do to prevent the problem? Teach What do we need to teach to solve the problem? Acknowledge What can we do to recognize appropriate behavior? Extinction What can we do to prevent the problem behavior from being recognized? Correct What will we do to provide corrective feedback? Safety Do we need additional safety precautions? Refer to document in your packet Have participants refer to document 48 and discuss each element. Also listed on your TIPS Table Tent

Team Work Time Think of one problem that you know that you have on your site… Develop a precise problem statement including who, what, where, when and why. Discuss two of the solution elements that you could use to solve the problem. Prevent Teach Acknowledge Extinction Correct Safety Use PBIS Team TIPS Activity Worksheet Be ready to share out! 

Drill Down Worksheet Activity Use your school data from SISWEB We will demo this in the SWIS demo, and we will all complete the form to the Precise Problem Statement.

Create Implementation Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Team-Initiated Problem Solving II (TIPS II) Model 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

Plan for Implementation and Evaluation

Your Team Meeting Using TIPS Use your TIPS Agenda to enter Agenda Items and Team Information Your Data Analyst will bring a precise problem statement (if you have access to SISWEB) Enter the precise problem statement on your agenda Develop a goal, solution, implementation plan and means to evaluate Agenda items from your Tier I Checklist

Next Steps Use the TIPS Meeting format and agenda at all future meetings Continue working on PBIS Tier I Action Plan & Beginning of the Year Checklist Tier II Training

Questions, Comments and Evaluations

Thank you! Contact information: Diane Stevenson—ddsteven@egusd.net (916) 509-7731