Team-Initiated Problem Solving (TIPS II) Part 2:Continuous Improvement E1 August 18, 10:30 a.m. Materials supported by: Anne Todd, M.S., Dale Cusumano, Ph.D., and Angela Preston, M.Ed. University of Oregon and University of North Carolina at Charlotte Presented by Marla Dewhirst, TIPS National Trainer of Trainers Follow us at: YouTube at TIPS2grant Google Communities at TIPS Connect

810,000 hours of meetings 4,050,000 hours of personal time annually

What do we need? A clear model with steps for problem solving Access to the right information at the right time in the right format A formal process that a group of people can use to build and implement solutions that solves problems. 3 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Efficient Effective Logical Thorough TIPS T eam- I nitiated P roblem S olving II (TIPS II) Data analysis hypotheses “Why?” Attentive and

Implement Solution with High Integrity Implement Solution with High Integrity Identify Goal for Change Identify Goal for Change Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution and Compare against Goal Monitor Impact of Solution and Compare against Goal Make Summative Evaluation Decision Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data

Implement Solution with High Integrity Implement Solution with High Integrity Identify Goal for Change Identify Goal for Change Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution and Compare against Goal Monitor Impact of Solution and Compare against Goal Make Summative Evaluation Decision Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data

Critical Features of TIPS II Problem Solving TIPS Meeting Minutes (or equivalent) are used Previous “old” problems are discussed with status reviewed Quantitative data in the right format to answer the right questions are used and projected for all to see Problems are defined with precision (what, where, when, who, why) All active problems have solutions documented on full action plans Problems with solutions defined have goals for success Data examining the fidelity of implementation of solutions are gathered and shared with team Outcome data examining the impact of solutions are gathered and shared with team

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 3 rd 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.

W hat When Who Why Where Precision Components For Problem Statements

Examples: Primary to Precise Gang-like behavior is increasing. Our fourth graders cannot comprehend when reading! Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4 th grade boys, and seems to be maintained by social praise from the bystander peer group. Forty-seven percent of 4 th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessments when 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.

Identify Goal for Change What and When What? By when?

Office Discipline Referrals rates for disrespect will be at or below the national median for our school size by April of this school year and will remain at or below this level for the remainder of the school year. Referrals for tardies among ninth graders will reduce by 50% by our March meeting and will continue to decrease across the next 3 months until there are no more than 2 per month for 3 months. Referral rates for aggression on the playground will reduce to one or fewer each week (.20 per day) among 5 th grade students and will stay at this level for the rest of the school year. Reading assessment data for students in literacy intervention group performance will move from High to Low Risk status by the Winter benchmark and will be at this level or move to “No Risk” levels by the Spring benchmark. Goal What? By when?

Goal or No Goal? Thumbs down = No Goal

Goal or No Goal? 2 times a day Reduce instances of 3 rd and 4 th grade disrespect on the playground to no more.50 per day, monthly through year end Reduce instances of 3 rd & 4 th grade disrespect on the playground to 1 per week (.20 per day) by end of the school year Reduce instances of 3 rd & 4 th grade disrespect on the playground to no more than 1 time a day Reduce instances of 3 rd & 4 th grade disrespect on the playground No 9 th grade tardies for the remainder of the school year Reduce tardies in 9 th grade Goal – but realistic? Goal No Goal Goal Add “by When” Add by how much and “by When” Add “What” and “by When” Add “by When”

An example with behavior data…

Trend Our average Major and Minor ODRs per school day per month are higher than national median for a school of our enrollment size for all months except June. We have peaks in frequency of problems in Nov, Dec, Jan, and March with an increasing trend from September to March. Is there a problem? Practice with Data Let’s make this more precise

What When Who Why Where Precision Elements Practice Time! Keep track of the possible precision elements on the next few slides.

Defiance What?

Classroom Playground Where?

11:45-12:00 When?

Who? 3 rd and 4 th Grade

Avoid Work Why?

Possible Problem Precision Statement Many 3 rd and 4 th 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, or in the hall (where), because the students want to avoid the upcoming classroom instructional period (why).

How does this work for academics?

W hat When Who Why Where Precision Components for Academic Problem Statements

Examples: Primary to Precise Carly is having reading difficulties. Carly is reading 20 words correctly per minute (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts. Carly can not decode and struggles to read words containing R controlled vowels, digraphs, & long vowels. Jack’s math CBM scores fell at the 10 th percentile as compared to national norms. Jack is not fluent in his knowledge of basic math facts and often does not attend to addition or subtraction signs on written math problems. Jack cannot add or subtract.

80% meeting expectation 15% need more 5% need the most Is there a problem? Academic Reference Points 50 th Percentile on national norms Low Risk indicator

Low Risk > 14 CR All close to goal of 14 CR

Why? ICEL Skill Development Functional Drivers

Let us look at reading fluency as a possible reason for these four students’ low reading comprehension. Harris Word list for Sally = 2 nd grade

2 Possible Problem Precision Statements Three 4 th grade students (Who) are not comprehending content from written text presented at grade level (What, When, and Where). These students also have weak reading fluency skills that fall well below expectation, which is thought to be the reason for their low reading comprehension skills (Why). Current Levels: Scores on Maze measures fall below the 10 th percentile on national norms (3 CR with 14 CR expected). Fluency rates also fall at or below the 10 th percentile for national norms (48-53 WRC/min with 109 WRC/min expected) Student S (Who) is having difficulty comprehending written text presented at her grade level (What, When and Where), but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills (Why). Current Levels: Maze score = 3 CR (14 CR expected); Vocabulary level = 2 nd grade on Harris Word List (4 th grade expected)

Add to TIPS Meeting Minutes

Implement Solution with High Integrity Implement Solution with High Integrity Identify Goal for Change Identify Goal for Change Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution and Compare against Goal Monitor Impact of Solution and Compare against Goal Make Summative Evaluation Decision Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving (TIPS-II) Model Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data

Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans Solutions Prevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? Action Plan Who will do each task & when will it be completed?

Prevent Teach Prompt Reinforce Extinguish Correct Example for Precise Behavior Problem Statement 6 th and 7 th 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 6 th and 7 th 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. After initial brainstorming After considering feasibility and potential impact

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Example for Precise Academic Problem Statement Four 4 th grade students are performing below expectation in reading comprehension. For three of these students, their performance is being impacted by low reading fluency skills. For one student, weak vocabulary skills are keeping her from comprehending written text. Provide instructional level materials for independent reading activities. Participation in a Repeated Readings intervention group. Self monitoring of reading fluency skills with gains tied to rewards. Self monitoring of known and unknown vocabulary words and accuracy rates. Participation in a Drill Sandwich vocabulary practice. Reading buddy with kindergarten students After initial brainstorming After considering feasibility and potential impact

Every solution/task needs an action plan Who will do the task? When will the task be completed? Action Planning

Implement Solution with High Integrity Implement Solution with High Integrity Identify Goal for Change Identify Goal for Change Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution and Compare against Goal Monitor Impact of Solution and Compare against Goal Make Summative Evaluation Decision Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data

Evaluation Planning Evaluation Plan for monitoring fidelity of implementation AND 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

Fidelity of Implementation Measure the degree in which the intervention was implemented as defined/expected Use percent/absolute value/ rate/scale as metric Strive for 80% fidelity of implementation as measured weekly (bi- weekly) on scale of 1-5 Make easy for staff to record data Fidelity Check Board: X on number line Fist of five Fidelity check basket Direct observation Are we implementing the plan? No Yes

Fidelity Check Routine We do what we say we will do and we do it with 80% fidelity Establish a fidelity check routine that relates to Implementation Did you provide instructional level reading to students? No Yes Did you acknowledge 5 students, not in your classroom, daily? No Yes A 1-5 scale is used for all questions, with up to three questions per week At staff meeting, use fist of five while asking questions In staff room, create number line poster with questions

Other Data for Monitoring Fidelity of Implementation

Evaluation Planning Every problem needs to be monitored and evaluated Fidelity of Implementation Effectiveness of Implementation

Impact of Solution For Behavior Example

Did we make a difference? Marcy Daily Double ✔ ✔ Implemented with Fidelity? Did it work?

Impact of Solution For Academic Example

Did we do what we said we would do? XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Molly M-F 2-2:30 8 students from 2 grade

Evaluate the Problem: Did we make a difference? ✔

✔✔ ✔ Identify Problem with Precision Identify Problem with Precision Make Summative Evaluation Decision Make Summative Evaluation Decision

Implement Solution with High Integrity Implement Solution with High Integrity Identify Goal for Change Identify Goal for Change Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution and Compare against Goal Monitor Impact of Solution and Compare against Goal Make Summative Evaluation Decision Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data

TIPS Readiness District Commitment Team Commitment Access to Data

Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence-based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real (investment) Full Implementation Let’s make it our way of doing business (institutionalized use) Sustainability & Continuous Regeneration

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TIPS II: Contacts and References