Team-Initiated Problem Solving (TIPS) Overview Presented by: Dale Cusumano, Ph.D., NCSP Research Associate University of North Carolina at Charlotte Presented.

Team-Initiated Problem Solving (TIPS) Overview Presented by: Dale Cusumano, Ph.D., NCSP Research Associate University of North Carolina at Charlotte Presented to: Seventh Annual Response to Intervention Best Practices Institute October 15, 2013

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

Problem Solution Organizing for an Effective Problem Solving Conversation Use Data

Data + Outcomes

To what extent do teams follow problem solving steps and include critical components? Include a behavioral definition of target behavior Have a direct measure of the target behavior prior to intervention Include a step-by-step intervention plan Graph intervention results Compare pre-intervention and post- intervention performance Develop a hypothesized reason for the problem Gather evidence that the intervention was implemented as designed Team members rated implementation as higher than observers with observers rating identifying antecedents and consequences for behavior, identifying data to monitor progress, scheduling a follow up meeting as unmet (Telzow, McNamara, & Hollinger, 2000)

People aren’t tired from solving problems – they are tired from solving the same problem over and over. 6 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 Educational and Community Supports, University of Oregon, unpublished training manual.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)

Decisions are more likely to be effective and efficient when they are based on data Quality of decision-making depends most on the first step (defining the problem to be solved) Data help us ask the right question…they do not provide the answers: Use data to identify problems, refine the problems, and define the questions that lead to solutions Data help place the “problem” in the context rather than in students Main Ideas

Build “decision systems” not “data systems” Problem solving is driven by decision systems, which are fueled by data Use data in “decision layers” (a) Is there a problem? (b) Localize the problem (location, problem behavior, students, time of day), and (c) Get specific Do not drown in data Be efficient It is OK to be doing well! More Main Ideas

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. 10 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.

Eight Keys to Effective Meetings 1.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.Define Problems with Precision 5.Build Comprehensive Solutions that “fit” 6.Add “Action Plans” for all solutions 7.Review Fidelity and Impact regularly 8.Adapt Solutions in response to 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

TIPS Model TIPS Training One full day team training Two coached meetings 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 Research tool to measure effectiveness of TIPS Training DORA (decision, observation, recording and analysis) Measures “Meeting Foundations” & “Thoroughness of Problem Solving” 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 manual. 9

TIPS I Study: Todd et al., 2011 School A School B School C School D Baseline Coaching TIPS % DORA Foundations Score Solid = SW PBIS meetings using SWIS Open = progress monitoring meeting using DIBELS Journal of Applied School Psychology

DORA Thoroughness of Decision Making Score (Simple) Newton et al., (2012): Effects of TIPS Training on Team Decision-making Pre TIPS Training Post-TIPS Training

Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness

Roles & Responsibilities

The process a team uses is important Roles Facilitator Recorder Data analystActive Member Organization Agenda, old business, new business, action plan for decisions What happens BEFORE a meetingWhat happens DURING a meetingWhat happens AFTER a meeting Foundations of an Effective and Efficient Meeting

Who is Responsible? ActionPerson Responsible Reserve Room Recruit items for Agenda Review data prior to the meeting Reserve projector and computer for meeting Keep discussion focused Record Topics and Decisions on agenda/minutes 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

Roles & Responsibilities Start and end times Agenda is used

TIPS Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker:Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker:Data Analyst: Team Members (bold are present today________________________________________________________________ Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Administrative/General Information and Issues Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who?By When? Goal, Timeline, Decision Rule, & Updates Problem-Solving Action Plan Agenda for NEXT Meeting 1. 2. 3. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (Prevent, Teach, Prompt, Reward, Correction, Extinction, Adaptations, Safety) Who?By When?Goal with Timeline Fidelity of Imp measure Effective ness of Solution/ Plan Not started Partially Imp Imp Fidelity Done Goal Met Better Same Worse Agenda for Today: 1. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update)

TIPS Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker:Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker:Data Analyst: Team Members (bold are present today________________________________________________________________ Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Administrative/General Information and Issues Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who?By When? Goal, Timeline, Decision Rule, & Updates Problem-Solving Action Plan Agenda for NEXT Meeting 1. 2.‘ 3. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (Prevent, Teach, Prompt, Reward, Correction, Extinction, Adaptations, Safety) Who? By When?Goal with Timeline Fidelity of Imp measure Effective ness of Solution/ Plan Not started Partially Imp Imp Fidelity Done Goal Met Better Same Worse Agenda for Today: 1. 3. 5. 2. 4. 6. Previously Defined Problems/Solutions (Update) Where in the Form would you place: 1.Planning for next PTA meeting? 2.There have been five fights on the playground in the past 3 weeks. 3.Update on CICO implementation 4.Increasing gang recruitment as an agenda topic for today. 5.Next meeting report on lunch- room status.

Roles & Responsibilities Start and end times Agenda is used Meeting schedule

Engaged in Topic

Norms for the meeting Access to Meeting Minutes

Prepared for meetings Are solutions working? Documentation of decisions Differences in lives of students

Problem = A difference between what is expected and what is observed that a team feels is worthy of addressing.

Start with Primary Problem Statements Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement. Office discipline referrals for 3 rd graders are above national medians for schools our size.

Morphing Data into Useful Information Develop Primary Problem Statements Look first at your patterns (tell the story) Level, Trend Peaks Match data to current perceptions Compare your data With national median or percentiles With last year With what your faculty/students/ families want

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 W hat Who Why Precision Components for Behavior Problem Statements Precision Components for Academic 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.

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.

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 7 th and 8 th grades, involves many students, and appears to be maintained peer attention.

Precise or Primary Statement? James is instructional in reading content that falls two grades below his current placement. His reading fluency scores fall below the 25 th %ile and his rate of improvement is predicting that he will not meet end of the year goals for his grade. He has difficulty decoding unfamiliar words and does not track accurately from left to right when reading. The boys in third grade are performing well below the 3 rd grade girls in reading. Three 5 th grade students are having great difficulty expressing their thoughts in writing. Their fine motor skills are well developed but writing test scores are well below target. Since they can verbally share well-constructed and grammatically correct stories, it is thought that their spelling skills are hindering their writing skills with average weekly spelling test scores of C’s and D’s obtained.

Next, We Need Goals… We need measurable and realistic SMART goals. SMART Goals S pecific M easurable A chievable R elevant T imely Precision Problem 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 7 th and 8 th grades, involves many students, and appears to be maintained by peer attention. Precision Goal The rate of disrespect and disruption among 7 th and 8 th graders (as measured by SWIS) will decrease to 2 per week by the 15 th of next month (~.40 per day per month) and decrease to one or fewer per week (<.20 per day per month)by the end of the following month to be maintained across the remainder of the school year. Examples

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.

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

Defiance

Classroom Playground

11:30-12:15

Avoid Work

Possible Problem Precision Statement Average referrals per day per month for All Referrals & Minors are above the 75 th percentile for 5 of 6 months with an increasing trend. Defiance (what) in classrooms and on the playground (where) for a group of 15 fifth graders (who) between 11:30 and12:15 (when) is the most frequently reported behavior problem and occurs as a means of avoiding work (why).

How does this work for academics?

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

DIBELS Universal Screening Primary Problem Statement Our DIBELS Distribution summary shows that 49% of our kindergarten students at Adams Elementary fall in the strategic and intensive range. We have over 50% of our students requiring strategic and intensive supports for ISF, LNF. Primary Goal At least 80% of our Kinders will be in Benchmark range at Winter Universal Screening Time

Only 62% of 4 th graders and 65% of 5 th graders are meeting expectations in reading comprehension at the winter benchmark; although a slight improvement from fall to winter is noted, it is below the goal of having 80% of students meet expectation.

Four 4 th graders have the lowest scores on measures of reading comprehension. Other students are below expectation but their scores are within + 1 correct responses (CR) of the target (14 CR). Scores for these four students fall in the At Risk range, which is below the 10 th percentile on national norms. Low Risk > 14 CR All close to goal of 14 CR

Why? ICEL Skill Development Functional Drivers

Three 4 th grade students are performing well below expectation comprehending written text that is presented at grade level (scores on Maze measures fall below the 10 th percentile on national norms). 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. A fourth student (Sally) also is performing well below expectation in reading comprehension, but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills. 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

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 “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 62 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. There are 175 total instances of problem behavior in 6 th and 7 th grade classrooms, for 2010-11 school year. Re-review 6 th and 7 th graders classroom expectations/Respecting others, daily Focus on Respect, Re-teach stop-walk routine Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk. 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

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 63 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.

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

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? 1 2 3 4 5 No Yes

Other Data for Monitoring Fidelity of Implementation

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 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 Did you provide instructional level reading to students? 1 2 3 4 5 No Yes Did you acknowledge 5 students, not in your classroom, daily? 1 2 3 4 5 No Yes

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?

Impact of Solution For Academic Example

Evaluate the Problem: Did we make a difference? ✔

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

TIPS Team Training Readiness Team Membership Team Data Access Team Commitment Coaching Commitment

Team Membership 1. Representation needed for meeting their purpose 2. Inclusion and presence of administrator with authority to make decisions Team Data Access 3. Data available for problem solving & decision-making before and during the meeting 4. Consistent process & procedures for documenting & entering data exists 5. Team member is fluent in generating basic and custom reports from data set(s) being used TIPS Team Training Readiness 10 readiness guidelines

Team Commitment 6. Implementation of TIPS Meeting Foundations 7. Team & coach attendance at TIPS Team Training ** one full day or two half day team trainings 8. Application of the TIPS model through the school year & annual TIPS boosters Coaching Commitment 9. Team has access to a coach who knows the TIPS system & who is available before, during, & after meetings to support fidelity of implementation 10. Commitment to attend team training and provide coaching before, during and after the meetings

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

TIPS II: Contacts and References

Team-Initiated Problem Solving (TIPS) Overview Presented by: Dale Cusumano, Ph.D., NCSP Research Associate University of North Carolina at Charlotte Presented.

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Team-Initiated Problem Solving (TIPS) Overview Presented by: Dale Cusumano, Ph.D., NCSP Research Associate University of North Carolina at Charlotte Presented.

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