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

2. 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.

3. E4—Where do we fit?

4. 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

5. 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

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

7. 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

8. Celebrate all you have accomplished!

9. 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

10. SISWEB Demonstration

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

12. 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 Todd, A.W., Newton, J.S., Algozzine, K., Horner, R.H. & Algozzine, B. (2013).

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

14. 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

15. 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

16. 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

17. 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.

18. Improving Decision-Making
PROBLEM SOLVING
PROBLEM
SOLUTION

19. 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

20. 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)
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

21. Teaming

22. 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?

23. 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

24. 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

25. 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

26. 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 minutes.

27. TIPS Meeting Foundations TIPS Meeting Minute Form

28. 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

29. 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’

30. TIPS Meeting Minute Form:

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

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

33. 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

34. 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…

35. 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!

36. 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.

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

38. 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.

39. 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

40. TIPS Problem Solving Overview

41. 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

42. 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

43. 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)
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

44. 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

45. 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.

46. 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

47. Primary to Precision Primary:
“Last year we had an increasing trend during first 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 The perceived motivation is attention from peers.”

48. 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

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

50. 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

51. 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

52. 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

53. 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

54. 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

55. 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

56. Problem Solving: Using SISWEB to Develop a Summary Statement

57. 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)
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

58. 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.

59. 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.

60. 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

61. 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.

62. 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

63. 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)
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

64. 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

65. 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

66. 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)
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

67. 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

68. 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! 

69. 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.

70. 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)
Monitor Impact of
Solution and
Compare Against
Goal
Identify Solution and
Create Implementation
Plan with Contextual
Fit
Implement
Solution with
High Integrity
Meeting
Foundations

71. Plan for Implementation and Evaluation

72. 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

73. 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

74. Questions, Comments and Evaluations

75. Thank you!
Contact information:
Diane
(916)