1. Team-Initiated Problem Solving II (TIPS II) Model
Update
September 2017

2. Session Description
Emphasis will be placed on identifying strategies for how PAPBS Network Facilitators (i.e., coaches) can utilize TIPS II to support schools in developing better data based decision making models and improving fidelity for problem solving strategies
Highlights will be shared from the TIPS II project that occurred during the school year in collaboration with Anne Todd, University of Oregon
Information will be shared on how to integrate TIPS II into other areas (e.g. academics)
Information about the importance of giving feedback to teams via the fidelity checklist will be shared

3. Team-Initiated Problem Solving II
Rob Horner, Anne Todd, and Steve Newton
University of Oregon
Team-Initiated Problem Solving II
(TIPS II)
Bob Algozzine, Kate Algozzine, and Dale Cusumano
UNC at Charlotte

4. Team-Initiated Problem Solving
Meeting Foundations
Problem Solving
Clear purpose and authority
Efficient Process
Start, Stop, Schedule
Before/ During/ After
Respectful, Diligent
Defined Roles
Facilitator
Minute Taker
Data Analyst
Active Member
Electronic Meeting Minutes
Define problem with precision
What, when, where, who, why, & how often
Build functional solutions
Prevent, teach, reward, consequences, safety, data use
Build Action Plan for implementation
Who will do what by when?
Progress Monitoring & Adaptations
Collect & use data to measure progress toward goal
Use data to measure status of implementation and benefits to students
Adapt solutions and action plans in response to those data

5. Team-Initiated Problem Solving (TIPS II) Model
What, Who, When, Where, and Why?
Identify Problem
with
Precision
Team-Initiated Problem Solving (TIPS II) Model
How do we want the problem to change?
What next?
Make Summative
Evaluation
Decision
Identify
Goal for Change
Collect and Use Data
Has the problem been solved?
Monitor Impact
of Solution and
Compare against Goal
Identify
Solution and
Create
Implementation
Plan with
Contextual Fit
Implement
Solution with
High Integrity
What are we going to do to bring about desired change?
Did we implement with fidelity?
Meeting
Foundations

6. Rationale for the TIPS Process
The top 3 reasons sustainability occurs in SWPBIS, in order of statistical significance:
Administrator support
The data analysis skills of the team members
Staff buy-in
(Kent McIntosh et al, 2014)

7. Rationale for the TIPS Process
Saves time

8. We have to make our Problem Solving Team minutes count!
NEPBIS 2017
550,000 hours of meetings
(minimum)
~ 110,000 schools in US
We have to make our Problem Solving Team minutes count!
Each school has 1+ teams to address challenges and build solutions
Each team meets at least monthly
2,250,000 hours of personnel time annually
On average there are 5 people on each team

9. NEPBIS 2017
Savings in Planning and Implementation Time Moving from Primary to Precision Problem Statement
hours

10. Rationale for the TIPS Process
Evidenced-based approach
publications
ls.asp?ID=1247

11. Facebook Live! Anne Todd provides feedback on the TIPS II state level training (January 2017):
/ /
Start at 4:55

12. Coaching Teams in TIPS II

13. What is Coaching? TRAINING: IMPLEMENTATION: Knowledge Knowledge
Support
Mutual
Non-evaluative
Safe
Positive
Trust
Confidentiality
COACHING
TRAINING:
Knowledge
Skills & Strategies
THE PREREQUISTE
IMPLEMENTATION:
Knowledge
Skills & Strategies
THE RESULT
Coaching is a process for negotiating the distance between acquiring new skills and applying them skillfully.
The coach services as the bridge to support the use of knowledge & skills learned in training in an applied setting with fidelity
© 2008, by Barry Sweeny, Best Practice Resources

14. Coach returns from leave
Example of the Impact of Coaching on Student Outcomes: Average Major Discipline Referrals per Day per Month
Coach goes on leave
Coach returns from leave
Coach present
Another look at the impact of coaching but this time on students via ODRs

15. Coach’s Goal
Goal: Teams build fluency, needing minimal coaching support, in using the TIPS Model
Areas of Coaching Support:
Meeting phases – before, during, after
Team member roles – facilitator, minute taker, data analyst, administrator
Data – TIPS Fidelity Checklist, Tiered Fidelity Inventory, Meeting Minutes
Evaluation: TIPS Fidelity Checklist (direct observation and meeting minutes)

16. Coach’s Role in TIPS 1
Master TIPS Content
Devereux CES (2017)

17. Master TIPS II Content
See “TIPS Model” page 3 & “TIPS Problem Solving Mantra” page 4 of handout

18. What is the same, what changed? TIPS I to TIPS II
See “TIPS Meeting Minute Guide” blank & completed pages of handout
Same
List the participants, future meetings and agenda list
Precision problem statements, solution actions, goals, action planning, and fidelity and effectiveness solutions
Changed
TIPS II provides a Tier 1 systems update, which is inclusive of general education academic benchmarks as well as behavior.
TIPS II provides more details for action planning, including defining and measuring fidelity outcomes for actions
TIPS and TIPS II both list the participants, future meetings and agenda list
TIPS II provides a Tier 1 systems update, which is inclusive of general education academic benchmarks as well as behavior.
TIPS had precision problem statements, solution actions, goals, action planning, and fidelity and effectiveness solutions.
TIPS II now takes the problem solving sections and provides more details for action planning, including defining and measuring fidelity outcomes for actions.

19. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team 1 2
Devereux CES (2017)

20. TIPS Readiness Checklist
See “TIPS Readiness for Training Checklist” page of handout
Key Areas to Determine Team Readiness:
District Commitment
Team Commitment
Access to Data
Considerations:
Is your school team ready for TIPS?
What are some strengths of your school that will enable them to implement TIPS?
What areas does your school need to work on before implementing TIPS?
District Commitment
Districts view TIPS as a common practice for implementing data based decision-making (e.g., included in School Improvement Plans and district professional development planning).
Districts have committed resources to implement TIPS with fidelity, initially and long term (e.g., allocation of time for school team training, for coaching and for on-going training).
Districts have dedicated FTE for teams to have access to a coach who knows the TIPS system and is available before, during, and after meetings to support problem solving and decision-making.
District coaches are committed to attend a full day coaching training in addition to the team training listed in #8 and provide coaching before, during and after team meetings.
Team Commitment
Teams have representation needed for meeting their purpose.
Teams include an administrator with authority and availability to make decisions during meetings.
Teams are committed to implementing TIPS Meeting Foundations & Problem Solving.
Teams and coaches are committed to attending one full day (or two half days) team training to learn the skills for applying the TIPS Model for problem solving and decision-making.
Access to Data
Teams have access to accurate & current data reports needed for problem solving and decision-making before and during the meeting.
Teams have at least one member who is fluent in generating basic and drill-down reports from data set(s) being used before and during meetings.

22. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team1
Master TIPS Content 2
Assess Readiness of Team 3
Train Team in TIPS (1 full day or 2 half days)
Devereux CES (2017)

23. Example Timeline for Training TIPS
Devereux CES (2017)

24. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team1
Master TIPS Content 2
Assess Readiness of Team 3
Train Team in TIPS (1 full day or 2 half days) 4
Help team to assign meeting roles
Devereux CES (2017)

25. Meeting Foundations: Roles
See “Team Roles and Responsibilities”
page of handout
Handout the team information form
This is a basic version of team member information. It would be ideal to have something like this for each team in the building/district. This information is helpful when new members join the team and when a team member needs to refer to this information. Completing this is one of the tasks on the Meeting Foundations Checklist, and will be a task to complete during the morning activity.

26. TIPS Meeting Roles and Responsibilities
Before
During
After
Facilitator
Asks for agenda items from team
Manages flow of meeting
N/A
Minute Taker
Prepares agenda including data from Data Analyst
Records decisions/notes on minutes form
Disseminates minutes to team within 24 hours
Data Analyst
Reviews data, updates status of previous problems, and defines new problems with precision
Leads data discussion and responds to questions about data

27. Example of Group Agreements
See “Team Meeting Foundations” worksheet blank & completed pages 9-10 of handout
Respect:
active,
equitable,
Attentive
Responsible:
task completion
timeliness
positivity
3. Realistic:
doable
honesty
Handout the team information form
This is a basic version of team member information. It would be ideal to have something like this for each team in the building/district. This information is helpful when new members join the team and when a team member needs to refer to this information. Completing this is one of the tasks on the Meeting Foundations Checklist, and will be a task to complete during the morning activity.

28. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team1
Master TIPS Content 2
Assess Readiness of Team 3
Train Team in TIPS (1 full day or 2 half days) 4
Help team to assign meeting roles 5
Train Data Analyst on “Data Analyst Report”
Devereux CES (2017)

29. Start with Primary Problem Statements
We have too many office discipline referrals coming from the cafeteria
Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.
Move to Precise Problem Statements
Add animation
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.

30. “Precision” Problem Statements
Use the data to “tell a story” that allows the team to problem solve:
What is happening
When it’s happening
Where it’s happening
Who is involved
Why does it keep happening
How often is it happening
Todd, Horner, Rosetto-Dickey, 2010

31. Process for Training Data Analyst (DA)
See “Data Analyst Report” blank & competed pages of handout
Devereux CES (2017)

32. Sample School’s Data for Building Precise Problem Statement
3rd & 4th

33. Sample School’s Data Analyst Report
Sample School’s Precise Problem Statement

34. Activity: Use Sample Data Provided to Complete Data Analyst Report and Develop Precision Problem Statement
Review sample data on page 15 of handout
Complete “Section 3: Report on Potential New Problem” of the data analyst report on page 16 of handout
Complete “Precision Problem Statement” and “Current Levels” section of the TIPS Meeting Minute Guide on page 17 of handout
Check with your table partners to see how they developed the precision problem statement (inter-rater reliability)
Volunteer to share precision problem statement

37. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team1
Master TIPS Content 2
Assess Readiness of Team 3
Train Team in TIPS (1 full day or 2 half days) 4
Help team to assign meeting roles 5
Train Data Analyst on “Data Analyst Report” 6
Attend team meeting & provide directive support
Devereux CES (2017)

39. TIPS Meeting Agenda & Minutes Form
See “TIPS Meeting Minute Guide” blank & completed pages of handout
Created by Team Facilitator/Minute Taker
Sent out to all team members 24 hours in advance of meeting
Used to guide meeting discussion
Used to monitor progress
Review previous meeting minutes decisions
Review task list
Evaluation of meeting

40. Identify meeting dates and times Identify meeting roles
NASP 2017
Take attendance
Identify non-data agenda items
Identify agenda items for next meeting
Review system fidelity (e.g., SET, BoQ, TFI scores)
Review academic benchmark data (e.g., DIBELS or AIMSweb)
Data analyst report
Review status of previous problems

41. Discussion of new Precise Problem Statement
NASP 2017
Discussion of new Precise Problem Statement
Discussion of Agenda Items
Task list
Evaluate meeting and outcomes

43. Using Precision Problem Statements to Set Realistic Goals
What?
By how much?
By when?
The rate of disrespect and disruption among 7th and 8th graders (as measured by SWIS)
will decrease to 2 per week (~.40 per day per month)
by the 15th of next month
The next step is to create an evaluation
When evaluating the solution, the team will look at two things: (1) fidelity and (2) impact
Before we know if it worked, we need to know if people implemented it the way the were supposed
Teams are going to define and know how the solutions were implemented
Once we know that the plan was implemented with fidelity, then we can examine the impact

44. Sample School’s Goal

45. Using Precision Problem Statements to Build Action Plan
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?
Evaluation Plan
How will we collect and what data will we use to:
Fidelity of implementation
Evaluate Effectiveness of solutions on student behavior (impact) as compared to the goal
The next step is to create an evaluation
When evaluating the solution, the team will look at two things: (1) fidelity and (2) impact
Before we know if it worked, we need to know if people implemented it the way the were supposed
Teams are going to define and know how the solutions were implemented
Once we know that the plan was implemented with fidelity, then we can examine the impact

46. Assist with Brainstorming Solutions
Solution Component
Key Question to Guide Action Planning
Examples of Solutions
Prevention
How can we avoid the problem context?
Adjust lunch times
Change lighting
Adjust class seating arrangements to balance the numbers
Teaching
How can we define, teach, and monitor what we want?
Reteach cafeteria expectations
Demonstrate decibel meter
Recognition
How can we build in systematic rewards for positive behavior?
Establish “Friday Five”—an extra 5 minutes of lunch/social time on Friday for five days without any ODRs
3 quiet days (below 50 decibels) = 5 extra minutes of social time (at lunch or end of day)
Extinction
How can we prevent problem behavior from being rewarded?
Public posting of results of number of ODRs or decibel level reduces the likelihood of problem behavior being reinforced by peers (raises social status of following the expectations)
Consequence
What are efficient, consistent consequences for problem behavior?
Review consequence system with cafeteria staff to ensure consistency

48. Assist with Monitoring Fidelity of Implementation
Measure the degree to 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
Surveys – online or paper
Fidelity check list
Direct observation
Not meant to be evaluative in a negative way, not a “gotcha”
Meant to be away to help us know if solution was implemented as intended and if not, how can we problem solve to improve fidelity
Can be done anonymously
Easy ways to measure fidelity
Staff room or copy room, fidelity check board put an x on the number line
Fist of five
More time intensive ways
Fidelity checklist
Direct observations

50. Sample School’s Solution, Action Plan, & Evaluation Plan

51. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team1
Master TIPS Content 2
Assess Readiness of Team 3
Train Team in TIPS (1 full day or 2 half days) 4
Help team to assign meeting roles 5
Train Data Analyst on “Data Analyst Report” 6
Attend team meeting & provide directive support 7
Assist with plan implementation & monitoring 8
Use TIPS Fidelity Tool to monitor implementation
Devereux CES (2017)

52. Assist with Plan Implementation & Monitoring

53. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team1
Master TIPS Content 2
Assess Readiness of Team 3
Train Team in TIPS (1 full day or 2 half days) 4
Help team to assign meeting roles 5
Train Data Analyst on “Data Analyst Report” 6
Attend team meeting & provide directive support 7
Assist with plan implementation & monitoring 8
Use TIPS Fidelity Checklist to monitor implementation
Devereux CES (2017)

54. TIPS Fidelity Checklist
See PAPBS Version “TIPS Fidelity Checklist Enhanced Brief” blank & completed pages of handout
Progress-monitoring tool for a team and coach
Use as a guide for planning, implementing, and sustaining
5-10 minutes at the end of the meeting for the team and coach to sit down for a facilitated discussion, item by item
Each team completes the TIPS Fidelity of Implementation Checklist, with coach, every three to four meetings.

56. Importance of feedback: Using the TIPS-Fidelity Checklist Enhanced (T-FCE)-Brief

57. PAPBS.ORG Log Into Facilitator Section SWPBIS Data  TIPS II Training

58. Activity: Use the TIPS-Fidelity Checklist Enhanced (T-FCE)-Brief to Score a Team Meeting
Watch the brief exchange with the following data meeting.
c7-a8922b2572b1
TIPS Training meeting.mp4
Use the PAPBS Version TIPS Fidelity Checklist Enhanced on page 24 of your handout to score what you have observed in the video.
Check with your table partners to see how they scored the team’s functioning (inter-rater reliability)
APPLY: What specific feedback might you give to this team based upon your fidelity data?

59. Coach’s Role in TIPS Master TIPS Content Assess Readiness of Team1
Master TIPS Content 2
Assess Readiness of Team 3
Train Team in TIPS (1 full day or 2 half days) 4
Help team to assign meeting roles 5
Train Data Analyst on “Data Analyst Report” 6
Attend team meeting & provide directive support 7
Assist with plan implementation & monitoring 8
Use TIPS Fidelity Checklist to monitor implementation
Devereux CES (2017)

60. The collective expertise of the group…
How could including the fidelity feedback throughout the school year increase our teams’ effectiveness with data?
If you are a TIPS II user, how are you using this new process with your teams? What has changed in your facilitator / coaching process?
If you are a current TIPS I user, how could using TIPS II change your current process? What might you do differently with teams?
If you are not yet a TIPS user, what implications does this process have on your skills / what needs might you have? What can you glean from the facilitators who have used this process?

61. Tips for Coaching TIPS Teams need a lot of support at beginning1
May need to re-visit roles based on skill level 2
Ensure data system can support creation of precise problem statements 3
Assist teams in using academic data (in addition to behavior data) in order to merge problem solving systems 4
Ensure interventions are feasible and can be implemented with fidelity 5
Support teams in measuring fidelity 6
Devereux CES (2017)

62. For More Information… Contact:
Lisa Thomas Becky Millspaugh