1. Team-Initiated Problem Solving (TIPS II) Part 1: Meeting Foundations B12 August 17, 12:45 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: www.TIPS2info.blogspot.com YouTube at TIPS2grant Google Communities at TIPS Connect

2. 90,000 public schools in the United States Each school has 1+ teams to address challenges and build solutions Each team meets at least monthly On average there are 5 people on each team 810,000 hours of meetings 4,050,000 hours of personal time annually We have to make our Problem Solving Team minutes count!

3. 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 Educational and Community Supports, University of Oregon, unpublished training manual.

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

5. 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

6. 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 What, Who, When, Where, and Why? How do we want the problem to change? What are we going to do to bring about desired change? Did we implement with fidelity? Has the problem been solved? What next?

7. TIPS II Research

8. Meeting Foundations Scores for Immediate and Wait-list Group Across Observations

9. Overall Problem Solving scores for Immediate and Wait-list Group Across Observations

10. “Did they implement?” and “Did it get better?” for Immediate and Wait-list Groups

11. Perceptions of Core Features of Problem Solving Before and After TIPS Training

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

13. Critical Features of TIPS II Meeting Foundations Roles are assigned with responsibilities understood Solutions developed in meeting CAN be implemented A meeting schedule is created and respected (date and times) Attendance at meetings Agenda is public, reviewed at start of meeting, and shared during meeting

15. Roles Facilitator Minute Taker Data Analyst Active Member Responsibilities What happens BEFORE a meetingWhat happens DURING a meetingWhat happens AFTER a meeting Foundations of Effective and Efficient Meetings: Roles and Responsibilities

16. Roles on TIPS Teams Facilitator Minute Taker Data Analyst Team Member

17. Facilitator’s Responsibilities and Skills Needed Facilitator Before Meeting: Ask for agenda items Provide items to Minute Taker During Meeting: Starts meeting on time Manages “flow” of meeting Prompts team members (as necessary) with the TIPS problem-solving “mantra” Is an active participant in meeting Determines date, time, and location of next meeting Facilitator should be able to: Ask questions Implement group norms or agreements Keep meeting on track (or navigate back on track when needed) Move through agenda in a timely fashion

18. Roles on TIPS Teams Facilitator Minute Taker Data Analyst Team Member

19. Minute Taker’s Responsibilities Minute Taker Before Meeting: Collects agenda items from Facilitator Prepares TIPS Meeting Minutes agenda form, including content from Data Analyst, as appropriate Is prepared to project TIPS Meeting Minute form via LCD during meeting During Meeting: Records decisions/note s on TIPS Meeting Minutes form Asks for clarification of tasks/decisions, as necessary Is active participant in meeting After Meeting: Cleans up TIPS Meeting Minutes from meeting Disseminates Meeting Minutes to team within 36 hours

20. Needed Skills for Minute Taker Minute Taker Minute Taker should be able to: Use word processor (copy, paste, add rows, save files, etc.) Listen to discussion and paraphrase critical information in written form Be fluent with Meeting Minutes form

21. Roles on TIPS Teams Facilitator Minute Taker Data Analyst Team Member

22. Data Analyst Responsibilities Data Analyst Before Meeting: Review data and define potential new problems with precision (What, Who, Where, When, Why) Gather/organize data on previously-defined and/or potential new problems Review data on previously-defined problems (i.e., frequency/rate for most recently- completed calendar month, direction of change in rate since last report, and relationship of change to goal) Prepares graphs for sharing at meeting Asks Facilitator to add potential new problems to agenda for meeting During Meeting: Leads discussion of potential new problems Responds to questions about data; produces additional data on request (e.g., additional Drill Down Reports) Is active participant in meeting

23. Needed Skills for Data Analyst Data Analyst Data Analyst should: Like and feel comfortable with data Be fluent in navigating dataset to generate custom reports Be able interpret and summarize data/graphs about old and new problems: Retrieve data about previously defined problems Identify potential new problems Prior to meetings generate data summaries for potential student problems and for previously defined student problems

24. Roles on TIPS Teams Facilitator Minute Taker Data Analyst Team Member

25. Team Member Responsibilities Team Member Before Meeting: Recommends agenda items to Facilitator During Meeting: Analyzes/interprets data; determines whether a new problem exists Ensures new problems are defined with precision (What, Who, Where, When, Why) and accompanied by a Goal and Timeline Discusses/selects solutions and evaluation data (fidelity and outcome) for new problems For problems with existing solution actions Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Stopped?) Suggests how implementation of solution actions could be improved Analyzes/interprets data to determine whether implemented solution actions are Is an active team member

26. Skills Team Members Need Team Member Team Members should: Be willing to listen and consider all perspectives Use a sense of humor Demonstrate mutual respect Be able to honor group norms or guidelines

27. Who is Responsible? FacilitatorMinute Taker Data AnalystAll Team

28. 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 Facilitator Data Analyst Minute Taker Facilitator Minute Taker Facilitator Data Analyst Facilitator Minute Taker All

29. 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. Eight Keys to Effective Meetings 29 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

30. 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

31. MEETING MINUTES A framework for organizing and documenting efficient meetings

32. General Flow of Meeting Call meeting to order – Who is present? Review agenda for today Discuss previously defined problem(s) – Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next? Discuss administrative tasks and any general issues Discuss any new problems – Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data needed Wrap up meeting – Review date/time for next meeting and evaluate present team meeting.

39. Where does an item go on the Meeting Minutes Form? Previously - Defined Problem Administrative Tasks New Problem

40. Planning for next PTA meeting.

41. There have been 5 fights on the playground during the last week.

42. Update on CICO implementation for previous problem solution.

43. Increasing gang recruitment for an agenda topic today

44. Next meeting, we need to hear a report on lunchroom needs.

45. Staff will need to complete a monthly fidelity check

46. Three students are not meeting CICO goals.

47. Plan for school board report

48. Currently, we are seeing 1 referral per day for our new problem.

49. Help During Your First Meeting…

50. 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

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

52. Defining a Problem with Precision

53. 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.

54. W hat When Who Why Where Precision Components For Problem Statements

55. hours Savings in Planning and Implementation Time Moving from Primary to Precision Problem Statement

56. 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.

57. Follow us: www.TIPS2info.blogspot.com YouTube at TIPS2grant Google Communities at TIPS Connect Follow us: www.TIPS2info.blogspot.com YouTube at TIPS2grant Google Communities at TIPS Connect Email us: www.TIPS2grant@gmail.com