1. Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness 10/18/20151Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

2. What is TIPS? TIPS is a system for – establishing effective meeting foundations – using data for problem solving and decision making TIPS was developed by – Steve Newton, Rob Horner and Anne Todd, University of Oregon – Bob Algozzine and Kate Algozzine, University of North Carolina at Charlotte – Funded by Institute of Education Sciences (IES) The TIPS model – includes a full day of team training with a coach PLUS two coached meetings following the team training

3. SYSTEMS PRACTICES INFORMATION Supporting Staff & Student Behavior and Decision Making Building Capacity and Sustainability OUTCOMES For Social Competence, Academic Achievement, and Safety Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes Team-based, documentation, regular communication cycles Meeting Foundations Meeting Minute Format Problem solving routine SWIS DIBELS Aims Web Easy CBM

4. TIPS Model TIPS Training Two-day team training Two coached meetings following the team training 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”

5. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems 5

6. Two formal research studies  2008-09 Single Subject Study ◦ 4 teams in Oregon ◦ Multiple baseline design ◦ SW PBIS meetings & progress monitoring literacy meetings  2009-2010 Randomized Control Trial Study with 34 teams ◦ 22 teams in NC ◦ 12 teams in Oregon

7. TIPS Study: Todd et al., 2009 School A School D School C Baseline Coaching TIPS Thoroughness of decision-making scores % DORA Thoroughness Score Solid = SW PBIS meetings Open = progress monitoring (DIBELS) meetings Submitted to Journal of Applied School Psychology

8. DORA Foundations Score Newton et al., 2010: Effects of TIPS Training on Team Meeting Foundations Pre TIPS Training Post-TIPS Training

9. DORA Thoroughness of Decision Making Score (Simple) Newton et al., 2010: Effects of TIPS Training on Team Decision-making Pre TIPS Training Post-TIPS Training

10. Control and Treatment Group Posttest Comparison N= 17 school teams for both groups

11. Sustained Effects across DORA Dimensions for Treatment Group N=17 school teams

12. What we are learning Having the right data is necessary but insufficient Too many teams have data but do poor problem solving Teams can learn Meeting Foundations quickly, and use these procedures effectively Coaching is critical to high fidelity implementation Using data to build effective solutions remains challenging Building intervention that are contextually appropriate Building interventions that are technically sound Establish “readiness” before providing training

13. RTI Continuum of Support for ALL Team Meetings: Coaching Dec 7, 2007 Using data Starts meeting on time agenda Meeting Minutes Team members present Good facilitation Ending on time

14. Meeting Foundations

15. Meeting Foundations Elements Purpose of the team Define team agreements about meeting processes Define roles & responsibilities Use electronic meeting minutes 1510/18/2015Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

16. What makes a successful meeting? 1.Start & end on time 2.75% of team members present & engaged in topic(s) 3.Agenda is used to guide meeting topics 4.System is used for monitoring progress of implemented solutions (review previous meeting minutes) 5.System is used for documenting decisions 6.Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities 7.Next meeting is scheduled 8.All regular team members (absent or present) get access to the meeting minutes w/n 24 hours of the meeting 9.Decision makers are present when needed 10.Efforts are making a difference in the lives of children/students.

17. 1.Inform facilitator of absence/tardy before meeting 2.Avoid side talk 3.Remind each other to stay focused 4.Start and end on time 5.Be an active participant 10/18/201517 Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

18. Define roles for effective meetings Core roles – Facilitator – Minute taker – Data analyst – Active team member – Administrator Backup for each role Can one person serve multiple roles? Are there other roles needed? -time keeper -munchies manager Typically NOT the administrator 10/18/201518 Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

19. 1910/18/2015Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

20. 2010/18/2015 Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

21. Before the Meeting…Who does each Room reserved “New” items solicited for agenda Agenda produced Data reviewed before the meeting; Suggest possible new issues Lead team through discussion of effects of in-process solutions on “old” problems Meeting agenda distributed in 24 hours previous to meeting. Computer reserved; access to SWIS online database assured LCD projector reserved & set up to project data (or team has some other strategy for ensuring team members can review data at meeting) Team members have individual TIPS Notebooks to bring to meeting 21 Facilitator Data Analyst Facilitator Minute Taker All Team Members 10/18/2015Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

22. At Close of and After Meeting… Meeting Minutes and Problem-Solving Action Plan completed Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs. 22 Minute Taker 10/18/2015Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

23. Team Activity (10 min) Complete Team Information Page Define and record Team Agreements Select – Facilitator – Data Analyst – Minute Taker – Other roles needed? Timekeeper snack attacker – Back up for each 2310/18/2015Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

24. Important Structural Components Regular meetings & regular attendance The “right” people The right roles – Facilitator – Minute Taker – Data Analyst – Active Team Members Accomplishments – Products of successful meeting – Meeting Minutes (record of decisions & tasks concerning administrative/general issues) – Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team) – (We’ll discuss these in more detail later in this workshop) 2410/18/2015Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

25. Using Meeting Minutes Documentation of Logistics of meeting (date, time, location, roles) Agenda items for today’s meeting ( and next meeting) Discussion items, decisions made, tasks and timelines assigned Problem statements, solutions/decisions/tasks, people assigned to implement with timelines assigned, and an evaluation plan to determine the effect on student behavior Reviewing Meeting minutes An effective strategy for getting a snapshot of what happened at the previous meeting and what needs to be reviewed during the upcoming meeting What was the issue/problem?, What were we going to do?, Who was going to do it and by When?, and How are we measuring progress toward the goal? Visual tracking of focus topics during and after meetings Prevents side conversations Prevents repetition Encourages completion of tasks 10/18/201525Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

26. Organizing for an effective problem solving conversation Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute 10/18/201526Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

27. Langley Elementary PBIS Team 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) Today’s Agenda Items Next Meeting Agenda Items 01. 02. 03. 1. 2. 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 Our Rating YesSo-SoNo 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior? Evaluation of Team Meeting (Mark your ratings with an “X”) Where in the Form would you place: 1.Planning for next PTA meeting? 2.Too many students in the “intensive support” for literacy 3.Schedule for hallway monitoring for next month 4.There have been five fights on playground in last month. 5.Next meeting report on lunch-room status. 10/18/201527 Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

28. What needs to be documented? Meeting demographics – Date, time, who is present, who is absent – Agenda – Next meeting date/time/location/roles Administrative/ general Information/Planning items – Topic of discussion, decisions made, who will do what, by when Problem-Solving items – Problem statement, determined solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured

29. What is relevant to write down?  Minors-what would we like to do about communicating the minors with families? There is inconsistency among staff, not all teachers use the minors as a teaching tool in the same way. Is this a problem? What should be do? Discussion:  Perhaps we create a little blurb that goes out to families that teachers will use when sending them home. Sending them home creates a problematic situation, can be an issue with communication with families. Perhaps we need to just say to staff a general reminder about what is going on with the minors for families of multiple students or friends, etc. We will wait until next year to re-train staff and discuss how to use WHOAS and how to communicate them with parents. Issue: families are not signing and returning minor incident reports Possible hypotheses: multiple students in household bringing minor incident reports home? parent gets upset with student & students not giving form to parents to sign? Decision: re-examine the process being used to document and communicate about minor incidents Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Minor incident reports Re-examine the process being used to document and communicate about minor incidents team2-15-10 team meeting Take proposal to staffTeam2-15-10 staff meeting

30. 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 October : We have way too many ODRs and we have a problem with aggression/fighting and disrespect on the playground during K,1,2 morning and lunch recess BB talked about the 3 students who are starting CICO system. AT is skeptical about parent involvement. TP saw the program work fine without parent involvement at the previous school. AA walked in and asked if another student could be on CICO. JJ asked if the supervisors were moving around, he had seen them talking together in the middle of the playground once last week. We should plan to reteach playground expectations.Older students could teach primary students basketball game rules – contingent on D.C. coming to school on time Cico team LL analyze referral data 11/16/2009 This month’s precise problem statement: We have three high fliers, K-2 and a 6 th grader on the playground, at 10:00 and 11:45/12:00 46/69 number of total major and minor referrals on the playground -Reteaching game and playground rules -Reinforce proper lining up -Reinforce exiting and entering building -MM will ask MA if she can reinforce/teach playground rules Problem-Solving Action Plan Last month’s example: We are above the national average of ODR’s and we have a problem with aggression/fighting and disrespect on the playground during K,1,2 morning and lunch recess with 4 students. 3 students are starting CICO system Older students teach primary students basketball game rules – contingent on D.C. coming to school on time Reteach playground expectations Cico team LL analyze referral data NN/MM 11/16/2009 January PBS meeting 11/16/09 CICO Team check-in every two weeks to see if students are meeting 80% of their goal. Decrease of playground referrals by 25% by January PBS meeting. CICO team will report Decrease of playground referrals by K-2 students and D.C. defiance/disruption referrals

31. The Flow of the Meeting 1.Attendance, roles for meeting 2.Next meeting scheduled 3.Review agenda for meeting 4.Review/status update of previous meeting minutes 5.Review data & use TIPS problem solving model to prompt the development of a comprehension action plan 6.Reports needed for next meeting 7.Team assessment of meeting 8.Dissemination of meeting minutes

32. Meeting Minute Simulation A Fac: ‘we have a PTO meeting in 2 weeks and we need to get organized. last time not very many parents came and said that childcare was necessary’ TM 1: ‘ Tina’s daughter is a babysitter, oh and did you hear what happened to her last weekend?’ TM2: ‘ oh it was awful, and I heard…..’ Fac: ‘back to PTO planning, how can we increase attendance?’ What needs to be documented? General ItemTasksBy WhoBy When PTO meeting – two weeks (date) Attendance? Childcare?

33. Meeting Minute Simulation B Topic: Problems with off-task behavior in Third Grade Music ….. “I re-teach the rules almost every class period— no talking unless you’re called on, be In control, keep your hands and feet to yourself, participate. Disruption and disrespect are the largest areas of concern. I gives two warnings then I write a pre-referral. The pre-referrals are 4 or 5 boys who are looking for peer approval-they are trying to be funny and get attention. I want to write pre-referrals when they are inappropriate and not the let the kids stretch their limits. Physical activity seems to get them too wound up and doesn't seem to work to keep them on task. I feel like those 4 or 5 kids are holding one student back from trying recorders and other active activities. I really want kids to take music seriously but am willing to try use the recorders as a reward-"If we earn 10 points we can use the recorders on Friday“. What needs to be documented? 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 3 rd grade music class, 4-5 male students are disruptive and disrespectful, during activities requiring physical activity, to get peer attention Reward appropriate behavior with recorder time????

34. Meeting Minute Simulation C 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 There are seven office discipline referrals for disrespect and aggression/fighting that are occurring at 10:00 am and at 2:30 pm in the classroom, on the playground and on the bus for C.H. and L.W. to obtain peer attention. Because a) disruption and physical aggression result in attention from adults and peers, b) 3 rd and 4 th graders have received insufficient instruction in playground and bus expectations, c) Solutions: a)Playground in AM: active supervision, re- teaching expectations (3 rd and 4 th grade), targeting playground, teacher target classroom expectations, increase Caught-Yas, send Morning Memo out to remind students to follow expectations at AM recess, Dairy Queen reward per recess, playground school b)Bus in PM: 1.Are statements clear? 2.Are decisions documented? 3.Is there a plan for who will do what by when? 4.Is there a goal? 5.Is there a plan for measuring fidelity of implementation? 6.Is there a plan for measuring impact on students? 7.What are your coaching actions?

35. Meeting Minute Simulation D 1.Are statements clear? 2.Are decisions documented? 3.Is there a plan for who will do what by when? 4.Is there a goal? 5.Is there a plan for measuring fidelity of implementation? 6.Is there a plan for measuring impact on students? 7.What are your coaching actions? Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Extinction, Consequences, Safety)Who?By When? Goal, Timeline, Decision Rule Many 1st grade male students are engaging in physical altercations at all recesses because they want to get the attention of peers instead of following behavior expectations. CT proposes that we do a lot of training students needing Tier II support, in next year's 2nd grade to help with social skills. MZ would like to target kids at the beginning of the year that are disruptive and non-compliant in the classroom. She proposes that we need to create a tracking system for managing the data of what is happening with the warnings and how those students have consequences-how to use warnings or Majors in a more effective way.

36. 36 Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when 10/18/2015 Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

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38. Completed example

39. Activity (10-20 min) Complete Meeting Foundations Checklist Move tasks, timelines, & people responsible to the meeting minute form 3910/18/2015Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010