Objectives By the end of today, you will: Understand the TIPS problem solving model Be able to demonstrate several components of skills needed for effective.

Objectives By the end of today, you will: Understand the TIPS problem solving model Be able to demonstrate several components of skills needed for effective and efficient TIPS problem solving Understand how to generalize the TIPS model Be able to access resources to refine your skills further

TIPS T eam- I nitiated P roblem S olving II (TIPS II) Bob Algozzine, Kate Algozzine, and Dale Cusumano UNC at Charlotte Rob Horner, Anne Todd, and Steve Newton University of Oregon

TIPS II Model TIPS Training One full day team training One full day coach training Two coached meetings Critical Elements Use of electronic Meeting Minute system Formal roles (Facilitator, Minute Taker, Data Analyst) Specific expectations (before meeting, during meeting, after meeting) Access and use of data Projected meeting minutes and data Skills for precise problem solving actions that are guided by prompts and cues embedded in the materials Tool for monitoring fidelity of implementation of TIPS 9

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?

Meeting Minutes A framework for organizing and documenting efficient meetings

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.

Identify Problem with Precision What, Who, When, Where, and Why

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

103.2 Defining a Problem with Precision What? When? Who? Where? Why?

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 median for schools our size. Referrals for physical aggression among third grade students from 11:30-12:30 in the cafeteria are increasing over time. It is believed that this is happening due to lack of consistent teaching of cafeteria procedures.

What When Who Why Where Precision Elements

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? A large group of kindergarten students are displaying inappropriate behaviors on the playground. This cohort of students also is known to reside in less than positive neighborhoods many of which also come from households with older siblings who have been in an out of jail across the past years. Drugs, alcohol, and violent behavior are the norm on the streets around their homes. The boys in third grade are having behavior problems. Six 5 th grade students are loitering in the halls in the morning and have accumulated more than 10 referrals for loitering and being tardy during the past month. It is believed that they are doing this in order to avoid homework reviews that take place in the class during that time.

Examples: Primary to Precise Gang-like behavior is increasing. The buses are awful! There were 45 referrals for 3 rd, 4 th, and 5 th graders using inappropriate language on the afternoon buses because these students wanted attention from their from peers. 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.

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. Practice with Data Let’s make this more precise

What When Who Why Where Precision Elements Practice Time! Keep track of the possible precision elements on the next few slides.

Defiance What?

Classroom Playground Where?

11:45-12:00 When?

Who? 3 rd and 4 th Grade

Avoid Work Why?

Possible Problem Precision Statement Many 3 rd and 4 th graders (who) are engaging in Defiance (what) between 11:45 and 12:00, near the end of their 30-minute recess period (when), with most of these instances occurring on the playground, in class, or in the hall (where), because the students want to avoid the upcoming classroom instructional period (why). Current levels: Nov. =.73 referrals per day, Dec. = 1.5 referrals per day Jan. =.42 referrals per day

Add to TIPS Meeting Minutes Many 3 rd and 4 th graders (who) are engaging in Defiance (what) between 11:45 and 12:00, near the end of their 30-minute recess period (when), with most of these instances occurring on the playground, in class, or in the hall (where), because the students want to avoid the upcoming classroom instructional period (why). Current levels: Nov. =.73/ day, Dec. = 1.5/day Jan. =.42 /day

Quick Peek at TIPS with Academic Problems

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

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.

80% meeting expectation 15% need more 5% need the most Academic Reference Points for Goals 50 th Percentile on national norms Low Risk indicator

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. What? For today, we will focus on 4 th graders

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. Who? Low Risk > 14 CR All close to goal of 14 CR

Why? ICEL Skill Development Functional Drivers

Phonological Awareness Phonics Fluency Comprehension Vocabulary Reading to Learn Learning to Read Comprehension

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

2 Possible Problem Precision Statements Three 4 th grade students (Who) are not comprehending content from written text presented at grade level (What, When, and Where). 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 (Why) Current Levels: Scores on Maze measures fall below the 10 th percentile on national norms (3 CR with 14 CR expected). Fluency rates also fall at or below the 10 th percentile for national norms (48-53 WRC/min with 109 WRC/min expected) Student S (Who) is having difficulty comprehending written text presented at her grade level (What, When and Where), but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills (Why). Current Levels: Maze score = 3 CR (14 CR expected); Vocabulary level = 2 nd grade on Harris Word List (4 th grade expected)

Add to TIPS Meeting Minutes

Now for practice with Precise Problem Statements Pick a Problem Packet and develop a Precise Problem Statement 15 minutes

Scenario Examples

Identify Goal for Change What and When

What goals have you set? Frequency of exercise? Time on social media? Weight loss or gain? Saving money? What? By when? Goal: Exercise 3 times a week during March Goal: Loose 15 pounds by June (swim season) Goal: Decrease time on social media to 10 minutes per day by October 15 Goal: Save $150 by Black Friday

Observed Goal What defines Our Goal?

Current: 38 referrals for Aggression during the past month Goal:.5 or fewer referrals per day for Aggression Current: 12 bus referrals last month Goal: 1 or fewer bus referrals per week (.20 per day) Current: 1.5 referrals per day for defiance Goal: 1 or fewer referrals per week or.20 per day for defiance Current: 61% of 3 rd grade students meeting expectations in reading Goal: 80% of 3 rd grade students meeting expectations in reading Goal What? By when? Goal: 80% of 3 rd grade students meeting expectations in reading by Spring Benchmark Goal: 1 or fewer bus referrals per day (.20 per day) by December Goal: 1 or fewer referrals per week or.20 per day for defiance by April 1 st Goal:.5 or fewer referrals per day for Aggression by March

Office Discipline Referrals rates for disrespect will be at or below the national median for our school size by April of this school year and will remain at or below this level for the remainder of the school year. Referrals for tardies among ninth graders will reduce by 50% by our March meeting and will continue to decrease across the next 3 months until there are no more than 2 per month for 3 months. Referral rates for aggression on the playground will reduce to one or fewer each week (.20 per day) among 5 th grade students and will stay at this level for the rest of the school year. Reading assessment data for students in literacy intervention group performance will move from High to Low Risk status by the Winter benchmark and will be at this level or move to “No Risk” levels by the Spring benchmark. Goal What? By when?

Goal or No Goal? 2 times a day Reduce instances of 3 rd and 4 th grade disrespect on the playground to no more.50 per day, monthly through year end Reduce instances of 3 rd & 4 th grade disrespect on the playground to 1 per week (.20 per day) by end of the school year Reduce instances of 3 rd & 4 th grade disrespect on the playground to no more than 1 time a day Reduce instances of 3 rd & 4 th grade disrespect on the playground No 9 th grade tardies for the remainder of the school year Reduce tardies in 9 th grade Add by how much and “by When” Add “What” and “by When” Add “by When”

Practice Writing Goals for Change

Write a Goal for a New Precise Problem (from Task 4) Many students in 1 st through 6 th grades (Who) are displaying harassment behaviors (What) in the classroom, playground, cafeteria, and on the bus (Where) during the morning (8:00-10:30), at lunch (1:45-1:00) and on the afternoon bus (2:45-3:45) (When) in order to gain adult or peer attention or obtain an item (Why). Current Levels: December 2011 – 15/12 = 1.25/day; January 2012 – 18/19 =.95/day; February 2012 – 11/18 =.61/day; Write a goal for this precise problem.

Goal What? By when? Referrals for harassment on the bus, in the classroom, or on the playground will be reduced to 2 or fewer per month by April (.11/day) and then to 1 or fewer per month by May (.06/day). It will remain at that level for the rest of the school year. Referrals for harassment on the bus, in the classroom, or on the playground will be reduced to 2 or fewer per month by April (.11/day) and then to 1 or fewer per month by May (.06/day). It will remain at that level for the rest of the school year. Maintenance

Many students in 1 st through 6 th grades are displaying harassment behaviors in the classroom, playground, and on the bus during the morning (8:00-9:45), at lunch, and in the afternoon (2:45-3:30) in order to gain adult or peer attention or obtain an item. Current Levels: December 2011 – 15/12 = 1.25/day; January 2012 – 18/19 =.95/day February 2012 – 11/18 =.61/day

Practice Write a goal for your Problem Precision statement 10 minutes

Identify Solution and Create Implementation Plan with Contextual Fit What and When

What are we going to do to bring about the desired change?

Solutions Prevent Teach Prompt Reinforce Extinguish or Withhold Reward Correction How can we avoid the problem context? How can we define, monitor, and teach what we want? How can we set up opportunities for the desired behavior? How can we build in systematic reward for the desired behavior? How can we prevent the problem behavior from being rewarded? What are effective and consistent consequences for problem behavior?

Prevent Teach Prompt Reinforce Extinguish Correct 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. October = 1.3/day; November = 1.7/day; December – 1.66/day Re-review 6 th and 7 th graders classroom expectations/Respecting others, daily Focus on Respect, Re-teach stop-walk routine 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 Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk.

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other 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. Reading buddy with kindergarten students

Why? ICEL Skill Development Functional Drivers InstructionCurriculumEnvironmentLearner To Gain To Avoid Acquisition Fluency Generalization Adaptation Other Avenues for Brainstorming Solutions

A Few Things to Consider with Solutions Is it feasible? Is there “buy in” for this strategy? Would you expect to see a change with this solution in place? Match to the precision elements

Create your action plan What are you going to do? Who? By When?

Create your action plan Many students in 1 st through 6 th grades are displaying harassment behaviors in the classroom, playground, and on the bus during the morning (8:00-9:45), at lunch, and in the afternoon (2:45-3:30) in order to gain adult or peer attention or obtain an item. Current Levels: December 2011 – 15/12 = 1.25/day; January 2012 – 18/19 =.95/day February 2012 – 11/18 =.61/day

Practice Create a Solution Plan for your Precise Problem

Evaluation Planning Every problem needs to be monitored and evaluated How to assess the Fidelity of Implementation How to assess the Impact of Solutions Part 1 Part 2

How will we know that we did what we said we would do? Step 1 of Evaluation Planning or Fidelity of Implementation

Fidelity of Implementation Measures the degree to which the intervention or action was implemented as defined/expected Use percent/absolute value/ rate/scale as metric For school-wide, strive for 80% fidelity of implementation Measure monthly, weekly, or biweekly If safety issue – strive for higher level of implementation fidelity Make it easy to gather Start simple Are we implementing the plan?

Teacher Completed Fidelity Scales Establish a fidelity check routine that relates to Implementation A 1-5 scale is used for questions Up to 3 questions per week Share scale as a poster in the faculty room, an electronic survey, or paper and pencil Did you provide “high-five greetings” to all students entering your class on time in the morning this week? 1 2 3 4 5 No Yes How many days during the week did you review with students the procedures for passing in the hall? 1 2 3 4 5 ✓✓ ✓ ✓ ✓ ✓ ✓

Another Option: Internet-Based Fidelity Scale

Other Data for Monitoring Fidelity of Implementation

Evaluation Planning Every problem needs to be monitored and evaluated How to assess the Fidelity of Implementation How to assess the Impact of Solutions Part 1 Part 2 ✓

How will we know if the solution worked? Step 2 of Evaluation Planning or Identifying Outcome Measures

Fidelity Data Collection Discussion Time: As a school, how are you going to collect fidelity data? Things to Define: What tools you going to use to gather data Frequency of data collection Who will set it up? Who will gather and report it? What is your goal?

Did your solutions work? Frequency of exercise? Saving money? Time on social media? Goal: Exercise 3 times a week during March Solution: Join running club; Reward runs with 1 piece of chocolate Status: Exercised 2 times a week in March. Goal: Save $150 by November Solution: Save all change/coins; No Starbucks; Bring lunch 3 times a week Status: $135 saved by November Goal: Reduce social media time to 15 minutes a day in May Solution: Remove apps from phone; Reward days with no social media Status: An average of 15 minutes a week were recorded in May Improved but not to goal Improved – goal met! Improved but not to goal

Developing an Evaluation Plan for Evaluating Impact on Student Behavior Evaluate effect of solutions on student behavior (impact) as compared to the goal Define data to be used Must be tied to goal (What and By When) Effectiveness of Implementation Measure: Monthly SWIS ODR reports for Defiance for 3 rd and 4 th graders Goal: To reduce ODRs for defiance among 3 rd and 4 th graders to.5 or fewer per day by the month of December Effectiveness of Implementation Measure: Weekly cafeteria cleanliness rating scale Goal: By next month, to increase cafeteria worker’s weekly satisfaction level from 2.5 to a 4.5 (out of 5-points with 5 being very clean) for cafeteria table cleanliness after 3 rd, 4 th, and 5 th grader lunch periods have cleaned their tables.

Add Team Decisions to TIPS Meeting Minutes Form SWIS ODR monthly reports for harassment on the bus among 1-6 th graders

Practice What fidelity and outcome data will you gather?

Practice with Data

Monitor Impact and Compare against Goal

Did we do what we said we would do? I provided explicit instruction in Transition from Recess procedures to my students. 1 2 3 4 5 Strongly Disagree Neutral Strongly Agree 8 out of the 10 3 rd and 4 th grade teachers (83%) had ratings of 4 or above.

Did we do what we said we would do?

Did it Work? Compare Current Data against Goal.17/day

Practice Monitoring Impact of Solution and Comparing against Goal

Make Summative Evaluation Decisions What next?

Do we need to modify the solution to have a stronger impact? Do we need to discuss the feasibility of this solution? If we met the goal, how do we maintain it? Do we need to revise the goal? Do we need to revise the precision statement for the problem? Should we recycle through the problem solving process? What do we do next?

What do you do next? Goal: Exercise 3 times a week during March Solution: Join running club; Reward runs with 1 piece of chocolate Status: Exercised 2 times a week in March. Goal: Save $150 by November Solution: Save all change/coins; No Starbucks; Bring lunch 3 times a week Status: $135 saved by November Goal: Reduce social media time to 15 minutes a day in May Solution: Remove apps from phone; Reward days with no social media Status: An average of 15 minutes a week were recorded in May Goal Met! Improved but goal not met Celebrate and consider maintenance plan. Add other incentives? Keep going but maybe increase incentives?

Meeting Foundations Predictability, Participation, Communication, and Accountability

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 II (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

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 Critical Features of Team-Initiated Problem Solving (TIPS II) Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data Meeting Foundations Problem Solving

TIPS Fidelity Checklist (TIPS - FC)

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

Critical Features of TIPS II Problem Solving TIPS Meeting Minutes (or equivalent) are used Previous “old” problems are discussed with status reviewed Quantitative data in the right format to answer the right questions are used and projected for all to see Problems are defined with precision (what, where, when, who, why) All active problems have solutions documented on full action plans Problems with solutions defined have goals for success Data examining the fidelity of implementation of solutions are gathered and shared with team Outcome data examining the impact of solutions are gathered and shared with team

Roles and Responsibilities Facilitator, Minute Taker, Data Analyst, Team Member

Roles on TIPS Teams Facilitator Minute Taker Data Analyst Team Member

Roles and Responsibilities Defined

Building Your TIPS Team

Pick Your Roles Define roles with a back up person identified for the Facilitator, Minute Taker, and Data Analyst Complete Team Roster with contact information Determine Meeting Schedule for School Year When (start and end time) and where Make sure you have access to internet and LCD Add to Team Roster page Group Agreements for Operating Team Meetings Agree on group norms Meeting Logistics – You Will Need: Use of laptop(s) Chart paper/white board or other way for posting agenda An LCD projector for projecting Meeting Minutes and data Internet access in meeting room Building Your TIPS Team

Onward… Additional skill building activities including “Using TIPS for Academic Examples” are available (http://tips2info.blogspot.com)http://tips2info.blogspot.com Ask questions any time!

Contact Information University of Oregon Rob Horner Anne Todd robh@uoregon.edu awt@uoregon.edu University of North Carolina at Charlotte Bob Algozzine Kate Algozzine rfalgozz@uncc.edu kmalgozz@uncc.edu Dale Cusumano dcusuman@uncc.edu

Objectives By the end of today, you will: Understand the TIPS problem solving model Be able to demonstrate several components of skills needed for effective.

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Objectives By the end of today, you will: Understand the TIPS problem solving model Be able to demonstrate several components of skills needed for effective.

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Presentation on theme: "Objectives By the end of today, you will: Understand the TIPS problem solving model Be able to demonstrate several components of skills needed for effective."— Presentation transcript:

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