effective problem solving conversations?
Post on 14-Jan-2022
4 Views
Preview:
TRANSCRIPT
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model Team Training
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
February 2017
Anne W Todd University of Oregon awt@uoregon.edu
www.pbis.org/Training/TIPS
Objectives
Bytheendofthesession,youwillstrengthenyourawarenessoftheTIPSModel
´ WhatISTIPS´ WhyUsingTIPSisaGoodIdea´ Howtogetstarted
And…..What is the Real Problem?
~ 110,000 schools in US
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
550,000 hours of
meetings (minimum)
2,250,000 hours of
personnel time
annually
We have to make our Problem Solving Team
minutes count!
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Problem
Solution
Effective Problem Solving Conversations?
Out of Time
Peoplearenot>redfromsolvingproblems.Theyare>redfromsolvingthesameproblemoverandover.
Responding to the need
´ An abundance of data
´ Different content
´ Different displays
´ Different decision rules
´ Different access levels
´ Team based decision making
´ Problem solving and Progress monitoring
´ Team member turnover
´ Need content knowledge
´ Fidelity of Implementation and Student outcomes
´ Systems Fidelity
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Primary Prevention: School wide
Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention: Specialized
Individualized Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
27
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TIPS is designed to strengthen the likelihood that problem solving leads to implementation fidelity and positive student outcomes
Questions to ask: 1. What is happening? 2. What is typical? 3. What is possible? 4. What is needed?
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Critical Features of Team-Initiated
Problem Solving (TIPS II)
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
Meeting Foundations
Problem Solving
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
What is TIPS? TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee>ngfounda>ons.It’saseriesofstepsanyonecanusetomovefromiden>fyingaproblemtoimplemen>ngasolu>onandmeasuringprogresstowardthegoal.
WhyUseTIPSTeamsusingTIPSaremorelikelytousedatatodefineproblemsandsolveproblemsleadingtoimplementa>onfidelityandposi>vestudentoutcomes
TIPS Spiel
HowtoUseTIPSEstablishReadinessGetteam&coachingtrainingAdaptforanyteam,usinganysetofdata
TIPS II Training Model TIPS Training
´ One full day team training with teams & coaches
´ One full day coaching training with coaches
´ Coached meetings that follow training &
support TIPS implementation fidelity
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
Perceptions of Core Features of Problem Solving Before and After TIPS Training
0.00
1.00
2.00
problemdefinedwithprecision
problems,solu>ons,and
goals
problemshavesolu>ons
ac>onplanwithsolu>on
fidelitydocumented
outcomemeasuredocumented
Pre-TIPS Post-TIPSTeam Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Do we really need a full day of team training? YES
´ Untrained teams
´ Not precise problem statements
´ Solutions were more systems oriented
´ Twice as many solutions elements
´ Non-alignment of problem and solution
´ Identified who would do what, but no timeline
´ Trained teams
´ Defined Problems with Precision
´ Solutions were more preventative, instructional & reward oriented
´ Half the number of solution elements
´ Solutions align with precision statement
´ Identified timeline and fidelity measures
Descriptive results from randomized control trial study, 2017
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 3rd 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.
hou
rs
Cost Benefits to using Precision Statements elementary school, K-5, 550 Students
0
5
10
15
20
25
30
Planning>me Implementa>on>me:staff Implementa>on>me:students
primarystatement
precisionstatement
Page 2 of TIPS Overview Handout
What does this look like?
General Flow of Meeting
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Call meeting to order – Who is present?
Review agenda for today
Update progress/Problem Solve on previously defined Student Problems– Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was
goal reached? What next?
Problem Solve New Student Problems-Identify precise problems, develop solution
plans (what, who, when), identify goals, determine fidelity and outcome data needed
Discuss Organizational-Housekeeping items
Wrap up meeting – Review date/time for next meeting and compete meeting assessment
Page 1
Page 2
Meeting Minutes Guide
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Pages 3-4 of TIPS Overview Handout
TIPS Fidelity Check: Item 10
District Logo
Meeting Info
Agenda Items
Systems Overview
Problem Solving Process
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Two types of meeting
assessment Page 2 of TIPS Overview Handout
A Quick Peek at a Team Using TIPS
´ Tier I team
´ Meeting Minutes are in handout
´ Looking at a problem on Bus 512
´ Quick preview of those data
´ Pay attention to the Meeting Foundations
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
0
5
10
15
20
25
30
Bus 510 Bus 511 Bus 512
Problem Behavior Incidents by Bus January 4-17
AM PM
0 2 4 6 8
10 12 14 16 18
Harrassment Inappropriate Language
Physical Aggression
Defiance
Bus 512 PM by Problem Behavior January 4-17
0
2
4
6
8
10
K 1st 2nd 3rd 4th 5th
Bus 512 PM Physical Aggression & Inappropriate Language By Grade
Jan 4-17
0 2 4 6 8
10 12 14 16
Bus 512 PM 4th-5th, PhyAgg, Inapplang by Perceived Motivation
Jan 4-17
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TIPS Overview Handout, pages 3-4
Fourth and fifth graders on bus 512 have recent spike in physical aggression and inappropriate language incidents on bus ride after school since coming back from winter break. Bus driver believes it’s because they are fighting over who sits in the back seats. Dec = ODRs 44 (11 school days (about 4 per day) Jan 4-15 (10 school days) = ODRs 36 (about 3.6 per day) different students all in 4th-5th grade
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Quick-Pair-Share Meeting Foundations (page 7)
1. Score the Meeting Foundations for the Tier I Team Meeting Video 2. Total the score 3. Circle the items that might influence future meeting procedures for your team
What is TIPS? TIPS Spiel Examples 1. Team-Initiated Problem Solving (TIPS) is a conceptual model for problem solving that has been operationalized into a set of practical procedures to be used during meetings of school-based problem solving teams such as Positive Behavior Interventions and Supports (PBIS).
2.TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee>ngfounda>ons.It’saseriesofstepsanyonecanusetomovefromiden>fyingaproblemtoimplemen>ngasolu>onandmeasuringprogresstowardthegoal.
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Critical Features of Team-Initiated
Problem Solving (TIPS II)
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
Meeting Foundations
Problem Solving
Meeting Foundations Characteristics of Effective Team Meetings
§ Predictable § Start/end time, roles, purpose/goals, phases of
meeting
§ Responsibilities linked to roles, projected meeting minutes/data
§ Consistent § Use of meeting minutes, team agreements, use of
meeting protocol & problem solving routine
§ Positive/Safe § Team agreements, use of Meeting Foundations
§ Accountability § Fidelity of implementation
§ Student outcomes
§ Meeting Evaluation
Roles and responsibilities
Facilitator Minute Taker
Data Analyst
Team Member
Who is here?
Primary & Backup Time-limited (5 meetings, all year)
Administrators• primaryroleisAdministrator
• canbebackupstofacilitator,dataanalyst,minutetakers
Roles and Responsibilities before, during, after meeting
Page 10 of TIPS Overview Handout
Page 8 of TIPS Overview Handout
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Critical Features of Team-Initiated
Problem Solving (TIPS II)
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
Meeting Foundations
Problem Solving
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
What When
Who
Why
Where
Precision Elements Examples: Primary to Precise
Gang-like behavior is increasing.
The buses are awful!
´ There were 45 referrals for 3rd, 4th, and 5th 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 4th grade boys, and seems to be maintained by social praise from the bystander peer group.
Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is
being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander
peer group.
There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate language on the afternoon buses because these students wanted
attention from their peers.
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 7th and 8th 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 5th 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.
What When
Who
Why
Where
Precision Elements
Practice Time!
Keep track of the possible precision elements on the next few slides.
SWIS Big 4 for October 1, 2011 through December 31, 2011
Classroom
Playground
Where?
N =108
SWIS Big 4 for October 1, 2011 through December 31, 2011
Defiance
What problem behaviors are occurring On playground & in classrooms?
Playground & Classroom Defiance by Time of Day
11:45-12:15
Who/Grade level is engaging in defiance in classroom/playground between 11:45-12:15?
3rd and 4th Grade
Why are 3rd & 4th graders engaging in defiance on playground & in classroom between 11:45-12:15?
Avoid work
SWIS Big 4 for October 1, 2011 through December 31, 2011
SWIS Big 4 for October 1, 2011 through December 31, 2011
SWIS Big 4 for October 1, 2011 through December 31, 2011
Many 3rd and 4th 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, & in the hall
(where), because the students want to
avoid the upcoming classroom
instructional period (why).
Current level (Jan) is .42/day
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data Current: 38 referrals for
Aggression during the past month
Goal: .5 or fewer referrals per day for Aggression
Current: 12 bus referrals last
month
Current: 61% of 3rd grade students
meeting expectations in
reading
Goal What? By when?
Goal: 80% of 3rd grade students meeting
expectations in reading by
Spring Benchmark
Goal: 1 or fewer bus referrals per day (.20 per day)
by December
By How much? (To what level)
Reduce instances of defiance to a rate
of .20 instances/day or less (i.e., no
more than 1 instance every 5 school
days) by the date of our April meeting,
and to maintain at that level or lower for
each successive monthly review for the
remainder of the school year.
Current level (Jan) is .42/day
Goal for 3rd-4th grade problem
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data What are we going to do to bring about the
desired change?
BuildingSolu>ons
´ Brainstorm all ideas for solving the problem
´ prevention, teaching, acknowledgment, correction & extinction, safety
´ Choose the least number of things to do that will support meeting the expected outcomes (meeting the goal)
´ Prioritizing solution actions/interventions ´ Consider safety, severity, intensity, &
frequency
´ Consider Contextual Fit
´ Values, skills, resources, & Admin. support
Newton,J.S.,Todd,A.W.,Algozzine,K,Horner,R.H.&Algozzine,B.(2009).TheTeamInitiatedProblemSolving(TIPS)TrainingManual.EducationalandCommunitySupports,UniversityofOregonunpublishedtrainingmanual.
Solution Action Elements Possible Generic Solution Actions
Prevent What can we do to prevent the problem?
Adjust physical environment. Define & document expectations and routines. Assure consistent & clear communication with all staff.
Teach What do we need to teach to solve the problem?
Explicit instruction linked to school wide expectations. Teach what to do, how to do it and when to do it. Model respect .
Reward What can we do to reward appropriate behavior?
Strengthen existing school wide rewards. Include student preferences. Use function-based reinforcers
Extinguish What can we do to prevent the problem behavior from being rewarded?
Use ‘signal’ for asking person to ‘stop’. Teach others to ignore (turn away/look down) problem behavior.
Correct What will we do to provide corrective feedback?
Intervene early by using a neutral, respectful tone of voice. Label inappropriate behavior followed by what to do Follow SW discipline procedures
Safety Do we need additional safety precautions?
Separate student from others if he/she is unable to demonstrate self-control. Make sure adult supervision is available.
Element Solution Idea Impact Feasibility
Prevent Inform students of preferred desk activity before lunch recess
MEDIUM HIGH
Teach
Reward Provide preferred desk activity at end of routine HIGH MEDIUM
Extinguish
Correct Use School Defined Process HIGH HIGH
Safety No additional safety concerns
TIPS
II T
rain
ing
Man
ual (
2014
) w
ww
.uoe
cs.o
rg
57
Building Solution Plans: TIPS Demo School- Example Precise Problem: Many 3rd and 4th graders are engaging in Disrespect between 11:45am and 12:00pm, near the end of their 30-minute recess with most of these instances occurring on the Playground, in Class, or in the Hall because the students want to avoid the upcoming Classroom instructional period. This occurs 1.42times per school day. Goal: Reduce instances so that the reviewed data show a rate of .20 instances per school day or less (i.e., no more than 1 instance every 5 school days) by the date of our April meeting, and to maintain at that level or lower for each successive monthly review for the remainder of the school year.
Choose the least number of things to do that will support meeting the expected outcomes (meeting the goal)
By Jan 12
PBIS Team will create transition from recess
to classroom procedures linked to SW
Expectations.
Teachers will provide explicit instruction of
transition from recess to classroom
procedures
Team Facilitator work with grade level
teams to provide explicit instruction for the
routine, by Jan 12.
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
Defining Evaluation Planning Every problem needs to be monitored and evaluated
• How are we going to assess the Fidelity of Implementation
• How are we going to assess the Impact of Solutions
Part 1
Part 2
By Jan 12
When have you gathered fidelity data?
Did I do what I said I would do?
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
´ Do the KISS
´ Keep It Short and Simple
Are we implementing the plan?
Possible Fidelity Checklists
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 � ��� ���
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
Monitor Impact and Compare against Goal
By Jan 12
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model
Identify Solution and
Create Implementation
Plan with Contextual Fit
Collect and Use
Data
Making Summative Evaluative Decisions
Assessing the Impact of Solutions Your Data Analyst and Coach will support this step in the problem
solving routine
Infusing TIPS Skills and Tools
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TFI-Tier I Action Planning
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TFI-I 1.1-1.2
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TFI-I 1.9-1.11
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TFI-I 1.12-1.14
TIPS=FC 12-18
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TFI-I 1.15
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
TIPS Readiness for Training Checklist
District Commitment
Team Commitment
Access to Data
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Building District and State Capacity
´ Wewanttostrengthencoaching&trainingskillfluency&proficiency
´ WewanttoestablishteamswhousetheTIPSModelduringcoordina>on,problemsolvingandplanningmee>ngs
´ ALLteamsinschool,district,stateestablishTIPSMee>ngFounda>ons
´ Considerhos>ngatwo-threedaytrainingsequence´ Day1:Teams,Coaches(andTrainers)´ Day2:Coaches(andTrainers)´ Day3:Trainers
´ ContactAnneToddforfurtherinforma>onawt@uoregon.edu
Implement Solution with High Integrity
Identify Goal for Change
Identify Problem with
Precision
Monitor Impact of Solution and
Compare against Goal
Make Summative Evaluation Decision
Meeting Foundations
Team-Initiated Problem Solving (TIPS II) Model
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?
Mee>ngFounda>onsCharacteris>csofEffec>veTeamMee>ngs
§ Predictable § Start/end time, roles, purpose/goals, phases of
meeting
§ Responsibilities linked to roles, projected meeting minutes/data
§ Consistent § Use of meeting minutes, team agreements, use of
meeting protocol & problem solving routine
§ Positive/Safe § Team agreements, use of Meeting Foundations
§ Accountability § Fidelity of implementation
§ Student outcomes
§ Meeting Evaluation
What is TIPS? TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee>ngfounda>ons.It’saseriesofstepsanyonecanusetomovefromiden>fyingaproblemtoimplemen>ngasolu>onandmeasuringprogresstowardthegoal.
WhyUseTIPSTeamsusingTIPSaremorelikelytousedatatodefineproblemsandsolveproblemsleadingtoimplementa>onfidelityandposi>vestudentoutcomes
TIPS Spiel
HowtoUseTIPSEstablishReadinessGetteam&coachingtrainingAdaptforanyteam,usinganysetofdata
Adaptations and Resources
´ www.pbis.org/Training/TIPS
A sample of TIPS related Publications
Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org
Contact Information
University of Oregon
Rob Horner Anne Todd
robh@uoregon.edu awt@uoregon.edu
University of North Carolina at Charlotte
Bob Algozzine rfalgozz@uncc.edu
www.pbis.org/Training/TIPS
top related