Please Review Please Read FIRST BEFORE training T I … Coaching as...Team-Initiated Problem Solving...

Team-Initiated Problem Solving (TIPS II) Coaching and Implementation

Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 1

Please Review “Please Read FIRST” file BEFORE training

teams in TIPS problem solvingTeam-Initiated Problem Solving II

(TIPS II)

Coaching and Coaching Teams to Implement TIPS

Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com

Factiliated by:

! Distinguish between Coaching and Training

! Define functions of Coaching

! Establish applications of effective coaching to current efforts

Define 1-2 content areas in which you anticipate coaching in the next 6 months.

Goals Many Visions / Definitions of Coaching

Coaching is…

A process for negotiating the distance between acquiring new skills and applying them skillfully.

A pathway to increase implementation

Assistance in a learning process

A cyclical process designed as an extension of training

Collaborative planning aimed at the refinement of skill sets

TRAINING:• Knowledge• Skills & Strategies

THE PREREQUISTE

IMPLEMENTATION:• Knowledge• Skills &

Strategies

THE RESULT

SupportMutual

Non-evaluative

Positive

tialit

COACHING

Once a skill is acquired through training, at least 25 trials are required to ensure

that skill is not lost. (Showers, Joyce, & Bennett, 1987)

Substantial amounts of practice do not guarantee

successful transfer of training. Social supports are needed to

labor through the transfer process.

(Showers, Joyce, & Bennett, 1987)

Learning is defined as a change in behavior. You have not learned a thing until you take action and

use it.(Shula & Blanchard)

“Like athletes, professionals will put newly

learned skills to use – if they are coached.”

(Joyce & Showers, 1982)

Even with the most effective training, using any new skill

brings with it a level of uncertainty and discomfort.

Newly learned behavior is incomplete and

fragile – it needs to be shaped.

Thorough1Knowledge Strong1Skill Transfer1Implementation

%1of1Teachers

Study1Theory Add1Demonstration Add1Practice Add1Coaching

Estimated1Products1of1Training1(Joyce(&(Showers,(2002)(

Sep Oct Nov Dec Jan Feb Mar Apr May

Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month

Coach returns from leave

Coach present

Coach goes on leave

Three Distinctions to Highlight

Coaching versus Training! “Actions” rather than “Role”

Coaching as an “Intervention/Solution”

Skills /Attributes of Excellent Coaches! Knowledge of core content

! Time! Communication skills! Building professional relationships and trust! Knowledge of organizational context

Coaching versus Training

Training is the presentation of material to develop new knowledge and /or skill

Coaching is the on-site support needed to use new knowledge and/or skills under typical conditions.

One person may do BOTH… but the skills, functions and measures of effectiveness are

different.

Three Distinctions to Highlight

Coaching as an “Intervention/Solution”

Skills /Attributes of Excellent Coaches! Knowledge of core content

BuildFluency in

behaviors/skills use

Build Accuracy in

skills/behaviors

IncreaseGeneralization

of behaviors/skills

Coaching as a

Solution

Repeated opportunities to use new

skills

Create opportunities

to provide feedback on

new skills

Is reteaching needed?

What does prompting a behavior look like?

Providing opportunities to respond (literacy) Teaching a social skill.

Constructive performance feedback

(math)

Gathering and reviewing outcome data

Examples

Goal is to create conditions where a newly trained skills is emitted so that its use can be observed and feedback provided.

Goal is to build accuracy and/or fluency

Corrective feedback when reading aloud

Correcting behavior errors in task analysis

Cover, Copy, Compare approach

Reviewing precise problem statements (TIPS)

Accuracy Building

Establishing accurate use of skills.Perform a skill with precision and accuracy.

Using choral responding (reading)

Timed flash card drills (e.g., Drill Sandwich)

Error analysis (math)

Building precise problem statements (TIPS)

Fluency Building

Establishing efficient skill use.Perform a skill with the speed and ease needed to make it functional

Action: Prompting

Set the Stage: Select a content area you are currently supporting.

! What is the skill or knowledge to be implemented?

! Are you building accuracy or fluency?! What is the stimulus context where the skill

should occur?

! What additional prompt(s) can you provide to increase the likelihood that the skills will be used when and where it is most appropriate?

Close EndedQuestions

Open Ended Questions

Collaborative Conversations

Performance Feedback

Empowering Questions

Tell me more.

Describe the thoughts behind your decision.

I am hearing you say that… What did I miss?

What will you do next?

How do you know?

Help me understand…

Explain that please?

What did I miss?

Performance FeedbackSeek self-reflection first:

! “How do you think the meeting went?”

! “What parts went well?”

! “What parts felt less productive?”

! “Were there any tricky parts? What were they?”

Review data from observation:

! Start with strengths

! “Here is something I saw today.”

! “This is a great approach because….”

! “I saw you…”

! Move toward areas to refine

! “Have you considered this?”

! “What do you think would be more effective?”

! “Others have found this to work well. Would it work for you?”

! “What are your next steps?” and “What do you need from me?”

Ask reflective questions

Nonjudgmental reflection and collaborative discussions

Action: Performance Feedback

Set the Stage: Select a content area you are currently supporting.

! What is the skill or knowledge to be implemented?! What schedule and approach to performance

feedback can you provide to increase the likelihood that the skills will be used with the precision needed to be practical and effective?! Always acknowledge successes first! Place feedback in context of larger goal (getting

fluent and effective at use of target skill for student gain)

! Provide sufficient feedback to get success

! Expand application of skills outside of exemplars/conditions presented

! Push lines of definitions of skills

! Provide additional examples as needed

! Adapt as needed (while keeping fidelity of implementation) to meet contextual needs

! Consider characteristics of team and levels of implementation

Action: Promoting Generalization Three Distinctions to Highlight

Coaching as “Intervention/Solution”

Skills /Attributes of Excellent Coaching! Knowledge of core content

What skills do you want those you are

coaching to perform?

Are they doing the skills with sufficient

fluency to make them functional?

What are the conditions/times/situations where the skills

should be used?

SummarySeparate

“coaching” from “training”

Are they doing the skills with sufficient accuracy to make them functional?

Adapt coaching to match stage of

implementation

Is generalization training needed to apply the new skills across a

broader context?

Self assess your use of coaching

Working with TEAMS

Types of Teams

PLC Teams

Grade Level Teams

MTSS Teams

RtI Teams

Leadership Teams

SIP Teams

PBIS Teams

Student Success Teams

Intervention Team

Tier III Teams

Problem Solving Teams

Data Teams Where are your teams in the implementation process?

Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-based)

Exploration & Adoption

• Let’s make sure we’re ready to implement (capacity infrastructure)

Installation

• Let’s give it a try & evaluate (demonstration)

Initial Implementation

• That worked, let’s do it for real (investment)

Full Implementation

• Let’s make it our way of doing business (institutionalized use)

Sustainability & Continuous Regeneration

Putting “it” in place.

Should we do it?

Now make it better

Initiative is way of work

Systems Change

Consensus

ImplementationInfrastructure

“Buy-in”

“Integrity”Training and

Coaching

Where is coaching ?

Batsche, Curtis, Dorman, Castillo, & Porter (2007)

Staff Buy-In is Critical(Kincaid, Childs, & Blasé, 2007)

Low Implementation

Successful Implementation

Limited staff buy-in

Staff buy-in

Philosophy and beliefs

Limited knowledge of

initiative

Worry over skill sets needed

Stress over change

Availability of resources to

prepare

Human-Based Factors Mediating

Implementation(Bambura, Nonnemacher, & Kern, 2009;

Curtis, Castillo, & Cohen, 2008)

Ingredients to Navigate through Change

(e.g., implementation of new initiative)

Hall & Hord (2006)

Prior Practices

Align beliefs with new practices

Increase knowledge and skills

Meaningful Change

Stages of Team Development (Tuckman, 1965)

• Productivity, Achievement, Pride

Performing

• Cooperation, Involvement, Support

Norming

• Conflict, Clarification, Belonging

Storming

• Awareness, Acceptance, Commitment

Forming

Allow members to become

comfortable with team, roles, and

vision

Express frustration, conflict, and

feelings of being overwhelmed openly and

constructively

Continue to manage conflict through positive and constructive

feedback Where are your teams

?Effective teams have…

A clear mission/purpose

Adapted from FL PBS at http://flpbs.fmhi.usf.edu/coachescorner.cfm

Concrete and measurable goals

Diversity of skills and perspective

Group norms, roles, and responsibilities

Balanced participation

Open, collaborative communication

A positive environment

Trust and cooperation

Effective decision making

Shared leadership

A Barrier You May Encounter:Meeting Monsters

Overly Talkative! Paraphrase and redirect

“We are hearing some good thoughts but are detouring from our agenda…”

Argumentative! Review team process (norms, rules) or discuss in

private with individual(s)“It seems we have hit a road block in our meeting. Would you like to talk about how to resolve it now?

“Help me understand any other issues that may be of concern to you.”

Meeting Monsters (continued)

Obstinate or Rigid! Solicit support from others in team to see other points

of view. Review ground rules and consensus as defined by team.“I respect your point of view and know this is valuable to you, but is it possible to accept even parts of the team view point for now?”

Griper! Review mission and goals agreed upon by team. May

need to talk in private with individual.

Meeting Monsters (continued)Side Conversations

! Make sure the Meeting Minutes and Data are projected and all can view them.

! Review meeting norms and clearly state objectives for meeting and redirect conversations to achieving those goals.

! Use proximity control.! Call one of the talkers by name, restate the most recent

discussion point and ask for his/her opinion.“Is there something you would like to share with the group?”“Something that was said may have triggered other thoughts, but right now we are discussing….”

Silent! Use “Round Robin” and allow people to pass if they do not

have an idea! Ensure that when someone does talk, he or she is not

interrupted.! Use open-ended questions.

Finally, always assess readiness

An example: TIPS Readiness for Training Checklist

TIPS Readiness

for Training

District Commitment

Team Commitment

Access to Data

District Commitment! Districts view TIPS as a common and long-term practice for

decision making! Districts have committed resources to implement fidelity for

short and long-term sustainability (e.g., time for training, FTE for coaching, coaching, on-going training)

! District coaches are committed to attend a full day coaching and a full day team training and to provide coaching supports

Team Commitment

! Teams have representation needed for the purpose and have to power to implement solutions identified

! Teams are committed to implementing TIPS

! Team and coach attendance at TIPS Team trainings (1 full day for each) and booster session as needed

TIPS Readiness for Training Checklist 10 readiness guidelines

Access to Data! Teams have access to accurate and current data needed for

decision making before and during meetings! Teams have at least one member who is fluent in generating

basic and specific data reports before and during meetings

TIPS Readiness for Training Checklist (Continued)

10 readiness guidelines

Practice with a TIPS Readiness for Training Checklist

1. Complete a TIPS Readiness for Training Checklist for one of your sites where you provide (or will provide) coaching support. Use your best guesses in areas of which you are unsure.

2. Share your completed checklist with a neighbor.

3. Review shared checklists.

4. What are the next steps for those sites based on the information on the checklist?

Coaching Teams to Implement TIPS

Implement

Solution with High Integrity

Identify

Goal for Change

Identify Problem

withPrecision

Monitor Impact

of Solution andCompare against Goal

Make Summative

EvaluationDecision

MeetingFoundations

Team-Initiated Problem Solving (TIPS II) Model

Identify

Solution and Create

Implementation

Plan with Contextual Fit

Collect and Use

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?

Coaching as Problem Solving

TIPS Application to Coaching

Coaching

Training

Training for new skills

Are skills/behaviors

being implemented with fidelity?

YesProvide supports or assistance as

needed

NoWhat is the

problem/barrier in implementation?

Implement problem solving

process with coaching to

address skills

Implement

Identify

Goal for Change

Identify Problem

withPrecision

Monitor Impact

Make Summative

EvaluationDecision

MeetingFoundations

Identify

Solution and Create

Implementation

Collect and Use

What, Who, When, Where, and Why describes the problem/barrier?

When would this no longer be a problem?

What coaching behaviors will be useful in bringing about the desired

change?

BuildFluency in

behaviors/skills use

Build Accuracyin

skills/behaviors

IncreaseGeneralization

of behaviors/skills

Effective Coaching as a Solution

Implement

Identify

Goal for Change

Identify Problem

withPrecision

Monitor Impact

Make Summative

EvaluationDecision

MeetingFoundations

Identify

Solution and Create

Implementation

Collect and Use

What, Who, When, Where, and Why describes the problem/barrier?

When would this no longer be a problem?

What coaching behaviors will be useful in bringing about the desired

change?

Was coaching implemented with

fidelity?

Was the problem solved?

What next?

Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.

Move to Precise Problem Statements

The RtI problem solving team is not solving problems.

The RtI Problem Solving team at Jefferson Elementary is not using quantitative data during meetings because the Data

Analyst is not able to attend meetings.

Is There a Problem?Start with a Primary Problem Statement

Implement

Identify

Goal for Change

Identify Problem

withPrecision

Monitor Impact

Make Summative

EvaluationDecision

MeetingFoundations

Applied to Coaching TIPS

Identify

Solution and Create

Implementation

Collect and Use

Team is not using quantitative data during meetings because the Data Analyst is not

able to attend.

Team will have access to and ability to

interpret data during meetings by April 15thand will review

data for 90% of problems discussed

Coaching assistance to produce accuracy, fluency, and

generalizability of skills at accessing and interpreting data from data systems at

school

fidelity?

Is the team reviewing data for 90% of

problems discussed?

What next?

Observe TIPS

Meeting

Fidelity data

Outcome data: % of problems discussed

that included quantitative

Is There a Problem?

The problem solving team is scoring a “zero” on the fidelity item (#17) on the TIPS Fidelity Checklist and is also not

observed to use these data.

The Data Analyst and Facilitator do not use fidelity data gathered for old problems to determine next steps because

they do not understand how to interpret it along with outcome data.

Start with a Primary Problem Statement

Implement

Identify

Goal for Change

Identify Problem

withPrecision

Monitor Impact

Make Summative

EvaluationDecision

MeetingFoundations

Identify

Solution and Create

Implementation

Collect and Use

The Data Analyst and Facilitator do not use fidelity data gathered for old problems to determine next steps because they do not

understand how to interpret it along with outcome data

Data Analyst and Facilitator interpret

fidelity data for 90% of old problems by next

month.

generalizability of skills at interpreting fidelity data

fidelity?

Is the team reviewing fidelity data for 90%

of old problems?

What next?

Observe TIPS

Meeting

Fidelity data

Outcome

data: % of old

problems

with fidelity data

reviewed

MTSS problem solving meetings are not efficient (meetings are very long with no problems having solutions tied to their

resolution)

Many side conversations during the brainstorming part of problem solution phase when discussing new problems because the facilitator or other team members are not

redirecting discussions to tasks at hand.

Is There a Problem?Start with a Primary Problem Statement

Implement

Identify

Goal for Change

Identify Problem

withPrecision

Monitor Impact

Make Summative

EvaluationDecision

MeetingFoundations

Identify

Solution and Create

Implementation

Collect and Use

Many side conversations during the brainstorming part of problem solution

phase when discussing new problems because the facilitator or other team members are not redirecting discussions to tasks at hand.

Facilitator will redirect off-topic

conversations within 1 minute of when they begin 75% of the time by next months’ meeting.

generalizability of skills at redirecting off-topic

conversations and keeping meeting on track

fidelity?

Is the Facilitator redirecting off-topic

conversations within 1 minute of them

beginning?

What next?

Observe TIPS

Meeting

Fidelity data

Outcome data: Time

between start of off-topic talk and

redirect to agenda items

Something to help you.Now look at this…Remember this?

After Coaching

TIPS CoachingLet’s Practice

Observation PracticeVideo Snapshots from a problem solving team implementing TIPS

Locate your TIPS Coaching Problem

Solving Guide Practice handout

https://youtu.be/LzwluIMulj8

Click the link above to view the practice video. Reviewing TIPS Meeting

Minutes

An Option for Providing Feedback A Guide for Reviewing Meeting Minutes

Feedback – Permanent Product #1 Feedback – Permanent Product #2

Feedback – Permanent Product #3 Feedback – Permanent Product #4

Infusing a TIPS Problem Model into you Existing Problem Solving teams

Assign Roles! Define roles with a back up person identified for the Facilitator,

Minute Taker, and Data Analyst

Determine Meeting Schedule for School Year! When (start and end time) and where! Make sure you have access to internet and LCD! Add to master calendar

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

Steps to Infuse TIPS

Materials and Resources COACH: Coaching Observation Checklist

Booster Skills Sessions Role-Related Activities (with Answer Keys)

What resources are available for solution alignment at your school?

Increase visual prompts and reminders

AllNew staff; subs

Medium

School tokens All New staff; subs

NEW Anti-Bullying lessons Guidance New

counselor by 10/5

Medium - High

TIPS Fidelity Checklist (TIPS - FC)

0 = Not started1 = Partially in place

2 = Full implementation

Critical Features of TIPS IIMeeting 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 IIProblem 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

What are your next steps in working with your teams?

How did you do?

Questions?

Contact Information

University of Oregon

Rob Horner Anne Toddrobh@uoregon.edu awt@uoregon.edu

University of North Carolina at Charlotte

Bob Algozzine Kate Algozzinerfalgozz@uncc.edu kmalgozz@uncc.edu

Dale Cusumano Angela Prestondcusuman@uncc.edu aburns25@uncc.edu

Please Review Please Read FIRST BEFORE training T I … Coaching as...Team-Initiated Problem Solving...

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