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National Leadership ForumChicago, Illinois
October 2010presented by Anne Todd, UO
Developed by Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte
Provide an overview of the TIPS system◦ Research results from two studies
Preview effective meeting practices through use of the TIPS Meeting Foundations◦ Preview Foundations Checklist◦ Roles & Responsibilities◦ Preview Meeting Minute Form
Be able to identify a problem that includes (not include) precision elements critical for problem solving
Every school has teams Teams are being expected to do problem
solvingSelect curriculaGet training and implement new ideas/programsProvide efficient leadership
“Communities of Practice” Teams need to report data to staff, families,
administration, district, state Teams NEED data to do good problem solving. Most teams are not skilled at running problem
solving meetings and using data for decision-making.
Includes:◦ Tools to define a system for effective meetings
Roles, responsibilities, materials, accountability and procedures
◦ Steps of effective problem solving A strategy for assessing, monitoring and evaluating
the implementation and results of solutions Can be used with other data sets
TIPS TrainingOne full day team trainingTwo coached meetings
Team MeetingUse of electronic meeting minute systemFormal roles (facilitator, recorder, data analyst)Specific expectations (before meeting, during meeting,
after meeting)Access and use of dataProjected meeting minutes
Research tool to measure effectiveness of TIPS TrainingDORA (decision, observation, recording and analysis)Measures “Meeting Foundations” & “Thoroughness of
Problem Solving”
SYSTEMS
PRACTICES
INFORMATION
SupportingStaff & 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 communicatio
ncycles Meeting
FoundationsMeeting Minute
FormatProblem solving
routine
SWIS DIBELS
Aims Web
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
Need to conduct Team Training ◦ Team includes all members and a coach◦ Define Roles and Responsibilities is critical
Plan for absences (have back up people) Coaching is critical Training critical skills to facilitator, minute taker,
and data analyst◦ Keep people on track, ◦ document relevant information for progress monitoring and
evaluation◦ Launch the meeting with a data summary
Documenting decisions, actions, timelines, evaluation plan is critical for sustainability
Role◦ To create data summaries that will facilitate the
team in determining if there are problems jump starting a problem solving discussion, and evaluating the impact of solutions and fidelity of
implementation General Responsibilities
◦ Prepares a brief written summary for distribution at meetings using each of the data sources needed for problem solving and decision making
◦ Help to generate reports during the meeting as questions of the data arise
How?◦ Establish the role of a data analyst (and backup
person)◦ Teach data analyst to develop data summary
Oakes, DIBELS, SWIS…. Etc◦ Start meeting with defining the problem with
precision◦ Refine precision of problem statement through
inferences and hypothesis Have data accessible for custom report generation
during the meeting
Structure of meetings lays foundation for efficiency & effectiveness
04/19/23 13
Define purpose of the team◦ Decisions to be made, cycle of decision making,
and data source(s) to use Define roles & responsibilities Define team agreements about meeting
processes1. Inform facilitator of absence/tardy before meeting2. Be prepared for meeting by completing previously
assigned tasks3. Avoid side talk: Remind each other to stay focused4. Start and end on time5. Be an active participant6. Use electronic meeting minutes
04/19/23 14
Core roles◦ Facilitator◦ Minute taker◦ Data analyst◦ Active team member◦ Administrator
Backup for each role
04/19/23 15
Can one person serve multiple roles?
Are there other roles needed?
Typically NOT the administrator
04/19/23 16
04/19/23 17
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
04/19/23 18
04/19/23 19
Problem
SolutionOut of
Time
Use Data
A key to collective problem solving is to provide a visual
context that allows everyone to follow and contribute
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 Items01. 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 EvaluationPrecise 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 RatingYes So-So No
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.
04/19/23 20
04/19/23 22
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
04/19/23 23
Meeting Foundations
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
24
Defined◦ SWISTM is a web-based information system
for gathering, entering, summarizing, reporting and using office discipline referral information
Purpose◦ A progress monitoring tool for improving the
ability of school personnel to develop safe and effective learning environments
Universal Screening Tool◦ Proportion of students with
0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs
Progress Monitoring Tool Compare data across time
◦ Prevent previous problem patterns Define Problems with precision that lead to
solvable problems
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
~80% of Students
~15%
~5%
0-1 office discipline referral
6+ office discipline referrals
2-5 office discipline referrals
Using office discipline referrals as a metric for universal screening of student social behavior
Build a picture for the pattern of office referrals in your school.
Compare the picture with a national average
Compare the picture with previous years
Compare the picture with social standards of faculty, families, students.
Goal
1.Identify problems empirically2.Identify problems early3.Identify problems in a manner that leads to problem solving not just whining
Tot
al O
ffic
e D
isci
plin
e R
efer
rals
Total Office Discipline Referrals as of January 10
Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000
Grade Range Number of Schools
Mean Enrollment per school
Median ODRs per 100 per school day
K-6 2565 452 .22
6-9 713 648 .50
9-12 266 897 .68
K-(8-12) 474 423 .42
Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01)
Our rate of problem behavior has been above
the national average for
schools our size across 9 of 10
months this year. There has been a decreasing trend
since Dec.
Elementary School 1000 Students (1000/100 =10 X .22= 2.2) The rate of
problem behavior has
been at or below the national average for
schools our size across 6 of 10
months. The past 4 months have been below the
national average
Middle School 765 students (765/100 = 7.6 X .50= 3.8)
The rate of problem
behavior has been at or below
the national average for
schools our size across 9 of 10
months. The past 8 months have been below the
national average with a
decreasing trend
Describe the narrative for this school
Describe the narrative for this school
Describe the narrative for this school
Describe the narrative for this school
Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size
Our average ODRs per school day per month are higher this year than for corresponding months of previous year
Our average ODRs per school day per month are showing an increasing trend
Faculty, parents, and students say our ODR levels are too high
43
1. Define problem by identifying What problem behaviors are involved in ODRs
2. Clarify problem by identifyinga) When ODRs are occurring (time of day)b) Where ODRs are occurring (location)c) Who is engaging in problem behaviors that
result in ODRs d) Why are problem behaviors continuing to
occur
44
1a. Too many ODRs 1b. Total of 22 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 15 different students involved; aggression appears to provide peer attention, and resolve unclear playground rules (who gets equipment),
2a. Verbal threats and gender harassment in the cafeteria are increasing; 80% of events are from 4 students during second lunch; We are unclear what is maintaining these behaviors.
2b. Behavior in cafeteria is uncivil and unsafe.
3a. Hallway noise is too loud (disruptive) during 7th grade passing periods before and after lunch.
3b. Hallway noise is unbearable.
4a. The number of ODRs per day has increased by 20% each month since school started.
4b. The number of ODRs per day has increased by 20% each month since school started. Most incidences are with 4-6 grade, in the afternoon. Students are engaging in inappropriate language and harassment.
45
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
46
Carly is having reading difficulties
50% of 2nd graders are not meeting math benchmarks
Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts
2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills
Our school did not meet AYP last year
The 5th graders are below the state proficiency score as compared to 5th graders in Oregon
The past two years this cohort of students (3rd to 5th grade) has gradually decreased in overall proficiency, their comprehension strand scores are low, we shifted to blended grade classes during their 4th grade year
Role◦ To create data summaries that will facilitate the
team in determining if there are problems jump starting a problem solving discussion, and evaluating the impact of solutions and fidelity of
implementation General Responsibilities
◦ Prepares a brief written summary for distribution at meetings using each of the data sources needed for problem solving and decision making
◦ Help to generate reports during the meeting as questions of the data arise
How?◦ Establish the role of a data analyst (and backup
person)◦ Teach data analyst to develop data summary
Oakes, DIBELS, SWIS…. Etc◦ Start meeting with defining the problem with
precision◦ Refine precision of problem statement through
inferences and hypothesis Have data accessible for custom report generation
during the meeting
Middle School – Grades 6, 7, & 8 565 students
51
0
5
10
15
20
Sep Oct Nov Dec Jan
School Months
Avg
. O
DR
s P
er S
cho
ol
Day
School Avg. National Avg. = 4.8
52
Identified problem◦ for last 4 mos., Major ODRs per day higher than
national avg.◦ increasing trend across all 5 mos.
53
Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)
Referrals by Problem Behavior
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
Min
or
Tard
yB
om
bA
rson
Weapons
Oth
er
Unknow
nD
rugs
M-P
rpty
Mis
use
M-O
ther
M-D
ress
M-T
ech
Tech
Inapp a
ffectio
nO
ut bounds
M-U
nknow
nG
ang d
ispla
yS
kip
Tru
an
Lyin
gM
-Dis
ruptio
nD
ress
Tobacco
Alc
ohol
Com
bust
M-I
napp la
nF
org
e/T
heft
Vandal
M-C
onta
ct
M-D
isre
spt
Pro
p d
am
Agg/F
ight
M-T
ard
yS
kip
Hara
ss
Dis
respt
Inapp la
nD
isru
ptio
n
Nu
mb
er
of
Refe
rrals
Referrals by Time
0102030405060708090
100110120130
7:00
AM
7:30
AM
8:00
AM
8:30
AM
9:00
AM
9:30
AM
10:0
0 A
M
10:3
0 A
M
11:0
0 A
M
11:3
0 A
M
12:0
0 P
M
12:3
0 P
M
1:00
PM
1:30
PM
2:00
PM
2:30
PM
3:00
PM
3:30
PM
4:00
PM
4:30
PM
5:00
PM
Num
ber
of R
efer
rals
Referrals by Location
0
20
40
60
80
100
120
140
160
180
200
Ply
gd
Par
k lo
t
Unk
now
n
Off
ice
Lock
er r
m
Off
-Cam
pus
Sta
dium
Mus
ic r
m
Libr
ary
Bat
hrm
Gym
Bus
Zn
Bus
Spe
cial
evt
Oth
er
Cla
ss
Com
mon Hal
l
Caf
é
Nu
mb
er o
f R
efer
rals
Referrals by Student
0
10
20
30
40
50
60
70
80
1 13 16 18 2 20 24 28 30 33 38 4 9 17 21 37 43 23 31 39 40 41 5 8 11 29 12 22 25 35 42 6 14 34 15 26 36 7 3 19 32 27 10
Student No.
Num
ber
of R
efer
rals
54
1. Most Disruptions occur in Cafeteria2. Most Disruptions occur in Cafeteria
between 11:30 AM and 12:00 PM3. Most instances Inappropriate Language
occur in Cafeteria between 11:30 AM and 12:00 AM
Now…use a Custom Graph to confirm (or disconfirm) your inferences, starting with Disruptions, by grade level
55
Many instances of disruption (what)… occurring in cafeteria (where)… between 11:30 AM and 12:00 PM (when)… with large majority involving 6th graders
(who)… particularly Student #10 (who)
56
Write your precise Problem Statement as one element of your “Problem-Solving Action Plan”
The P-S Action Plan is simply a record of◦ team decisions and ◦ actions needed to implement the decisions
Here’s Problem Statement section of P-S Action Plan for Trevor Test Middle School
57
58
59
Many instances of disruption occurring in cafeteria between 11:30 AM and 12:00 PM; large majority involving 6th graders, particularly Student #10…
because (a) cafeteria overcrowded at that time, (b) 6th graders have received insufficient instruction in cafeteria expectations, and (c) disruption results in attention from adults and peers
Here’s hypothesis statement incorporated into P-S Action Plan
60
61
Is best explanation for what the data and your experience tell you
Provides a possible “why” for other Ws you discovered
AND guides you toward possible solutions
62
Prevent – Remove or alter “trigger” for problem behavior
Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior
Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary
Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)
Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs
Consider Safety issues
63
Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
64
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
Prevent “Trigger” Change lunch schedule so fewer students are eating between 11:30 AM & 12:00 PM?
Define & Teach Focus on 6th graders; define cafeteria expectations; develop and post expectation signage in cafeteria; demonstrate/teach expectations in class periods occurring just prior to lunch
Reward/Reinforce Set up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs occur in cafeteria during lunch time)
Withhold Reward Ensure staff don’t argue back and forth with student if instance of disruption occurs (may be an inadvertent reward); remind students that paying attention to a disruptive student can mess up Friday 5
Corrective consequence Ensure active supervision during lunch (add one supervisor between 11:30 AM and 12:00 PM?); ensure quick corrective consequence, per our handbook
Other Determine whether Behavior Support Program has been initiated for Student #10; if it has, make sure it includes focus on disruption in cafeteria
Safety
65
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in cafeteria expectations; attention from adults and peers rewarding disruption
Choose the least number of solution(s)that will have the biggest impact on decreasing the problem.
Implementing the solution requires action Here are solution actions, added to the P-S
Action Plan…
66
Fidelity◦ Did we do what we said we would do?
Make it simple Student Outcomes
◦ Did our intervention produce the outcomes we were expecting Use the right data to answer the questions you are
asking
Choose the solutions that will create an environment that makes the problem irrelevant, inefficient, and ineffective.Choose least amount of work that will have the
biggest impact on decreasing the problem. Implementing the solution requires action and
time lines Problems need goals so that we can measure
progress and know when to move on.
Use weekly 1-5 survey of playground monitors to assess implementation of plan
68
Are we doing the plan?
1 ….. 2 …..3 ….. 4 ….. 5No Yes
CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
69