TIPS: Team Initiated Problem Solving Part 1

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TIPS: Team Initiated Problem Solving Part 1. NW PBIS Conference March 2010 presented by: Rob Horner & Anne Todd, UO. Developed by Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte. Objectives. Build awareness of the TIPS system - PowerPoint PPT Presentation

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  • NW PBIS ConferenceMarch 2010presented by:Rob Horner & Anne Todd, UODeveloped by Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte

  • Build awareness of the TIPS systemPreview effective meeting practices through use of the TIPS Meeting FoundationsPreview Foundations ChecklistRoles & ResponsibilitiesPreview Meeting Minute FormBe able to identify a problem that includes (not include) precision elements critical for problem solving

  • Four year grant funded by U. S. Department of Educations Institute of Education Sciences2008-2012Goal: Develop a problem-solving model for school teams that results in active use of data to (a) define problems, (b) build solutions, and (c) transform solutions into practical action plans.

    Steve Newton, Anne Todd, Bob Algozzine, Kate Algozzine, Rob Horner

  • Every school has teamsTeams are being expected to do problem solvingSelect curriculaGet training and implement new ideas/programsProvide efficient leadershipCommunities of PracticeTeams need to report data to administration, district, stateTeams NEED data to do good problem solving.Most teams are not skilled at running problem solving meetings and using data for decision-making.

  • Define the steps of effective problem solvingDefine the materials, roles, and processDefine a strategy for assessing if you are being successful, and ensuring continuous improvement.

  • Collect and UseData

    Develop Hypothesis

    Discuss andSelectSolutions

    Develop andImplementAction Plan

    Evaluate andReviseAction Plan

    Problem Solving Meeting FoundationsTeam Initiated Problem Solving (TIPS) Model

    Identify Problems

    *

  • 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

  • Primary Prevention/ Tier I:School-wide/Classroom/Non-classroom Systems forAll Students,Staff, & SettingsSecondary Prevention:TargetedSystems for Students with At-Risk BehaviorTertiary Prevention:IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE POSITIVE BEHAVIOR & INSTRUCTIONALSUPPORTWe use data for problem solving & decision making for a continuum of practices

  • SYSTEMSPRACTICESINFORMATIONSupportingStaff & Student Behavior and Decision MakingBuilding Capacity and SustainabilityOUTCOMESFor Social Competence,Academic Achievement, and Safety

  • Decision making is aided by access to data (data-based decision making- DBDM)PBIS Team meetings are a major context for DBDMProviding instruction on how to embed DBDM in a problem-solving model (TIPS) will result in problem solving that is ThoroughLogicalEfficientEffectiveStructure of meetings lays foundation for efficiency and effectiveness

    *

  • Structure of meetings lays foundation for efficiency & effectiveness

    **

  • Define purpose of the teamDecisions to be made, cycle of decision making, and data source(s) to useDefine roles & responsibilitiesDefine team agreements about meeting processesInform facilitator of absence/tardy before meetingBe prepared for meeting by completing previously assigned tasksAvoid side talk: Remind each other to stay focusedStart and end on timeBe an active participantUse electronic meeting minutes **

  • Core rolesFacilitatorMinute takerData analystActive team memberAdministrator

    Backup for each role

    **Can one person serve multiple roles?

    Are there other roles needed? Typically NOT the administrator

  • **

  • **

  • Documentation of Logistics of meeting (date, time, location, roles)Agenda items for todays meeting ( and next meeting)Discussion items, decisions made, tasks and timelines assignedProblem 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 meetingWhat 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 meetingsPrevents side conversationsPrevents repetition Encourages completion of tasks **

  • **ProblemSolutionOut of TimeUse 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 FormTodays 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)Administrative/General Information and IssuesProblem-Solving Action PlanEvaluation of Team Meeting (Mark your ratings with an X)Where in the Form would you place:

    Planning for next PTA meeting?

    Too many students in the intensive support for literacy

    Schedule for hallway monitoring for next month

    There have been five fights on playground in last month.

    Next meeting report on lunch-room status.

    **

    Todays Agenda Items Next Meeting Agenda Items01. 02. 03.

    Information for Team, or Issue for Team to AddressDiscussion/Decision/Task (if applicable)Who?By When?

    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

    Our RatingYesSo-SoNo1. Was todays meeting a good use of our time?2. In general, did we do a good job of tracking whether were 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?

  • Regular meetings & regular attendanceThe right peopleThe right rolesFacilitatorMinute TakerData AnalystActive Team MembersAccomplishments Products of successful meetingMeeting Minutes (record of decisions & tasks concerning administrative/general issues)Problem-Solving Action Plan (record of decisions & tasks concerning problems identified by team)(Well discuss these in more detail later in this workshop)

    **

  • **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

  • **Meeting Foundations

  • Collect and UseData

    Develop Hypothesis

    Discuss andSelectSolutions

    Develop andImplementAction Plan

    Evaluate andReviseAction Plan

    Problem Solving Meeting FoundationsTeam Initiated Problem Solving (TIPS) Model

    Identify Problems

    *

  • DefinedSWISTM is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral informationPurposeA progress monitoring tool for improving the ability of school personnel to develop safe and effective learning environments

  • Universal Screening ToolProportion of students with 0-1 Office Discipline Referrals (ODRs)2-5 ODRs6+ ODRsProgress Monitoring Tool Compare data across timePrevent previous problem patterns Define Problems with precision that lead to solvable problems

  • ~80% of Students~15% ~5%

    0-1 office discipline referral6+ 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

    Identify problems empiricallyIdentify problems earlyIdentify problems in a manner that leads to problem solving not just whining

  • 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.

  • Total Office Discipline ReferralsTotal Office Discipline Referrals as of January 10

  • *How to use these numbers:Your enrollment (e.g. 400 students or 225 students)Divide by 100 (e.g. 400/100 = 4; 225/100 = 2.25Multiply by the National Average to get ODR per day(4 X .34 = 1.36 2.25 X .34 = .76)

    Grade RangeNumber of SchoolsAvg. Enrollment per schoolNational Avg. for Major ODRs per 100 students, per school dayK-62,162450.34 = about 1 Major ODR every 3 school days, or about 34 every 100 days6-9602657.85 = a little less than 1 Major ODR per school day, or about 85 every 100 days9-122158871.27 = more than 1 Major ODR per school day, or about 127 every 100 daysK-(8-12)4314081.06 = about 1 Major ODR per school day, or about 106 every 100 days

  • *

    Grade RangeNumber of SchoolsAvg. Enrollment per schoolNational Avg. for Major ODRs per 100 students, per school dayK-62,162450.34 = about 1 Major ODR every 3 school days, or about 34 every 100 days6-9602657.85 = a little less than 1 Major ODR per school day, or about 85 every 100 days9-122158871.27 = more than 1 Major ODR per school day, or about 127 every 100 daysK-(8-12)4314081.06 = about 1 Major ODR per school day, or about 106 every 100 days

  • Elementary School with 150 StudentsCompare with National Average150 / 100 = 1.50 1.50 X .34 = .51

  • Elementary School with 450 StudentsCompare with National Average450 / 100 = 4.50 4.50 X .34 = 1.53

  • Application Activity: Absolute ValueIs there a Problem?

    Middle School of 625 students?Compare with national average:625/100 = 6.25 6.25 X .85 = 5.31 Office Discipline Referrals per School Day

    Chart8

    6.5

    8

    7

    12

    10

    13

    15

    11

    9

    8

    # per day per 100 students

    Office Discipline Referrals per Day per Month per 100 Students

    SET Trevor

    Trevor Test Middle School

    Pre PBSYear 1Year 2

    Expect Defined5010075

    Expect Taught126040

    Acknowledge506750

    Corrections387575

    Monitoring508875

    Management448867

    District Support255050

    Overall mean387562

    SET Trevor

    Features

    % implemented

    Trevor Test Middle SchoolPre-PBS SET Scores

    SET Pond

    Pre PBS

    Year 1

    Features

    % implemented

    Trevor Test Middle SchoolSET Scores

    SSS Risk

    Pre PBS

    Year 1

    Year 2

    % implemented

    Trevor Test Middle SchoolSET Scores

    SSS Protective

    Pre- PBSYear 1Year 2

    Expect Defined5050100

    Expect Taught505083

    Acknow671783

    Corrections2583100

    Monitoring138862

    Leadership288892

    District Support75100100

    mean446889

    SSS Protective

    Pre- PBS

    Features

    % implemented

    Pond Middle SchoolSET Scores

    TIC

    Pre- PBS

    Year 1

    Year 2

    Features

    % implemented

    Pond Middle SchoolSET Scores

    ODRs

    Pre-PBSYear 1

    Weapons0.50.5

    Vandalism1.71

    High Mobility22

    Graffitti1.60.7

    Gang Activity0.60.5

    Truancy1.51

    Suspensions/ Expulsions1.71

    Court0.70.5

    Withdrawn0.80.6

    Child Abuse Home0.30.3

    Trespassing School0.50.5

    Poverty1.71.7

    Crimes10.7

    Drug/ Alcohol1.91.6

    Fights Conflict1.61.7

    Bullying Harrassment1.91.5

    Deterioration0.70.8

    ODRs

    Factors

    Rating

    School Safety Survey Risk Factors

    Pre-PBS

    Year 1

    Factors

    Rating

    School Safety Survey Risk Factors

    Pre-PBSYear 1year 2

    Extracurricular Opportunities221.5

    Professional Dev.1.71.91.4

    Crisis Response2.42.62.5

    Discipline Plans22.32.4

    Support Services1.61.82

    Parent Involvement1.51.41.8

    Crisis Preparation1.81.92

    Supervision All1.51.82

    Sucide Prevention1.822

    Academic Preparation221.9

    Positive Climate22.32

    Diversity Acceptance1.722

    Conflict Response221.7

    Community Resources1.61.81.5

    High Expectations2.32.42

    Student-Teacher221.7

    Pre-PBS

    Features

    Rating

    School Safety Survey Protective Factors

    Pre-PBS

    Year 1

    Features

    Rating

    School Safety Survey Protective Factors

    Pre-PBS

    Year 1

    year 2

    Features

    Rating

    School Saftey Survey Protective Factors

    Pre-PBSYear 1Year 2

    Commitment10010050

    Team348350

    Self Assessment50100100

    SW Expectations428358

    Information System5010050

    Function-based Support05050

    overall477962

    Pre-PBS

    % implemented

    Team Implementation Checklist

    Pre-PBS

    Year 1

    % implemented

    Team Implementation Checklist

    Pre-PBS

    Year 1

    Year 2

    % implemented

    Team Implementation Checklist

    Sept6.5Sept5

    Oct8Oct7

    Nov7Nov8

    Dec12Dec8

    Jan10Jan9

    Feb13Feb11

    March15March13

    April11April5

    May9May6

    June8June5

    # per day per 100 students

    Office Discipline Referrals per Day per Month

    # per day per 100 students

    Office Discipline Referrals per Day per Month

  • High School of 1800 studentsHigh School: Compare with National Average1800 / 100 = 18 18 X 1.27= 22.86

  • High School of 450 studentsHigh School: Compare with National Average450 / 100 = 4.5 4.5 X 1.27= 5.17

  • Middle School of 700 students

  • 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*

  • Define problem by identifying What problem behaviors are involved in ODRsClarify problem by identifyingWhen ODRs are occurring (time of day)Where ODRs are occurring (location)Who is engaging in problem behaviors that result in ODRs Why are problem behaviors continuing to occur

    *

  • Ultimately, you want to write a problem statement that precisely specifies the problem you identifiedThe more Ws (what, when, where, who why) you incorporate into the problem statement, the more precise the problem statement will beThe more precise the problem statement, the easier it will be to generate a solution that fits the problem*

  • *

    1a. Too many ODRs1b. 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. Behavior in cafeteria is uncivil and unsafe.2b. 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.3a. Hallway noise is unbearable.3b. 4a. The number of ODRs per day has increased by 20% each month since school started.4b.

  • *

    1a. Too many ODRs1b. Too many instances of disrespect2a. Too many ODRs between 1:00pm and 1:30pm2b. Too many ODRs in the afternoon3a. Too many ODRs occurring outside the classrooms3b. Too many ODRs on the playground4a. 25% of students have at least 2 ODRs 4b. Many students are experiencing ODRs5a. Too many ODRs on the playground5b. Total of 12 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 8 different...

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