Running Effective Meetings:Team Initiated Problem Solving (TIPS) &

Intervention Team Meeting Agenda

PBIS Coaches InstitutePlacer County Office of Education

January 20, 2015

Your Hosts: Kim Wood & Kerri Fulton

Agenda

Why use TIPS?

What have been your roadblocks?

Meeting Roles & Structure

Problem Solving: It shouldn’t create a problem!

Monitoring progress…The rest of the story

Running effective meetings in Tiers II & III

Why use the TIPS meeting agenda& Intervention Team meeting form?

A clear model with steps for problem solving routine

Access to the right information at the right time in the right format

A formal/ predictable process that a group of people can use to build and implement

solutions

Getting Started? or Getting Stuck?• Discussion: What have been your roadblocks?• Lead your team through the “TIPS Meeting

Foundations Checklist” (Worksheet 16) and/or “TIPS Coaching Fidelity Worksheet”

Go from this… to this!

(TIPS) Research To Date:

• Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (2011). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology

• Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports.

Improving Decision-Making

PROBLEM

SOLUTION

PROBLEM SOLVING

8 Keys to Effective Meetings1. Organization (team roles, meeting process, agenda)

2. Data (right information at right time in right format)

3. Separate (a) Review of On-going Problem Solving

(b) Administrative Logistics and (c) New Problem Solving

4. Problems are defined with precision

5. Solutions are comprehensive and built to “fit”

6. “Action Plans” are added for all solutions

7. Fidelity and impact of interventions are reviewed regularly

8. Solutions are adapted in response to data

Meeting Foundations Elements

Predictability Participation

Accountability Communication

• Define roles & responsibilities: Facilitator, Minute Taker, Data Analyst

• Use electronic meeting minutes format

Four features of effective meetings:

TIPS Meeting Agenda

ImplementSolution withHigh Integrity

Identify Goalfor Change

Identify Problemwith

Precision

Monitor Impact ofSolution and

Compare AgainstGoal

Make SummativeEvaluationDecision

MeetingFoundations

Team-Initiated Problem Solving II(TIPS II) Model

Identify Solution and Create ImplementationPlan with Contextual

Fit

Collect and Use Data

TIP

S I

I T

rain

ing

Man

ual (

2013

)

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w.u

oecs

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On your Table Tent Card. Lost yours? Print from our website.

General Flow of PBIS Team MeetingCall meeting to order – Who is present?

Discuss administrative tasks and any general issues

Wrap up meeting – Review date/time for next meeting and evaluate present team meeting.

Review Current Status – Compare overall levels to goal/norms

Discuss previously defined problem(s) – Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next?

Discuss any new problems – Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data needed

Review agenda for today

1

3

4

5

6

7

2

Match corresponding num

bers to TIPS form handout

Page

1Pa

ge 2

a b c d e

Problem Solving Objectives

Use DATA to define…

a PRIMARY summary statement

a PRECISE problem

statement

6a

Transforming Data into Useful Information

Develop a primary

summary statement

Examine the patterns, trends,

peaks

Compare your data with the national

average

6a

Look at the Big Picture

Use DATA to refine the Big

Picture

Develop PRECISE problem

statement

Defining Precision Problem Statements:

Start with the PRIMARY problem

statement

6a

Precision Problem

Statement

What

Where

WhenWho

Why

Des

igni

ng e

ffecti

ve b

ehav

ior s

uppo

rt

Define problems with precision

6a

Data you are most likely to need to move from a Primary to a Precise statement:

WHAT problem behaviors are most common?• ODR per problem behavior

WHERE are problem behaviors most likely to occur?• ODR per location

WHEN are problem behaviors most likely to occur?• ODR per time of day

WHO is engaging in problem behavior?• ODR per student

WHY are problem behaviors sustaining?• Use Drill Down report6a

Solution Development & Action PlanningSolution Component Action Step(s)

Prevention How can we avoid the problem context?Ex: schedule lunch times, change lighting

TeachingHow can we define, teach, and monitor what we want?Ex: build “Quiet” curriculum, teach hallway expectations, buy decibel meter

Recognition How can we build in systematic rewards for positive behavior?Ex: 3 quiet days = 5 extra minutes of social time (at lunch or end of day)

Extinction How can we prevent problem behavior from being rewarded?Ex: public posting of results

Corrective Consequence What are efficient, consistent consequences for problem behavior?Ex: continue current system (Major/Minor ODR)

Data CollectionImplementation fidelity?Ex: walkthrough reports, observations, self-assessmentsImpact on student outcomes?Ex: SWIS ODR data

6b

Pick one or a few!

Identify a Measureable Goal

Goals allow you to analyze, monitor, and adjust professional practice.

“Reduce hallway ODRs by 50% per month (currently 24 per month average).”

6c

SMART Goals:Specific

MeasurableAchievableRelevantTimely

Implement, then measure fidelityDefine ways the team will assess the fidelity and impact of the chosen intervention or solution components.

Evaluation Plan for monitoring fidelity of implementationAND impact on student behavior• Evaluate fidelity of implementation compared to the goal• Define how, when, criteria• Evaluate effect of solutions on student behavior (impact) as compared to the goal• Define data to be used, how often and criteria• Data analyst with data summaries and data access

6d

Evaluation Planning:Did we do what we said we were going to do?

Evaluation Plan for monitoring fidelity of implementationAND impact on student behavior

6e

Establish a fidelity check routine that relates to ImplementationA 1-5 scale is used for all questions, with up to three questions per weekAt staff meeting, use fist of five while asking questionsIn staff room, create number line poster with questions

And, did it have an impact?

Meeting Evaluation

The team rates itself (are we using our time wisely, are we doing what we said we would do, and is it having an impact on student behavior/academics)?

Space to capture ideas for things the team can do to improve for next time.

7

Intervention Team Meeting Agenda(Tier II/III)

Inte

rven

tion

Team

Mee

ting

Tem

plat

e:

Use

for T

ier I

I & II

I Int

erve

ntion

Tea

m M

eetin

gs

Worksheet 8, Tier II Page 1 of 2

Tier II Group Interventions

Tier III Individualized Interventions

Inte

rven

tion

Team

Mee

ting

Tem

plat

e:

Use

for T

ier I

I & II

I Int

erve

ntion

Tea

m M

eetin

gs

Worksheet 8, Tier II Page 2 of 2

Remember….

• The intervention team meeting is not the time to discuss an individual student in great detail.

• If a solution or modification cannot be discussed and selected quickly, the team should schedule a follow-up meeting to address that specific issue.

• Stick to recommended time allotments as much as possible!

Intervention Team MeetingRole Play Activity

Questions? Comments?

Thank you!