Team-Initiated Problem Solving (TIPS II)

Team-Initiated Problem Solving (TIPS II) www.tips2info.blogspot.com University of Oregon: Rob Horner (robh@uoregon.edu) Anne Todd (awt@uoregon.edu) University of NC at Charlotte: Bob Algozzine (rfalgozz@uncc.edu); Dale Cusumano (dcusuman@uncc.edu); Kate Algozzine (kmalgozz@uncc.edu); Angela Preston (aburns25@uncc.edu) TIPS Readiness Checklist Continued in next column.

[INSERT LOGO HERE] Team Meeting Minutes School: Today s Meeting Next Meeting Date Time (begin and end) Location Facilitator Minute Taker Data Analyst Team Members & Attendance (Place X to left of name if present) Today s Agenda Items: Agenda Items for Next Meeting 1. 4. 1. 2. 5. 2. 3. 6. 3. Systems Overview Overall Status Tier/Content Area Measure Used Data Collection Schedule Current Level/Rate Problem Solving Process Date of Initial Meeting: Date(s) of Review Meetings Brief Problem Description (e.g., student name, group identifier, brief item description): Precise Problem è Goal and è Solution è Statement Timeline Actions What? When? Where? Who? Why? How Often? What? By When? By Who? By When? Current Levels: Identify Fidelity è and Outcome Data What fidelity data will we collect? What outcome data will we collect? I M P L E M E N T S O L U T I O N S Did it work? (Review current levels and compare to goal) ê Fidelity Data: Outcome Data (Current Levels): Level of Implementation Not started Partial implementation Implemented with fidelity Stopped Continue current plan Modify plan Discontinue plan Other Next Steps Comparison to Goal Worse No Change Improved but not to goal Goal met

[Paste new problem table(s) as needed] Organizational/Housekeeping Task List Item Discussion Decisions and Tasks Who? By When? Evaluation of Team Meeting (Mark your ratings with an X ) 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? Our Rating Yes So-So No

SWPBIS Team Meeting Minutes School: DEMO Date Time (begin and end) Location Facilitator Minute Taker Data Analyst Today s Meeting Feb 2, 2012 2:45-3:45 School library Anita Desmond Juan Next Meeting March 1, 2012 2:45-3:45 School library Anita Conner Juan Team Members & Attendance (Place X to left of name if present) X Lucy X Kathi X Anita X Sean X Desmond Conner X Juan X Dede Today s Agenda Items: Agenda Items for Next Meeting 1. Review Agenda 4. Organizational & Housekeeping 1. Transition Planning for next year 2. Systems Overview 4a. Family/Community Night Plan 2. End of Year Report to School Board Overall status of Problem Behavior 4b. SW Fidelity Check Routine 3. 3. Student Problem Solving : 4c. Reports to Other Teams 3 rd -4 th grade, new? 5. Meeting Assessment Systems Overview Overall Status Tier/Content Area Measure Used Data Collection Schedule Current Level/Rate Tier I: Meeting Foundations, Problem Solving, & Systems Implementation TIPS-FC & TFI: Tier I Tier I Quarterly Meetings Meeting Foundations: 100% Problem solving: 90% Tier I Social Behavior SWIS: Average Per Day per month graph showing national data Monthly November 2011 December 2011 January 2012 Major ODRs: National median is 2.2 /day- Major ODRs 4.8/day 5.75/day 5.0/day Problem Solving Process Date of Initial Meeting: Jan. 5, 2012 Date(s) of Review Meetings: Feb 2, 2012, March 5, 2012 Brief Problem Description (e.g., student name, group identifier, brief item description): Precise Problem è Statement What? When? Where? Who? Why? How Often? Many 3 rd and 4 th graders (Who) are engaging in Defiance (What), between 11:45am and 12:00pm, near the end of their 30-minute recess period (When), with most these instances occurring on the Playground, in Class, or in the Hall (Where), because the students want to avoid the upcoming Classroom instructional period (Why). Goal and è Timeline What? By When? Reduce instances to 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 Solution è Actions By Who? By When? PBIS Team will create Transition-from- Recess-to-Classroom Procedures linked to School Wide Rules. PBIS Team with facilitator as lead Identify Fidelity è and Outcome Data What fidelity data will we collect? PBIS Team will review fidelity data. 3 rd & 4 th grade teachers will rate implementation fidelity on scale of 0-5 (low to high), on a weekly basis on the I M P L E M E N T S O L Did it work? (Review current levels and compare to goal) ê Fidelity Data: Outcome Data (Current Levels): Level of Implementation Not started Partial implementation Implemented with fidelity Stopped Comparison to Goal Worse No Change Improved but not to goal Goal met

Current Levels: Current rate/level per school day =.42 per school day our April meeting, and to maintain at that level or lower for each successive monthly review for the remainder of the school year Teachers will provide explicit instruction of Transition-from- Recess-to-Classroom Procedures. Grade level teachers By Jan 12 fidelity check board the staff room. Weekly, Lucy will send fidelity questions and gather those data for our monthly review What outcome data will we collect? SWIS data are entered weekly and reviewed at least monthly Initial Levels: Oct = 10 (.50/day) Nov = 11 (.73/day) Dec = 17 (1.42/day) U T I O N S Continue current plan Modify plan Discontinue plan Other Next Steps Organizational/Housekeeping Task List Item Discussion Decisions and Tasks Who? By When? Admin Family Community Night Use ideas for Fall Open House to post reminders about the event Post Feb 29 Parent/Community Event use Connect Ed, hard copy flyers, website/attention item 2/4/12 SW Fidelity Check Routine Reports to other teams The system is working, staff are using Fidelity Check Questions as reminders & we have 70% of staff responding. How can we increase response %? Update Fidelity Check Board with questions every other week Share data at Staff Meeting Evaluation of Team Meeting (Mark your ratings with an X ) Our Rating Yes So-So No 1. Was today s meeting a good use of our time? X 2. In general, did we do a good job of tracking whether we re completing the tasks we agreed on at previous meetings? X 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? X 4. In general, are the completed tasks having the desired effects on student behavior? X TIPS Fidelity Checklist (TIPS-FC) -BRIEF Lucy Connor give report Anita inform Connor Alternate weeks 2/16/12 3/21/12 Next staff mtg Staff Meeting Share data Juan Next staff meeting School Board Get on Spring School Board agenda Kathi 2/15/12 Families Update website with January data Give Steve January data Juan 2/09/12 Grade level Administrator and grade rep. talk to 3 rd -4 th grade teachers about data and plan Dede Anita 2/04/12

Directions: Use the TFC items below as a progress-monitoring tool for planning, implementing, and sustaining best practice meeting foundations and data based problem solving. The first 9 items on the left measure the status of meeting foundations, while items 10 through 18 on the left measure the thoroughness of the team s problem-solving processes, as exemplified by the TIPS model. Each item is scored on a 0 to 2 scale with 0 = not started; 1 = partial; and 2 = full implementation. A criterion for partial implementation is provided on this shortened version. If a team exceeds the criteria, they should score a 2 for the item. If they do not meet the criteria described as a 1 a score of 0 should be entered. Please refer to your full TIPS Fidelity Checklist (TIPS-FC) for more detailed scoring. Once scored, sum the two areas as separate score areas (Meeting Foundations and Problem Solving) and then divide this by the total possible (18). TIPS has been implemented with fidelity when the team scores 85% on Problem Solving AND 85% on Problem Solving. Meeting Foundations Problem Solving Item Criteria for Median Score of 1 Score Item Criteria for Median Score of 1 Score 1. Primary and backup individuals are assigned to defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst. 1= Some primary and backup individuals are assigned to the defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst. 10. Team uses TIPS Meeting Minutes form or equivalent*. 1= Team uses part of TIPS Meeting Minutes form or equivalent*. 2. Meeting participants have the authority to develop and implement problemsolving solutions. 1= Meeting participants have the authority to develop but not implement problem solving solutions. 3. Meeting started on time. 1 = Meeting stated less than 10 minutes late. 4. Meeting ended on time, or members 1 = Meeting ended 10 minutes over agreed to extend meeting time. scheduled time. 5. Team members attend meetings promptly and regularly. 6. Public agenda format was used to define topics and guide meeting discussion and was available for all participants to refer to during the meeting. 7. Previous meeting minutes were present and available during meeting. 8. Next meeting was scheduled by the conclusion of the meeting. 9. Meeting Minutes are distributed to all team members within 24 hours of the conclusion of the meeting. 1 = Although team members (with exception of administrator) attend meetings regularly, they are not always prompt and/or they leave early. 1= Public agenda format was not used to define topics and guide meeting discussion but agenda was available for participants to refer to during the meeting. 1= Previous meeting minutes were present but not reviewed at start of the meeting. 1= Next meeting was referred to but not scheduled. 1= Meeting minutes are distributed to all team members but not within 24-36 hours of the meeting. 11. Status of all previous solutions was reviewed. 12. Quantitative data were available and reviewed. 13. A least one problem was defined with precision (what, where, when, by who, why, how often). 14. All documented active problems have documented solutions. 15. A full action plan (who, what, when) is documented/used for at least one documented solution. 16. Problems that have solutions defined have a goal defined. 17. A fidelity of implementation measure is documented/used for each solution, along with a schedule for gathering those data. 18. A student social/academic outcome measure is documented for each problem, along with a schedule for gathering those data. 1= Status of some previous solutions was reviewed. 1= Quantitative data were available but not reviewed. 1= At least one problem is defined but lack one or more precision elements. 1 = Some documented active problems (s) have documented solutions. 1= Partial action plan is documented for at least one documented solution. 1= Some problems that have solutions defined have a goal defined. 1= Fidelity measure and schedule are defined and documented for some solutions. 1= Measure and regular schedule for student behavior /performance are documented for some solutions. Meeting Foundations Total Score Problem Solving Total Score Percentage (out of 18) Percentage (out of 18) Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II). Eugene, OR: University of Oregon, Educational and Community Supports. 6

Team Meeting Foundations Team Purpose Team Agreements Team Members Facilitator Minute Taker Data Analyst Administrator Others Primary Back Up Team Meeting Schedule When Where Start/End Time Meeting Minute Location Goal & Question Data Collection & Data Entry Schedule What, Who & When Fidelity of Implementation Report Generation What, Who & When Student Outcomes Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II). Eugene, OR: University of Oregon, Educational and Community Supports. 7

Tier I: Big Picture Guidelines Status Report on Big Picture View & Relationship to National Data/ Desired Targets Define Current Level of the problem Trends Tier I: SW Social Behavior Guidelines: Monthly cycle Question to answer Describe using the Average Per day Per (guideline to follow) Month graph: Time period How many months are levels of problem Of (total months) behavior at or below the national median? ( # of months) have levels of problem behavior at or below the national Aim for 8 of 10 months to be at or below the median national median Is there a gradual increase or decrease across a 4 month period of time? If so, what months? We (do/ don t) have an increasing trend in problem behaviors. Peaks in frequency Student Proportions Aim for consistent and/or decrease in problems Are there peaks in time that are 15-20% higher in frequency? Monthly increasing trend occurs From to We (do/ don t) have peaks in time with a higher frequency of problem behaviors. Months include Aim for consistent and/or decrease in problems Are Tier I interventions working for 80-85% of Total student enrollment: students # of students with 2-5 ODRs % Aim for 85% of students having no more than # of students with 6+ ODRs % - one major ODR Use information in the far right column to Create A Big Picture- Overall Status Statement (Primary Statement) regarding SW Social Behavior Data Define Current Level of the problem Trends Peaks in frequency Tier I: School Wide Academics Guidelines: Fall, Winter, Spring/Benchmark Cycle Question to answer (guideline to follow) What proportion of students are in emerging, strategic and intensive range? Aim for 80% emerging, 15% strategic and 5% intensive measured three times a year Is there a gradual decrease in skills (or stagnant) across a 4 month period of time for any grade level? If so, what grade(s)? Aim for consistent increase in growth toward benchmark Are grade level scores within the aimline range for meeting spring benchmarks? Describe using Benchmark Data Time period % of students in Emerging phase Strategic phase Intensive phase We (do/ don t) have an increasing trend in academic gains Trend occurs from to We (do/ don t) have peaks in time with a lower levels of academic gains Aim for all grade levels being within the Time period From to benchmark range Use information in the far right column to Create A Big Picture- Overall Status Statement (Primary Statement) regarding SW Academic Data Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II). Eugene, OR: University of Oregon, Educational and Community Supports. 8