TIPS Model

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Team-Initiated Problem Solving II
(TIPS II) Model
PAPBS Network Coaches Day
January 28, 2016
1
Rob Horner, Anne Todd, and Steve Newton
University of Oregon
Team-Initiated Problem Solving II
(TIPS II)
Presentation Developed by:
Devereux Center for Effective Schools
Bob Algozzine, Kate Algozzine, and Dale Cusumano
UNC at Charlotte
2
3
Disclosures
Acknowledgments to:
Content Adapted from:
• Rob Horner, Anne Todd, Steve
Newtown, Katie Conley from
University of Oregon
• TIPS training materials available at
http://uoecs.org
• Bob Algozzine, Dale Cusumano,
Kate Algozzine from University of
North Caroline at Charlotte
• TIPS training materials present at
APBS 2014, Chicago available at
http://www.pbisapps.org/Resources
/SWIS Publications/APBS 2014
Chicago Sessions with PBISApps.zip
• Todd, A. W., Newton, J. S.,
Algozzine, K., Horner, R. H., &
Algozzine, B. (2014). The Team
Initiated Problem Solving (TIPS II)
Training Manual. Eugene, OR:
University of Oregon, Educational
and Community Supports.
Online at www.uoecs.org
• TIPS training materials presented at
2013 NWPBIS Conference, Settle
available at
http://www.pbisapps.org/Resources
/SWIS Publications/Coaching Teams
to Use Data.zip
4
Objectives
• Provide a brief overview of the TIPS II Model:
▫ Discuss effective meeting practice through use of
the TIPS Meeting Foundations
▫ Model how to use data to create precise problem
statements and brainstorm solutions
5
People aren’t
tired from
solving problems –
they are tired from
solving the same
problem over and
over.
Decisions are more likely to be
effective and efficient when
they are based on data
The key is to build “decision
systems” not “data systems” –
problem solving is driven by
decision systems, which are
fueled by data
Quality of decision-making depends
on defining the problem to be solved
through using data in “decision layers”
1. Is there a problem?
2. Localize the problem (location,
problem behavior, students, time of
day), and
3. Get specific
Main
Ideas
Data help us ask the right
questions – Use data to
identify/refine problems, define
the questions that lead to
functional solutions, & to
monitor progress toward goal(s)
Data help place the “problem”
in the context rather than in
students – “problem behavior”
vs. “problem student(s)”
6
7
Team Training in TIPS 1 Full Day or 2 Half Days
Sample Training Timeline
Devereux CES (2014)
8
What, Who, When, Where, and
Why?
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
What next?
Make Summative
Evaluation
Decision
Has the problem been
solved?
Identify
Goal for Change
Collect and
Use Data
Monitor Impact
of Solution and
Compare against Goal
Implement
Solution with
High Integrity
Did we implement with
fidelity?
How do we want the
problem to change?
Meeting
Foundations
Identify
Solution and
Create
Implementation
Plan with
Contextual Fit
What are we going to
do to bring about
desired change?
9
Team-Initiated
Problem Solving
(TIPS II) Model
Meeting
Foundations
10
11
Meeting Foundations: Logistics
Shared space for electronic documents and
binder for hard copies
Consistent meeting schedule
Designated meeting location
Access to technology in meeting location (e.g.,
computer, projector, internet, speaker phone)
Devereux CES (2013)
12
Meeting Foundations:
What makes a successful meeting?
• Administrator present
• 75% of team members present
• Team members come prepared for the meeting
• Meeting starts and ends on time
• Current action plan
• Defined roles & responsibilities for the meeting
• TIPS Meeting Minutes Form used to guide meeting discussion
• Decisions are documented on TIPS Meeting Minutes Form
Devereux CES (2013)
Meeting Foundations: Roles
Administrator
Time Keeper
Facilitator
PBIS
Meeting
Active Team
Members
Minute Taker
Data Analyst
Devereux CES (2015)
13
Meeting Foundations:
Team Member Responsibilities Before the Meeting
Action Item
Advise Backup
Facilitator
Data
Analyst
Minute
Taker



Review data – identify potential new problems &
effectiveness of currently implemented solutions

Disseminate agenda items to team members

Prepare electronic Meeting Minutes and Problem
Solving Action Plan form
Is ready to make data available at meeting via Data
Analyst Report and/or Projection or Hard Copies of
Graphs



Reserves and sets up projector and computer for
meeting
Brings TIPS notebook to meeting
Time
Keeper

Ask team members for agenda items
Reserve room for meeting
Team
Members







Brings timing device
Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper

14
Meeting Foundations:
Team Member Responsibilities During the Meeting
Action Item
Facilitator
Data
Analyst
Minute
Taker
Team
Members
Time
Keeper




Starts meeting on time

Determines date, time, location of next meeting

Ensures roles for next meeting have been established if not
permanently assigned

Coordinates “flow” of meeting, by initiating and managing discussing
of: Old & New Business; Old & New Business Problem-Solving Action
Plan, Evaluation of meeting

Keeps discussion focused

Prompts team as necessary with TIPS problem-solving “mantra”

Ensures that problems are defined with precision





Ensures that solutions have action plans







Presents overview of findings from review of current data and initiates
discussion of: Identification of new problems and Status and
effectiveness of currently implemented solutions

Records topics and discussion on Meeting Minutes and ProblemSolving Action Plan form; Asks for clarification as needed
Is active participant in meeting




Monitors how long the team is taking to accomplish its tasks.
Provides regular updates to team on how they are using their time.
Collaborates with facilitator to determine if time needs to be adjusted.
Ends meeting on time


Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper
15
Meeting Foundations:
Team Member Responsibilities After the Meeting
Action Item
Facilitator
Data
Analyst
Disseminate complete copy of Meeting Minutes and
Problem-solving Action Plan form to all team
members within 24 hours of meeting
Complete assigned Action Items in the specified
time limit
Minute
Taker
Team
Members
Time
Keeper






Newton, J.S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2009; Adapted by Devereux CES 2011, added time keeper
16
Example of
TIPS Team
Information Form
17
18
TIPS Meeting Minutes Form
• Created by Team Facilitator/Minute Taker
• Sent out to all team members 24 hours in advance
of meeting
• Used to guide meeting discussion
• Used to monitor progress
▫ Review previous meeting minutes decisions
▫ Review task list
▫ Evaluation of meeting
19
20
21
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Collect and
Use Data
Meeting
Foundations
22
23
“Precision” Problem Statements
• Use the data to “tell a story” that
allows the team to problem solve:
 What is happening (how it differs
from what we want)
 How often it’s happening
 When it’s happening
 Where it’s happening
 Who is involved
 Why does it keep happening
Todd, Horner, Rosetto-Dickey, 2010
Summarize School’s Data into the Data Analyst Report
24
25
26
27
Example of Documenting Precise Problem
Statement on Meeting Minutes Form
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Identify
Goal for Change
Collect and
Use Data
Meeting
Foundations
28
29
Develop Precision Goals
• Goals should be
measurable and
realistic
• SMART Goals
▫ Specific
▫ Measurable
▫ Achievable
▫ Relevant
▫ Timely
Devereux CES (2015)
• Goals have 2 key components
▫ What do we want to change?
▫ By when?
• Examples:
▫ .5 or fewer ODRs per day for
Aggression on bus #13 by
March 31, 2016
▫ 1 or fewer 3rd grade cafeteria
ODRs per day (.20 per week) by
the end of the school year
▫ ODRs for aggression on the
playground will reduce to 1 or
fewer each week (.20 per day)
amongst 5th grade students
and will stay at this level for the
rest of the school year
30
Example of Documenting Precision Goal on
Meeting Minutes Form
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Identify
Goal for Change
Collect and
Use Data
Implement
Solution with
High Integrity
Meeting
Foundations
Identify
Solution and
Create
Implementation
Plan with
Contextual Fit
31
32
Using Precision Problem Statements to
Build Evaluation Plans
Solutions
Prevention: How can we avoid the
problem context?
Teaching: How can we define,
teach, and monitor what we want?
Recognition: How can we build in
systematic reward for desired
behavior?
Extinction: How can we prevent
problem behavior from being
rewarded?
Consequences: What are efficient,
consistent consequences for
problem behavior?
Action
Plan
Who will do
each task &
when will it
be
completed?
Evaluation Plan
How will we collect
and what data will
we use to evaluate:
•
•
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
33
Example of Documenting Solutions, Action Plan, and
Evaluation Plan on Meeting Minutes Form
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Identify
Goal for Change
Collect and
Use Data
Monitor Impact
of Solution and
Compare against Goal
Implement
Solution with
High Integrity
Meeting
Foundations
Identify
Solution and
Create
Implementation
Plan with
Contextual Fit
34
Example of Monitoring Impact of Solution and Comparing against Goal
30% reported “Yes”
50% reported “Yes”
70% reported “Yes”
P
W
Example of Monitoring Impact of Solution and Comparing against Goal
85% reported “Yes”
Reduce instances to .20 instances per school day or less by
our April meeting, and to maintain at that level or lower for
the rest of the school year.
C
Current level
per school day
= .17/day
GM
37
Example of Documenting Fidelity and Effectiveness
on Meeting Minutes Form
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Make Summative
Evaluation
Decision
Identify
Goal for Change
Collect and
Use Data
Monitor Impact
of Solution and
Compare against Goal
Implement
Solution with
High Integrity
Meeting
Foundations
Identify
Solution and
Create
Implementation
Plan with
Contextual Fit
38
39
Make Evaluative Decisions
• Has the problem been solved?
• Has desired goal been achieved?
• What should we do next?
Team-Initiated
Problem Solving
(TIPS II) Model
Identify Problem
with
Precision
Make Summative
Evaluation
Decision
Identify
Goal for Change
Collect and
Use Data
Monitor Impact
of Solution and
Compare against Goal
Implement
Solution with
High Integrity
Meeting
Foundations
Identify
Solution and
Create
Implementation
Plan with
Contextual Fit
40
41
TIPS Fidelity of Implementation Checklist
• Guide for planning, implementing, and sustaining meeting foundations
and using data for problem solving and decision-making.
• 20-30 minutes for facilitated discussion with coach
• Complete quarterly
• The Checklist has 18 total items:
▫ Items 1-9 measure implementation of meeting foundations
▫ Items 10-18 measure the thoroughness of the team’s problemsolving processes, as exemplified by the TIPS model.
• The criteria that indicate successful TIPS implementation 90/90:
▫ 90% for TIPS Overall Implementation
▫ 90% for TIPS Core Implementation
42
Resources
Attend Full Day TIPS Training:
APBS
National PBIS Leadership Forum
TIPS Training Materials:
http://uoecs.org/index.php/component/
jdownloads/viewcategory/1-tipstraining-materials?Itemid=54
TIPS Training Videos:
http://uoecs.org/index.php/training
TIPS training materials present at APBS
2014, Chicago available at
http://www.pbisapps.org/Resources/SW
IS Publications/APBS 2014 Chicago
Sessions with PBISApps.zip
TIPS training materials presented at
2013 NWPBIS Conference, Settle
available at:
http://www.pbisapps.org/Resources/SW
IS Publications/Coaching Teams to Use
43
Data.zip
44
• Implementing TIPS in SW & PW settings

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