Running Effective Meetings:
Team Initiated Problem Solving (TIPS) &
Intervention Team Meeting Agenda
PBIS Coaches Institute
Placer 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 Meetings
1. 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
Four features of effective meetings:
Predictability
Participation
Accountability
Communication
• Define roles & responsibilities:
Facilitator, Minute Taker, Data Analyst
• Use electronic meeting minutes format
TIPS Meeting Agenda
Make Summative
Evaluation
Decision
Identify Goal
for Change
Collect and
Use Data
Monitor Impact of
Solution and
Compare Against
Goal
Identify Solution and
Create Implementation
Plan with Contextual
Fit
Implement
Solution with
High Integrity
On your Table Tent
Card. Lost yours? Print
from our website.
Meeting
Foundations
www.uoecs.org
Identify Problem
with
Precision
TIPS II Training Manual (2013)
Team-Initiated
Problem Solving II
(TIPS II) Model
General Flow of PBIS Team Meeting
Call meeting to order – Who is present?
2
Review agenda for today
3
Review Current Status – Compare overall levels to goal/norms
4
Discuss previously defined problem(s) – Were solutions implemented?
Discuss current data and
relation to goal. Better? Worse? Was goal reached? What next?
5
Discuss administrative tasks and any general issues
6
Discuss any new problems – Identify precise problems, develop solution plans (what, who, when),
7
Wrap up meeting – Review date/time for next meeting and evaluate present team meeting.
identify goals, determine fidelity and outcome data needed
Match corresponding numbers to TIPS form handout
1
Page 2
a
b
c
d
e
Page 1
Problem Solving Objectives
Use DATA to define…
a PRIMARY
summary
statement
6a
a PRECISE
problem
statement
Transforming Data into
Useful Information
Examine the
patterns, trends,
peaks
Compare your data
with the national
average
6a
Develop a
primary
summary
statement
Defining Precision Problem Statements:
Start with the
PRIMARY
problem
statement
Look at the Big
Picture
6a
Use DATA to
refine the Big
Picture
Develop
PRECISE
problem
statement
What
Why
Precision
Problem
Statement
Who
6a
Where
When
Designing effective behavior support
Define problems with precision
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 report
6a
Solution Development & Action Planning
Solution
Component
Pick one or a few!
Action Step(s)
Prevention
How can we avoid the problem context?
Ex: schedule lunch times, change lighting
Teaching
How 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 Collection
Implementation fidelity?
Ex: walkthrough reports, observations, self-assessments
Impact on student outcomes?
Ex: SWIS ODR data
6b
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
Measurable
Achievable
Relevant
Timely
Implement, then measure fidelity
Define ways the team will assess the fidelity and impact
of the chosen intervention or solution components.
Evaluation Plan for monitoring fidelity of implementation
AND 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?
And, did it have an impact?
Evaluation Plan for monitoring fidelity of implementation
AND impact on student behavior
Establish a fidelity check routine that relates to Implementation
A 1-5 scale is used for all questions, with up to three questions per week
At staff meeting, use fist of five while asking questions
In staff room, create number line poster with questions
6e
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)
Use for Tier II & III Intervention Team Meetings
Intervention Team Meeting Template:
Worksheet 8, Tier II
Page 1 of 2
Tier II Group
Interventions
Tier III
Individualized
Interventions
Use for Tier II & III Intervention Team Meetings
Intervention Team Meeting Template:
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 Meeting
Role Play Activity
Questions?
Comments?
Thank you!