Team-Initiated Problem Solving II (TIPS II)-Overview Coaching TIPS Teams Presented by Anne W Todd, University of Oregon, awt@uoregon.edu April 2015 Portions adapted from: Horner, R. (2014). Coaching PBIS Implementation. Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). The Team Initiated Problem Solving (TIPS II) Training. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org and TIPS2info.blogspot.com Once a skill is acquired through training, at least 25 trials are required to ensure that skill is not lost. (Showers, Joyce, & Bennett, 1987) “Like athletes, professionals will put newly learned skills to use – if they are coached.” (Joyce & Showers, 1982) Learning is defined as a change in behavior. You have not learned a thing until you take action and use it. Newly learned behavior is incomplete and fragile – it needs to be shaped. (Joyce & Showers, 1982) (Shula & Blanchard) Even with the most effective training, using any new skill brings with it a level of uncertainty and discomfort. Substantial amounts of practice do not guarantee successful transfer of training. Social supports are needed to labor through the transfer process. (Showers, Joyce, & Bennett, 1987) (Joyce & Showers, 1982) Estimated Products of Training (Joyce & Showers, 2002) 100 90 80 % of Teachers 70 60 50 40 30 20 10 0 Thorough Knowledge Study Theory Strong Skill Add Demonstration Transfer Implementation Add Practice Add Coaching Summary Separate “coaching” from “training” Adapt coaching to match stage of implementation What are the to apply Is adaptation needed AreWhat they skills doingdo the you skillsof conditions/times/situatio Self assess use the new skills toyour achieve core with with want sufficient sufficient those you fluency precision are to nsfunctions whereneeded theof skills features forshould student coaching tomake coaching makethem them tofunctional? perform? functional? be used? benefit? As a reminder… Fluency Building Prompting Four Functions of Coaching Adaptation Performance Feedback QUICK REVIEW OF TIPS 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? TIPS Problem Solving Mantra What to Do Questions to Ask Identify Problem with Precision What is the problem? Who? What? Where? When? Why? Identify Goal for Change How do we want the problem to change? What evidence do we need to show that we have achieved our goal? Identify Solution and Create Implementation Plan with Contextual Fit How are we going to solve the problem? How are we going to bring about desired change? Is solution appropriate for problem? Is solution likely to produce desired change? Implement Solution with High Integrity How will we know solution was implemented with fidelity? Did we implement solution with fidelity? Monitor Impact of Solution and Compare Against Goal Are we solving the problem? Is desired goal being achieved? Make Summative Evaluation Decision Has the problem been solved? Has desired goal been achieved? What should we do next? TIPS II Training Manual (2013). www.uoecs.org Why Use TIPS? TIPS Model 1. Roles and responsibilities identified 2. Action item for skills/tasks needing refinement TIPS Training • One full day team training 3. Fidelity of implementation checklist (complete regularly) • Two coached meetings 4. Commitment to coaching Team Meeting Logistics • • • • • Use of electronic meeting minute system Formal roles (facilitator, recorder, data analyst) Specific expectations (before meeting, during meeting, after meeting) Access and use of data Projected meeting minutes Research tool to measure effectiveness of TIPS Training • DORA (Decision, Observation, Recording and Analysis) • Measures “Meeting Foundations” & “Thoroughness of Problem Solving” Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B., Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Educational and Community Supports, University of Oregon, unpublished manual. 9 TIPS Research 2008-2016 TIPS Research Questions TIPS I Results TIPS II Plan Is TIPS something school teams already use? No Single Case RCT -1 Is TIPS Training effective in the way teams work? Yes Single Case RCT -1 Are teams able to continue TIPS after training? Yes Case Study Yes RCT-2 Is there evidence that using TIPS actually benefits students? Yes Case Study Yes RCT-2 11 TIPS II Research Meeting%% of Meeting Foundations in place Scores for Immediate and Wait-list Groups Across Observations 1.00 0.90 0.87 0.85 0.87 0.80 0.83 0.79 0.74 0.70 0.60 0.50 0.40 0.30 0.20 Immediate (M = .86) Wait-List (M = .79) 0.10 0.00 O1 O2 O3 % of Problem Solving for Immediate and Waitlist Groups Across Observations 1.00 0.90 0.77 0.80 0.74 0.70 0.60 0.52 0.50 0.48 0.47 0.40 0.42 0.30 0.20 Immediate (M = .64) Wait-List (M = .49) 0.10 0.00 O1 O2 O3 “Did % of Problems Implemented with Fidelity” and “Did it get better?” for Immediate and Wait-list Groups Immediate (M = .39) Wait-List (M = .20) 1.00 0.90 0.80 0.70 0.63 0.60 0.50 0.42 0.40 0.37 0.30 0.20 0.10 0.11 0.11 0.11 0.00 O1 O2 O3 Start with Primary Problem Statements Office discipline referrals for 3rd graders are above national medians for schools our size. Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement. Move to Precise Problem Statements Referrals for defiance among third grade students from 11:30-12:30 in the cafeteria are increasing over time. It is believed that this is happening because students want to avoid silent reading that happens after lunch. This is why… Setting and Participants:1 Elementary school with total enrollment of 550 students and 3 classes per grade – 4 problem statements 2 Primary Problem Statements Fighting and physical aggression on playground 550 students full playground area, expectations, equipment use 2 Precise Problem Statements High rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 180 2ne/3rd graders, routine for accessing/sharing equipment/games Savings in Planning and Implementation Time Moving from Primary to Precision Problem Statement 30 25 hours 20 15 primary statement precision statement 10 5 0 Planning time Implementation time:staff Implementation time: students Overview of TIPS Practice • Write down a 2-3 sentence statement that provides a brief description of TIPS • Share that overview with your elbow partner Getting Started • Define problems with precision – Drill down • Define a goal for resolving the problem Precise or Primary Statement? Primary Precise or Primary Statement? Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by peer attention. Possible Problem Precision Statement Many 3rd and 4th graders (who) are engaging in Defiance (what) between 11:45 and 12:00, near the end of their 30-minute recess period (when), with most of 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). Precise or Primary Statement? A large group of kindergarten students are displaying inappropriate behaviors on the playground. This cohort of students also is known to reside in less than positive neighborhoods many of which also come from households with older siblings who have been in an out of jail across the past years. Drugs, alcohol, and violent behavior are the norm on the streets around their homes. The boys in third grade are having behavior problems. Six 5th grade students are loitering in the halls in the morning and have accumulated more than 10 referrals for loitering and being tardy during the past month. It is believed that they are doing this in order to avoid homework reviews that take place in the class during that time. SWIS Big 4 for October 1, 201 What? Defiance 011 through December 31, 2011 Where? Classroom Playground When? 11:45-12:00 Who? 3rd and 4th Grade Why? Avoid Work SWIS Big 4 for October 1, 2011 through December 31, 2011 SWIS Big 4 for October 1, 2011 through December 31, 2011 What When Where Why Who Precision Components For Problem Statements Example of Drill Down • Choose a question or precision element to be your starting point • Each report will trigger another question, continue choosing elements to include in the drill down/ dataset • Include what, where, when, who • Then ask the why question (perceived motivation) for that drill down report 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 Using precision to determine current level What How Often Where Why TIPS II Training Manual (2014) www.uoecs.org When Who Designing Effective Behavior Support 36 What? Goal Office Discipline Referrals rates for disrespect will be at or below the national median for our school size by April of this school year and will remain at or below this level for the remainder of the school year. Reading assessment data for students in literacy intervention group performance will move from High to Low Risk status by the Winter benchmark and will be at this level or move to “No Risk” levels by the Spring benchmark. By when? Referral rates for aggression on the playground will reduce to one or fewer each week (.20 per day) among 5th grade students and will stay at this level for the rest of the school year. Referrals for tardies among ninth graders will reduce by 50% by our March meeting and will continue to decrease across the next 3 months until there are no more than 2 per month for 3 months. Goal or No Goal? Reduce instances of 3rd & 4th grade disrespect on the playground to 1 per week (.20 per day) by end of the school year Goal Reduce instances of 3rd & 4th grade disrespect on the playground No Goal Add “by When” No 9th grade tardies for the remainder of the school year • 2 times a day No Goal Add “What” and “by When” Reduce instances of 3rd & 4th grade disrespect on the playground to no more than 1 time a day No Goal Add “by When” Goal – but realistic? Reduce tardies in 9th grade No Goal Add by how much and “by When” Reduce instances of 3rd and 4th grade disrespect on the playground to no more .50 per day, monthly through year end Goal 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 TIPS Problem Solving Mantra What to Do Questions to Ask Identify Problem with Precision What is the problem? Who? What? Where? When? Why? Identify Goal for Change How do we want the problem to change? What evidence do we need to show that we have achieved our goal? Identify Solution and Create Implementation Plan with Contextual Fit How are we going to solve the problem? How are we going to bring about desired change? Is solution appropriate for problem? Is solution likely to produce desired change? Implement Solution with High Integrity How will we know solution was implemented with fidelity? Did we implement solution with fidelity? Monitor Impact of Solution and Compare Against Goal Are we solving the problem? Is desired goal being achieved? 49 Make Summative Evaluation Decision Has the problem been solved? Has desired goal been achieved? What should we do next? How do we know we are implementing TIPS with fidelity? Brief Evaluation of Team Meeting 4 questions to give quick perception of functioning & health of the team good use of time?, track action items?, complete tasks?, desired effect? OR TIPS Fidelity of Implementation Checklist (TIPS-FC) – A progress-monitoring tool for planning, implementing, and sustaining best practice meeting foundations and data based problem solving – TIPS-FC data guide the team toward improvements in the level of implementation for both meeting foundations and problem solving – 5-10 minutes at the end of the meeting to complete the TIPS-FC – Complete with coach every three to four meetings 18 item checklist 3 point rating scale with criteria checklist Single response per team Meeting Foundations, items 1-9 Problem Solving, items 10-18 Results for Meeting Foundations and Problem Solving TIPS II Training Manual (2014) • • • • • • www.uoecs.org TIPS Fidelity of Implementation Checklist 51 ✓ 2 0 = Not started 1 = Partially in place 2 = Full implementation 1 2 2 TIPS FIDELITY OF IMPLEMENTATION DATA MEETING FOUNDATIONS PROBLEM SOLVING TIPS Problem Solving Mantra What to Do Questions to Ask Identify Problem with Precision What is the problem? Who? What? Where? When? Why? Identify Goal for Change How do we want the problem to change? What evidence do we need to show that we have achieved our goal? Identify Solution and Create Implementation Plan with Contextual Fit How are we going to solve the problem? How are we going to bring about desired change? Is solution appropriate for problem? Is solution likely to produce desired change? Implement Solution with High Integrity How will we know solution was implemented with fidelity? Did we implement solution with fidelity? Monitor Impact of Solution and Compare Against Goal Are we solving the problem? Is desired goal being achieved? Make Summative Evaluation Decision Has the problem been solved? Has desired goal been achieved? What should we do next? TIPS II Training Manual (2013). www.uoecs.org Video Snapshots Build an example A framework for organizing and documenting efficient meetings MEETING MINUTES General Flow of Meeting Call meeting to order – Who is present? Review agenda for today Discuss previously defined problem(s) – Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next? Discuss administrative tasks and any general issues Discuss any new problems – Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data needed Wrap up meeting – Review date/time for next meeting and evaluate present team meeting. Activity: Using Meeting Minutes 1. Review the Feb. 2, 2012 TIPS Demo Meeting Minutes 2. Use the TIPS-FC to score the 9 Meeting Minute Foundation items for this meeting • What feedback will you give the team? 3. Who is the data analyst & What reports do you expect the Data Analyst to bring for the March meeting? 4. When is the next SW Fidelity Check Routine update & who will do it? 5. Using the fidelity of implementation data for the 3rd4th grade defiance problem, what prompting might you do before March 1? Video Snapshots • Review meeting minutes for meeting #2 • View meeting #2 • Discuss performance feedback for team, minute taker, facilitator, data analyst Good set up of meeting Define all problems with precision Assign due dates to tasks Define goal for all problems 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? Build an example Team Commitment District Commitment Access to Data TIPS Readiness TIPS Readiness Checklist 10 readiness guidelines District Commitment • Districts view TIPS as a common and long-term practice for decision making • Districts have committed resources to implement fidelity for short and long-term sustainability (e.g., time for training, FTE for coaching, coaching, on-going training) • District coaches are committed to attend a full day coaching and a full day team training and to provide coaching supports Team Commitment – Teams have representation needed for the purpose and have to power to implement solutions identified – Teams are committed to implementing TIPS – Team and coach attendance at TIPS Team trainings (1 full day for each) and booster session as needed TIPS Readiness Checklist (Continued) 10 readiness guidelines Access to Data • Teams have access to accurate and current data needed for decision making before and during meetings • Teams have at least one member who is fluent in generating basic and specific data reports before and during meetings MATERIALS AND RESOURCES Checklists Booster Skills Sessions Role-Related Activities (with Answer Keys) TIPS Fidelity Checklist (TIPS - FC) How did you do? WHAT ARE YOUR NEXT STEPS IN WORKING WITH YOUR TEAMS? QUESTIONS? Contact Information University of Oregon Rob Horner robh@uoregon.edu Anne Todd awt@uoregon.edu University of North Carolina at Charlotte Bob Algozzine rfalgozz@uncc.edu Dale Cusumano dcusuman@uncc.edu Kate Algozzine kmalgozz@uncc.edu Angela Preston aburns25@uncc.edu