Team-Initiated Problem
Solving (TIPS II)
Part 2:Continuous Improvement
E1 August 18, 10:30 a.m.
Materials supported by:
Anne Todd, M.S., Dale Cusumano, Ph.D., and Angela Preston,
M.Ed.
University of Oregon and University of North Carolina at Charlotte
Presented by Marla Dewhirst, TIPS National Trainer of Trainers
Follow us at:
www.TIPS2info.blogspot.com
YouTube at TIPS2grant
Google Communities at TIPS Connect
810,000 hours
of meetings
4,050,000
hours of
personal time
annually
What do we need?
• A clear model with steps for problem
solving
• Access to the right information at the
right time in the right format
• A formal process that a group of
people can use to build and implement
solutions that solves problems.
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine,
B. (2009). The Team Initiated Problem Solving (TIPS)
3
Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Efficient
Data
Logical
hypotheses
analysis
“Why?”
Team-Initiated Problem Solving II
(TIPS II)
Attentive and
Thorough
Effective
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
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
Critical Features of TIPS II
Problem Solving
•
TIPS Meeting Minutes (or equivalent) are used
•
Previous “old” problems are discussed with status reviewed
•
Quantitative data in the right format to answer the right questions are used and
projected for all to see
•
Problems are defined with precision (what, where, when, who, why)
•
All active problems have solutions documented on full action plans
•
Problems with solutions defined have goals for success
•
Data examining the fidelity of implementation of solutions are gathered and
shared with team
•
Outcome data examining the impact of solutions are gathered and shared with
team
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.
What
When
Where
Why
Who
Precision Components
For Problem Statements
Examples: Primary to Precise
Gang-like behavior is
increasing.
Our fourth graders cannot
comprehend when reading!
•
Bullying (verbal and physical
aggression) on the playground is
increasing during “first recess,” is being
done mostly by four 4th grade boys, and
seems to be maintained by social
praise from the bystander peer group.
•
Forty-seven percent of 4th grade
students did not meet reading
comprehension targets on
AIMSweb Maze benchmark
assessments when 80% of
students at a grade level
should meet this target. It
appears that weak
vocabulary skills are
lowering students’
comprehension skills.
Identify Goal for Change
What and When
What?
By when?
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?
Thumbs down
= No Goal
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
An example with
behavior data…
Is there with
a problem?
Practice
Data
Let’s make this
more precise
Our average Major and Minor ODRs per school day per month are
higher than national median for a school of our enrollment size for all
months except June. We have peaks in frequency of problems in
Nov, Dec, Jan, and March with an increasing trend from September
to March.
Precision Elements
What
When
Where
Why
Who
Practice Time!
Keep track of the possible precision elements on the next few slides.
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
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).
How does this work for
academics?
What
When
Where
Why
Who
Precision Components
for Academic Problem Statements
Examples: Primary to Precise
Carly is having reading difficulties.
• Carly is reading 20 words
correctly per minute (goal is 60),
skips or guesses at words she
doesn’t know, mostly during
language arts.
• Carly can not decode and
struggles to read words
containing R controlled vowels,
digraphs, & long vowels.
Jack cannot add or subtract.
• Jack’s math CBM scores fell at
the 10th percentile as compared
to national norms. Jack is not
fluent in his knowledge of basic
math facts and often does not
attend to addition or subtraction
signs on written math problems.
Is there a problem?
Academic Reference Points
50th
Percentile
on national
norms
Low Risk
indicator
5%
need the most
15%
need more
80%
meeting
expectation
Percentage of Students Meeting Expectation in Reading
Comprehension (AIMSweb Maze)
100%
90%
80%
70%
60%
Fall
50%
Winter
Spring
40%
Goal
30%
20%
10%
0%
1
2
3
Grade Level
4
5
Low Risk > 14 CR
All
close
to
goal
of
14 CR
ICEL
Why?
Functional
Drivers
Skill
Development
Let us look at reading fluency as a
possible reason for these four
students’ low reading
comprehension.
Harris Word list for Sally = 2nd grade
2 Possible Problem Precision Statements
Three 4th grade students (Who) are not
comprehending content from written
text presented at grade level (What,
When, and Where). These students
also have weak reading fluency skills
that fall well below expectation, which
is thought to be the reason for their low
reading comprehension skills (Why).
Current Levels: Scores on Maze
measures fall below the 10th percentile
on national norms (3 CR with 14 CR
expected). Fluency rates also fall at or
below the 10th percentile for national
norms (48-53 WRC/min with 109
WRC/min expected)
Student S (Who) is having
difficulty comprehending
written text presented at her
grade level (What, When and
Where), but her reading
fluency skills are in expected
ranges. Weak vocabulary
skills may be lowering her
comprehension skills (Why).
Current Levels: Maze score =
3 CR (14 CR expected);
Vocabulary level = 2nd grade
on Harris Word List (4th grade
expected)
Add to TIPS Meeting Minutes
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 Problem Statements to Build
Solutions, Action & Evaluation Plans
Example for Precise Behavior Problem Statement
6th and 7th graders are engaging in inappropriate language, harassment, disrespect and
aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to
escape the work. October = 1.3/day; November = 1.7/day; December – 1.66/day
After considering
feasibility
and potential impact
After initial
brainstorming
Prevent
Re-review 6th and 7th graders classroom
expectations/Respecting others, daily
Teach
Focus on Respect, Re-teach stop-walk routine
Prompt
Provide specific feedback for using stop-walk routine
Reinforce
Set up “Daily Double”: Class period without problem
behavior occurrence receives extra 2 mins, at end of period
to talk.
Extinguish
Ensure staff use routine for responding to a report when
student comes to talk.
Correct
Use School Defined Process
Example for Precise Academic Problem Statement
Four 4th grade students are performing below expectation in reading comprehension.
For three of these students, their performance is being impacted by low reading fluency
skills. For one student, weak vocabulary skills are keeping her from comprehending
written text.
After considering
feasibility
and potential impact
After initial
brainstorming
Prevent “Trigger”
Provide instructional level materials for independent reading
activities.
Define & Teach
Participation in a Repeated Readings intervention group.
Participation in a Drill Sandwich vocabulary practice.
Reward/Reinforce
Self monitoring of reading fluency skills with gains tied to
rewards.
Self monitoring of known and unknown vocabulary words
and accuracy rates.
Withhold Reward
Corrective consequence
Other
Reading buddy with kindergarten students
Action Planning
Every solution/task needs an action plan
• Who will do the task?
• When will the task be completed?
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
Evaluation Planning
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
Fidelity of Implementation
Measure the degree in which the intervention was implemented
as defined/expected
• Use percent/absolute value/ rate/scale as metric
• Strive for 80% fidelity of implementation as measured weekly (biweekly) on scale of 1-5
Make easy for staff to record data
•
•
•
•
Fidelity Check Board: X on number line
Fist of five
Fidelity check basket
Are we implementing the plan?
Direct observation
1
2
3
4
5
No
Yes
Fidelity Check Routine
We do what we say we will do and we do it with 80% fidelity
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
Did you provide instructional level reading to students?
1
2
3
4
No
5
Yes
Did you acknowledge 5 students, not in your
classroom, daily?
1
No
2
3
4
5
Yes
Other Data for Monitoring
Fidelity of Implementation
Evaluation Planning
Every problem needs to be monitored and evaluated
• Fidelity of Implementation
• Effectiveness of Implementation
Impact of Solution
For Behavior Example
Did we make a difference?
Did it work?
Implemented with
Fidelity?
Marcy
✔
Daily Double
✔
Impact of Solution
For Academic Example
Did we do what we said we
would do?
Molly
5.5.13
M-F 2-2:30
8 students from 2 grade
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Evaluate the Problem: Did we make a difference?
Percentage of Students Meeting Expectation in Reading Comprehension (AIMSweb Maze)
100%
✔
90%
80%
70%
60%
Fall
50%
Winter
Spring
40%
Goal
30%
20%
10%
0%
1
2
3
Grade Level
4
5
Evaluate the Problem: Did we make a difference?
✔
Make Summative
Evaluation
Decision
✔
Identify Problem
with
Precision
✔
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
Where are you in the implementation process?
Adapted from Fixsen & Blase, 2005
Exploration & Adoption
• We think we know what we need so we are planning to move forward
(evidence-based)
Installation
• Let’s make sure we’re ready to implement (capacity infrastructure)
Initial Implementation
• Let’s give it a try & evaluate (demonstration)
Full Implementation
• That worked, let’s do it for real (investment)
Sustainability & Continuous Regeneration
• Let’s make it our way of doing business (institutionalized use)
Follow us:
www.TIPS2info.blogspot.com
YouTube at TIPS2grant
Google Communities at TIPS Connect
Email us:
www.TIPS2grant@gmail.com
TIPS II: Contacts and References