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.
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.
____________________________________________Meeting Minutes
Logistics
Today’s Meeting
Next Meeting
Date
School:
Start & End Time
Location
Facilitator
Minute Taker
Data Analyst
Meeting Attendance: List all team members & bold names of team members who attend the meeting
Today’s Agenda
1. Review Agenda
4. Organizational & Housekeeping
2. Overall status of Problem Behavior
-3. Student Problem Solving
--- Previous Problem(s)
-- Reports to Other Teams
--New problems?
5. Assessment of Meeting
Overall Status Tier/Content Area
(Tier I, II, III, Reading, Math,
Social Behavior)
Tier/ Content Area
Announcements
1.
2.
3.
4.
5.
Next Meeting Agenda Items
1.
2.
3.
4.
5.
Measure Used
Data Collection Schedule
Current Level/Rate
Overall Status of Implementation
Fidelity
Overall Status of Student
Outcomes
Student Problem
Precise Problem Statement
(What, When, Where, Who, Why)
Solution Actions
(Prevent, Teach, Acknowledge,
Correct, Extinguish, Safety)
Who?
By
When?
Goal & Timeline
Fidelity of Imp. Measure
(What/How/When/Who
to measure/report)
Effectiveness
of Solution
(What/How/When
to assess/report)
Initial Levels:
Established date:
Current rate/level per school day =
Follow up
Not started
Partial imp.
Imp. w/fidelity
Stopped
Follow up
Worse
No Change
Imp. but not to
Goal
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.
Imp. & Goal met
Organizational &
Housekeeping Items
Discussion
Decisions and Tasks
Meeting Assessment (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?
Who
Yes
Our Rating
So-So
By When
No
If some of our ratings are “So-So” or “No,” what can we do to improve things?
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.
Logistics
Today’s Meeting
Next Meeting
Date
Feb 2, 2012
March 1, 2012
Lucy
Desmond
Conner
Start & End Time
2:45-3:45
2:45-3:45
Location
School library
School library
Facilitator
Anita
Anita
Minute Taker
Desmond
Conner
Data Analyst
Juan
Juan
Meeting Attendance: List all team members & bold names of team members who attend the meeting
Kathi
Sean
Anita
Dede
Juan
Today’s Agenda
1. Review Agenda
4. Organizational & Housekeeping
2. Overall status of Problem Behavior
-- Family/Community Night Plan
3. Student Problem Solving
-- SW Fidelity Check Routine
-- 3rd-4th grade recess update
-- Reports to Other Teams
--New problems?
5. Assessment of Meeting
Overall Status Tier/Content Area
(Tier I, II, III, Reading, Math,
Social Behavior)
Overall Status of Implementation
Fidelity
Overall Status of Student
Outcomes
Student Problem
Precise Problem Statement
(What, When, Where, Who, Why)
Many 3rd and 4th 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).
Tier/ Content Area
Announcements
1.
2.
3.
4.
5.
Measure Used
Next Meeting Agenda Items
1. Transition Planning for next year
2. End of Year Report to School Board
3.
4.
5.
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
National median is 2.2 /dayMajor ODRs
SWIS: Average Per Day per month
graph showing national data
Monthly
November 2011
December 2011
January 2012
Major ODRs
4.8/day
5.75/day
5.0/day
Solution Actions
(Prevent, Teach, Acknowledge,
Correct, Extinguish, Safety)
PBIS Team will create Transitionfrom-Recess-to-Classroom
Procedures linked to School
Wide Rules.
Teachers will provide explicit
instruction of Transition-fromRecess-to-Classroom
Procedures.
Who?
PBIS Team
with
facilitator as
lead
By
When?
Done
3/5/12
Grade level
teachers
Goal & Timeline
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 our
April meeting, and to
maintain at that level
Fidelity of Imp. Measure
(What/How/When/Who
to measure/report)
PBIS Team will review
training feedback.
Bus drivers will rate
implementation fidelity
on scale of 0-5 (low to
high), on a weekly basis
on the fidelity check
board at the bus garage.
Effectiveness
of Solution
(What/How/When
to assess/report)
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)
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.
Student Problem
Precise Problem Statement
(What, When, Where, Who, Why)
Solution Actions
(Prevent, Teach, Acknowledge,
Correct, Extinguish, Safety)
Who?
By
When?
or lower for each
successive monthly
review for the
remainder of the
school year
Established date: Jan. 5, 2012
Current rate/level per school day = .42
per school day
Student Problem
Precise Problem Statement
(What, When, Where, Who, Why)
Many students are engaging in
Harassment on the morning and
afternoon buses to obtain adult or peer
attention.
Established date: Feb. 2, 2012
Current rate/level per school day =
Harassment:
January = 18
Goal & Timeline
Solution Actions
(Prevent, Teach,
Acknowledge, Correct,
Extinguish, Safety)
The PBIS Team and
administrators will provide bus
drivers with training in
procedures for managing bus
behavior and bullying.
The PBIS Team and
administrators will provide bus
drivers with training for crisis
situations.
By
When?
Goal & Timeline
PBIS Team
w/Principal
as lead
4-1-2012
PBIS Team
w/Principal
as lead
4-1-2012
Reduce instances of
Harassment, so that
the review of SWIS
data for the most
recently-completed
calendar month,
shows a rate of .10
instances per school
day or less (i.e., no
more than 1 instance
every 10 school days)
by the date of our
June meeting.
Who?
Fidelity of Imp. Measure
(What/How/When/Who
to measure/report)
Effectiveness
of Solution
(What/How/When
to assess/report)
Weekly, Lucy will send
fidelity questions and
gather those data for our
monthly review
Follow up
Not started
Partial imp.
Imp. w/fidelity
Stopped
Follow up
Worse
No Change
Imp. but not to
Goal
Imp. & Goal met
Fidelity of Imp. Measure
(What/How/When/Who
to measure/report)
Effectiveness
of Solution
(What/How/When
to assess/report)
PBIS Team will review
training feedback.
Bus drivers will rate
implementation fidelity
on scale of 0-5 (low to
high), on a weekly basis
on the fidelity check
board at the bus garage.
Weekly, Lucy will send
fidelity questions and
gather those data for our
monthly review
Follow up
Not started
Partial imp.
Imp. w/fidelity
Stopped
SWIS data are
entered weekly and
reviewed at least
monthly
Initial Levels:
November = 10
December = 15
Follow up
Worse
No Change
Imp. but not to
Goal
Imp. & Goal met
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.
Organizational &
Housekeeping Item
Discussion
Decisions and Tasks
Who
By When
Anita
Family Community Night
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 %?
Staff Meeting
School Board
Families
Grade level
Post Feb 29 Parent/Community Event
Update Fidelity Check Board with questions
every other week
Share data at Staff Meeting
Share data
Get on Spring School Board agenda
Update website with January data
Give Steve January data
Administrator and grade rep. talk to 3rd-4th
grade teachers about data and plan
Meeting Assessment (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?
Lucy
Connor give report
Anita inform Connor
Juan
Kathi
2/4/12
Alternate weeks
2/16/12
3/21/12
Next staff mtg
Next staff meeting
2/15/12
2/09/12
Juan
Dede
Anita
2/04/12
Yes
X
X
Our Rating
So-So
No
X
X
If some of our ratings are “So-So” or “No,” what can we do to improve things?
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.
TIPS Fidelity Checklist (TIPS-FC) -BRIEF
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
1= Some primary and backup individuals
10. Team uses TIPS Meeting Minutes form
1= Team uses part of TIPS Meeting Minutes
assigned to defined roles and
are assigned to the defined roles and
or equivalent*.
form or equivalent*.
responsibilities of Facilitator, Minute
responsibilities of Facilitator, Minute
Taker, and Data Analyst.
Taker, and Data Analyst.
2. Meeting participants have the authority 1= Meeting participants have the
11. Status of all previous solutions was
1= Status of some previous solutions was
to develop and implement problemauthority to develop but not
reviewed.
reviewed.
solving solutions.
implement problem solving solutions.
3. Meeting started on time.
1 = Meeting stated less than 10 minutes
12. Quantitative data were available and
1= Quantitative data were available but not
late.
reviewed.
reviewed.
4. Meeting ended on time, or members
1 = Meeting ended 10 minutes over
13. A least one problem was defined with
1= At least one problem is defined but lack
agreed to extend meeting time.
scheduled time.
precision (what, where, when, by who,
one or more precision elements.
why, how often).
5. Team members attend meetings
1 = Although team members (with
14. All documented active problems have
1 = Some documented active problems (s)
promptly and regularly.
exception of administrator) attend
documented solutions.
have documented solutions.
meetings regularly, they are not
always prompt and/or they leave
early.
6. Public agenda format was used to
1= Public agenda format was not used to
15. A full action plan (who, what, when) is
1= Partial action plan is documented for at
define topics and guide meeting
define topics and guide meeting
documented/used for at least one
least one documented solution.
discussion and was available for all
discussion but agenda was available
documented solution.
participants to refer to during the
for participants to refer to during the
meeting.
meeting.
7. Previous meeting minutes were present 1= Previous meeting minutes were
16. Problems that have solutions defined
1= Some problems that have solutions
and available during meeting.
present but not reviewed at start of
have a goal defined.
defined have a goal defined.
the meeting.
8. Next meeting was scheduled by the
1= Next meeting was referred to but not
17. A fidelity of implementation measure is
1= Fidelity measure and schedule are defined
conclusion of the meeting.
scheduled.
documented/used for each solution,
and documented for some solutions.
along with a schedule for gathering
those data.
9. Meeting Minutes are distributed to all
1= Meeting minutes are distributed to all
18. A student social/academic outcome
1= Measure and regular schedule for student
team members within 24 hours of the
team members but not within 24-36
measure is documented for each
behavior /performance are documented
conclusion of the meeting.
hours of the meeting.
problem, along with a schedule for
for some solutions.
gathering those data.
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.
Tier I: Big Picture Guidelines
Status Report on “Big Picture” View & Relationship to National Data/ Desired Targets
Define
Current
Level of the
problem
Trends
across time
Peaks in
frequency
across time
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 ___________
Of _________ (total months)
How many months are levels of problem
________( # of months) have levels of
behavior at or below the national median?
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 We ______ (do/ don’t) have an increasing
trend in problem behaviors.
4 month period of time? If so, what months?
Aim for consistent and/or decrease in problems
across time
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
across time
Student
Are Tier I interventions working for 80-85% of Total student enrollment: _________
# of students with 2-5 ODRs ____ % ____
Proportions
students
# of students with 6+ ODRs ____ % ____Aim for 85% of students having no more than
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
Tier I: School Wide Academics Guidelines: Fall, Winter, Spring/Benchmark Cycle
Define
Current
Level of the
problem
Trends
across time
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)?
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 ______
Peaks in
frequency
across time
Aim for consistent increase in growth toward
benchmark
Are grade level scores within the aimline range
for meeting spring benchmarks?
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 across time
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.
Team-Initiated Problem Solving (TIPS II): Scenario Data Packets
Key for Data Interpretation Skills Needed
Minimal = No graphs or tables presented in data set
Basic = Tables included in data set but no graphs
Moderate = Can include all above and line or simple
bar/histogram graphs
Extensive = Can include all above plus line graphs, pie
charts, progress monitoring graphs and multiple ways to
depict data
Description of Scenarios Depicted in Data Packets
Type
Level of Data
Population
Brief description
Data
Interpretation
Skills Needed
Scenario
Academic
Individual
student
Middle or high
Middle or high school, individual
student, work completion
Basic
1
Behavior
Individual
student
Elementary
On-task engagement data
Moderate
2
Behavior
Group
Middle School
Office discipline referrals
Moderate
3
Other
Group
High School
Freshman enrollment in AP classes
Basic
4
Other
Whole
School
Elementary
Attendance at Open House
Minimal
5
Academic
Group
Elementary
Math skills CBM data
Extensive
6
Behavior
Individual
student
Elementary or
Middle
Data monitoring disruptive behaviors
Moderate
7
Other
District
District
Data regarding special education “hit
rates” for eligibility determination
Extensive
8
Other
District
District
Consensus data regarding MTSS
implementation
Moderate
9
Academic
Group
Elementary
Reading data
Extensive
10
Academic
Group
Elementary
Math data
Extensive
11
Academic
Individual
High School
Math/Science grades
Minimal
12
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.
TIPS Workshop Training Evaluation
Date: _______________________
Location: ____________________
Disagree
Agree
1. Session objectives were clear & appropriate
1
2
3
4
5
2. Session format provided useful information
1
2
3
4
5
1
2
3. Session format provided useful practice
opportunities
3
4
5
4. Session content will assist with our
effectiveness to make data based decisions
1
2
3
4
5
5. What was most helpful during today’s workshop?
6. What improvements do you recommend?
Other comments:
Thank You!
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.