Transcript Document

Team-Initiated Problem Solving II
(TIPS II)-Overview
Coaching TIPS Teams
Presented by Anne W Todd, University of Oregon,
[email protected]
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
[email protected]
Anne Todd
[email protected]
University of North Carolina at Charlotte
Bob Algozzine
[email protected]
Dale Cusumano
[email protected]
Kate Algozzine
[email protected]
Angela Preston
[email protected]