Objectives

1. Objectives By the end of today, you will: • Understand the TIPS problem solving model • Be able to demonstrate several components of skills needed for effective and efficient TIPS problem solving • Understand how to generalize the TIPS model • Be able to access resources to refine your skills further

2. Rob Horner, Anne Todd, and Steve Newton University of Oregon Team-Initiated Problem Solving II (TIPS II) Bob Algozzine, Kate Algozzine, and Dale Cusumano UNC at Charlotte

3. TIPS II Model TIPS Training • One full day team training • One full day coach training • Two coached meetings Critical Elements • Use of electronic Meeting Minute system • Formal roles (Facilitator, Minute Taker, Data Analyst) • Specific expectations (before meeting, during meeting, after meeting) • Access and use of data • Projected meeting minutes and data • Skills for precise problem solving actions that are guided by prompts and cues embedded in the materials • Tool for monitoring fidelity of implementation of TIPS 9

4. What, Who, When, Where, and Why? Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model How do we want the problem to change? What next? Make Summative Evaluation Decision Identify Goal for Change Collect and Use Data Has the problem been solved? Monitor Impact of Solution and Compare against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity What are we going to do to bring about desired change? Did we implement with fidelity? Meeting Foundations

5. Meeting Minutes A framework for organizing and documenting efficient meetings

6. 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.

8. Identify Problem with Precision What, Who, When, Where, and Why

9. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model 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 Meeting Foundations

10. Defining a Problem with Precision What? 103.2 When? Why? Where? Who?

11. Start with Primary Problem Statements Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement. Office discipline referrals for 3rd graders are above national median for schools our size. Move to PreciseProblem Statements Referrals for physical aggression among third grade students from 11:30-12:30 in the cafeteria are increasing over time. It is believed that this is happening due to lack of consistent teaching of cafeteria procedures.

12. Precision Elements When What Where Why Who

13. 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 peer attention.

14. 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.

15. Examples: Primary to Precise Gang-like behavior is increasing. The buses are awful! • There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate languageon the afternoon buses because these students wanted attention from their from peers. • 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.

16. Practice with Data Trend 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.

17. Precision Elements When What Where Why Who Practice Time! Keep track of the possible precision elements on the next few slides.

18. What? Defiance

19. Where? Classroom Playground

20. When? 11:45-12:00

21. Who? 3rd and 4th Grade

22. Why? Avoid Work

23. 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). • Current levels: • Nov. = .73 referrals per day, • Dec. = 1.5 referrals per day • Jan. = .42 referrals per day

24. Add to TIPS Meeting Minutes • 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). • Current levels: Nov. = .73/ day, • Dec. = 1.5/day • Jan. = .42 /day

25. Quick Peek at TIPS with Academic Problems

26. When What When What Where Where Why Why Who Who Precision Components for Academic Problem Statements Precision Components for Behavior Problem Statements

27. 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’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. Jack cannot add or subtract.

28. Academic Reference Points for Goals 5% need the most 50th Percentile on national norms 15% need more 80% meeting expectation Low Risk indicator

29. Only 62% of 4th graders and 65% of 5th graders are meeting expectations in reading comprehension at the winter benchmark; although a slight improvement from fall to winter is noted, it is below the goal of having 80% of students meet expectation. What? For today, we will focus on 4th graders

30. Four 4th graders have the lowest scores on measures of reading comprehension. Other students are below expectation but their scores are within + 1 correct responses (CR) of the target (14 CR). Scores for these four students fall in the At Risk range, which is below the 10th percentile on national norms. Who? Low Risk > 14 CR All close to goal of 14 CR

31. Why?

32. Reading to Learn Comprehension Comprehension Fluency Phonics Learning to Read Vocabulary Phonological Awareness

33. Why? Three 4th grade students are performing well below expectation comprehending written text that is presented at grade level (scores on Maze measures fall below the 10th percentile on national norms). 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. A fourth student (Sally) also is performing well below expectation in reading comprehension, but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills. Let us look at reading fluency as a possible reason for these four students’ low reading comprehension. Harris Word list for Sally = 2nd grade

34. 2 Possible Problem Precision Statements 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) 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)

35. Add to TIPS Meeting Minutes

36. Now for practice with Precise Problem Statements Pick a Problem Packet and develop a Precise Problem Statement 15 minutes

37. Scenario Examples

38. Identify Problem with Precision Team-Initiated Problem Solving (TIPS II) Model 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 Meeting Foundations

39. Identify Goal for Change What and When

40. Weight loss or gain? Frequency of exercise? Goal: Loose 15 pounds by June (swim season) Goal: Exercise 3 times a week during March What goals have you set? By when? What? Time on social media? Saving money? Goal: Decrease time on social media to 10 minutes per day by October 15 Goal: Save $150 by Black Friday

41. What defines Our Goal? Observed Goal Contextual Needs SWIS National Medians Benchmark Expectations Social Expectations Comparison to Similar Settings

42. Current: 61% of 3rd grade students meeting expectations in reading Current: 38 referrals for Aggression during the past month Current: 12 bus referrals last month Current: 1.5 referrals per day for defiance Goal: 80% of 3rd grade students meeting expectations in reading by Spring Benchmark Goal: 80% of 3rd grade students meeting expectations in reading Goal: 1 or fewer bus referrals per day (.20 per day) by December Goal: 1 or fewer referrals per week or .20 per day for defiance Goal: 1 or fewer referrals per week or .20 per day for defiance by April 1st Goal: .5 or fewer referrals per day for Aggressionby March Goal: 1 or fewer bus referrals per week (.20 per day) Goal: .5 or fewer referrals per day for Aggression Goal By when? What?

43. Goal By when? What? 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. Referral rates for aggression on the playground will reduceto 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. 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. 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.

44. 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 • Reduce instances of 3rd & 4th grade disrespect on the playground Add “by When” • No 9th grade tardies for the remainder of the school year • Reduce tardies in 9th grade Add “What” and “by When” • Reduce instances of 3rd & 4th grade disrespect on the playground to no more than 1 time a day 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 2 times a day

45. Practice Writing Goals for Change

46. Write a Goal for a New Precise Problem (from Task 4) Write a goal for this precise problem. Many students in 1st through 6th grades (Who) are displaying harassment behaviors (What) in the classroom, playground, cafeteria, and on the bus (Where) during the morning (8:00-10:30), at lunch (1:45-1:00) and on the afternoon bus (2:45-3:45) (When) in order to gain adult or peer attention or obtain an item (Why). Current Levels: December 2011 – 15/12 = 1.25/day; January 2012 – 18/19 = .95/day; February 2012 – 11/18 = .61/day;

47. Goal By when? What? Referrals for harassment on the bus, in the classroom, or on the playground will be reduced to 2 or fewer per month by April (.11/day) and then to 1 or fewer per month by May (.06/day). It will remain at that level for the rest of the school year. Maintenance

48. Many students in 1st through 6th grades are displaying harassment behaviors in the classroom, playground, and on the bus during the morning (8:00-9:45), at lunch, and in the afternoon (2:45-3:30) in order to gain adult or peer attention or obtain an item. Current Levels: December 2011 – 15/12 = 1.25/day; January 2012 – 18/19 = .95/day February 2012 – 11/18 = .61/day

49. Practice Write a goal for your Problem Precision statement 10 minutes

50. Identify Solution and Create Implementation Plan with Contextual Fit What and When