abbreviated tips team training-1

Implement Solution with High Integrity

Identify Goal for Change

Identify Problem with

Precision

Monitor Impact of Solution and

Compare against Goal

Make Summative Evaluation Decision

Meeting Foundations

Team-Initiated Problem Solving (TIPS II) Model Team Training

Identify Solution and

Create Implementation

Plan with Contextual Fit

Collect and Use

Data

February 2017

Anne W Todd University of Oregon [email protected]

www.pbis.org/Training/TIPS

Welcome!

´ Introductions

´ Agenda

´ Review materials

´ Fist to Five

´ Team Progress Monitoring

Teams today will focus on learning to use TIPS to strengthen Meeting Foundations and Problem Solving at the SW Tier I level We will create teams of 5-6 people Each team will have a •  Facilitator for the day & •  Minute Taker for the day

Electronic files TIPS-Teams Materials

TIPS Team Training Folder

APA Citation: Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org

Objectives

By the end of today, you will:

´  Understand the TIPS problem solving model

´  Be able to demonstrate skills needed to take on responsibilities associated with effective and efficient TIPS problem solving

´  Be able to access resources to refine your skills further

´  Be ready for your next team meeting

Fist to 5 Check In

How it works Using a fist of 5 (fist = low/no; 5= high/absolutely) ´ Think about your level of understanding ´ Show ´ Document

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Yes- Absolutely

Confidence in giving a 2 minute Spiel about TIPS

So why am I here?

~ 110,000 schools in US

Each school has 1+ teams to address

challenges and build solutions

Each team meets at least monthly

On average there are 5 people on each team

550,000 hours of

meetings (minimum)

2,250,000 hours of

personnel time

annually

We have to make our Problem Solving Team

minutes count!

Team Initiated Problem Solving (TIPS) Training Materials www.pbis.org

Problem

Solution

Effective Problem Solving Conversations?

Out of Time

Peoplearenot+redfromsolvingproblems.Theyare+redfromsolvingthesameproblemoverandover.

TIPS II Training Model TIPS Training

´  One full day team training with teams & coaches

´  One full day coaching training with coaches

´  Coached meetings that follow training &

support TIPS implementation fidelity

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




Precision




Meeting Foundations

Team-Initiated Problem Solving (TIPS II) Model Team Training




Collect and Use

Data

February 2017

Anne W Todd University of Oregon [email protected]


Do we really need a full day of team training? YES

´  Untrained teams

´  Not precise problem statements

´  Solutions were more systems oriented

´  Twice as many solutions elements

´  Non-alignment of problem and solution

´  Identified who would do what, but no timeline

´  Trained teams

´  Defined Problems with Precision

´  Solutions were more preventative, instructional & reward oriented

´  Half the number of solution elements

´  Solutions align with precision statement

´  Identified timeline and fidelity measures

Descriptive results from randomized control trial study, 2017

Start with Primary Problem Statements

Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.

Move to Precise Problem Statements

Office discipline referrals for 3rd graders are above national medians for schools our size.

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.

hou

rs

Cost Benefits to using Precision Statements elementary school, K-5, 550 Students

0

5

10

15

20

25

30

Planning+me Implementa+on+me:staff Implementa+on+me:students

primarystatement

precisionstatement

Page 2 of TIPS Overview Handout

What does this look like?

General Flow of Meeting


Call meeting to order – Who is present?

Review agenda for today

Update progress/Problem Solve on previously defined Student Problems– Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was

goal reached? What next?

Problem Solve New Student Problems-Identify precise problems, develop solution

plans (what, who, when), identify goals, determine fidelity and outcome data needed

Discuss Organizational-Housekeeping items

Wrap up meeting – Review date/time for next meeting and compete meeting assessment

Page 1

Page 2

Meeting Minutes Guide


Pages 3-4 of TIPS Overview Handout

TIPS Fidelity Check: Item 10 District Logo

Meeting Info

Agenda Items

Systems Overview

Problem Solving Process


Two types of meeting

assessment Page 2 of TIPS Overview Handout A Quick Peek at a Team Using TIPS

´  Tier I team

´  Meeting Minutes are in handout

´  Looking at a problem on Bus 512

´  Quick preview of those data

´  Pay attention to the Meeting Foundations


0

5

10

15

20

25

30

Bus 510 Bus 511 Bus 512

Problem Behavior Incidents by Bus January 4-17

AM PM

0 2 4 6 8

10 12 14 16 18

Harrassment Inappropriate Language

Physical Aggression

Defiance

Bus 512 PM by Problem Behavior January 4-17

0

2

4

6

8

10

K 1st 2nd 3rd 4th 5th

Bus 512 PM Physical Aggression & Inappropriate Language By Grade

Jan 4-17

0 2 4 6 8

10 12 14 16

Bus 512 PM 4th-5th, PhyAgg, Inapplang by Perceived Motivation

Jan 4-17


TIPS Overview Handout, pages 3-4

Fourth and fifth graders on bus 512 have recent spike in physical aggression and inappropriate language incidents on bus ride after school since coming back from winter break. Bus driver believes it’s because they are fighting over who sits in the back seats. Dec = ODRs 44 (11 school days (about 4 per day) Jan 4-15 (10 school days) = ODRs 36 (about 3.6 per day) different students all in 4th-5th grade


Quick-Pair-Share Meeting Foundations (page 7)

1.  Score the Meeting Foundations for the Tier I Team Meeting Video 2.  Total the score 3.  Circle the items that might influence future meeting procedures for your team

What is TIPS? TIPS Spiel Examples 1. Team-Initiated Problem Solving (TIPS) is a conceptual model for problem solving that has been operationalized into a set of practical procedures to be used during meetings of school-based problem solving teams such as Positive Behavior Interventions and Supports (PBIS).

2.TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee+ngfounda+ons.It’saseriesofstepsanyonecanusetomovefromiden+fyingaproblemtoimplemen+ngasolu+onandmeasuringprogresstowardthegoal.


TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmee+ngfounda+ons.It’saseriesofstepsanyonecanusetomovefromiden+fyingaproblemtoimplemen+ngasolu+onandmeasuringprogresstowardthegoal.

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Precision




Meeting Foundations

Critical Features of Team-Initiated

Problem Solving (TIPS II)




Collect and Use

Data

Meeting Foundations

Problem Solving

Meeting Foundations Characteristics of Effective Team Meetings

§  Predictability §  Start/end time, roles, purpose/goals, phases of

meeting

§  Participation §  Team agreements, responsibilities linked to roles,

projected meeting minutes/data

§  Communication

§  Use of meeting minutes, team agreements, use of meeting protocol & problem solving routine

§  Accountability

§  Fidelity of implementation

§  Student outcomes

§  Meeting Evaluation

Roles and responsibilities

Facilitator Minute Taker

Data Analyst

Team Member

Who is here?

Primary & Backup Time-limited (5 meetings, all year)

Roles and Responsibilities before, during, after meeting

Page 10 of TIPS Overview Handout

Define roles for effective meetings

´  Core roles

´  Facilitator

´  Minute taker

´  Data analyst

´  Active team member

´  Administrator

´  Backup for each role

´  Time-limited

´  5 meetings?

´  Full year?

TIPS II Training Manual (2017) www.pbis.org/Training/TIPS

35

Canonepersonservemul.pleroles?Arethereotherrolesneeded?

TypicallyNOTtheadministrator

Clarify & Define Team Purpose

Identify Roles

´  Define roles with a back up person identified for the Facilitator, Minute Taker, and Data Analyst

Determine Meeting Schedule for School Year �  When (start and end time) and where

�  Make sure you have access to internet and LCD

�  Add to Team Roster page

Group Agreements for Operating Team Meetings �  Agree on group norms

Meeting Logistics – You Will Need: �  Use of laptop(s) �  Chart paper/white board or other way for posting agenda

�  An LCD projector for projecting Meeting Minutes and data �  Internet access in meeting room

Using TIPS Strategies to Strengthen your Team

37

1. Respect: active, equitable, attentive

2. Responsibility: task completion timeliness positivity

3. Reality: doable honesty

Respect •  Before meeting,

complete tasks, inform facilitator of absence/tardy, avoid side talk

•  During meeting, avoid side talk, stay focused

•  Start and end meeting on time

Relevance •  Question fidelity of

implementation •  Make data based

decisions based on precision statements (what, where, when, who, why & how often)

Reality •  Think about feasibility,

social acceptability, & contextual fit

Examples of Group Agreements

Team Purpose Example

The purpose of the Tier I team is to:

´  coordinate implementation of Tier I systems and supports,

´  monitor fidelity of implementation & overall status of progress towards goals/grade level benchmarks.

´  identify & develop data based plans for new problems.

´  communicate with other school teams

Page 8 of TIPS Overview Handout Meeting Foundations Fist to 5 check in


Confidence in implementing Meeting Foundations

Meeting Foundations Team Activity #1 Page 5 of Team Activity Worksheet

´  Using your most recent team meeting as a frame of reference, score the 9 Meeting Foundation items on the TIPS Fidelity Checklist

´  Score each item with a 0 (no), 1( partial), or 2 (yes)

´  Choose Roles First

´  Facilitator guides team through Meeting Foundations Sections

´  Minute Taker

´  Documents decisions on the Meeting Foundations Form

´  Carries over incomplete tasks to a ‘next meeting agenda’ list




Precision




Meeting Foundations

Critical Features of Team-Initiated

Problem Solving (TIPS II)




Collect and Use

Data

Meeting Foundations

Problem Solving

Systems Update

´  Implementation Fidelity

´  TIPS-FC

´  70% Meeting Foundations

´  80% Problem Solving

´  Solution Implementation

´  70% of Staff reporting 60% implementation fidelity

Section of Meeting Minutes

Systems Overview

What is happening, typical, possible, &

needed?

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.

Systems Overview


needed?

Typical

Possible

Peaks

Example

Our rate of problem behavior has been above the national

median for schools our size every month this year. There has been

a decreasing trend since November. Median


needed? Example

Our rate of problem behavior during the first three months was above the national median for schools our size every

month this year. There has been a decreasing trend

since November.

What is happening,

typical, possible, &

needed?

Elementary School Example Describe the

narrative for this elementary school.

Median

What is happening,

typical, possible, &

needed?



Confidence in giving an overall summary of Average per day/month graph

Quick-Pair-Share Describe the narrative for this Middle School

What’s happening: What’s typical: What’s possible: What’s needed:

Summarizing the Average Referrals per Day per Month

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

TIPS Fidelity Check: Items 12 and 13 Implement

Solution with High Integrity



Precision




Meeting Foundations

Team-Initiated Problem Solving (TIPS II) Model




Collect and Use

Data

Defining a Problem with Precision

What is a problem?

Defining a Problem with Precision

What?

When?

Who? Where? Why?

What When

Who

Why

Where

Precision Elements 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 language on 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.

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.

There were 45 referrals for 3rd, 4th, and 5th graders using inappropriate language on the afternoon buses because these students wanted

attention from their peers.

Precise or Primary Statement?

Not Precise


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.


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.

Partner Up & Practice (3 min)

1.  Write Down a Not Precise Problem Statement

2.  Define that Problem with precision

Be prepared to share

What When

Who

Why

Where

Precision Elements

Practice Time!

Keep track of the possible precision elements on the next few slides.

SWIS Big 4 for October 1, 2011 through December 31, 2011

Classroom

Playground

Where?

N =108


Defiance

What problem behaviors are occurring On playground & in classrooms?

Playground & Classroom Defiance by Time of Day

11:45-12:15

Who/Grade level is engaging in defiance in classroom/playground between 11:45-12:15?

3rd and 4th Grade

Why are 3rd & 4th graders engaging in defiance on playground & in classroom between 11:45-12:15?

Avoid work




Write down your precise problem statement

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).

But how often does this precise problem occur?

How often is the problem occurring?

´  Frequency of problem

´  Average per day

´  Rate per ____

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

Quick Pair-Share Allegro Middle School

Pages 3-4 of Team Activity Handout

´ Review Allegro Middle School Data

´ Write a Problem Statement for those data

´ Write additional questions that you have


Allegro Middle School


Allegro Middle School

´  Inappropriate Language

´  Hallways

´  Transitions throughout the day

´  7th graders

´  Peer attention


Identifying a problem with precision Fist to 5 check in



Confidence in giving an overall summary of Average per day/month graph

Confidence in defining problems with precision

Activity #3: Precise Problem Statement Pair Up (5 min)

Using your data summary or the TIPS DEMO

1.  Create a precision problem statement

What, Where, When, Who, Why 2.  Write it down

3.  Minute Taker documents information on Meeting Minute form and saves file with today’s date

4.  Be prepared to share with your team




Precision




Meeting Foundations





Collect and Use

Data

Identify Goal for Change What, By How Much, By When

TIPS Fidelity Check: Item 16

What When

Who

Why

Designing Effective Behavior Support

Where

Using precision to determine current level

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How Often

Observed Goal

What defines Our Goal?

Current: 38 referrals for

Aggression during the past month

Goal: .5 or fewer referrals per day for Aggression

Current: 12 bus referrals last

month

Current: 61% of 3rd grade students

meeting expectations in

reading

Goal What? By when?

Goal: 80% of 3rd grade students meeting

expectations in reading by

Spring Benchmark

Goal: 1 or fewer bus referrals per day (.20 per day)

by December

By How much? (To what level)

Goal or No Goal?

No Goal

Goal or No Goal?

´  2 times a day

�  Reduce instances of 3rd and 4th grade disrespect on the playground to no more .50 per day, monthly through year end

�  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 to no more than 1 time a day

�  Reduce instances of 3rd & 4th grade disrespect on the playground

�  No 9th grade tardies for the remainder of the school year

�  Reduce tardies in 9th grade

Goal – but realistic?

Goal

No Goal

No Goal

No Goal

No Goal

Goal

Add “by When”

Add “by How Much” and “by When”

Add “What” and “by When”

Add “by When” and “by How Much”

TIPS Demo Goal for 3rd & 4th grade problem

´  Current Rate

´ October = 10 (.50 per school day)

´ November = 11 (.73 per school day)

´ December = 17 (1.42 per school day)

´  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 or lower for each successive monthly review for the remainder of the school year.

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Quick Pair-Share Partner Up (3 min)

Quick-Pair-Share Goal Statements

Transform EACH statement below into a goal statement (what, by how much, by when)

1.  Reduce Tardies in 9th Grade

2. 2 times a day

Confidence in defining goal goals for precision problem statements

Defining Goals Fist to 5 check in Activity #4 Define Goal

Team Activity (10 min)

´  What is happening & how often?

´  Use your or make up precision statement with current level

´  What is typical?

´  What is possible?

´  What is goal?

´  What will change by how much by when?

Record the goal on your meeting minute form TIPS

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Precision




Meeting Foundations





Collect and Use

Data What are we going to do to bring about the

desired change?

BuildingSolu+ons´ Brainstorm all ideas for solving the problem

´ prevention, teaching, acknowledgment, correction & extinction, safety

´ Choose the least number of things to do that will support meeting the expected outcomes (meeting the goal)

´ Determine severity, intensity and frequency of the problem to establish the priority of the problem

´ Choose solutions that best fit the context & the problem

´ Easier to perform, socially appropriate, functionally equivalent

Newton,J.S.,Todd,A.W.,Algozzine,K,Horner,R.H.&Algozzine,B.(2009).TheTeamInitiatedProblemSolving(TIPS)TrainingManual.EducationalandCommunitySupports,UniversityofOregonunpublishedtrainingmanual.

Solution Action Elements Possible Generic Solution Actions

Prevent What can we do to prevent the problem?

Adjust physical environment. Define & document expectations and routines. Assure consistent & clear communication with all staff.

Teach What do we need to teach to solve the problem?

Explicit instruction linked to school wide expectations. Teach what to do, how to do it and when to do it. Model respect .

Reward What can we do to reward appropriate behavior?

Strengthen existing school wide rewards. Include student preferences. Use function-based reinforcers

Extinguish What can we do to prevent the problem behavior from being rewarded?

Use ‘signal’ for asking person to ‘stop’. Teach others to ignore (turn away/look down) problem behavior.

Correct What will we do to provide corrective feedback?

Intervene early by using a neutral, respectful tone of voice. Label inappropriate behavior followed by what to do Follow SW discipline procedures

Safety Do we need additional safety precautions?

Separate student from others if he/she is unable to demonstrate self-control. Make sure adult supervision is available.

Element Solution Idea Impact Feasibility

Prevent Remind students to use transition to classroom routine

MEDIUM MEDUIM

Teach Define transition to classroom routine & procedures Teach transition to classroom routine & procedures to staff and students

HIGH MEDIUM

Reward Provide specific positive feedback related to respect and use of transition to classroom routine Provide preferred desk activity at end of routine

HIGH HIGH

Extinguish Use Stop signal when disrespect is heard or observed HIGH MEDIUM

Correct Use School Defined Process HIGH MEDIUM

Safety No additional safety concerns HIGH HIGH

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Building Solution Plans: TIPS Demo School- Example A Precise Problem: Many 3rd and 4th graders are engaging in Disrespect between 11:45am and 12:00pm, near the end of their 30-minute recess with most of these instances occurring on the Playground, in Class, or in the Hall because the students want to avoid the upcoming Classroom instructional period. This occurs 1.42times per school day. Goal: Reduce instances so that the reviewed data show 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 or lower for each successive monthly review for the remainder of the school year.

Element Solution Idea Impact Feasibility

Prevent Inform students of preferred desk activity before lunch recess

MEDIUM HIGH

Teach

Reward Provide preferred desk activity at end of routine

HIGH MEDIUM

Extinguish

Correct Use School Defined Process HIGH HIGH

Safety No additional safety concerns

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Building Solution Plans: TIPS Demo School- Example B Precise Problem: Many 3rd and 4th graders are engaging in Disrespect between 11:45am and 12:00pm, near the end of their 30-minute recess with most of these instances occurring on the Playground, in Class, or in the Hall because the students want to avoid the upcoming Classroom instructional period. This occurs 1.42times per school day. Goal: Reduce instances so that the reviewed data show 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 or lower for each successive monthly review for the remainder of the school year.

Why?

ICEL

Skill Development

Functional Drivers

Instruction Curriculum Environment Learner

To Gain

To Avoid

Acquisition

Fluency

Generalization

Adaptation

Other Avenues for Brainstorming

Solutions

Create your action plan

What are you going to do? Who?

By When?

Create & document your action plan

By Jan 12

Quick Pair-Share Brainstorming Solutions

Quick-Pair-Share

Developing Solution Actions Using your precision statement, make a list of solution actions •  2 things that might work to help solve

the problem and meet the goal o  o 

•  1 thing that you think will NOT work o 

TIPS Fidelity Check: Items 14, 15, & 16


Selecting Solutions with Contextual Fit Fist to 5 check in

Confidence in selecting solutions with contextual fit (that align to the problem)




Precision




Meeting Foundations





Collect and Use

Data

Evaluation Planning Every problem needs to be monitored and evaluated

•  How are we going to assess the Fidelity of Implementation

•  How are we going to assess the Impact of Solutions

Part 1

Part 2

When have you gathered fidelity data?

Did I do what I said I would do?

Fidelity of Implementation

Measures the degree to which the intervention or action was implemented as defined/expected

´  Use percent/absolute value/ rate/scale as metric

´  For school-wide, strive for 80% fidelity of implementation

´  Measure monthly, weekly, or biweekly

´  If safety issue – strive for higher level of implementation fidelity

´  Make it easy to gather

´  Start simple

Are we implementing the plan?

Possible Fidelity Checklists

Establish a fidelity check routine that relates to Implementation •  A 1-5 scale is used for questions •  Up to 3 questions per week •  Share scale as a poster in the faculty room, an electronic

survey, or paper and pencil

Did you provide “high-five greetings” to all students entering your class on time in the morning this week?

1 2 3 4 5 No Yes

How many days during the week did you review with students the procedures for passing in the hall?

1 2 3 4 5 � ��

Other Data for Monitoring Fidelity of Implementation

By Jan 12

Quick Pair-Share Brainstorm ideas for measuring fidelity of implementation

Now focus on your school, in general you need a plan for collecting implementation fidelity data

List ideas for

´  What you need to know & how often

´  How data will be gathered

´  How often data will be collected

´  Who will report those data and when

´  Save this list for use during your Brief Team Meeting for

Activity # 5


Selecting Solutions with Contextual Fit Fist to 5 check in


Confidence in defining a fidelity of implementation plan for a defined set of solutions

Evaluation Planning

Every problem needs to be monitored and evaluated

•  How to assess the Fidelity of Implementation •  How to assess the Impact of Solutions

Part 1

Part 2

�




Precision




Meeting Foundations





Collect and Use

Data

Monitor Impact and Compare against Goal

By Jan 12

TIPS Fidelity Check: Items 17 and 18

Quick Pair-Share Define Plan for Measuring Student Outcomes

Using your Goal, list ideas

What data will be used to measure progress toward goal

1.  How often those data need to be reviewed

2.  When are those data needed

3.  What reports are needed

4.  Who will generate reports 1 school day before the meeting

Save this list for use during your Brief Team Meeting for Activity # 5




Precision




Meeting Foundations





Collect and Use

Data

TIPS Fidelity Check: Item 11 Making Summative Evaluative Decisions

Assessing the Impact of Solutions Your Data Analyst and Coach will support this step in the problem

solving routine

Taking Meeting Minutes

WHAT to Document ´  Demographics of current and next meeting

´  Date, Time, Location, Roles, Attendance, Agenda

´  Student Problems

´  Problem precision elements with current level

´  Solutions and action plans (who does what by when)

´  Goal for resolving the problem

´  Evaluation plans for measuring fidelity of implementation and effectiveness of solutions

´  Updated progress toward goal

´  Organizational-Housekeeping Items

´  Document topic, critical discussion points, decisions and action plans (who does what by when)

´  Meeting Assessment

USE THE TIPS-FC ITEMS AS A GUIDE

Taking Meeting Minutes

´  HOW MUCH to document

´  A tricky sticky issue

´  A complex skill

´  Read & Revise

´  Listen & Write

´  Observe, Listen & Write

´  Participate, Listen & Write

´  Challenges

´  Staying with the flow of the discussion

´  Hearing the information

´  Recording the information accurately

´  Discussion

´  ASK FOR SUPPORT as needed

´  Before, during and/or after the meeting


Taking Meeting Minutes Fist to 5 check in


Confidence in defining a fidelity of implementation plan for a defined set of solutions

Confidence in using the meeting minute template

Ask your coach for support!

´ To use data to support teams in making summative evaluation decisions

´ To support facilitation, minute taking, and data analyst skills as needed




Precision




Meeting Foundations





Collect and Use

Data

What, Who, When, Where, and Why?

How do we want the problem to

change?

What are we going to do to bring about desired

change? Did we implement

with fidelity?

Has the problem been solved?

What next?

Help During Your Meetings Use your table tent and meeting minute prompts

Distributing Meeting Minutes & Other Information

´  Use team member distribution list

´  Team members who are representatives from teams serve of liaison of relevant information.

´  Team determines who needs to know what and when

´  Assign a present team member to deliver the information in person, written, or phone call

´  Time sensitive?

´  announcements

´  Use meeting minutes to determine what teams/others need information from the meeting

Brief 30 min Team Meeting

•  Facilitator guides the meeting

•  Minute Taker records any decisions

•  Data Analysts review any potential new problems

•  Evaluate your meeting using the TIPS FC (leave this form for trainers)

•  Work on agenda items that have been collected today

•  Use projected meeting minutes

•  Go online for your data review

Adaptations and Resources

´  www.pbis.org/Training/TIPS

Building capacity in your school district

´  Teams and Coaches need the full training

´  Teams, one FULL day

´  Coaches, two FULL days

´  For Trainers

´  Trainers attend the team and coaching day in addition to a full day focusing on training and using the TIPS materials

´  Teams must meet the TIPS Team Training Readiness Checklist items

´  Contact Anne Todd for future training opportunities

[email protected]

Contact Information

University of Oregon

Rob Horner Anne Todd

[email protected] [email protected]

University of North Carolina at Charlotte

Bob Algozzine [email protected]
