mm... · web viewstudent j is displaying off-task behaviors across the school day but primarily...

Example of Use of TIPS Meeting Minutes for Individual Student (Tracking Progress Over Time) (e.g., Tiers II or III)

TIPS Meeting Minutes Form School: Rolling Hills Student Name (Grade): J. Rollins

Team Members and Date of AttendanceName Role Date(s) of Attendance Name Role Date(s) of AttendanceMary Manning Facilitator 10/4/14; 11/3/14; 11/30/14 Rory Lane School Psych 10/4/14; 11/3/14; 11/30/14Leya Stallings Minute Taker 10/4/14; 11/3/14; 11/30/14 Mr. Rollins Parent 10/4/14; 11/3/14George Deer Data Analyst 10/4/14; 11/3/14; 11/30/14Sarah Turner Teacher 10/4/14; 11/3/14; 11/30/14Claudia Zeller Admin 10/4/14; 11/3/14

New Problem – Initial MeetingDate of Meeting: 10/4/14

Precise Problem Statement(What, When, Where, Who, Why, How

Often)

Solution Actions(Prevent, Teach, Reward, Correct,

Extinguish, Safety) Who? By When?Goal &

Timeline

Fidelity of Imp. Measure

(What/How/When/Who to

measure/report)

Effectivenessof Solution

(What/How/When to assess/report)

Student J is displaying off-task behaviors across the school day but primarily during independent seatwork in reading, math and science in her classrooms. It is believed that this is due to her not identifying when she is not on-task and then not understanding how to refocus her attention to her seatwork.

Current Levels:Average on-task behaviors were recorded across 38% of intervals observed (range from 27% to 50%) during the week of 9/28 to 10/2.

Provide visual cues for students to refocus attention – teach student what they are first

Provide a study corner for student to use during independent seatwork.

Teach student to self monitor/rate on-task behavior

Use graphing system for monitoring engagement (work items completed) and offer incentive for increases recorded

Teacher will teach and provide

Admin will find suitable fixture and teacher will provide

School Psych will set up a monitoring system and teach student how to use it

School Psych will teach student how to use Excel graph for % of items completed

Teach and use tomorrow

Next week (10/15)

Next week (10/15)

Next week (10/15)

Increase on-task behavior to being observed across 80% of intervals observed by next month (11/1) and then to across 90% of intervals observed by 12/1.

Ask if sessions to teach student visual cues, self-monitoring, and graphing system were completed.

Observation of study corner in use by student (admin will walk through classroom periodically during independent seatwork times to see if student is using.

Behavior observation data gathered by school psychologist. Student will be observed weekly and data will be graphed and shared at monthly meeting.

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Previously Defined Problem – Follow Up Meeting(s)Date of Meeting: 11/3/14; 11/30/14


Often)



Timeline Fidelity of Imp.Effectiveness of

SolutionStudent J is displaying off-task behaviors across the school day but primarily during independent seatwork in reading, math and science in her classrooms. It is believed that this is due to her not identifying when she is not on-task and then not understanding how to refocus her attention to her seatwork.

Previous Levels:Average on-task behaviors were recorded across 38% of intervals observed (range from 27% to 50%) during the week of 9/28 to 10/2.

Provide visual cues for student to refocus attention – teach student what they are first

Provide a study corner for student to use during independent seatwork. - Removed this solution strategy 11/3/14



Buddy system to prompt attention to task – Added 11/3/14




School Psych will teach student how to use Excel graph for % of items completed

Teacher and Admin will select and train buddy and student


Next week (10/15)

Next week (10/15)

Next week (10/15)

11/5


Not started Partial imp. Imp. w/fidelity Stopped

Monitoring forms and graph not used daily; visual cue card was lost for 1 week – back in use this week

Updates from 11/30/14:


Worse No Change Imp. but not to Goal Imp. & Goal met

Current rate/level per school day = On-task behavior recorded across 68% of intervals observed

Updates from 11/30/14:


Current rate/level per school day = On-task behavior recorded across 91% of intervals observed

Continue to monitor for next two months.

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Notes:

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Example of Use of TIPS Meeting Minutes for 1 Meeting Discussing Several Students (e.g., Tier III)

TIPS Meeting Minutes Form School: Rollins Elementary

Meetings Date Time (begin and end) Location Facilitator Minute Taker Data AnalystToday’s Meeting 2/2/15 2:00-3:15 Media Center Mary Leya George

Next Meeting 3/4/15 2:00-3:15 Conference Room Sarah Leya George

Team Members (Place “X” to left of name if present)X Mary Manning X Sarah Turner X Diane WilliamsX Leya Stallings X Claudia Zeller X Jared BrownX George Deer X Mark Abbey X Molly Reed

Today’s Agenda Items (Place “X” to left of item or student name after completed):1. Review data for student M 6. Agenda Items for Next Meeting2. New Problem – Student S 7. 1. Training for benchmark data collection3. New Problem – Student J 8. 2. Fidelity checks for Title 1 interventionists4. 9. 3.5. 10. 4.

Previously Defined Student Problem – Follow Up Meeting(s)Student Name (Grade): Student M (2)


Often)




SolutionWhen Student M is presented with more than 1 non-preferred task in a row in his reading or math class, he will display disruptive behaviors such as pushing books off the desk, breaking pencils, talking out, or hitting his chair against the desk in order to avoid completing the tasks presented.

Previous Level:An average of 5 or more disruptive behaviors per 90-minute class block (reading = average of 6.7 instances per class and math = average of 5.9 instances per class)

Remind Student M that if he completes one non-preferred task, he can attend to a task of his choice from a reward menu for 3 minutes.

Teacher Aide

Beginning Wednesday of this week

Reduce incidents of disruptive behaviors to 1 or fewer per 90-minute block by next month (2/1) and reduce further to 2 or fewer per day by 3/1 and then to 1 or less per day by 4/1 where it will be maintained across the rest of the school year.


Note: Not all assignments can be structured with a balance of preferred and non-preferred


Current rate/level per school day = Average of 1 or fewer per day (graph presented next)

Structure assignments so that preferred to non-preferred tasks are balanced.

Teacher Beginning Wednesday of this week

Reward completion of non-preferred tasks with “Opt Out” sessions for tasks he does not like.

Provide additional rewards for transitions from preferred tasks back to non-preferred tasks.

Teacher to show Student M about “Opt Out”Teacher and Teacher Aide will provide incentives

Teach about “Opt Out” on Wednesday of this week;Begin incentives on Thursday of this week.

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New Student Problem – Initial MeetingStudent Name (Grade): Student S (4)


Often)



Timeline



measure/report)



Student S is having difficulty comprehending written text presented at her grade level), but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills.Current Levels: Maze score = 3 CR (14 CR expected); Vocabulary level = 2nd grade on Harris Word List (4th grade expected)

Provide instructional level materials for independent reading activities

Participation in Drill Sandwich vocabulary practice.

Self monitoring of known and unknown words and accuracy rates.

Teacher

Title 1 Aide

School Psych will set up and teach student how to monitor

Next week (Monday)

Beginning on Wednesday of next week

Next week (Tuesday)

Increase Maze score to put student on track to meet next benchmark goals; Increase vocabulary level to 3rd grade level by next month

Teacher check in regarding provision of instructional level materials (weekly rating)

Observe Title 1 Aide during Drill Sandwich

Review of self monitoring document

Maze probes administered monthly by teacher; vocabulary word list administered monthly by teacher

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Student Name (Grade): Student J (3)


Often)



Timeline



measure/report)



Student J is displaying off-task behaviors across the school day but primarily during independent seatwork in reading, math and science in her classrooms. It is believed that this is due to her not identifying when she is not on-task and then not understanding how to refocus her attention to her seatwork.

Current Levels:Average on-task behaviors were recorded across 38% of intervals observed (range from 27% to 50%) during the week of 9/28 to 10/2.

Provide visual cues for students to refocus attention – teach student what they are first

Provide a study corner for student to use during independent seatwork.







Next week (10/15)

Next week (10/15)


Ask if sessions to teach student visual cues, self-monitoring, and graphing system were completed.

Observation of study corner in use by student (admin will walk through classroom periodically during independent seatwork times to see if student is using.

Behavior observation data gathered by school psychologist. Student will be observed weekly and data will be graphed and shared at monthly meeting.

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Student Name (Grade): Student J (3)


Often)



Timeline



measure/report)



Notes:

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Example of Use of TIPS Meeting Minutes for Groups of Students (e.g., Tier II)

TIPS Meeting Minutes Form School: Meadowlawn

Meetings Date Time (begin and end) Location Facilitator Minute Taker Data AnalystToday’s Meeting 2/4/15 12:00-1:30 Conference room Mary Manning Leya Stallings George Deer

Next Meeting 3/4/15 12:00-1:30 Conference room Mary Manning Leya Stallings George Deer

Team Members (Place “X” to left of name if present)X Mary Manning X Sarah Turner X Diane WilliamsX Leya Stallings X Claudia Zeller X Jared BrownX George Deer X Mark Abbey Molly Reed

Today’s Agenda Items (Place “X” to left of item or student name after completed):1. X Review data from 3 4th grade students (J, M, and E) 6. Agenda Items for Next Meeting2. X Review data from 9 5th grade students 7. 1. Review data from 3rd and 4th grade defiance3. X New problem – 3rd and 4th graders defiance 8. 2.4. 9. 3.5. 10. 4.

Previously Defined Student Problem for Groups of Students – Follow Up Meeting(s)Students Names (Grade): John (4), Marco (4), Edward (4)


Often)




SolutionThree 4th grade students are not reading fluently and are performing well below expectation on curriculum-based measures of reading fluency. It is thought that these low reading fluency skills are the result of limited practice and repetition of known words.

Previous Levels: Scores on CBM measures of reading fluency fall at or below the 10th percentile for national norms (48-53 WRC/min with 109 WRC/min expected)

Provide instructional level materials for independent reading activities

Repeated Readings intervention group (3 times a week for 20 minutes)

Self monitoring of reading fluency with gains tied to rewards

Serve as a reading buddy with kindergarten students

Teacher

Reading Specialist

Reading Specialist

AP will organize

Next week (Monday)

Next week (Wednesday)

Next week (Friday)

Next week (Friday)

Aimline from progress monitoring data will indicate closure of gap between current performance and expectation; Meet benchmark expectations in fluency by spring benchmark



Current rate/level per school day = progress monitoring data depict that all 3 students are making progress and on track to meet the end goal and next benchmark expectations (graphs below) – will continue to monitor for 2 more months

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Students Names (Grades): T. Bliss (5), K. Slade (5), H. Marrion (5), R. Stewart (5), I. Vincent (5), D. McKenzie (5), P. Gallagher (5), S. Jackson (5), Y. Britt (5)


Often)

Solution Actions(Prevent, Teach, Reward,

Correct, Extinguish, Safety) Who? By When?Goal &

Timeline Fidelity of Imp.Effectiveness of Solution

When presented with math multiplication fast fact timed exercises, 9 students in 5th grade are performing Well Below Grade Level expectation with completion rates that fall below fall benchmarks (25 correct answers for fall; 75 correct responses for winter; 90 correct responses for spring). It is thought that these students are still in the acquisition stage of learning multiplication facts and, as a result, cannot reach fluency rates needed on this assessment.

Previous Levels: Scores range from 5-23 correct responses.

Reteach basic multiplication concepts

Math Facilitator

Next week (Wednesday)

All nine students will meet expectation for problem completion on math multiplication fast facts by winter benchmarking (33 correct answers).

Not started Partial imp. Imp.

w/fidelity Stopped


Current rate/level per school day = 7 students have met goal – keep monitoring monthly; 2 students (R. Stewart and S. Jackson) are close but not at expectation – increase frequency of CAI to daily and increase incentives for showing progress to goals

Demonstrate tricks for memorizing math facts

Title 1 tutor This week (Friday)

Reward increases in the number of accurate responses on untimed math tasks as documented on self-monitoring graphs showing progress.

Math Facilitator

Next week (Monday)

Utilize computer assisted instruction (CAI) software packages for multiplication practice

Teacher Next week (Wednesday)

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New Problem for Groups of Students – Initial MeetingStudents Names (Grades): Many 3rd, and 4th grade students


Often)



Timeline



measure/report)



Many 3rd and 4th graders are engaging in Defiance between 11:45 and 12:00, near the end of their 30-minute recess period, 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.

Current Levels:Nov. = .73 referrals per day;Dec. = 1.5 referrals per day;Jan. = .42 referrals per day

Review expectations for prosocial behaviors throughout day

Include Dots for Motivation type procedures that build in options to skip work if a percentage of tasks are completed.

Set up Daily Double procedure for end of day free time if no referrals.

Play calming music (classical, instrumental) during final minutes of lunch to prime students for calm recess period behaviors

Teachers and cafeteria staff

3rd and 4th grade teachers

3rd and 4th grade teachers

Music teacher

Friday of this week

Next week on Monday

Next week on Monday

Next week by Tuesday

Reduce referrals for defiance to .20 per day by March (1 per week)

Dice box for checking number of days per week expectations reviewed

Chart in faculty lounge about use of Dots for Motivation and Daily Double being offered (1-5 ratings)

Was music played during lunch? Teachers can use chip basket each day to report (monitored 1x a week random days)

Referrals for defiance among 3rd and 4th graders by month and day.

Notes:

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mm... · web viewstudent j is displaying off-task behaviors across the school day but primarily...

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