problem-solving meeting foundations structure of meetings lays foundation for efficiency &...

Problem-Solving Meeting Foundations

Structure of meetings lays foundation for efficiency & effectiveness

04/20/23 1Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

What is TIPS?• TIPS is a system for

– establishing effective meeting foundations – using data for problem solving and decision making

• TIPS was developed by – Steve Newton, Rob Horner and Anne Todd, University of

Oregon – Bob Algozzine and Kate Algozzine, University of North

Carolina at Charlotte – Funded by Institute of Education Sciences (IES)

• The TIPS model – includes a full day of team training with a coach PLUS two

coached meetings following the team training

SYSTEMS

PRACTICES

INFORMATION

SupportingStaff & Student Behavior and Decision Making

Building Capacity and Sustainability

OUTCOMES

For Social Competence,Academic Achievement, and Safety

Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes

Team-based, documentation,

regular communication

cycles Meeting

FoundationsMeeting Minute

FormatProblem solving

routine

SWIS DIBELS

Aims WebEasy CBM

TIPS Model

TIPS TrainingTwo-day team trainingTwo coached meetings following the team training

Team MeetingUse of electronic meeting minute systemFormal roles (facilitator, recorder, data analyst)Specific expectations (before meeting, during meeting, after meeting)Access and use of dataProjected meeting minutes

Research tool to measure effectiveness of TIPS TrainingDORA (decision, observation, recording and analysis)Measures “Meeting Foundations” & “Thoroughness of Problem Solving”

CollectCollect and Useand Use

DataData

Develop Hypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

5

Two formal research studies

2008-09 Single Subject Study ◦4 teams in Oregon◦Multiple baseline design◦SW PBIS meetings & progress monitoring

literacy meetings

2009-2010 Randomized Control Trial Study with 34 teams◦22 teams in NC◦12 teams in Oregon

TIPS Study: Todd et al., 2009

School A

School D

School C

Baseline Coaching TIPS

Thoroughness of decision-making scores

% D

OR

A T

horo

ughness

Sco

re

Solid = SW PBIS meetingsOpen = progress monitoring (DIBELS) meetings

Submitted to Journal of Applied School Psychology

DO

RA

Foundati

ons

Sco

re

Newton et al., 2010:Effects of TIPS Training on Team Meeting

Foundations

Pre TIPS Training Post-TIPS Training

DO

RA

Thoro

ugh

ness

of

Deci

sion M

aki

ng S

core

(S

imple

)Newton et al., 2010:

Effects of TIPS Training on Team Decision-making

Pre TIPS Training Post-TIPS Training

Control and Treatment Group Posttest ComparisonN= 17 school teams for both groups

Sustained Effects across DORA Dimensions for Treatment GroupN=17 school teams

What we are learning• Having the right data is necessary but

insufficient• Too many teams have data but do poor problem solving

• Teams can learn Meeting Foundations quickly, and use these procedures effectively

• Coaching is critical to high fidelity implementation

• Using data to build effective solutions remains challenging

• Building intervention that are contextually appropriate• Building interventions that are technically sound

• Establish “readiness” before providing training

RTIContinuum of

Support for ALLTeam Meetings:

Coaching

Dec 7, 2007

Using data

Starts meeting on time

agenda

Meeting Minutes

Team members present

Good facilitation

Ending on time

Meeting Foundations

Meeting Foundations Elements

• Purpose of the team• Define team agreements about meeting

processes• Define roles & responsibilities• Use electronic meeting minutes

1504/20/23 Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

What makes a successful meeting?

1. Start & end on time2. 75% of team members present & engaged in topic(s)3. Agenda is used to guide meeting topics4. System is used for monitoring progress of implemented solutions

(review previous meeting minutes)5. System is used for documenting decisions6. Facilitator, Minute Taker & Data Analyst come prepared for meeting &

complete during the meeting responsibilities7. Next meeting is scheduled8. All regular team members (absent or present) get access to the meeting

minutes w/n 24 hours of the meeting9. Decision makers are present when needed10. Efforts are making a difference in the lives of children/students.

1. Inform facilitator of absence/tardy before meeting

2. Avoid side talk3. Remind each other to stay

focused4. Start and end on time5. Be an active participant


Define roles for effective meetings

• Core roles– Facilitator– Minute taker– Data analyst– Active team member– Administrator

• Backup for each role

Can one person serve multiple roles?

Are there other roles needed? -time keeper-munchies manager

Typically NOT the administrator


2004/20/23Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

Before the Meeting…Who does each• Room reserved• “New” items solicited for agenda• Agenda produced • Data reviewed before the meeting; Suggest possible new issues• Lead team through discussion of effects of in-process solutions on “old”

problems• Meeting agenda distributed in 24 hours previous to meeting.• Computer reserved; access to SWIS online database assured• LCD projector reserved & set up to project data (or team has some other

strategy for ensuring team members can review data at meeting)

• Team members have individual TIPS Notebooks to bring to meeting

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FacilitatorFacilitator

FacilitatorData Analyst

FacilitatorMinute Taker

Minute Taker

Minute Taker

All Team Members


At Close of and After Meeting…

• Meeting Minutes and Problem-Solving Action Plan completed

• Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs.

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Minute Taker

Minute Taker


Team Activity (10 min)• Complete Team Information Page• Define and record

Team Agreements• Select

– Facilitator– Data Analyst– Minute Taker– Other roles needed?

• Timekeeper• snack attacker

– Back up for each


Important Structural Components• Regular meetings & regular attendance• The “right” people• The right roles

– Facilitator– Minute Taker– Data Analyst– Active Team Members

• Accomplishments – Products of successful meeting– Meeting Minutes (record of decisions & tasks concerning

administrative/general issues)– Problem-Solving Action Plan (record of decisions & tasks concerning

problems identified by team)– (We’ll discuss these in more detail later in this workshop)


Using Meeting Minutes Documentation of

Logistics of meeting (date, time, location, roles) Agenda items for today’s meeting ( and next meeting) Discussion items, decisions made, tasks and timelines assigned Problem statements, solutions/decisions/tasks, people assigned to implement with timelines

assigned, and an evaluation plan to determine the effect on student behavior

Reviewing Meeting minutes An effective strategy for getting a snapshot of what happened at the previous meeting and

what needs to be reviewed during the upcoming meeting What was the issue/problem?, What were we going to do?, Who was going to do it and by When?, and

How are we measuring progress toward the goal?

Visual tracking of focus topics during and after meetings Prevents side conversations Prevents repetition Encourages completion of tasks


Organizing for an effective problem solving conversation

Problem

SolutionOut of Time

Use Data

A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute


Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1. 2.

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

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?

Evaluation of Team Meeting (Mark your ratings with an “X”)

Where in the Form would you place:

1.Planning for next PTA meeting?

2.Too many students in the “intensive support” for literacy

3.Schedule for hallway monitoring for next month

4.There have been five fights on playground in last month.

5.Next meeting report on lunch-room status.

04/20/23 27Newton, J.S., Todd, A. W., Horner, R.H., Newton, J.S., Todd, A. W., Horner, R.H.,

Algozzine, B., & Algozzine K., 2010Algozzine, B., & Algozzine K., 2010

What needs to be documented?• Meeting demographics

– Date, time, who is present, who is absent– Agenda– Next meeting date/time/location/roles

• Administrative/ general Information/Planning items– Topic of discussion, decisions made, who will do what, by

when• Problem-Solving items

– Problem statement, determined solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured

What is relevant to write down? Minors-what would we like to do about communicating the minors

with families? There is inconsistency among staff, not all teachers use the minors as a teaching tool in the same way. Is this a problem? What should be do?

Discussion: Perhaps we create a little blurb that goes out to families that teachers

will use when sending them home. Sending them home creates a problematic situation, can be an issue with communication with families. Perhaps we need to just say to staff a general reminder about what is going on with the minors for families of multiple students or friends, etc. We will wait until next year to re-train staff and discuss how to use WHOAS and how to communicate them with parents.

Issue: families are not signing and returning minor incident reports

Possible hypotheses: multiple students in household bringing minor incident reports home? parent gets upset with student & students not giving form to parents to sign?

Decision: re-examine the process being used to document and communicate about minor incidents

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Minor incident reportsRe-examine the process being used to document and communicate about minor incidents

team 2-15-10 team meeting

Take proposal to staff Team 2-15-10 staff meeting

Implementation and Evaluation

Precise Problem Statement, based on review of data(What, When, Where, Who, Why)




October : We have way too many ODRs and we have a problem with aggression/fighting and disrespect on the playground during K,1,2 morning and lunch recess

BB talked about the 3 students who are starting CICO system. AT is skeptical about parent involvement. TP saw the program work fine without parent involvement at the previous school. AA walked in and asked if another student could be on CICO. JJ asked if the supervisors were moving around, he had seen them talking together in the middle of the playground once last week.We should plan to reteach playground expectations .Older students could teach primary students basketball game rules – contingent on D.C. coming to school on time

Cico team

LL analyze referral data

11/16/2009

This month’s precise problem statement: We have three high fliers, K-2 and a 6th grader on the playground, at 10:00 and 11:45/12:00 46/69 number of total major and minor referrals on the playground

-Reteaching game and playground rules-Reinforce proper lining up-Reinforce exiting and entering building

-MM will ask MA if she can reinforce/teach playground rules

Problem-Solving Action Plan

Last month’s example: We are above the national average of ODR’s and we have a problem with aggression/fighting and disrespect on the playground during K,1,2 morning and lunch recess with 4 students.

3 students are starting CICO systemOlder students teach primary students basketball game rules – contingent on D.C. coming to school on timeReteach playground expectations

Cico teamLL analyze referral dataNN/MM

11/16/2009January PBS meeting11/16/09

CICO Team check-in every two weeks to see if students are meeting 80% of their goal.Decrease of playground referrals by 25% by January PBS meeting. CICO team will reportDecrease of playground referrals by K-2 students and D.C. defiance/disruption referrals

The Flow of the Meeting1. Attendance, roles for meeting2. Next meeting scheduled3. Review agenda for meeting4. Review/status update of previous meeting minutes 5. Review data & use TIPS problem solving model to

prompt the development of a comprehension action plan

6. Reports needed for next meeting7. Team assessment of meeting 8. Dissemination of meeting minutes

Meeting Minute Simulation AFac: ‘we have a PTO meeting in 2 weeks and we need to

get organized. last time not very many parents came and said that childcare was necessary’

TM 1: ‘ Tina’s daughter is a babysitter, oh and did you hear what happened to her last weekend?’

TM2: ‘ oh it was awful, and I heard…..’Fac: ‘back to PTO planning, how can we increase

attendance?’• What needs to be documented?

General Item Tasks By Who By When

PTO meeting – two weeks (date)

Attendance?

Childcare?

Meeting Minute Simulation BTopic: Problems with off-task behavior in Third Grade Music….. “I re-teach the rules almost every class period—

no talking unless you’re called on, be In control, keep your hands and feet to yourself, participate.

Disruption and disrespect are the largest areas of concern. I gives two warnings then I write a pre-referral. The pre-referrals are 4 or 5 boys who are looking for peer approval-they are trying to be funny and get attention. I want to write pre-referrals when they are inappropriate and not the let the kids stretch their limits. Physical activity seems to get them too wound up and doesn't seem to work to keep them on task. I feel like those 4 or 5 kids are holding one student back from trying recorders and other active activities. I really want kids to take music seriously but am willing to try use the recorders as a reward-"If we earn 10 points we can use the recorders on Friday“.

What needs to be documented?Implementation and Evaluation

Precise Problem Statement, based on review of data

(What, When, Where, Who, Why)




3rd grade music class, 4-5 male students are disruptive and disrespectful, during activities requiring physical activity, to get peer attention

Reward appropriate behavior with recorder time????

Meeting Minute Simulation CImplementation and Evaluation

Precise Problem Statement, based on review of data





There are seven office discipline referrals for disrespect and aggression/fighting that are occurring at 10:00 am and at 2:30 pm in the classroom, on the playground and on the bus for C.H. and L.W. to obtain peer attention. Because a) disruption and physical aggression result in attention from adults and peers, b) 3rd and 4th graders have received insufficient instruction in playground and bus expectations, c)

Solutions: a)Playground in AM: active supervision, re-teaching expectations (3rd and 4th grade), targeting playground, teacher target classroom expectations, increase Caught-Yas, send Morning Memo out to remind students to follow expectations at AM recess, Dairy Queen reward per recess, playground schoolb)Bus in PM:

1. Are statements clear? 2. Are decisions documented?3. Is there a plan for who will do

what by when?4. Is there a goal?5. Is there a plan for measuring

fidelity of implementation?6. Is there a plan for measuring

impact on students?7. What are your coaching

actions?

Meeting Minute Simulation D

1. Are statements clear? 2. Are decisions documented?3. Is there a plan for who will do what by when?4. Is there a goal?5. Is there a plan for measuring fidelity of implementation?6. Is there a plan for measuring impact on students?7. What are your coaching actions?

Implementation and EvaluationPrecise Problem

Statement, based on review of data


Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Extinction, Consequences, Safety) Who? By

When?Goal, Timeline, Decision Rule

Many 1st grade male students are engaging in physical altercations at all recesses because they want to get the attention of peers instead of following behavior expectations.

CT proposes that we do a lot of training students needing Tier II support, in next year's 2nd grade to help with social skills.MZ would like to target kids at the beginning of the year that are disruptive and non-compliant in the classroom. She proposes that we need to create a tracking system for managing the data of what is happening with the warnings and how those students have consequences-how to use warnings or Majors in a more effective way.

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Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item

Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when

04/20/23Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

Completed example

Activity (10-20 min)

• Complete Meeting Foundations Checklist

• Move tasks, timelines, & people responsible to the meeting minute form


problem-solving meeting foundations structure of meetings lays foundation for efficiency &...

Documents

kate algozzine

tips study

effects of tips training

meeting foundationsteam

team decisionmaking

anne todd

effective meeting foundations

posttips trainingnewton