Module 1 Part 2: The TIPS Method

Module 1 Part 2: Using the TIPS Method to Problem-Solve Implementation Issues Session 2 Phase I Team TrainingPresented by the MBI Consultants

(Note to presenters this module simply asks teams to use the areas identified as concerns in part 1 to develop an action plan to solve it. Be aware that it again contains the TIPS meeting minutes form and diagram which you may use to describe the process in more depth)TIPS was funded by the Institute on Educational Sciences (IES).Initial research results show that SWPBIS Teams using the TIPS model with SWIS data improve in (a) the overall meeting foundation practices and (b) the thoroughness of problem identification and problem solving with SWIS data.Single Subject Study is currently in press and will be published January 2011, The Journal of Applied School Psychology. Citation is below.Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (in press). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology

1Module 1 Part 2 Team OutcomesReview the TIPS problem-solving method and the Meeting Minutes form.

Use the TIPS method to problem-solve an implementation issue at your site

ContextMBI teams are being expected to do problem solving

Most teams are not skilled at running problem-solving meetings and using data for decision-making

MBI teams are being expected to do problem solvingTeams NEED data to do good problem solving butMost teams are not skilled at running problem-solving meetings and using data for decision-making. Be purposeful when bringing staff together. Just putting them at the same table with some data wont result in positive outcomes. This is NOT what they are trained to do. Have a skilled facilitator or provide training and support for at least one team member.

3What do we need?A clear modelSeparate and similar procedures forManagement and/or implementation (infrastructure-data system) issues i.e.: Meeting FoundationsOutcome issues (analysis and decision-making) The right informationA process to build and implement solutions.A visual context

What do we need?To use data for progress monitoring and for decision making we need to engage in problem solving that provides access to the right type of current data, a system/process for using those data and strategies for using those during the problem solving process.

A clear model with steps for problem solving Define purpose and expected outcomes of the teamDefine team agreements about meeting processesDefine roles and responsibilitiesUse electronic meeting minutesAccess to the right information at the right time in the right formatA formal process that a group of people can use to build and implement solutions.Basic Meeting Foundations Elements are essential no matter what type of meeting is being conducted. Teams need to know the purpose and expected outcomes of their group, they need to establish operating agreements (always start with something nice, avoid side talk, be on time, etc), and they need to establish roles and the expected responsibilities .

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Organizing for effective problem solving conversationsProblemSolutionOut of TimeUse Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contributeNewton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Animated slide telling a well too known story. 1/6/20145TIPS II Meeting Minutes and Problem-Solving Action Plan FormTodays Meeting: Winter MBI TrainingDate, time, location: Facilitator: Minute Taker:Data Analyst: Next Meeting:Date, time, location: Facilitator: Minute Taker:Data Analyst: Team Members (bold are present today________________________________________________________________Information for Team, or Issue for Team to AddressDiscussion/Decision/Task (if applicable)Who?By When?SAS results indicated that team has not implemented any procedures for discouraging inappropriate behaviors. Reinforcement systems are partially in place.Do we complete the elements needed for a reinforcement system, begin our consequence system, or both? What elements do we have in place?

Administrative/General Information and IssuesImplementation 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, & UpdatesAgenda for NEXT Meeting 2.3. Implementation and EvaluationPrecise Problem Statement, based on review of data(What, When, Where, Who, Why)Solution Actions (Prevent, Teach, Prompt, Reward, Correction, Extinction, Adaptations, Safety)Who?By When?Goal with TimelineFidelity of Imp measureEffectiveness of Solution/Plan Not started Partially Imp Imp Fidelity Done Goal Met Better Same WorseAgenda for Today:1. Develop an action plan for an area of need as identified by TIC and SAS resultsPreviously Defined Problems/Solutions (Update)123FoundationsProblem Solving(Refer to pages 22-23 in workbook)Again, the meeting minutes form is a visual context used to keep the meeting and problem-solving process moving in the right directions. Suggest that you use a projector to allow everyone to see what is going on. Most schools have the title at the top and write/type as the meeting progressesMake a point that we dont need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took a 5-minute bathroom break)

Some teams add a parking lot section so they can acknowledge good ideas that can be addressed later.

You worked on Basic Meeting Foundations Elements during the training in the fall. These elements are essential no matter what type of meeting is being conducted. Teams need to know the purpose and expected outcomes of their group, they need to establish operating agreements (always start with something nice, avoid side talk, be on time, etc.), and they need to establish roles and the expected responsibilities .

This is the format for the TIPS II. It has three primary sections:

Meeting demographicsDate, time, who is present, who is absentAgendaNext meeting date/time/location/rolesAdministrative/General information/Planning itemsTopic of discussion, decisions made, who will do what, by whenProblem-Solving itemsProblem statement, data used for problem solving, determined solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implement. For today our purpose is determining the foundations for our meetings which includes the areas with the pink font. The other areas are concerned with problem-solving which we will get into next time

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TEAM PROBLEM-SOLVING METHODThis is a format for a clear problem-solving method.The outer circle (Meeting Foundations) refer to the process and procedures a team uses to function.Roles are determined and defined, meetings are scheduled for the year, electronic equipment and internet access are available, and an agenda is established.Certain problems regarding administrative and implementations issues may not need to go further than the meeting foundations level. For the sake of helping you understand the TIPs method, the example that follows is a an implementation issue that incorporates most of the TIPS steps. The inner circles and arrows define a problem-solving model designed to improve the decision-making and problem-solving of MBI Teams. This model is called TIPS, which stands for Team-Initiated Problem Solving. The model uses data for during problem solving and decision making, during meetings. Once the problem statement is precisely stated, a variety of solutions are discussed based on prevention, teaching, reward, correction and extinction and teams will determine which solution(s) they want to implement.

The TIPS model then moves the team to action planning ,evaluation and measurement determination.

You can use this at any tier. Whether it is for the whole group, small intervention group, or individual level. This is the process.

7Identify Problem: ExampleThe system(s) to acknowledge/reward school-wide expectations is partially in place.

How do they know this?Self-Assessment Survey indicated that this is a yellow area. 50% of staff indicate this is In Place, 46% indicates Partially in Place and 4% believes it is Not in Place.22% of staff indicate this is an item of high or medium priority.The MBI team focused on developing infrequent school-wide incentives (assemblies). They have not implemented more frequent and individualized incentives and have done little to promote their incentives. 8Problem Statements

Ultimately, you want to write a problem statement that precisely specifies the problem you identifiedThe more W questions (what, when, where, who why) you incorporate into the problem statement, the more precise the problem statement, the easier it will be to generate a solution that fits the problem

Precise problem statements include information about the five core W questions.What is problem, and how often is it happeningWhere is it happeningWho is engaged in the behaviorWhen the problem is most likelyWhy the problem is sustaining

9Identify the Problem (continued)Problem Statement DevelopmentWhat: 50% of staff indicate a system(s) to acknowledge/reward school-wide expectations is partially or not in place.How Often: N/A or yearly SAS surveyWhen Who WhereAll staff completed the first SAS survey in AprilWhy (is the problem sustaining)?22% of staff indicate this is an item of high or medium priority. Results indicated a need to provide professional development on the utility, purpose, and types of reinforcement systems.Team discussions reviewed types and frequency of reinforcement systems. Monthly acknowledgement assemblies have been developed but no system is in place for frequent, individual rewards, etc. An informal survey of the general staff and the team indicated a need.Team has not had time to address this implementation area

Taking our problem and answering as many of the W questions as possible the team came up with this. Looking at what we know about the problem, take two minutes with your neighbor and discuss why this might be happening. (ask volunteers to share)

10Develop Goal(s):Professional development for general staff to increase understanding of the utility, purpose, and types of reinforcement systems.

Find team time to address issues. 11Identify Solutions and Implementation PlanThe MBI team brainstormed different ways to correct these issues, reached consensus, and identified who would do what, when, where, etc. A 2-hour professional development inservice will take place to develop staff understanding of the utility, purpose, and types of reinforcement systems.Staff will select priorities for acknowledgement proceduresVolunteers who are willing to develop other reward systems will be solicited (saving the team time!)

MBI team brainstormed Then followed the usual procedures after a brainstorming activity they discussed the advantages and disadvantages and prioritized the solutions

12Implement Solution with FidelityThe team used a pre-post questionnaire to assess knowledge and attitude change regarding PD training

The team noted the number of volunteersMBI Team and staff must quickly and clearly see the impact of change in order to buy-in or to sustain their effortsImplement the smallest change that will result in the largest improvement

With ConsistencyWith FidelityWith Sufficient DurationWith Sufficient Intensity (putting the definitions in mailboxes is an example of intensity not being sufficient)

13Monitor Impact and Summative Evaluation10% of staff volunteered to develop additional acknowledgement systemsWithin three months the building had developed and implemented two high frequency individual acknowledgement procedures80% of all staff were using acknowledgement proceduresStaff feedback regarding PD indicated a need for better snacksSuccess! 14Big IdeasUse DATA to drive problem solvingFollow a consistent processSmallest change for largest improvementImplementation fidelity Communicate, communicate, communicateCelebrate!

15Work TimeComplete the Part 2: Using the TIPS Method to Problem-Solve Implementation Issues section of your workbook