Running Effective Meetings: Team Initiated Problem Solving (TIPS) & Intervention Team Meeting Agenda PBIS Coaches Institute Placer County Office of Education.
<ul><li> Slide 1 </li> <li> Running Effective Meetings: Team Initiated Problem Solving (TIPS) & Intervention Team Meeting Agenda PBIS Coaches Institute Placer County Office of Education January 20, 2015 Your Hosts: Kim Wood & Kerri Fulton </li> <li> Slide 2 </li> <li> Agenda Why use TIPS?What have been your roadblocks?Meeting Roles & StructureProblem Solving: It shouldnt create a problem!Monitoring progressThe rest of the storyRunning effective meetings in Tiers II & III </li> <li> Slide 3 </li> <li> Why use the TIPS meeting agenda & Intervention Team meeting form? A clear model with steps for problem solving routine Access to the right information at the right time in the right format A formal/ predictable process that a group of people can use to build and implement solutions </li> <li> Slide 4 </li> <li> Getting Started? or Getting Stuck? Discussion: What have been your roadblocks? Lead your team through the TIPS Meeting Foundations Checklist (Worksheet 16) and/or TIPS Coaching Fidelity Worksheet Go from thisto this! </li> <li> Slide 5 </li> <li> (TIPS) Research To Date: Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. (2011). Effects of Team-Initiated Problem Solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. </li> <li> Slide 6 </li> <li> Improving Decision-Making PROBLEM SOLUTION PROBLEM SOLVING </li> <li> Slide 7 </li> <li> 8 Keys to Effective Meetings 1. Organization (team roles, meeting process, agenda) 2. Data (right information at right time in right format) 3. Separate (a) Review of On-going Problem Solving (b) Administrative Logistics and (c) New Problem Solving 4. Problems are defined with precision 5. Solutions are comprehensive and built to fit 6. Action Plans are added for all solutions 7. Fidelity and impact of interventions are reviewed regularly 8. Solutions are adapted in response to data </li> <li> Slide 8 </li> <li> Meeting Foundations Elements Predictability Participation AccountabilityCommunication Define roles & responsibilities: Facilitator, Minute Taker, Data Analyst Use electronic meeting minutes format Four features of effective meetings : </li> <li> Slide 9 </li> <li> TIPS Meeting Agenda </li> <li> Slide 10 </li> <li> 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 II (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org On your Table Tent Card. Lost yours? Print from our website. </li> <li> Slide 11 </li> <li> General Flow of PBIS Team Meeting Call meeting to order Who is present? Discuss administrative tasks and any general issues Wrap up meeting Review date/time for next meeting and evaluate present team meeting. Review Current Status Compare overall levels to goal/norms Discuss previously defined problem(s) Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next? Discuss any new problems Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data needed Review agenda for today 1 3 4 5 6 7 2 Match corresponding numbers to TIPS form handout </li> <li> Slide 12 </li> <li> Page 1 Page 2 ab c de </li> <li> Slide 13 </li> <li> Problem Solving Objectives Use DATA to define a PRIMARY summary statement a PRECISE problem statement 6a </li> <li> Slide 14 </li> <li> Transforming Data into Useful Information Develop a primary summary statement Examine the patterns, trends, peaks Compare your data with the national average 6a </li> <li> Slide 15 </li> <li> Look at the Big Picture Use DATA to refine the Big Picture Develop PRECISE problem statement Defining Precision Problem Statements: Start with the PRIMARY problem statement 6a </li> <li> Slide 16 </li> <li> Precision Problem Statement WhatWhereWhenWhoWhy Designing effective behavior support Define problems with precision 6a </li> <li> Slide 17 </li> <li> Data you are most likely to need to move from a Primary to a Precise statement: WHAT problem behaviors are most common? ODR per problem behavior WHERE are problem behaviors most likely to occur? ODR per location WHEN are problem behaviors most likely to occur? ODR per time of day WHO is engaging in problem behavior? ODR per student WHY are problem behaviors sustaining? Use Drill Down report 6a </li> <li> Slide 18 </li> <li> Solution Development & Action Planning Solution Component Action Step(s) Prevention How can we avoid the problem context? Ex: schedule lunch times, change lighting Teaching How can we define, teach, and monitor what we want? Ex: build Quiet curriculum, teach hallway expectations, buy decibel meter Recognition How can we build in systematic rewards for positive behavior? Ex: 3 quiet days = 5 extra minutes of social time (at lunch or end of day) Extinction How can we prevent problem behavior from being rewarded? Ex: public posting of results Corrective Consequence What are efficient, consistent consequences for problem behavior? Ex: continue current system (Major/Minor ODR) Data Collection Implementation fidelity? Ex: walkthrough reports, observations, self-assessments Impact on student outcomes? Ex: SWIS ODR data 6b Pick one or a few! </li> <li> Slide 19 </li> <li> Identify a Measureable Goal Goals allow you to analyze, monitor, and adjust professional practice. Reduce hallway ODRs by 50% per month (currently 24 per month average). 6c SMART Goals:SpecificMeasurableAchievableRelevantTimely </li> <li> Slide 20 </li> <li> Implement, then measure fidelity Define ways the team will assess the fidelity and impact of the chosen intervention or solution components. Evaluation Plan for monitoring fidelity of implementation AND impact on student behavior Evaluate fidelity of implementation compared to the goal Define how, when, criteria Evaluate effect of solutions on student behavior (impact) as compared to the goal Define data to be used, how often and criteria Data analyst with data summaries and data access 6d </li> <li> Slide 21 </li> <li> Evaluation Planning: Did we do what we said we were going to do? Evaluation Plan for monitoring fidelity of implementation AND impact on student behavior 6e Establish a fidelity check routine that relates to Implementation A 1-5 scale is used for all questions, with up to three questions per week At staff meeting, use fist of five while asking questions In staff room, create number line poster with questions And, did it have an impact? </li> <li> Slide 22 </li> <li> Meeting Evaluation The team rates itself (are we using our time wisely, are we doing what we said we would do, and is it having an impact on student behavior/academics)? Space to capture ideas for things the team can do to improve for next time. 7 </li> <li> Slide 23 </li> <li> Intervention Team Meeting Agenda (Tier II/III) </li> <li> Slide 24 </li> <li> Intervention Team Meeting Template: Use for Tier II & III Intervention Team Meetings Worksheet 8, Tier II Page 1 of 2 Tier II Group Interventions Tier III Individualized Interventions </li> <li> Slide 25 </li> <li> Intervention Team Meeting Template: Use for Tier II & III Intervention Team Meetings Worksheet 8, Tier II Page 2 of 2 </li> <li> Slide 26 </li> <li> Remember. The intervention team meeting is not the time to discuss an individual student in great detail. If a solution or modification cannot be discussed and selected quickly, the team should schedule a follow-up meeting to address that specific issue. Stick to recommended time allotments as much as possible! </li> <li> Slide 27 </li> <li> Intervention Team Meeting Role Play Activity </li> <li> Slide 28 </li> <li> Questions? Comments? Thank you! </li> </ul>