Using TIPS Todd-Rutherford - PBIS · Teams using TIPS are more likely to use data to define...

National PBIS Leadership Forum | September 28-29, 2017 | Chicago, IL

A2 – USING TIPS THE TEAM INITIATED

PROBLEM SOLVING MODELLEADER PRESENTER: ANNE TODDEXEMPLAR: LAURA RUTHERFORD

KEY WORDS: TEAMS, EVALUATION, PBIS FOUNDATIONS

5 Themes for Equitable Education

1. Teach Effectively– Use evidence based practices for content and

instructional delivery

2. Implement SWPBIS– Focus on efficiency, effectiveness and equity

3. Data-based Problem Solving– Decision Guidelines – Meeting Foundations – Problem Solving Routines

4. Explicit Bias Prevention

5. Implicit Bias Prevention

PRACTICES

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SW-PositiveBehaviorSupport

OUTCOMES

Social Competence,Academic Achievement, and Safety

PBIS Is Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Agreements

Team Members& Purpose

Data-based Action Plan

ImplementationEvaluation

GeneralEBS

Implementation Process

Annual Team Meeting Costs for One Team

■ One team of 5, meeting 45 minutes monthly – 37.5 hours of time per year– $1469.32 per year based on the average teacher

salary ($38.39 per hour; Bureau of Labor Statistics, 2016)

■ Meeting Cost Calculator: http://instantagenda.com/meeting-cost-calculator/?utm_source=google&utm_medium=cpc&utm_campaign=Meeting%20Cost&utm_content=Meeting%20Cost%201&gclid=CjwKEAjw07nJBRDG_tvshefHhWQSJABRcE-ZFcQq3MRkQqB4raKypYUIF7j_Uo6m3-nvcUVIPF_NfxoCf53w_wcB

What SWPBIS Looks Like as Defined by the Tiered Fidelity Inventory (TFI)

1. Team Composition2. Team Operating Procedures3. Behavioral Expectations4. Teaching Expectations5. Problem Behavior

Definitions6. Discipline Policies7. Professional Development8. Classroom Procedures

9. Feedback and Acknowledgement

10.Faculty Involvement11.Student/Family

Community Involvement12.Discipline Data13.Data Based Decision

Making14.Fidelity Data15.Annual Evaluation

Implement Solution with High Integrity

Identify Goal for Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluationDecision

MeetingFoundations

Critical Features of Team-Initiated

Problem Solving (TIPS II)

IdentifySolution and

CreateImplementation

Plan with Contextual Fit

Collect and Use

Meeting Foundations

Problem Solving

National PBIS Leadership Forum | September 28-29, 2017 | Chicago, IL

MEETING FOUNDATIONSCHARACTERISTICS OF EFFECTIVE TEAM

MEETINGS§ Predictable

§ Start/end time, roles, purpose/goals, phases of meeting§ Responsibilities linked to roles, projected meeting

minutes/data§ Consistent

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

§ Positive/Safe§ Team agreements, use of Meeting Foundations

§ Accountability§ Fidelity of implementation§ Student outcomes§ Meeting Evaluation

Roles and Responsibilities

Facilitator Minute Taker

Data Analyst

Team Member

Primary & BackupTime-limited (5 meetings, all year)

Administrators• primaryroleisAdministrator• canbebackupstofacilitator,dataanalyst,

minutetakers

inhandout

Tier IDecision

GuidelinesPage 4

Data based decision making…starts by defining

the decisions to be made1. What questions do you want answered?

2. When do those questions need to be answered?

3. What data sources are needed?

4. Who ensures current and accurate data entry

5. What reports are needed?

6. Who will generate reports and when?

Use Tiered Decision Guidelines as a way to organize your evaluation plans

Tier I Evaluation Questions- Social BehaviorTiered Decision Guidelines document page 4

Implementation Fidelity1. Are systems of support in place? 2. Are they being implemented as planned?

Student Outcomes1. How many months are problem levels at or below the

national median or expected for each grade? 2. Is there a gradual increase or decrease in problem levels

across a 4-month period of time? 3. Are there peaks in problem levels that are 15-20%

higher/lower? 4. Are Tier I interventions working for 80-85% of students? 5. What percentage of students are receiving Tier II and Tier III

supports?6. Do any students need Tier II or Tier III supports?

A Quick Peek at a Team Using TIPS

■ Tier I team

■ Meeting Minutes handout (pages 5-7)

■ Looking at a problem on Bus 512

■ Pay attention to the Meeting Foundations

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

of TIPS Overview Handout

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.

Precision has Benefits

Primary Problem Statement§ Fighting and physical aggression on playground

Setting and Participants:1 Elementary school with total enrollment of 550 students and 3 classes per grade

Precise Problem Statement

§ High rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games

Implications

§ Teach 180 2nd and 3rd graders vs. 550 K-5th graders

§ Narrow instruction to routine for getting equipment/games

rsSavings in Planning and Implementation Time Moving from Primary to Precision Problem Statement

Planningtime Implementationtime:staff Implementationtime:students

primarystatement

precisionstatement

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

Todd, A.W., Algozzine, B., Horner, R.H., Preston, A.I., Cusumano, D., Algozzine, K. (accepted for publication). Title: A Descriptive Study of School-Based Problem Solving. Journal of Emotional and Behavioral Disorders.

Newton, J., Todd, A.W., Algozzine, B.; Algozzine, K.; Cusumano, D.; Preston, A. (accepted for publication). Title: A Randomized Wait-List Controlled Analysis of Team Problem Solving. Journal of Behavior Disorders.

Perceptions of Core Features of Problem Solving Before and After TIPS Training

problemdefinedwithprecision

problems,solutions,and

problemshavesolutions

actionplanwithsolution

fidelitydocumented

outcomemeasure

documented

Pre-TIPS Post-TIPS

What is TIPS? TIPSisaproblem-solvingmodelestablishedwithinastandardsetofmeetingfoundations.It’saseriesofstepsanyonecanusetomovefromidentifyingaproblemtoimplementingasolutionandmeasuringprogresstowardthegoal.

WhyUseTIPSTeamsusingTIPSaremorelikelytousedatatodefineproblemswithprecision,definefewerthingstodo,andsolveproblemsleadingtoimplementationfidelityandpositivestudentoutcomes.

TIPS Spiel

HowtoUseTIPSEstablishReadinessGetteam&coachingtrainingAdaptforanyteam,usinganysetofdata

Devereux Advanced Behavioral Health

■ Leading not-for-profit provider of children’s and adult’s behavioral healthcare

■ 17,000 – 20,000 individuals across 13 states– Residential treatment– Treatment foster care– Community –based services

■ Dual mission of service and training– APA-accredited Psychology Internship– Institute of Clinical & Professional Training & Research■ Center for Resilient Children■ Center for Effective Schools

§ Arizona§ California§ Colorado§ Connecticut§ Delaware§ Florida§ Georgia§ Massachusetts§ New Jersey§ New York§ Pennsylvania§ Rhode Island§ Texas

When you think about Philadelphia what comes to mind?

■ 222 schools (149 elementary, 15 middle, 58 high schools)

■ Number of employees: 17,991 (8,443 teachers)

■ Students with disabilities: 14%

■ Students learning English: 10%

■ Percent of students who achieved proficiency on state testing:

• Reading: 32%

• Math: 17%

■ Total student enrollment: 129,489

■ 100% Free and Reduced Lunch

African American

Latino20%

White14%

Asian8%

Multiracial7%

Data Use and Data-Based Problem Solving in SDP

Getting Serious: Adopting TIPS

Implementation Science

Innovations are one thing… and the implementation is something entirely different

Evidence-based programs are not much help unless they can be put into practice (with good results)

NIRN, 2017

“Doing more research on a serum will not produce a better syringe”

Doing more research on an intervention will not produce better implementation methods

Implementation Stages

Exploration

Installation

Initial Implementation

Full Implementation

Readiness

Repurposing resourcesSelecting staffIdentify trainers and coachesSelecting locationsDeveloping structural supports

Attempts to use newly learned skillsAwkwardnessMost fragile stageMotivation to “give up” and go back to “old ways”

50% or more are doing it with fidelityNew ways are now “standard ways”

NIRN, 2017

SDP & TIPS Stages of ImplementationEx

n1. Rob Horner

presents TIPS at the PAPBS Implementer’s Forum (2011)

2. New SDP Deputy of School Climate & Safety (2013)

3. Large budget cuts led to school closures

4. Successful grant funded SWPBIS projects in 10 schools (2013)

1. Pilot Implementations –Residential & Day Treatment Programs

2. Implementation Drivers –Competency, Organization, & Leadership

1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)

1.Expansion

NIRN, 2017

1. Contact with Rob Horner about TIPS (2013)

2. Review and revision of TIPS materials (2013)

1.Expansion

NIRN, 2017

1. Rob Horner presents TIPS at the PAPBS Implementer’s Forum (2011)

Changes to Formal Training

Focus on

activities

Boiled down

content

Data Analyst Report

Use of minors

Easy to miss core graphs

May be unclear to those without

advanced data knowledge

May miss key elements of PPS

May be perceived as individual

student problems

Changes to Data Analyst Report

Changes to Agenda Form

3. Implementation Drivers –Competency, Organization, & Leadership In

1.Expansion

NIRN, 2017

Implementation Drivers

Competency Drivers

•Training•Coaching•Selection•Fidelity

assessments

Organization Drivers

•Facilitative administrators

•Data to support decision-making

Leadership Drivers

•Help resolve adaptive issues

•Help resolve technical problems

Do we have the competence to drive the change?

NIRN, 2017

Competency Drivers

■ Devereux CES team

■ SDP Coaches

■ Live training +

Coaching Model

Organizational Structure for SDP Climate

Leadership TeamIncludes representatives from SDP, Mayor’s Office, Universities, CBH,

Advocacy Groups, etc.

Implementation TeamIncludes representatives from organizations running climate

projects

PBIS CoachesSchools Schools

Organization Drivers

Finally!

Leadership Drivers

■ PAPBS Network

■ Advanced TIPS training

with Anne Todd

■ SDP leadership

1.Expansion

NIRN, 2017

1. School-level Commitment including the formation of PBIS Teams with assigned roles (2014 –present)

2. Pilot project in four schools with Devereux coach support (2014-2016)

Youth Forum SchoolsSchool School A School B School C School D

Demographics (2015-16)

Grades K-8 K-8 K-8 K-5Number of Students 509 549 400 385Percent with IEPs 23.6% 15.5% 11% 19.5%Percent African-American 86.4% 94% 95.3% 88.1%Climate (2014-15)

Avg. daily attendance 93% 92.4% 92.2% 93.5%Suspensions 73 80 151 105Serious incidents 13 6 4 10Academics (PSSA results 2014-15)Math (3rd ) Percent proficient 18.9% 0% 4.8% 9.3%Reading (3rd) Percent proficient 14.9% 22.8% 28.6% 16.4%

Coaching: Data Analyst Report■ On-site coaching

• Required frequently§ Amount dependent on skills of data analyst§ For some, lasted entire school year

■ Need to re-train Data Analyst report • Staff turnover

Coaching: Retraining TIPS■ Large group training in fall of first year of

implementation• Attendance a concern

§ Coverage shortages

■ Additional trainings• Formal refresher trainings in second year of

implementation• On-site refresher trainings

§ Staff turnover§ Team member role changes

Coaching: Support in Meetings■ Research on TIPS reported two

coached meetings

■ Coach presence at meeting required • Staff turnover• Role changes recommended• Prompting to TIPS fidelity

Coached Prompts & TIPS-FC

■ Insert screen shot of TIPS fidelity checklist

Coached Prompts

Coached Prompts: Case Example

1.Expansion

NIRN, 2017

3. Training of SDP coaches in TIPS (2015-present)

1. Expansion to all schools using PBIS with SDP coaches (2015-present)

2. Continued training of SDP coaches

1.Expansion

NIRN, 2017

Coaching with mock meetings

1.Expansion

NIRN, 2017

3. Training coaches as trainers

4. Monitoring Implementation & Effectiveness

TIPS Fidelity Example Schools

A few thoughts…

■ Effective implementation doesn’t “happen” – it’s planned

■ Organizational supports are necessary

■ Ongoing coaching is necessary for sustaining TIPS in schools– Consider team and coach turn-over

■ Measure fidelity for decision-making

QUESTIONS Thank You

www.centerforeffectiveschools.org

Where are your teams in the implementation process?Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-based)

Exploration & Adoption

• Let’s make sure we’re ready to implement (capacity infrastructure)

Installation

• Let’s give it a try & evaluate (demonstration)

Initial Implementation

• That worked, let’s do it for real (investment)

Full Implementation

• Let’s make it our way of doing business (institutionalized use)

Sustainability & Continuous Regeneration

Putting “it” in place.

Should we do it?

Now make it better

Initiative is way of work

TIPS Team Training■ Two-day training that includes – a 1 day with the team (including administrator) and

their coach, followed by – a 1-day with coaches.

TIPS Trainer Training

■ A one-day training followed by the TIPS Team Training – All Trainers must have gone through the TIPS Team

Training within the past calendar year and have a plan to conduct the TIPS Team Training within the next 4 months.

Trainers for TIPS Team Training

■ Maryland

■ New Jersey: TBA

■ California

■ Oregon

■ Washington

■ Montana

■ Connecticut

■ New Hampshire

■ Michigan

■ Illinois

■ North Carolina

■ Alaska- TBA

■ Iowa

■ Pennsylvania

■ South Carolina

■ Kentucky

■ Others

Getting Started with TIPS

1. Establish Team Readiness – (see page 1 of handout)

2. Explore and Build Awareness– Conferences, exploratory workshops,

www.pbis.org/Training/TIPS , Publications

3. Connect with a Trainer to plan TIPS Team Training

– Contact Anne Todd if you need help finding a Trainer awt@uoregon.edu

Using TIPS Todd-Rutherford - PBIS · Teams using TIPS are more likely to use data to define...

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