using tips todd-rutherford - pbis · teams using tips are more likely to use data to define...
TRANSCRIPT
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
Data
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
Page8inhandout
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
Page 2 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
hou
rsSavings in Planning and Implementation Time Moving from Primary to Precision Problem Statement
0
5
10
15
20
25
30
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
0.00
1.00
2.00
problemdefinedwithprecision
problems,solutions,and
goals
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
51%
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
28
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
plor
atio
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)
Inst
alla
tion
1. Pilot Implementations –Residential & Day Treatment Programs
2. Implementation Drivers –Competency, Organization, & Leadership
Initi
alIm
plem
enta
tion
1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)
Full
Impl
emen
tatio
n
1.Expansion
NIRN, 2017
SDP & TIPS Stages of ImplementationEx
plor
atio
n
Inst
alla
tion
1. Contact with Rob Horner about TIPS (2013)
2. Review and revision of TIPS materials (2013)
Initi
alIm
plem
enta
tion
1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)
Full
Impl
emen
tatio
n
1.Expansion
NIRN, 2017
1. 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)
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 Data Analyst Report
Changes to Agenda Form
Changes to Agenda Form
SDP & TIPS Stages of ImplementationEx
plor
atio
n
Inst
alla
tion
1. Contact with Rob Horner about TIPS (2013)
2. Review and revision of TIPS materials (2013)
3. Implementation Drivers –Competency, Organization, & Leadership In
itial
Impl
emen
tatio
n
1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)
Full
Impl
emen
tatio
n
1.Expansion
NIRN, 2017
1. 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)
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
40
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
SDP & TIPS Stages of ImplementationEx
plor
atio
n
Inst
alla
tion
1. Contact with Rob Horner about TIPS (2013)
2. Review and revision of TIPS materials (2013)
3. Implementation Drivers –Competency, Organization, & Leadership In
itial
Impl
emen
tatio
n
1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)
Full
Impl
emen
tatio
n
1.Expansion
NIRN, 2017
1. 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)
Initi
al Im
plem
enta
tion
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
SDP & TIPS Stages of ImplementationEx
plor
atio
n
Inst
alla
tion
1. Contact with Rob Horner about TIPS (2013)
2. Review and revision of TIPS materials (2013)
3. Implementation Drivers –Competency, Organization, & Leadership In
itial
Impl
emen
tatio
n
1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)
Full
Impl
emen
tatio
n
1.Expansion
NIRN, 2017
1. 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)
Initi
al Im
plem
enta
tion
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)
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
SDP & TIPS Stages of ImplementationEx
plor
atio
n
Inst
alla
tion
1. Contact with Rob Horner about TIPS (2013)
2. Review and revision of TIPS materials (2013)
3. Implementation Drivers –Competency, Organization, & Leadership In
itial
Impl
emen
tatio
n
1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)
Full
Impl
emen
tatio
n
1.Expansion
NIRN, 2017
1. 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)
Initi
al Im
plem
enta
tion
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)
3. Training of SDP coaches in TIPS (2015-present)
Full
Impl
emen
tatio
n
1. Expansion to all schools using PBIS with SDP coaches (2015-present)
2. Continued training of SDP coaches
Coaching with mock meetings
SDP & TIPS Stages of ImplementationEx
plor
atio
n
Inst
alla
tion
1. Contact with Rob Horner about TIPS (2013)
2. Review and revision of TIPS materials (2013)
3. Implementation Drivers –Competency, Organization, & Leadership In
itial
Impl
emen
tatio
n
1. Center-level Commitment including the formation of Center PBIS Teams (2011 –present)
Full
Impl
emen
tatio
n
1.Expansion
NIRN, 2017
1. 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)
Initi
al Im
plem
enta
tion
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)
3. Training of SDP coaches in TIPS (2015-present)
Full
Impl
emen
tatio
n
1. Expansion to all schools using PBIS with SDP coaches (2015-present)
2. Continued training of SDP coaches
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 [email protected]