Example of Use of TIPS Meeting Minutes for Individual Student (Tracking Progress Over Time) (e.g., Tiers II or III)
TIPS Meeting Minutes Form / School: / Rolling Hills / Student Name (Grade): / J. RollinsTeam Members and Date of Attendance
Name / Role / Date(s) of Attendance / Name / Role / Date(s) of Attendance
Mary Manning / Facilitator / 10/4/14; 11/3/14; 11/30/14 / Rory Lane / School Psych / 10/4/14; 11/3/14; 11/30/14
Leya Stallings / Minute Taker / 10/4/14; 11/3/14; 11/30/14 / Mr. Rollins / Parent / 10/4/14; 11/3/14
George Deer / Data Analyst / 10/4/14; 11/3/14; 11/30/14
Sarah Turner / Teacher / 10/4/14; 11/3/14; 11/30/14
Claudia Zeller / Admin / 10/4/14; 11/3/14
New Problem – Initial Meeting
Date of Meeting: / 10/4/14Precise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. Measure
(What/How/When/Who to measure/report) / Effectiveness
of Solution
(What/How/When to assess/report)
Student J is displaying off-task behaviors across the school day but primarily during independent seatwork in reading, math and science in her classrooms. It is believed that this is due to her not identifying when she is not on-task and then not understanding how to refocus her attention to her seatwork.
Current Levels:
Average on-task behaviors were recorded across 38% of intervals observed (range from 27% to 50%) during the week of 9/28 to 10/2. / Provide visual cues for students to refocus attention – teach student what they are first
Provide a study corner for student to use during independent seatwork.
Teach student to self monitor/rate on-task behavior
Use graphing system for monitoring engagement (work items completed) and offer incentive for increases recorded / Teacher will teach and provide
Admin will find suitable fixture and teacher will provide
School Psych will set up a monitoring system and teach student how to use it
School Psych will teach student how to use Excel graph for % of items completed / Teach and use tomorrow
Next week (10/15)
Next week (10/15)
Next week (10/15) / Increase on-task behavior to being observed across 80% of intervals observed by next month (11/1) and then to across 90% of intervals observed by 12/1. / Ask if sessions to teach student visual cues, self-monitoring, and graphing system were completed.
Observation of study corner in use by student (admin will walk through classroom periodically during independent seatwork times to see if student is using. / Behavior observation data gathered by school psychologist. Student will be observed weekly and data will be graphed and shared at monthly meeting.
Previously Defined Problem – Follow Up Meeting(s)
Date of Meeting: / 11/3/14; 11/30/14Precise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. / Effectivenessof Solution
Student J is displaying off-task behaviors across the school day but primarily during independent seatwork in reading, math and science in her classrooms. It is believed that this is due to her not identifying when she is not on-task and then not understanding how to refocus her attention to her seatwork.
Previous Levels:
Average on-task behaviors were recorded across 38% of intervals observed (range from 27% to 50%) during the week of 9/28 to 10/2. / Provide visual cues for student to refocus attention – teach student what they are first
Provide a study corner for student to use during independent seatwork.
- Removed this solution strategy11/3/14
Teach student to self monitor/rate on-task behavior
Use graphing system for monitoring engagement (work items completed) and offer incentive for increases recorded
Buddy system to prompt attention to task– Added 11/3/14 / Teacher will teach and provide
Admin will find suitable fixture and teacher will provide
School Psych will set up a monitoring system and teach student how to use it
School Psych will teach student how to use Excel graph for % of items completed
Teacher and Admin will select and train buddy and student / Teach and use tomorrow
Next week (10/15)
Next week (10/15)
Next week (10/15)
11/5 / Increase on-task behavior to being observed across 80% of intervals observed by next month (11/1) and then to across 90% of intervals observed by 12/1. / Not started
Partial imp.
Imp. w/fidelity
Stopped
Monitoring forms and graph not used daily; visual cue card was lost for 1 week – back in use this week
Updates from 11/30/14:
Not started
Partial imp.
Imp. w/fidelity
Stopped / Worse
No Change
Imp. but not to Goal
Imp. & Goal met
Current rate/level per school day = On-task behavior recorded across 68% of intervals observed
Updates from 11/30/14:
Worse
No Change
Imp. but not to Goal
Imp. & Goal met
Current rate/level per school day = On-task behavior recorded across 91% of intervals observed
Continue to monitor for next two months.
Notes:
Example of Use of TIPS Meeting Minutes for 1 Meeting Discussing Several Students (e.g., Tier III)TIPS Meeting Minutes Form / School: / Rollins Elementary
Meetings / Date / Time(begin and end) / Location / Facilitator / Minute Taker / Data Analyst
Today’s Meeting / 2/2/15 / 2:00-3:15 / Media Center / Mary / Leya / George
Next Meeting / 3/4/15 / 2:00-3:15 / Conference Room / Sarah / Leya / George
Team Members (Place “X” to left of name if present)
X / Mary Manning / X / Sarah Turner / X / Diane Williams
X / Leya Stallings / X / Claudia Zeller / X / Jared Brown
X / George Deer / X / Mark Abbey / X / Molly Reed
Today’s Agenda Items(Place “X” to left of item or student name after completed):
1. / Review data for student M / 6. / Agenda Items for Next Meeting
2. / New Problem – Student S / 7. / 1. / Training for benchmark data collection
3. / New Problem – Student J / 8. / 2. / Fidelity checks for Title 1 interventionists
4. / 9. / 3.
5. / 10. / 4.
Previously Defined Student Problem – Follow Up Meeting(s)
Student Name (Grade): / Student M (2)Precise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. / Effectivenessof Solution
When Student M is presented with more than 1 non-preferred task in a row in his reading or math class, he will display disruptive behaviors such as pushing books off the desk, breaking pencils, talking out, or hitting his chair against the desk in order to avoid completing the tasks presented.
Previous Level:
An average of 5 or more disruptive behaviors per 90-minute class block (reading = average of 6.7 instances per class and math = average of 5.9 instances per class) / Remind Student M that if he completes one non-preferred task, he can attend to a task of his choice from a reward menu for 3 minutes. / Teacher Aide / Beginning Wednesday of this week / Reduce incidents of disruptive behaviors to 1 or fewer per 90-minute block by next month (2/1) and reduce further to 2 or fewer per day by 3/1 and then to 1 or less per day by 4/1 where it will be maintained across the rest of the school year. / Not started
Partial imp.
Imp. w/fidelity
Stopped
Note: Not all assignments can be structured with a balance of preferred and non-preferred / Worse
No Change
Imp. but not to Goal
Imp. & Goal met
Current rate/level per school day = Average of 1 or fewer per day (graph presented next)
Structure assignments so that preferred to non-preferred tasks are balanced. / Teacher / Beginning Wednesday of this week
Reward completion of non-preferred tasks with “Opt Out” sessions for tasks he does not like.
Provide additional rewards for transitions from preferred tasks back to non-preferred tasks. / Teacher to show Student M about “Opt Out”
Teacher and Teacher Aide will provide incentives / Teach about “Opt Out” on Wednesday of this week;
Begin incentives on Thursday of this week.
New Student Problem – Initial Meeting
Student Name (Grade): / Student S (4)Precise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. Measure
(What/How/When/Who to measure/report) / Effectiveness
of Solution
(What/How/When to assess/report)
Student S is having difficulty comprehending written text presented at her grade level), but her reading fluency skills are in expected ranges. Weak vocabulary skills may be lowering her comprehension skills.
Current Levels: Maze score = 3 CR (14 CR expected); Vocabulary level = 2nd grade on Harris Word List (4th grade expected) / Provide instructional level materials for independent reading activities
Participation in Drill Sandwich vocabulary practice.
Self monitoring of known and unknown words and accuracy rates. / Teacher
Title 1 Aide
School Psych will set up and teach student how to monitor / Next week (Monday)
Beginning on Wednesday of next week
Next week (Tuesday) / Increase Maze score to put student on track to meet next benchmark goals; Increase vocabulary level to 3rd grade level by next month / Teacher check in regarding provision of instructional level materials (weekly rating)
Observe Title 1 Aide during Drill Sandwich
Review of self monitoring document / Maze probes administered monthly by teacher; vocabulary word list administered monthly by teacher
Student Name (Grade): / Student J (3)
Precise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. Measure
(What/How/When/Who to measure/report) / Effectiveness
of Solution
(What/How/When to assess/report)
Student J is displaying off-task behaviors across the school day but primarily during independent seatwork in reading, math and science in her classrooms. It is believed that this is due to her not identifying when she is not on-task and then not understanding how to refocus her attention to her seatwork.
Current Levels:
Average on-task behaviors were recorded across 38% of intervals observed (range from 27% to 50%) during the week of 9/28 to 10/2. / Provide visual cues for students to refocus attention – teach student what they are first
Provide a study corner for student to use during independent seatwork.
Teach student to self monitor/rate on-task behavior
Use graphing system for monitoring engagement (work items completed) and offer incentive for increases recorded / Teacher will teach and provide
Admin will find suitable fixture and teacher will provide
School Psych will set up a monitoring system and teach student how to use it / Teach and use tomorrow
Next week (10/15)
Next week (10/15) / Increase on-task behavior to being observed across 80% of intervals observed by next month (11/1) and then to across 90% of intervals observed by 12/1. / Ask if sessions to teach student visual cues, self-monitoring, and graphing system were completed.
Observation of study corner in use by student (admin will walk through classroom periodically during independent seatwork times to see if student is using. / Behavior observation data gathered by school psychologist. Student will be observed weekly and data will be graphed and shared at monthly meeting.
Notes:
Example of Use of TIPS Meeting Minutes for Groups of Students(e.g., Tier II)TIPS Meeting Minutes Form / School: / Meadowlawn
Meetings / Date / Time(begin and end) / Location / Facilitator / Minute Taker / Data Analyst
Today’s Meeting / 2/4/15 / 12:00-1:30 / Conference room / Mary Manning / Leya Stallings / George Deer
Next Meeting / 3/4/15 / 12:00-1:30 / Conference room / Mary Manning / Leya Stallings / George Deer
Team Members (Place “X” to left of name if present)
X / Mary Manning / X / Sarah Turner / X / Diane Williams
X / Leya Stallings / X / Claudia Zeller / X / Jared Brown
X / George Deer / X / Mark Abbey / Molly Reed
Today’s Agenda Items(Place “X” to left of item or student name after completed):
1. / X / Review data from 3 4th grade students (J, M, and E) / 6. / Agenda Items for Next Meeting
2. / X / Review data from 9 5th grade students / 7. / 1. / Review data from 3rd and 4th grade defiance
3. / X / New problem – 3rd and 4th graders defiance / 8. / 2.
4. / 9. / 3.
5. / 10. / 4.
Previously Defined Student Problem for Groups of Students – Follow Up Meeting(s)
Students Names (Grade): / John (4), Marco (4), Edward (4)Precise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. / Effectivenessof Solution
Three 4th grade studentsare not reading fluently and are performing well below expectation on curriculum-based measures of reading fluency. It is thought that these low reading fluency skills are the result of limited practice and repetition of known words.
Previous Levels: Scores on CBM measures of reading fluency fall at or below the 10th percentile for national norms (48-53 WRC/min with 109 WRC/min expected) / Provide instructional level materials for independent reading activities
Repeated Readings intervention group (3 times a week for 20 minutes)
Self monitoring of reading fluency with gains tied to rewards
Serve as a reading buddy with kindergarten students / Teacher
Reading Specialist
Reading Specialist
AP will organize / Next week (Monday)
Next week (Wednesday)
Next week (Friday)
Next week (Friday) / Aimline from progress monitoring data will indicate closure of gap between current performance and expectation; Meet benchmark expectations in fluency by spring benchmark / Not started
Partial imp.
Imp. w/fidelity
Stopped / Worse
No Change
Imp. but not to Goal
Imp. & Goal met
Current rate/level per school day = progress monitoring data depict that all 3 students are making progress and on track to meet the end goal and next benchmark expectations (graphs below) – will continue to monitor for 2 more months
Students Names (Grades): / T. Bliss (5), K. Slade (5), H. Marrion (5), R. Stewart (5), I. Vincent (5), D. McKenzie (5), P. Gallagher (5), S. Jackson (5), Y. Britt (5)
Precise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. / Effectivenessof Solution
When presented with math multiplication fast fact timed exercises, 9 students in 5th grade are performing Well Below Grade Level expectation with completion rates that fall below fall benchmarks (25 correct answers for fall; 75 correct responses for winter; 90 correct responses for spring). It is thought that these students are still in the acquisition stage of learning multiplication facts and, as a result, cannot reach fluency rates needed on this assessment.
Previous Levels: Scores range from 5-23 correct responses.
/ Reteach basic multiplication concepts / Math Facilitator / Next week (Wednesday) / All nine students will meet expectation for problem completion on math multiplication fast facts by winter benchmarking (33 correct answers). / Not started
Partial imp.
Imp. w/fidelity
Stopped / Worse
No Change
Imp. but not to Goal
Imp. & Goal met
Current rate/level per school day =7 students have met goal – keep monitoring monthly; 2 students (R. Stewart and S. Jackson) are close but not at expectation – increase frequency of CAI to daily and increase incentives for showing progress to goals
Demonstrate tricks for memorizing math facts / Title 1 tutor / This week (Friday)
Reward increases in the number of accurate responses on untimed math tasks as documented on self-monitoring graphs showing progress. / Math Facilitator / Next week (Monday)
Utilize computer assisted instruction (CAI) software packages for multiplication practice / Teacher / Next week (Wednesday)
New Problem for Groups of Students – Initial Meeting
Students Names (Grades): / Many 3rd, and 4th grade studentsPrecise Problem Statement
(What, When, Where, Who, Why, How Often) / Solution Actions
(Prevent, Teach, Reward, Correct, Extinguish, Safety) / Who? / By When? / Goal & Timeline / Fidelity of Imp. Measure
(What/How/When/Who to measure/report) / Effectiveness
of Solution
(What/How/When to assess/report)
Many 3rd and 4th gradersare engaging in Defiancebetween 11:45 and 12:00, near the end of their 30-minute recess period, with most of these instances occurring on the playground, in class, or in the hall, because the students want to avoid the upcoming classroom instructional period.
Current Levels:
Nov. = .73 referrals per day;
Dec. = 1.5 referrals per day;
Jan. = .42 referrals per day / Review expectations for prosocial behaviorsthroughout day
Include Dots for Motivationtype procedures that build in options to skip work if a percentage of tasks are completed.
Set up Daily Double procedure for end of day free time if no referrals.
Play calming music (classical, instrumental) during final minutes of lunch to prime students for calm recess period behaviors / Teachers and cafeteria staff
3rd and 4th grade teachers
3rd and 4th grade teachers
Music teacher / Friday of this week
Next week on Monday
Next week on Monday
Next week by Tuesday / Reduce referrals for defiance to .20 per day by March (1 per week) / Dice box for checking number of days per week expectations reviewed
Chart in faculty lounge about use of Dots for Motivation and Daily Double being offered (1-5 ratings)
Was music played during lunch? Teachers can use chip basket each day to report (monitored 1x a week random days) / Referrals for defiance among 3rd and 4th graders by month and day.
Notes:
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