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IES Grant

Title: TIPS EdTech: Developing Professional Development and Online Applications to Support Team-Initiated Problem Solving (TIPS) within Multi-Tiered Support Systems
Center: NCSER Year: 2017
Principal Investigator: Chaparro, Erin Awardee: University of Oregon
Program: Technology for Special Education      [Program Details]
Award Period: 4 years (7/1/2017 to 6/30/2021) Award Amount: $1,399,980.00
Goal: Development and Innovation Award Number: R324A170052
Description:

Co-Principal Investigators:  Rhonda T. Nese and Rob Horner

Purpose: The purpose of this study is to develop the Team Initiated Problem Solving (TIPS) EdTech suite of tools, which includes TIPS Online Training and TIPS Meeting Application (TIPS MApp), and test their promise for improving the efficiency and impact of school teams' data-based decision making. There is rapid growth in the amount of data available to school teams, but many school teams are not effective in their use of data to support students. Although there is evidence of efficacy for the TIPS training materials in improving team decision making, there continues to be challenges when involving and coordinating multiple members of a team in the problem solving process. The researchers will test the promise of the TIPS EdTech suite for improving the efficiency and impact of school teams.

Project Activities: In Years 1 and 2, data will be collected and analyzed from focus groups with data teams in elementary schools who are charged with problem solving on behalf of students who are struggling or at risk for long-term learning and behavioral difficulties. These teams, called the Design Collaborative, will use TIPS EdTech tools for the first 2 years of the project. During Year 3 the researchers will employ a multiple baseline single-case design study with data teams to determine whether there is an improvement in team functioning and student outcomes.

Products:  The products of this project include the fully developed TIPS EdTech suite of tools, including TIPS Online Training and TIPS MApp, as well as peer-reviewed publications and presentations.

Structured Abstract

Setting: The study will take place in elementary schools in California, Washington, and Oregon.

Sample: The participants will be educators serving on data teams in 12 elementary schools and students who are at risk for long-term learning and behavioral difficulties.

Intervention: TIPS EdTech is a suite of technology tools, including TIPS Online Training and TIPS Meeting Application (TIPS MApp), aimed at supporting data teams. The TIPS model teaches team members to use data to (a) identify problems, (b) define a goal for resolving the problem, (c) discuss and select solutions to ameliorate the problem, (d) implement the solution with fidelity, (e) evaluate progress toward goals, and (f) make summative evaluative decisions for future implementation. The TIPS Online Training includes a suite of tools for professional development and data teaming. On-site coaches will use the online professional development modules to supplement the in-person training and coaching. The online learning modules will include periodic assessments for teachers to check their knowledge and receive feedback or additional content based on areas of need. The TIPS MApp is a mobile application (app) that will be used by the team note-taker to keep a record of team meetings, provide information and data from previous meetings, and provide prompts and guidance to assist with implementation of the TIPS process.

Research Design and Methods:  During Phase 1 (Year 1 and 2), the research team will collaborate with the Design Collaborative, a group consisting of school-based practitioners, to develop, test, and adapt TIPS EdTech tools. Researchers will collect usability and feasibility data in Phase 1 and make final refinements to prepare for the Phase 2 pilot study. During Phase 2 (Year 3),the research team will conduct a multiple baseline single-case design study with nine intervention data teams to determine the promise of TIPS EdTech for improving team functioning. Participating teams will utilize the TIPS EdTech suite of tools and data will be collected on TIPS fidelity, team decision-making and functioning, and student outcomes. In Phase 3 (Year 4), the researchers will collect data on the sustainability of TIPS EdTech, complete analyses, and disseminate the tools and findings.

Control Condition:  In the single-case design pilot study, each team will serve as its own control.

Key Measures:  Measures of proximal outcomes include the Tiered Fidelity Inventory; TIPS Readiness Checklist; TIPS Fidelity Checklist; observations of team decision-making using the Decision, Observation, Recording, and Analysis instrument, and the Team Functioning Scale. Measures of distal student outcomes will be aggregated at the school level and include administrative data (e.g., office discipline referrals, attendance, assignment completion) and student reading scores using the EasyCBM.

Data Analytic Strategy: During Years 1 and 2, the researchers will conduct descriptive analyses of the quantitative and qualitative data to examine usability and feasibility. During Year 3, direct observation data from the multiple baseline single-case design pilot study will be analyzed using visual analysis to assess the level, trend, variability, and immediacy of the effect across baseline and intervention phases.

Related Projects:  Team-Initiated Problem Solving for Improved Student Outcomes (R324A120041)


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