Project Activities
Data were collected and analyzed from focus groups with data teams in elementary schools who were 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, used TIPS EdTech tools for the first 2 years of the project. Then the researchers employed a multiple baseline single-case design study with data teams to determine whether there was an improvement in team functioning and student outcomes.
Structured Abstract
Setting
The study took place in elementary schools in Oregon, Pennsylvania, and Wyoming.
Sample
The participants included educators serving on data teams in four elementary schools and students who are at risk for long-term learning and behavioral difficulties.
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 use the online professional development modules to supplement the in-person training and coaching. The online learning modules 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 is 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, the research team collaborated with the Design Collaborative, a group consisting of school-based practitioners, to develop, test, and adapt TIPS EdTech tools. Researchers collected usability and feasibility data and made final refinements to prepare for the phase 2 pilot study. During phase 2, the research team conducted 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 utilized the TIPS EdTech suite of tools and data were collected on TIPS fidelity, team decision-making and functioning, and student outcomes. In phase 3, the researchers completed analyses and disseminated the tools and findings.
Control condition
In the single-case design pilot study, each team served as its own control.
Key measures
Measures of proximal outcomes included 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.
Data analytic strategy
During phase 1, the researchers conducted descriptive analyses of the quantitative and qualitative data to examine usability and feasibility. During phase 2, direct observation data from the multiple baseline single-case design pilot study was analyzed using visual analysis to assess the level, trend, variability, and immediacy of the effect across baseline and intervention phases.
Key outcomes
Key Outcomes: The main findings of this project, as reported by the principal investigator, are as follows:
- The findings of this project establish a functional relation between online training and improvements, with average scores improved for meeting foundations and problem solving after receiving the online training for all four teams.
- Using a multiple-baseline design across four schools, the researchers observed a functional relationship across all school teams on meeting Foundations and Problem-solving procedures. All teams had completed the online training, but only one team had consistent involvement from a coach (district level) who was external to the team.
- The results indicate that online training alone was sufficient; however, consistent coaching support led to greater improvements in meeting Foundations and Problem-solving procedures.
- Participating schools reported a reduction in office referrals and out-of-school suspensions for students in TIPS Teams; however, this was during the pandemic when COVID protocols reduced groups of students in common areas like the playground and cafeteria, further reducing potentially problematic scenarios. Further research is needed to assess the impact of TIPS Ed-Tech on student outcomes.
- The results demonstrate that the TIPS model supports teams to improve their problem-solving and decision-making practices, which can lead to improved outcomes for students such as a reduction in office discipline referrals.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Project website:
WWC review:
The related IES project has a WWC review that can be found here. https://ies.ed.gov/ncee/wwc/Study/88818
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Chaparro, E. A., Horner, R., Nese, R., Algozzine, B., & Todd, A. (2022). The form and function of data-based teams in inclusive schools. In B. Algozzine (Ed.), Handbook of Inclusive Elementary Schools. Taylor & Francis.
Ysseldyke, J., Chaparro, E. A., & VanDerHeyden, A. (2022). Assessment in special and inclusive education (14th Ed.). PRO-ED LLC.
- Chapter 20 Using Assessment Information to Makes Intervention Decisions
- Chapter 23 Principles and Practice for Collaborative Teams
Nese, R. N. T., Meng, P., Breiner, S., Chaparro, E., & Algozzine, R. (2020). Using stakeholder feedback to improve online professional development opportunities. Journal of Research on Technology in Education, 52:2, 148-162, https://doi.org/10.1080/15391523.2020.1726233.
Additional project information
Additional online resources and information:
Chaparro, E.A., Horner, R., Algozzine, B., Daily, J., & Nese, R. N. T. (2022). How school teams use data to make effective decisions: Team-Initiated Problem Solving (TIPS). Center on PBIS, University of Oregon. https://www.pbis.org/resource/how-school-teams-use-data-to-make-effective-decisions-team-initiated-problem-solving-tips.
Dr. Erin Chaparro on a podcast discussing the team’s work on TIPS at Tier 2: https://www.pbisapps.org/articles/ep-13-the-who-why-how-of-tier-2-decision-making
Related projects
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
