The Team-Initiated Problem Solving (TIPS) model for decision making was developed through research with school-wide behavior support teams, but the practices around data-based decision making and problem-solving teams can be used with other school-based teams as well.
Collaboration and data-based decision making are two of the best tools that can be used by educators for identifying and monitoring best practices for supporting student academic and behavioral needs (Scott, Alter, & McQuillan, 2010). Research supports using effective teacher teams to design academic and behavior supports (Todd et al., 2011). Data-based problem solving provides a process for teams to work collaboratively using data to identify the “problem” and design solutions; however, researchers note that this is an area that educators need support (Todd et al., 2011). With limited resources, such as time and personnel, using data-based problem-solving team meetings can be a means of leaning into more effective and efficient processes for meaningful and fulfilling team meeting outcomes. Resources for implementing effective meeting foundations (e.g., predictable agendas, clear team member roles) and problem-solving practices (e.g., precisely defining the problem, solution development) are provided below. The Team- Initiated Problem Solving (TIPS) model for decision making was developed through research with school- wide behavior support teams, but the practices around data-based decision making and problem-solving teams can be used with other school-based teams as well. (Todd et al., 2011).
Application and Resources
Guiding Questions for Establishing Efficient and Effective Team Meetings
What is the difference between groups and teams?
Click here to watch a video of Rick Dufour, explaining the difference between groups and teams that work together to accomplish goals.
TTAC Library Resource
Making the Most of Meetings: A Practical Guide is available for checkout from the TTAC/ODU lending library. https://ttac.biblionix.com/atoz/catalog/
How will we structure our team meeting process?
The following resources outline the practices that provide meeting foundations, team member responsibilities, and an implementation fidelity checklist for teams to follow as they work collaboratively.
How will we know if we are implementing the process with fidelity?
Scott, T.M., Alter, P.J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46(2), 87-94.
Todd, A.W., Horner, R.H., Newton, J.S., Algozzine, R.F., Algozzine, K.M., & Frank, J.L. (2011). Effects of team- initiated problem solving on decision making by school wide behavior support teams. Journal of Applied School Psychology, 27, 42-59.