team initiated problem solving form

TIPS Meeting Process

This webinar will explore the TIPS (Team Initiated Problem Solving) Model. This model was developed to help your PBIS teams become more effective and efficient in your meeting processes and utilizing data for decision making. We will explore in detail Meeting Foundations, the TIPS Meeting Minute Form, Roles and Responsibilities, Critical Features, and the TIPS Fidelity of Implementation Checklist.

For " Exploring the PBIS Framework: TIPS Foundations & Data-based Decision-Making" CLICK HERE .

Who Should Participate

Anyone who is a member of their SW-PBIS Team including coach and admin

· Explore the TIPS Model and Foundation Elements

· Utilize the TIPS (Team Initiated Problem Solving) Meeting Minute Form to assist with development of action plans

· Explore Meeting Minute template

· Understand the various Roles and their respective Responsibilities on your PBIS team

· Explore the TIPS Fidelity of Implementation Checklist

· View a team meeting video depicting this process

TIPS Meeting Minutes Template (pbis.org)

Tier I Meeting Minutes Example

Tier II Team Meeting Minutes

Meeting Minutes Tier 3 Coordination Team

Tiered Decision Guidelines

TIPS II Model Table Tent

TIPS Fidelity of Implementation Checklist (pbis.org)

TIPS Fidelity Data File

Data Analyst's Worksheet (pbis.org)

Roles and Responsibilities

Critical Features of Meeting Minutes

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44. Team-Initiated Problem Solving (TIPS) Model: Process for Team Meetings and Data-Based Decision M

This session will provide an overview of the recently updated TIPS model including strategies for effective team meetings and how to use data for decision making. Presenters will model how to use data to make decisions and facilitate practice with identifying a problem, developing a problem statement, intervention planning, and progress monitoring.

Title of Training: 2017 PA PBIS Implementers Forum

Presenter: Devereux Center for Effective Schools

Training Date: 05/16/2017

Topics: Behavior

Top 5 TIPS Tips for Teams

​Team Initiated Problem Solving (TIPS) co-author Anne Todd gives 5 things you can do right now to get more out of your team meetings.​

Feb 13, 2017

Get the Most Out of Every Meeting with TIPS

We all make decisions every day. Ideally, the decisions we make are informed by facts. Using data to make decisions is critical as we get to the root of a problem; it’s also a central reason why we developed SWIS in the first place. From the first person trained to the last, we expect SWIS facilitators to guide teams to use referral data to make better decisions. We assumed it would be an easy fit into a team’s regular meeting agenda. Well, you know what they say about assumptions…

Did team members really know how to incorporate data in their decisions?

What actually happens during a typical team meeting?

Researchers from the University of Oregon and the University of North Carolina at Charlotte looked closely at how team-based problem solving plays out in schools to see if they could come up with a clear  model everyone could follow for improving the effectiveness of their meetings. That model became known as the Team Initiated Problem Solving (TIPS) model. TIPS co-author Anne Todd, described the beginning of the study this way:

“We didn’t want to come across as pretentious; it’s just a meeting. I thought: ‘The federal government wants to pay us to come up with a model for adults to make decisions?’ It seemed so simple. What we found was: The adults working together didn’t have clear, predictable routines for organizing their data for decision making. They had the data, but they didn’t know what to do with it.”

So, what is TIPS? Here's how it works:

​TIPS is a problem-solving model established within a standard set of meeting foundations. It’s a series of steps anyone can use to move from identifying a problem to implementing a solution. Schools involved across the eight years of research studies received coaching along the way to be sure they implemented the model the way it was meant to be implemented.

​Did TIPS make a difference? In short, yes.

On average, teams involved in the first four years of the study improved their decision making by 86%. They defined their problems with greater precision, used data throughout more of their process, and created more complete action plans than they did prior to using the model.[1]​

The funding for TIPS research ended its eighth and final year in 2016. The co-authors are wrapping up their findings on whether the model had an impact on student outcomes (spoiler alert: it did) and have a manuscript exploring those findings currently under review. Until we can read all about it, we sat down with Anne to find out what teams should be doing right now to get more out of their team meetings. Here are her Top 5 TIPS Tips for Teams:

1. Give the meeting a purpose.

Have you ever gone to a meeting and spent the first few minutes trying to figure out who’s running it and what you’re going to discuss? Teams using TIPS establish meeting foundations as their very first step. As Anne says, “The meeting foundations are really critical. They get agreement among team members about why they meet, when they meet, what decisions they’ll make, and how all of their decisions are documented.” Meetings should have a regular agenda format and every member should know their role. Ask your teams how they take minutes and where those minutes get saved so everyone can access the information later. Laying this groundwork will save your teams time and headache down the road.

2. Name and Train a Data Analyst

TIPS researchers quickly learned the team meeting typically was the first time anyone in the group had seen the data they were about to discuss. Team members would work together to analyze the information collaboratively and come up with ideas for defining the problem to solve. While that process feels inclusive, it also takes time. Enter the data analyst. This is the team member responsible for reviewing data before the meeting, looking for potential problems to be discussed, getting the issues on the agenda, and bringing the data to the meeting so everyone can follow along. The data analyst keeps the meeting focused on generating solutions rather than admiring the problem.

3. Administrators Get to Wear Their Administrator Hat

With an administrator on your team, you have access to the person who makes decisions about budget, schedule, and personnel. So why give that person any other role in a meeting? Many of the teams Anne met assumed the administrator would also facilitate the meeting. “When we told administrators they weren’t going to be the meeting facilitator, we watched their shoulders relax. We gave them permission to be leaders and to make decisions rather than run a meeting.” However you select your meeting facilitator, let the administrator stay off the nomination list.

4. Backups, Backups, Backups

Just when you have the roles and process down, someone on your team inevitably leaves. Turnover in schools is real and getting a new person oriented to the process takes time. Do your teams have a system in place to keep the momentum going while bringing a new team member up to speed? Anne says, the key is to give every role a backup. Make sure there is at least one other person on the team who knows what another team member does.

5. Get Precise

During your SWIS Facilitator Training, you likely learned a key component of TIPS: defining the problem with precision. A problem is never fully defined until you can describe not just the what of the issue, but also the where, when, who, and why of it. Teams use Core Reports to identify the school’s current reality and to ask: Is there a problem? If you can’t find a problem, that’s not a bad thing; celebrate successes where you find them. If there is a red flag, it’s time to get precise. Take full advantage of the SWIS Drill Down Tool to look at the possible problem in context.

• What is the problem behavior?
• Where is the problem happening?
• When is the behavior most likely to occur?
• Who is engaged in the behavior?
• Why do students likely engage in the behavior?

If you or the teams your support are the kind of people who like a visual for working through this kind of process, our PBISApps Training Team has prepared a SWIS Drill Down Tool Worksheet . Teams start with one red flag from the SWIS Core or Additional Reports and use filters in the Drill Down Tool to identify the context for the problem they’re working to define.

Get More Information

While the TIPS project is coming to an end, you have access to TIPS materials, right now! Head over to pbis.org. Take a look in the Data-based Decision Making section under the Topics menu. Toward the middle of the page you'll find a section called Team-based Decision Process and a giant TIPS graphic. Check out the descriptions, resources, and training videos! Here you’ll find video overviews, worksheets, training slides, meeting videos and more. Check it out!

About Anne W. Todd​

Anne W. Todd has had a full teaching and research career focusing on systems, data and practices at all three tiers of support. A University of Oregon scholar since 1984, her passion is to move research to best practices that are feasi​ble, practical, and efficient. Anne teaches with excitement as she works with schools, districts and departments of education to adopt TIPS as a problem-solving and decision-making model for both social and academic student data.

​1. 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 Schoolwide behavior support teams. Journal of Applied School Psychology , 27(1), 42–59. doi:10.1080/15377903.2011.540510

Download Transcript

Megan Cave is a member of the PBISApps Marketing and Communication team. She is the writer behind the user manuals, scripted video tutorials, and news articles for PBISApps. She also writes a monthly article for Teach by Design and contributes to its accompanying Expert Instruction podcast episode. Megan has completed four half marathons – three of which happened unintentionally – and in all likelihood, will run another in the future.

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Team Initiated Problem Solving (TIPS) Model

What is team-initiated problem solving (tips).

TIPS is a framework for conducting effective meeting operations and using data for problem-solving & decision making.

TIPS was developed by Steve Newton, Rob Horner and Anne Todd, University of Oregon , Bob Algozzine and Kate Algozzine, University of North Carolina at Charlotte and funded by Institute of Education Sciences (IES), 2008-2012

RCS Problem Solving Protocol

Source: Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Data-Based Decision Making

VTPBIS schools are engaged in collecting data for decision-making about both fidelity of implementation and student outcomes. 

Team Initiated Problem-Solving (TIPS) is a research-based process to guide teams through high-quality decision-making to achieve better student outcomes. TIPS provides 1) a structured meeting process and 2) prompting questions to guide school teams through data-based decision-making and action planning.

For more information about Team-Initiated Problem-Solving (TIPS), please contact your VTPBIS State TA .

• Team Initiated Problem-Solving (TIPS)  (ppt)
• Team Initiated Problem-Solving (TIPS)  (Recorded Module)
• Team Member Responsibilities  (doc)
• Team Meeting Foundations Checklist  (doc)
• Team Meeting Minutes Form  (doc)
• Team Meeting Minutes Form (editable Google doc)

TIPS Problem-Solving Mantra:

• Do we have a problem? If so, what is the precise nature of our problem? (identify, define, clarify, confirm/disconfirm inferences)
• What is our goal? How will we know we’ve met our goal? (what data will we use?)
• Why does the problem exist, & what can we do about it? (hypothesis & solution)
• What are the actual elements of our plan? (action plan, including logistics)
• Is our plan being implemented with fidelity & is it working? (evaluate & revise plan)
• What next steps are needed?

For more information on all PBIS assessment tools and resources, see: VTPBIS Data Tools .

To view all VTPBIS Annual Reports, see: Publications .

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Data-based Decision Making

What Is Data-Based Decision Making?

Data are an integral part of PBIS implementation, woven throughout every practice and system across every tier. School teams who use data to make decisions about student challenges are more effective and efficient than teams who don’t include data in their process. In PBIS, the data used most frequently fall into three categories: implementation fidelity, student outcomes, and screening. The first step to using data to make decisions is to figure out which questions teams want to answer. Once they have these questions, they can figure out which data to collect.

Implementation Fidelity Data

Teams rely on fidelity data to assess and monitor how closely adults implement practices the way they were intended to be implemented, and whether the systems supporting these practices are in place.When used in conjunction with student outcome data, implementation data also inform teams whether practices match student needs.

Student Outcome Data

Most schools and districts implementing PBIS focus on outcomes such as office discipline referrals, suspensions, school climate (as reported by staff, students, and parents), attendance, and academic performance. The student outcome data teams use will depend on the questions they look to answer.

Screening Data

Screening data help schools identify which students could benefit from additional supports. Universal screeners give a school-wide picture of how all students are doing – which students are progressing and which students are having more difficulty. Additional assessments and progress monitoring help teams pinpoint a students’ risk and choose solutions that match with students’ needs.

Why Use Data to Make Decisions?

Data provide educators with an objective way to assess how well they are improving student outcomes. Data help everyone identify strengths to build upon for increasing success. For all students to achieve social and academic success, teams must create systems that address equity and build cultural knowledge.

Foundational Elements of Data-Based Decisions

While there are many ways to incorporate data into a decision-making process, there are two foundational elements required:

• Decision-focused data systems
• Team-focused decision making

Decision-focused Data Systems

Collecting data isn’t hard. Finding efficient ways to report the data collected is more important. Entering data into systems with a focus on decision-making helps teams take advantage of their most limited resource:time.

Implementation Fidelity Data Systems

Teams assess their PBIS implementation fidelity regularly to be sure they continue to do what they said they would do. Teams can take these surveys on paper and manage the calculations on their own, or they can enter and report these data online in PBIS Assessment , a free, online application to do just that. Teams log in to PBIS Assessment and launch the survey they are scheduled to take. Once a team member or coordinator enters the data, they are immediately available to view in reports.

Discipline Data Systems

When it comes to making decisions about student behavior,office discipline referrals (ODR) are one piece of outcome data schools regularly collect. When it comes to ODRs, there are many data collection options available. As teams make decisions about which option will work best for them, there are a few recommendations to look for in a data system:

• Date and time
• Student name
• Referring staff name
• Student grade level
• Perceived motivation
• Others involved
• Action taken
• Data can be easily disaggregated by race and ethnicity
• Efficient, up-to-date, accessible reports allow teams to create precision problem statements described in the team-based decision process below.

Team-based Decision Process

It’s possible to analyze data on your own, looking for trends, and implementing solutions. However, when tackled alone, you get a singular view of the data without some of the nuance. A team-based approach incorporates multiple perspectives and generates complete solutions.

Team Initiated Problem Solving (TIPS)

Watch overview video

TIPS is a research-validated framework to use during any team meeting focused on data-driven decision making . In the TIPS model, every team needs a minute taker , a facilitator, a data analyst , and at least one additional person available to be a backup to these roles if anyone is absent.

Identify the Problem with Precision

Watch Video

Teams looking at data are likely to come across discrepancies between expected performance and actual performance. To identify precisely what problem the team needs to solve, it needs to include:

• ‍ What is the problem you’re trying to solve? Disruptions? Reading fluency?
• Where is the problem happening? ‍
• When is the problem likely to occur? ‍
• Who contributes to the problem most often? A few students? A specific grade level? ‍
• Why does the problem seem to keep happening?

Identify a Goal

With a problem defined with precision, teams describe how they’ll know when a problem is resolved. What does success look like? When do you expect to see the problem resolved? Goals should be measurable so that teams will be able to say with clarity whether the problem persists.

Identify Solutions and Create a Plan

Based on the data teams have available, they next answer the question: What are we going to do? Solutions should fit the context of the problem. Solutions should include ideas for:

• Prevention strategies
• Teaching approaches
• Opportunities to recognize desired behaviors
• Ways to stop unwanted behaviors
• Strategies to deliver consequences for unwanted behaviors

Whatever the solution teams identify, they need to document who will implement specific components, by when, and how to monitor its effectiveness over time.

Implement the Solution

Teams continually go back to the plan they created and checkoff the steps they said they would complete. This helps monitor the fidelity of the solution’s implementation. Some solutions may have associated assessments or checklists. Whatever teams do, they should know where they are in the implementation plan at all times.

Monitor the Solution’s Impact

In this phase of decision making, teams look to answer the question: Did it work? Teams go back to the data they collected to check whether they have met the goal, showed progress, or gotten worse. Measuring the impact ties directly back to the measurable goal teams set in the first decision-making steps.

Decide What to Do Next

At this point, teams need to determine how to proceed. Do they continue working toward the goal? Are there modifications they need to make to be more successful? Do we need to revise our goal to make it measurable or feasible? This is a refining step where teams make decisions together on how to move forward.

Tiers of Data-Based Decision Making

Common measures inform data-based decision making across all three tiers. Teams at each tier need to consider different levels of analysis (e.g., building level, classroom level, student level).

Tier 1 Teams review school-level data monthly to monitor the impact Tier 1 practices have on students. Based on these data, teams make adjustments as needed. Although district evaluation plans vary, many Tier 1Teams complete the  Tiered Fidelity Inventory (TFI)  one to three times per year and obtain yearly input and satisfaction information from students, families, and school personnel.

With Tier 1 systems in place, school teams should draft decision rules for identifying students who need additional supports. Data used as part of the identification process may include:

• Office discipline referrals
• Suspensions
• Classroom minor behaviors
• Instructional time lost
• Academic performance
• Attendance and/or tardies

Teacher referrals and systemic school-wide screening can also be used. Once students receive Tier 2 supports, teams review data every other week to monitor student progress. Additionally, schools can conduct the TFI to evaluateTier 2 systems fidelity.

Similar to Tier 2 considerations and decision rule strategies, data-based decision rules should be established to identify students who require Tier 3 supports. Likewise, data should be used to progress-monitor individual student plans. Annually, teams can conduct a TFI to assess Tier3 systems fidelity.

Get Started Using Data to Make Decisions

Adopt a discipline data collection system.

Schools and districts should use an electronic discipline data management system with the capacity to enter data, and to report data based on the team’s identified questions.

Useful discipline referral fields include:

Data can be easily disaggregated by race and ethnicity.

Collect Fidelity Data

Tiered Fidelity Inventory (TFI) — There are many tools available to assess a school’s overall PBIS implementation. The Center on PBIS recommend staking the Tiered Fidelity Inventory (TFI) , a research-validated measure to assess how closely school personnel apply the core features of PBIS. The TFI includes three separate surveys – one for assessing each tier. Use each survey separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess anytier.

Additional surveys include:

• ‍ School Climate Survey (SCS) – to measure student, staff, and family perceptions of school climate
• Benchmarks of Quality (BoQ) – to measure in detail the team’s perspective on Tier 1 strengths, weaknesses, and overall implementation

Create a Standardized Team Meeting Agenda Template

Agendas for team meetings need to incorporate a data-based decision making process to address implementation priorities. Within the TIPS framework, the meeting minute worksheet serves this purpose. An example template is available to download and adapt to fit your team needs.

Resources in this section include assessments, blueprints, examples, and materials to aid in implementing PBIS.

Publications

Publications listed below include every eBook, monograph, brief, and guide written by the PBIS Technical Assistance Center.

Presentations

Presentations about their experiences, published research, and best practices from recent sessions, webinars, and trainings

Recordings here include keynotes and presentations about PBIS concepts as well tips for implementation.

This website was developed under a grant from the US Department of Education, #H326S230002. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Mohamed Soliman.