Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 PBIS Team Initiated Problem Solving (TIPS) Day 1 and Tier 2 Readiness pbis.sccoe.org

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Goals for Today Update Tier 1 implementation status Introduce Team Initiated Problem Solving (TIPS) approach to running PBIS team meetings Discuss Tier 2 readiness criteria and activities Preview Tier 2 teaming and implementation requirements

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Materials SCCOE PBIS Website – Resources Tier 2 Day 1 Materials/Presentations

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Working Agreements Be Focused and Engaged Participate in discussions and activities Be an active listener Be present for the entire training Support others by reducing distraction Use electronics responsibly Limit side conversations Take care of your personal needs Use restroom as needed Take emergency texts/calls outside

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 School Wide PBIS Review 1.Team Process  PBIS Meetings  Link w/ Staff – buy-in 2.Developing School Rules 3.Defining & Teaching  expectations across settings  routines across settings 4.Acknowledgment system 5.Responding to Misbehavior  Decision Making using Office Discipline Referrals (SWIS) 6.Handbook 7.Plans for Fall PBS Kick Off – 1 st week of school  Training Staff on SW PBIS

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Completing PBIS Assessments Team Implementation Checklist Self-Assessment Survey

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Implementation Checklist Subscale

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Are ALL components to SWPBIS in place? Review SW PBIS components with your team In place Not in place Worksheet # 1 How was our SWPBIS Kick Off? Did it run smoothly? Are there things we should change or tweak? Debrief about SW PBIS Kick Off Positives Challenges Worksheet # 1 Did we complete our Team Implementation Checklist? What areas do we need support with? Do they align with what components are in place and not in place? Complete the Team Implementation Checklist on Your school id number is on your school name tent card. Online

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Initiated Problem Solving (TIPS)

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Why use TIPS? A clear model with steps for problem solving routine Access to the right information at the right time in the right format A formal/ predictable process that a group of people can use to build and implement solutions. 10 TIPS II Training Manual (2013)

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Video: Example “what not to do”: Meeting 2 TIPS - "What NOT to do"

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 POSTER ACTIVITY (7 Min)

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 TIPS Research TIPS Research QuestionsTIPS I Results TIPS II Plan Is TIPS something school teams already use?No Single Case RCT -1 Is TIPS Training effective in the way teams work? Yes Single Case RCT -1 Are teams able to continue TIPS after training? Yes Case Study ??? Current Study Is there evidence that using TIPS actually benefits students? Yes Case Study ??? Current Study

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 SYSTEMS PRACTICES INFORMATION Supporting Staff & Student Behavior and Decision Making Building Capacity and Sustainability OUTCOMES For Social Competence, Academic Achievement, and Safety Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes Team-based, documentation, regular communication cycles Meeting Foundations Meeting Minute Format Problem solving routine SWIS DIBELS Aims Web Easy CBM

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 TIPS Model TIPS Training One full day team training with the team coach Two coached meetings (before, during, after) Team Meeting Use of electronic meeting minute system Formal roles (facilitator, recorder, data analyst) Specific expectations (before meeting, during meeting, after meeting) Access and use of data Projected meeting minutes TIPS II Training Manual (2013) 15

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Implement Solution with High Integrity Identify Goal for Change Identify Problem with Precision Monitor Impact of Solution and Compare Against Goal Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving II (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data TIPS II Training Manual (2013) 16

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Two formal research studies  Single Subject Study ◦ 4 teams in Oregon ◦ Multiple baseline design ◦ SW PBIS meetings & progress monitoring literacy meetings  Randomized Control Trial Study with 34 teams ◦ 22 teams in NC ◦ 12 teams in Oregon

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 TIPS Study: Todd et al., 2009 School A School D School C Baseline Coaching TIPS Thoroughness of decision-making scores % DORA Thoroughness Score Solid = SW PBIS meetings Open = progress monitoring (DIBELS) meetings Submitted to Journal of Applied School Psychology

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 DORA Foundations Score Newton et al., 2010: Effects of TIPS Training on Team Meeting Foundations Pre TIPS Training Post-TIPS Training

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 DORA Thoroughness of Decision Making Score (Simple) Newton et al., 2010: Effects of TIPS Training on Team Decision-making Pre TIPS Training Post-TIPS Training

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Control and Treatment Group Posttest Comparison N= 17 school teams for both groups

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Sustained Effects across DORA Dimensions for Treatment Group N=17 school teams

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 What we are learning Having the right data is necessary but insufficient Too many teams have data but do poor problem solving Teams can learn Meeting Foundations quickly, and use these procedures effectively Coaching is critical to high fidelity implementation Using data to build effective solutions remains challenging Building intervention that are contextually appropriate Building interventions that are technically sound Establish “readiness” before providing training

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Foundations Structuring Effective Meetings

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Foundations Elements Purpose of the team Define team agreements about meeting processes Define roles & responsibilities Use electronic meeting minutes 25

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Four Keys to Effective Meetings 1. Organization Team roles, predictable meeting process, meeting minute format 2.Data Access to the right information at right time in right format 3.Skills Problems defined with precision including a goal 4.Adapt Solutions in response to data 26 TIPS II Training Manual (2013)

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Foundations Brief Self Assessment In place Partially in place Not in place 27 1.Start on Time 2.End on time (or agree to extend and end at that time) 3.Have facilitator/ minute taker/ data analyst Have Back Ups for each role 4.Start with previous meeting minutes 5.Have a public agenda format 6.Next meeting scheduled 7.Team members participate regularly & promptly 8.Decision making authority is present during meetings 9.Distribute meeting minutes within 24 hours of meeting

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Define roles for effective meetings Core roles – Facilitator – Minute taker – Data analyst – Active team member – Administrator Backup for each role Can one person serve multiple roles? Are there other roles needed? Typically NOT the administrator

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Take a minute…. Review Responsibilities of Team Members handout #3

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Before the Meeting…Who does each Room reserved “New” items solicited for agenda Agenda produced Data reviewed before the meeting; Suggest possible new issues Lead team through discussion of effects of in-process solutions on “old” problems Meeting minutes distributed within 24 hours of meeting. Computer reserved; access to SWIS online database assured LCD projector reserved & set up to project data (or team has some other strategy for ensuring team members can review data at meeting) Team members have individual TIPS Notebooks or completed tasks to bring to meeting Facilitator Data Analyst Facilitator Minute Taker All Team Members

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 At Close of and After Meeting… Meeting Minutes and Problem-Solving Action Plan completed Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs. 31 Minute Taker

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Who will be a good fit for member roles and backups? Complete Team Charter -Identify who will fill the Facilitator, Data Analyst, Minute Taker, and Time Keeper roles. Identify at least one back up for each role. Worksheet # 3 Handout #3 Do we have group norms and agreements? Discuss and decide on team norms. Worksheet # 3

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Foundations Effective Meeting Minute Form

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Organizing for an effective problem solving conversation 34 Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Using Meeting Minutes Documentation Review of Meeting minutes Visual tracking of focus topics Prevents side conversations Prevents repetition Encourages completion of tasks TIPS II Training Manual (2013) 35

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 What needs to be documented? Meeting demographics Date, time, who is present, who is absent Agenda Next meeting date/time/location/roles Administrative/ general Information/Planning items Topic of discussion, decisions made, who will do what, by when Problem-Solving items Problem statement, determined solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 What is relevant to write down?  Minors-what would we like to do about communicating the minors with families? There is inconsistency among staff, not all teachers use the minors as a teaching tool in the same way. Is this a problem? What should be do? Discussion:  Perhaps we create a little blurb that goes out to families that teachers will use when sending them home. Sending them home creates a problematic situation, can be an issue with communication with families. Perhaps we need to just say to staff a general reminder about what is going on with the minors for families of multiple students or friends, etc. We will wait until next year to re-train staff and discuss how to use WHOAS and how to communicate them with parents. Issue: families are not signing and returning minor incident reports Possible hypotheses: multiple students in household bringing minor incident reports home? parent gets upset with student & students not giving form to parents to sign? Decision: re-examine the process being used to document and communicate about minor incidents Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable)Who?By When? Minor incident reports Re-examine the process being used to document and communicate about minor incidents team team meeting Take proposal to staffTeam staff meeting

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 General Flow of Meeting Call meeting to order – Who is present? Discuss administrative tasks and any general issues Wrap up meeting – Review date/time for next meeting and evaluate present team meeting. Review Current Status – Compare overall levels to goal/norms Discuss previously defined problem(s) – Were solutions implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next? Discuss any new problems – Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data needed Review agenda for today

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

Where in the Form would you place: 1.Schedule for hallway monitoring for next month 2. Too many students in the “intensive support” for literacy 1.Status of fights on playground in last month. 2.Next meeting date/time. 1.Today’s agenda 2. Solutions for a new problem Where in the Form would you place: 1.Schedule for hallway monitoring for next month 2. Too many students in the “intensive support” for literacy 1.Status of fights on playground in last month. 2.Next meeting date/time. 1.Today’s agenda 2. Solutions for a new problem

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K.,

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Minute Simulation A Fac: ‘we have a PTO meeting in 2 weeks and we need to get organized. Last time not very many parents came and said that childcare was necessary’ TM 1: ‘ Tina’s daughter is a babysitter, oh and did you hear what happened to her last weekend?’ TM2: ‘ oh it was awful, and I heard…..’ Fac: ‘back to PTO planning, how can we increase attendance?’ What needs to be documented? General ItemTasksBy WhoBy When PTO meeting – two weeks (date) Attendance? Childcare?

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Minute Simulation B Topic: Problems with off-task behavior in Third Grade Music ….. “I re-teach the rules almost every class period— no talking unless you’re called on, be In control, keep your hands and feet to yourself, participate. Disruption and disrespect are the largest areas of concern. I gives two warnings then I write a pre-referral. The pre-referrals are 4 or 5 boys who are looking for peer approval-they are trying to be funny and get attention. I want to write pre-referrals when they are inappropriate and not the let the kids stretch their limits. Physical activity seems to get them too wound up and doesn't seem to work to keep them on task. I feel like those 4 or 5 kids are holding one student back from trying recorders and other active activities. I really want kids to take music seriously but am willing to try use the recorders as a reward-"If we earn 10 points we can use the recorders on Friday“. What needs to be documented? Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who?By When? Goal, Timeline, Decision Rule, & Updates 3 rd grade music class, 4-5 male students are disruptive and disrespectful, during activities requiring physical activity, to get peer attention Reward appropriate behavior with recorder time????

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Minute Simulation C Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who?By When? Goal, Timeline, Decision Rule, & Updates There are seven office discipline referrals for disrespect and aggression/fighting that are occurring at 10:00 am and at 2:30 pm in the classroom, on the playground and on the bus for C.H. and L.W. to obtain peer attention. Because a) disruption and physical aggression result in attention from adults and peers, b) 3 rd and 4 th graders have received insufficient instruction in playground and bus expectations, c) Solutions: a)Playground in AM: active supervision, re- teaching expectations (3 rd and 4 th grade), targeting playground, teacher target classroom expectations, increase Caught-Yas, send Morning Memo out to remind students to follow expectations at AM recess, Dairy Queen reward per recess, playground school b)Bus in PM: 1.Are statements clear? 2.Are decisions documented? 3.Is there a plan for who will do what by when? 4.Is there a goal? 5.Is there a plan for measuring fidelity of implementation? 6.Is there a plan for measuring impact on students? 7.What are your coaching actions?

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Meeting Minute Simulation D Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Extinction, Consequences, Safety)Who?By When? Goal, Timeline, Decision Rule Many 1st grade male students are engaging in physical altercations at all recesses because they want to get the attention of peers instead of following behavior expectations. CT proposes that we do a lot of training students needing Tier II support, in next year's 2nd grade to help with social skills. MZ would like to target kids at the beginning of the year that are disruptive and non-compliant in the classroom. She proposes that we need to create a tracking system for managing the data of what is happening with the warnings and how those students have consequences-how to use warnings or Majors in a more effective way. 1.Are statements clear? 2.Are decisions documented? 3.Is there a plan for who will do what by when? 4.Is there a goal? 5.Is there a plan for measuring fidelity of implementation? 6.Is there a plan for measuring impact on students? 7.What are your coaching actions?

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Video Example meeting “what to do”: Meeting 1 TIPS - "What to do"

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 POSTER ACTIVITY (7 Min)

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Does our SWPBIS Team currently have meeting foundations in place? Complete Meeting Foundations Checklist Worksheet # 4 Handout #4 Can our team fill in the meeting minute template with agenda/action items from this morning’s SW- PBIS components discussion and Meeting Foundation needs? Complete Problem Solving Action Plan Meeting Minute Template with implementation features still needed for Tier 1 and meeting foundation needs in preparation to conduct a team meeting with team members in their roles (facilitator, note taker, data analyst, time keeper, etc) at the end of the day Worksheet # 2

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Tier 2 Readiness Preparing for Tier 2 Training and Implementation

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Systems, Data, Practices, Outcomes

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Building the Airplane While Flying It Social and Behavioral Support for All Students

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 What is a Tier 2 Intervention? An intervention (or set of interventions) known by all staff and available for students during the school day Interventions that provide additional student support in academic, organizational, and/or social support areas

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Tier 2 Interventions (Hawken, Vincent, & Schumann, 2008). Assumes a Tier 1 School wide PBIS is in place Involves a problem-solving focused behavior support team Screening to identify a % of students non responsive to Tier 1 Readily available and easily accessible Uses efficient, available evidence based practices Includes data-based progress monitoring & decisions Have an entry & exit criteria, with non-responders moving to Tier 3

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Tier 2: Small Group Interventions – Social Skills Groups (Redefining Counselor Groups) – Check In/Check Out, Check, Connect & Expect – Executive Functioning Skill Groups – Academic Support Groups – Self-Monitoring

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Why do Targeted Interventions Work? Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate. Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive. Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded. SST13 at SWOSERRC

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Important Notes About Tier 2 Do not lose sight of Tier 1 Common misperception is that interventions will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention Successful interventions will require high level of involvement among ALL staff within the school building

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Are We Ready for Tier Two? For Tier Two supports to be most successful, basic components of Tier One should be in place. * Check Classrooms Time must be dedicated for Tier Two to be implemented. Support from staff and admin must be available. Professional development must occur.

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Is Tier One in Place in the Classrooms? Classroom-wide positive expectations taught, encouraged & reinforced and match school-wide expectations Teaching classroom routines & cues taught & encouraged Ratio of 4-5 positive to 1 negative adult-student interaction Do Staff Agree with and Understand Classroom and Office Managed Behaviors Active supervision Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors Effective academic instruction & curriculum

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Mapping Rules to Classroom Expectations & Routine

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Mapping Rules to Classroom Expectations & Routines

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., r Positive Behavior Support Classroom Management: Self-Assessment Revised Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai Center on Positive Behavioral Interventions and Supports University of Connecticut Version: May 15, 2006 Review

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Does your team currently use the Classroom expectation and routine matrix with your teachers? How can you use Classroom Management: Self- Assessments at your school? Review the Classroom Management: Self Assessments with your team. Discuss how these tools may be used and be helpful for teachers. Worksheet # 1 Handout #6 What is our plan for determining readiness for Tier 2 training? Discuss what your team’s plan is to determine readiness for Tier 2 training. Complete an Action Plan for ongoing Tier 1 implementation and readiness of Tier 2 training Worksheet # 1 Handout #5

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Establishing the Tier 2 Team May be part of the existing PBIS leadership team. May be an extension of the existing PBIS leadership team. May be a stand alone team, often these teams look at Tier 2 & 3. * Such a team may already exist in your school - SIT team, Care team, MDT team.

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Tier 2 Team Members Tier 2 Coach PBIS Coordinator Counselor Psychologist Teachers Administrator Other Para-professionals

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Functions of The Tier 2 Team ENTRY, EVALUATE, EXIT Determine & Oversee Referral Process Review Students Referred Monitor Implementation Fidelity Evaluate Outcomes and Make Decisions – Ongoing Progress Monitoring – Fidelity of Implementation – Social Validity

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Team Activity QuestionTeam TaskWorksheet Do we have an existing team that can serve as our Tier 2 team? Who can we recruit to be on this team? Discuss if your school site currently has an existing team that can serve as our Tier 2 team. If not, discuss what would need to happen to create a Tier 2 team. Add action items to the Meeting Minute Template. Worksheet # 1 Worksheet #2 Can we conduct a team meeting using the TIPS meeting foundations and meeting minute template? Conduct a team meeting with team members in their roles (facilitator, note taker, data analyst, time keeper, etc). Use projector and laptop for note taking Worksheet # 2 Handout #3 Handout #4

Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Questions? Evaluations Thank you!