1. Continuum of Teaming Implementation
Select a Percentage that represents your level of implementation
Teaming is ineffective.
A process for Problem Solving is not in place.
Meetings are not regularly-scheduled.
Meeting flow and progression are determined at meeting time.
Decisions and discussions are owned by (a) certain individual(s).
Documentation is inconsistent if present.
Effective teaming practices and the Problem Solving Process are used across tiers.
Fully-developed meeting structures are known by all stakeholders.
Responsibilities and roles are clear.
Agreements are followed; protocols exist for dissension and consensus.
Documentation is efficient and accurate.
10%
30%
50%
70%
90%
Activity: Self-identify … do you have the foundational elements of teaming in place; where would you attribute your school’s implementation of effective teaming?

2. Supporting Social Competence &
Integrated Supports
Hold effective meetings that use data to problem solve and plan AND that result in positive student outcomes
6/11/2018
Supporting Social Competence &
Academic Achievement
Outcomes
Team-based, documentation, regular communication
cycles
Systems
SWIS
DIBELS
Aims Web
Easy CBM
Data
Supporting Adults
Supporting
Decision Making
Practices
Meeting Foundations
Meeting Minute Format
Problem solving routine
Examples for each of the circles… “what it looks like” practically.
Supporting Students
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 Educational and Community Supports, University of Oregon, unpublished training manual.