School teams frequently fail to measure whether solutions were implemented or effective before TIPS training, and 15.9% of developed solutions were never implemented¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Teams were not likely to measure if their solution had been implemented or was effective prior to receiving TIPS training; solutions were developed but not implemented for 37 (15.9%) of 233 problems. → Todd 2019

Evidence¶

Todd 2019¶

Todd, A. W., Algozzine, B., Horner, R. H., Preston, A. I., Cusumano, D., & Algozzine, K. (2019). A Descriptive Study of School-Based Problem-Solving. Journal of Emotional and Behavioral Disorders, 27(1), 14-24. https://doi.org/10.1177/1063426617733717

q2 · i? · causal · r2

Descriptive analysis of 233 problems discussed in 152 meetings by 38 teams. The printed counts show 196 (84.1%) solutions developed and implemented versus 37 (15.9%) developed but not implemented. The authors report the unimplemented plans proved overly complex or too demanding in time and skill.

"Solutions for these problems were developed and implemented for 196 (84.1%) of these problems and developed but not implemented for 37 (15.9%) of the problems."

Discussion¶

Related Claims¶

• Improvement teams with representation from teachers, principals, and district leadership gained broader buy-in than teams missing any level — related
• TIPS-trained school teams define problems with greater precision (who, what, where, when, why) than untrained teams — related
• Trained teams are more likely to report that solutions improved student behavior to goal, while untrained teams more often report worse or unclear status — related
• Trained teams are more likely than untrained teams to discuss summative evaluation decisions about solutions — related