This microcredential focuses on the critical components for effective teaming that allow a school to effectively identify, analyze, and solve problems at all three tiers of positive behavior interventions and supports implementation.
To earn this 0.25 credit microcredential you will submit one of the evidence items from the list below to demonstrate your effective practices for teaming using Team Initiated Problem Solving. You will also complete a short reflection. Click Earn This Microcredential to learn more!
You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.
This microcredential targets strategies for effective team-based problem solving.
Positive Behavior Interventions and Supports: A framework for teaching students expectations, reinforcing appropriate pro-social behavior, and providing instruction and consequences for errors in behavior.
Multi-Tiered System of Supports: An operational framework of tiered supports for improving academic and behavioral outcomes for all students.
Fidelity : Implementation of a strategy or intervention as it is intended and with all the components that have been shown to lead to the desired outcomes.
Team-Initiated Problem Solving: A research-based model for effective team-based problem-solving.
Pheasant Bluff elementary is teaching school-wide expectations to students and providing reinforcement for pro-social behavior. They also have a system in place for monitoring office discipline referrals and dealing with student misbehavior.
One of the school's teams has been tasked with analyzing data. However, the school team feels ineffective in meetings and struggles following through on action items. They begin using the Team Initiated Problem Solving model, which helps them to run efficient, well organized meetings and supports their follow-through.
Other: Submit a completed Team Initiated Problem Solving Fidelity Checklist including at least 2 action items for how the team plans to improve in their effectiveness and efficiency.
Candidate's Choice: Submit another type of evidence demonstrating your effective and consistent use of the Team Initiated Problem Solving model.
Candidates are required to make 1 evidence submission(s).
Includes a completed Team Initiated Problem Solving Fidelity Checklist with at least 2 action items for improvement.
Candidates must complete a written description analyzing what they learned about their school's current practices related to school-wide, team-based problem solving.
Describe your plan or action items the school could take to improve their teaming practice with regards to school-wide positive behavior supports.
Includes a thoughtful analysis of the effectiveness of the school-wide team including data from the Team Initiated Problem Solving Fidelity Checklist. Includes a thoughtful description of at least 2 action items that could help the team improve in its effectiveness.
PBIS.org PBIS.org This is the best source of information on research, practices, and resources related to positive behavior interventions and supports. It is an excellent resource for all things PBIS-related. It is also regularly curated and updated with the latest research, information, and resources available.
PBISworld.com PBISworld.com This site includes many excellent practices, strategies, and ideas for implementation of positive behavior interventions and supports at all 3 tiers of MTSS. Ideas can be categorized by problem behavior as well as tier of support. It also provides information and tools for data tracking.
Team Initiated Problem Solving page on PBIS.org https://www.pbis.org/training/tips This webpage on PBIS.org provides an overview of the Team Initiated Problem Solving model as well as materials and training videos to help you understand and implement the practices of the TIPS model. Materials include the meeting minutes form and the TIPS Fidelity Checklist. This checklist is a tool a team can use to identify strengths and weaknesses in teaming practices and monitor their progress over time.