Team-based problem-solving using data in TIPS teams by Kate

2025-10-06 03:15:16 UTC

Video 2 viewed:

A Team Using TIPS:

Tier II-III Coordination Meeting

‘This meeting video provides an example of a Tier II-III Coordination Team using the Team Initiated Problem Solving (TIPS) Model to identify & select students in need of Tier II & Tier III supports; establish and facilitate individual support teams as needed; monitor progress for students receiving Tier II & Tier III supports; and, monitor fidelity of Implementation of Tier II & Tier III supports.’

The agenda and previous minutes are displayed. Above the agenda sits the team purpose and agreement which is regularly reviewed – every four weeks. Roles are assigned and are also displayed on the agenda.

The team identify a concern or problem with intensity, bringing relevant data to discuss, in this case they also invited the teacher of student to discuss progress of plan and discuss further options to support the students. The team make suggestions and discuss the possibilities and their thoughts of the benefit and if goals set are achievable with the supports in place.

Tier 2 options explored the questions is also asked whether tier 3 supports are requires, including referrals and creating a student support team.

This is where our team is effective, in identifying a need, through data analysis, discussing options and assigning tasks and support. Putting these actions and interventions in place with other key stakeholders informed and involved to then review, evaluate, adjust plan or supports or finalise and close case as the student achieves their goal. Further pathways and services may be necessary and are followed up through a care team meeting, parent involvement and tier 3 assessments and supports. Academic and/ or wellbeing concerns and needs are identified and addressed through a multi-tiered system of support.

At the completion of the meeting staff evaluate the effectiveness of the team in tracking and completing set tasks and the effectiveness of these plans in supporting students.

The evaluation process at the end of each meeting shoud be planned for and reviewing and displaying the purpose and agreements would be valuable in maintaining the focus and positive direction for the team.

2025-10-06 03:18:38 UTC

An example of minutes from a meeting. Each meeting a particular students is discussed in relation to the tier 2 and tier 3 supports in place and the currents needs. Considering what remains in place and what supports can be withdrawn due to success and achievements. Further needs are identified and next steps considered with a decision made as to the tier 2 or 3 support that will be actioned or implemented and who is to be informed and involved in the process. Specialist reports, assessments and notes are also referred to for recommendations.

2025-10-13 09:56:36 UTC

Too often staff meetings, especially in the Student Services area of the school, tend to veer towards big vent fests. Unfocussed, circular, and demoralising. I really liked learning about the TIPS Meeting structure, and how it clearly identifies the different steps of problem solving - using data and stressing the need for specifying the problem first...and then working towards a solution that meets the need we see. The videos we watched were helpful for modelling it in its 'pure' form, though i can't see it working like that so formally within my current school without it being a shared professional goal within our team. However, if I chair meetings I believe that I can certainly start 'working toward' this model as I facilitate the meeting. Clearly identifying our problem solving cycle and purpose, roles and responsibilities in the group, using data and keeping it solution-focussed. Not 'blaming the student' is key here, and staff need to walk away with a clear action plan about what next.

TIPS teams

2025-10-15 11:12:06 UTC

What might such a process offer your own workplace? Which elements of this are you already implementing in your school/centre? Is anything missing?

At my school, we are currently using a PLC (Professional Learning Community) approach to meetings. The PLC follows the 4C's - Curiosity, Collective Responsibility, Collective Efficacy and Collaboration. It is grounded in evidence and data to drive continuous improvement. In the various stages of the PLC, teams ask the following questions:

Evaluate and Diagnose Stage: What do students already know? What do we want them to know? What questions/wonderings does the data provoke? What is our teacher knowledge? What is the puzzle of practice?

Prioritise and Set Goals: Where will we concentrate our energies to have the greatest impact of learning? Who does the evidence suggest should be our focus for this enquiry? What are the potential evidence based teaching strategies that we can leverage?

Develop and Plan: How can we most effectively develop our pedagogy and plan for teacher and student success?

Implement and Monitor: What is our expected impact on learning and how will this be monitored?

The meeting is missing representation from leadership at each PLC.

Team based problem solving

2025-10-17 05:07:35 UTC

We have specific processes in place at our school to discuss Tier 2 and 3 students. This works through a student support flowchart, whereby students are referred by teachers through a traffic light system and discussed at a weekly Wellbeing Leadership Meeting. This meeting includes: Principal, Assistant Principal, Wellbeing Leader, Inclusion Leader and often, Curriculum Leaders. Through this process, students are discussed and next steps agreed on, including who is following up. Although this isn't specifically a TIPS meeting, it follows similar processes. I would be interested, should this be framed as a TIPS meeting following the specific processes, whether the meetings would be more efficient and whether more would be achieved (not saying that we don't achieve a lot!). Concurrently, we also run PLC (professional learning communities) which allow teams to evaluate and diagnose areas that the team would like to improve. This year, the whole staff studied PCMS and HIWS, choosing a classroom management strategy that they would like to focus on as a PLC, and set goals accordingly. PLC meetings are guided by leadership and all groups report back on their progress.