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Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 1
Please Review “Please Read FIRST” file BEFORE training
teams in TIPS problem solvingTeam-Initiated Problem Solving II
(TIPS II)
Coaching and Coaching Teams to Implement TIPS
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com
Factiliated by:
! Distinguish between Coaching and Training
! Define functions of Coaching
! Establish applications of effective coaching to current efforts
Define 1-2 content areas in which you anticipate coaching in the next 6 months.
Goals Many Visions / Definitions of Coaching
Coaching is…
A process for negotiating the distance between acquiring new skills and applying them skillfully.
A pathway to increase implementation
Assistance in a learning process
A cyclical process designed as an extension of training
Collaborative planning aimed at the refinement of skill sets
TRAINING:• Knowledge• Skills & Strategies
THE PREREQUISTE
IMPLEMENTATION:• Knowledge• Skills &
Strategies
THE RESULT
SupportMutual
Non-evaluative
Safe
Positive
Trus
t
Con
fiden
tialit
y
COACHING
© 2008, by Barry Sweeny, Best Practice Resources
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 2
Once a skill is acquired through training, at least 25 trials are required to ensure
that skill is not lost. (Showers, Joyce, & Bennett, 1987)
Substantial amounts of practice do not guarantee
successful transfer of training. Social supports are needed to
labor through the transfer process.
(Showers, Joyce, & Bennett, 1987)
Learning is defined as a change in behavior. You have not learned a thing until you take action and
use it.(Shula & Blanchard)
“Like athletes, professionals will put newly
learned skills to use – if they are coached.”
(Joyce & Showers, 1982)
Even with the most effective training, using any new skill
brings with it a level of uncertainty and discomfort.
(Joyce & Showers, 1982)
Newly learned behavior is incomplete and
fragile – it needs to be shaped.
(Joyce & Showers, 1982)
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Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month
Coach returns from leave
Coach present
Coach goes on leave
Three Distinctions to Highlight
Coaching versus Training! “Actions” rather than “Role”
Coaching as an “Intervention/Solution”
Skills /Attributes of Excellent Coaches! Knowledge of core content
! Time! Communication skills! Building professional relationships and trust! Knowledge of organizational context
Coaching versus Training
Training is the presentation of material to develop new knowledge and /or skill
Coaching is the on-site support needed to use new knowledge and/or skills under typical conditions.
One person may do BOTH… but the skills, functions and measures of effectiveness are
different.
Three Distinctions to Highlight
Coaching versus Training! “Actions” rather than “Role”
Coaching as an “Intervention/Solution”
Skills /Attributes of Excellent Coaches! Knowledge of core content
! Time! Communication skills! Building professional relationships and trust! Knowledge of organizational context
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 3
BuildFluency in
behaviors/skills use
Build Accuracy in
skills/behaviors
IncreaseGeneralization
of behaviors/skills
Coaching as a
Solution
Repeated opportunities to use new
skills
Create opportunities
to provide feedback on
new skills
Is reteaching needed?
What does prompting a behavior look like?
Providing opportunities to respond (literacy) Teaching a social skill.
Constructive performance feedback
(math)
Gathering and reviewing outcome data
Examples
Goal is to create conditions where a newly trained skills is emitted so that its use can be observed and feedback provided.
Goal is to build accuracy and/or fluency
Corrective feedback when reading aloud
Correcting behavior errors in task analysis
Cover, Copy, Compare approach
Reviewing precise problem statements (TIPS)
Accuracy Building
Establishing accurate use of skills.Perform a skill with precision and accuracy.
Using choral responding (reading)
Timed flash card drills (e.g., Drill Sandwich)
Error analysis (math)
Building precise problem statements (TIPS)
Fluency Building
Establishing efficient skill use.Perform a skill with the speed and ease needed to make it functional
Action: Prompting
Set the Stage: Select a content area you are currently supporting.
! What is the skill or knowledge to be implemented?
! Are you building accuracy or fluency?! What is the stimulus context where the skill
should occur?
! What additional prompt(s) can you provide to increase the likelihood that the skills will be used when and where it is most appropriate?
Close EndedQuestions
Open Ended Questions
Collaborative Conversations
Performance Feedback
Empowering Questions
Tell me more.
Describe the thoughts behind your decision.
I am hearing you say that… What did I miss?
What will you do next?
How do you know?
Help me understand…
Explain that please?
What did I miss?
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 4
Performance FeedbackSeek self-reflection first:
! “How do you think the meeting went?”
! “What parts went well?”
! “What parts felt less productive?”
! “Were there any tricky parts? What were they?”
Review data from observation:
! Start with strengths
! “Here is something I saw today.”
! “This is a great approach because….”
! “I saw you…”
! Move toward areas to refine
! “Have you considered this?”
! “What do you think would be more effective?”
! “Others have found this to work well. Would it work for you?”
! “What are your next steps?” and “What do you need from me?”
Ask reflective questions
Nonjudgmental reflection and collaborative discussions
Action: Performance Feedback
Set the Stage: Select a content area you are currently supporting.
! What is the skill or knowledge to be implemented?! What schedule and approach to performance
feedback can you provide to increase the likelihood that the skills will be used with the precision needed to be practical and effective?! Always acknowledge successes first! Place feedback in context of larger goal (getting
fluent and effective at use of target skill for student gain)
! Provide sufficient feedback to get success
! Expand application of skills outside of exemplars/conditions presented
! Push lines of definitions of skills
! Provide additional examples as needed
! Adapt as needed (while keeping fidelity of implementation) to meet contextual needs
! Consider characteristics of team and levels of implementation
Action: Promoting Generalization Three Distinctions to Highlight
Coaching versus Training! “Actions” rather than “Role”
Coaching as “Intervention/Solution”
Skills /Attributes of Excellent Coaching! Knowledge of core content
! Time! Communication skills! Building professional relationships and trust! Knowledge of organizational context
What skills do you want those you are
coaching to perform?
Are they doing the skills with sufficient
fluency to make them functional?
What are the conditions/times/situations where the skills
should be used?
SummarySeparate
“coaching” from “training”
Are they doing the skills with sufficient accuracy to make them functional?
Adapt coaching to match stage of
implementation
Is generalization training needed to apply the new skills across a
broader context?
Self assess your use of coaching
Working with TEAMS
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 5
Types of Teams
PLC Teams
Grade Level Teams
MTSS Teams
RtI Teams
Leadership Teams
SIP Teams
PBIS Teams
Student Success Teams
Intervention Team
Tier III Teams
Problem Solving Teams
Data Teams Where are your teams in the implementation process?
Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
• Let’s give it a try & evaluate (demonstration)
Initial Implementation
• That worked, let’s do it for real (investment)
Full Implementation
• Let’s make it our way of doing business (institutionalized use)
Sustainability & Continuous Regeneration
Putting “it” in place.
Should we do it?
Now make it better
Initiative is way of work
Systems Change
Consensus
ImplementationInfrastructure
“Buy-in”
“Integrity”Training and
Coaching
Where is coaching ?
Batsche, Curtis, Dorman, Castillo, & Porter (2007)
Staff Buy-In is Critical(Kincaid, Childs, & Blasé, 2007)
Low Implementation
Successful Implementation
Limited staff buy-in
Staff buy-in
Philosophy and beliefs
Limited knowledge of
initiative
Worry over skill sets needed
Stress over change
Availability of resources to
prepare
Human-Based Factors Mediating
Implementation(Bambura, Nonnemacher, & Kern, 2009;
Curtis, Castillo, & Cohen, 2008)
Ingredients to Navigate through Change
(e.g., implementation of new initiative)
Hall & Hord (2006)
Prior Practices
Align beliefs with new practices
Increase knowledge and skills
Meaningful Change
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 6
Stages of Team Development (Tuckman, 1965)
• Productivity, Achievement, Pride
Performing
• Cooperation, Involvement, Support
Norming
• Conflict, Clarification, Belonging
Storming
• Awareness, Acceptance, Commitment
Forming
Allow members to become
comfortable with team, roles, and
vision
Express frustration, conflict, and
feelings of being overwhelmed openly and
constructively
Continue to manage conflict through positive and constructive
feedback Where are your teams
?Effective teams have…
A clear mission/purpose
Adapted from FL PBS at http://flpbs.fmhi.usf.edu/coachescorner.cfm
Concrete and measurable goals
Diversity of skills and perspective
Group norms, roles, and responsibilities
Balanced participation
Open, collaborative communication
A positive environment
Trust and cooperation
Effective decision making
Shared leadership
A Barrier You May Encounter:Meeting Monsters
Overly Talkative! Paraphrase and redirect
“We are hearing some good thoughts but are detouring from our agenda…”
Argumentative! Review team process (norms, rules) or discuss in
private with individual(s)“It seems we have hit a road block in our meeting. Would you like to talk about how to resolve it now?
“Help me understand any other issues that may be of concern to you.”
Adapted from FL PBS at http://flpbs.fmhi.usf.edu/coachescorner.cfm
Meeting Monsters (continued)
Obstinate or Rigid! Solicit support from others in team to see other points
of view. Review ground rules and consensus as defined by team.“I respect your point of view and know this is valuable to you, but is it possible to accept even parts of the team view point for now?”
Griper! Review mission and goals agreed upon by team. May
need to talk in private with individual.
Adapted from FL PBS at http://flpbs.fmhi.usf.edu/coachescorner.cfm
Meeting Monsters (continued)Side Conversations
! Make sure the Meeting Minutes and Data are projected and all can view them.
! Review meeting norms and clearly state objectives for meeting and redirect conversations to achieving those goals.
! Use proximity control.! Call one of the talkers by name, restate the most recent
discussion point and ask for his/her opinion.“Is there something you would like to share with the group?”“Something that was said may have triggered other thoughts, but right now we are discussing….”
Silent! Use “Round Robin” and allow people to pass if they do not
have an idea! Ensure that when someone does talk, he or she is not
interrupted.! Use open-ended questions.
Adapted from FL PBS at http://flpbs.fmhi.usf.edu/coachescorner.cfm
Finally, always assess readiness
An example: TIPS Readiness for Training Checklist
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 7
TIPS Readiness
for Training
District Commitment
Team Commitment
Access to Data
District Commitment! Districts view TIPS as a common and long-term practice for
decision making! Districts have committed resources to implement fidelity for
short and long-term sustainability (e.g., time for training, FTE for coaching, coaching, on-going training)
! District coaches are committed to attend a full day coaching and a full day team training and to provide coaching supports
Team Commitment
! Teams have representation needed for the purpose and have to power to implement solutions identified
! Teams are committed to implementing TIPS
! Team and coach attendance at TIPS Team trainings (1 full day for each) and booster session as needed
TIPS Readiness for Training Checklist 10 readiness guidelines
Access to Data! Teams have access to accurate and current data needed for
decision making before and during meetings! Teams have at least one member who is fluent in generating
basic and specific data reports before and during meetings
TIPS Readiness for Training Checklist (Continued)
10 readiness guidelines
Practice with a TIPS Readiness for Training Checklist
1. Complete a TIPS Readiness for Training Checklist for one of your sites where you provide (or will provide) coaching support. Use your best guesses in areas of which you are unsure.
2. Share your completed checklist with a neighbor.
3. Review shared checklists.
4. What are the next steps for those sites based on the information on the checklist?
Coaching Teams to Implement TIPS
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 8
Implement
Solution with High Integrity
Identify
Goal for Change
Identify Problem
withPrecision
Monitor Impact
of Solution andCompare against Goal
Make Summative
EvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Identify
Solution and Create
Implementation
Plan with Contextual Fit
Collect and Use
Data
What, Who, When, Where, and Why?
How do we want the problem to change?
What are we going to do to bring about
desired change?Did we implement with fidelity?
Has the problem been solved?
What next?
Coaching as Problem Solving
TIPS Application to Coaching
Coaching
Training
Training for new skills
Are skills/behaviors
being implemented with fidelity?
YesProvide supports or assistance as
needed
NoWhat is the
problem/barrier in implementation?
Implement problem solving
process with coaching to
address skills
Implement
Solution with High Integrity
Identify
Goal for Change
Identify Problem
withPrecision
Monitor Impact
of Solution andCompare against Goal
Make Summative
EvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Identify
Solution and Create
Implementation
Plan with Contextual Fit
Collect and Use
Data
What, Who, When, Where, and Why describes the problem/barrier?
When would this no longer be a problem?
What coaching behaviors will be useful in bringing about the desired
change?
BuildFluency in
behaviors/skills use
Build Accuracyin
skills/behaviors
IncreaseGeneralization
of behaviors/skills
Effective Coaching as a Solution
Implement
Solution with High Integrity
Identify
Goal for Change
Identify Problem
withPrecision
Monitor Impact
of Solution andCompare against Goal
Make Summative
EvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Identify
Solution and Create
Implementation
Plan with Contextual Fit
Collect and Use
Data
What, Who, When, Where, and Why describes the problem/barrier?
When would this no longer be a problem?
What coaching behaviors will be useful in bringing about the desired
change?
Was coaching implemented with
fidelity?
Was the problem solved?
What next?
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 9
Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.
Move to Precise Problem Statements
The RtI problem solving team is not solving problems.
The RtI Problem Solving team at Jefferson Elementary is not using quantitative data during meetings because the Data
Analyst is not able to attend meetings.
Is There a Problem?Start with a Primary Problem Statement
Implement
Solution with High Integrity
Identify
Goal for Change
Identify Problem
withPrecision
Monitor Impact
of Solution andCompare against Goal
Make Summative
EvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Applied to Coaching TIPS
Identify
Solution and Create
Implementation
Plan with Contextual Fit
Collect and Use
Data
Team is not using quantitative data during meetings because the Data Analyst is not
able to attend.
Team will have access to and ability to
interpret data during meetings by April 15thand will review
data for 90% of problems discussed
Coaching assistance to produce accuracy, fluency, and
generalizability of skills at accessing and interpreting data from data systems at
school
Was coaching implemented with
fidelity?
Is the team reviewing data for 90% of
problems discussed?
What next?
Observe TIPS
Meeting
Fidelity data
Outcome data: % of problems discussed
that included quantitative
data
Is There a Problem?
Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.
Move to Precise Problem Statements
The problem solving team is scoring a “zero” on the fidelity item (#17) on the TIPS Fidelity Checklist and is also not
observed to use these data.
The Data Analyst and Facilitator do not use fidelity data gathered for old problems to determine next steps because
they do not understand how to interpret it along with outcome data.
Start with a Primary Problem Statement
Implement
Solution with High Integrity
Identify
Goal for Change
Identify Problem
withPrecision
Monitor Impact
of Solution andCompare against Goal
Make Summative
EvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Applied to Coaching TIPS
Identify
Solution and Create
Implementation
Plan with Contextual Fit
Collect and Use
Data
The Data Analyst and Facilitator do not use fidelity data gathered for old problems to determine next steps because they do not
understand how to interpret it along with outcome data
Data Analyst and Facilitator interpret
fidelity data for 90% of old problems by next
month.
Coaching assistance to produce accuracy, fluency, and
generalizability of skills at interpreting fidelity data
Was coaching implemented with
fidelity?
Is the team reviewing fidelity data for 90%
of old problems?
What next?
Observe TIPS
Meeting
Fidelity data
Outcome
data: % of old
problems
with fidelity data
reviewed
Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.
Move to Precise Problem Statements
MTSS problem solving meetings are not efficient (meetings are very long with no problems having solutions tied to their
resolution)
Many side conversations during the brainstorming part of problem solution phase when discussing new problems because the facilitator or other team members are not
redirecting discussions to tasks at hand.
Is There a Problem?Start with a Primary Problem Statement
Implement
Solution with High Integrity
Identify
Goal for Change
Identify Problem
withPrecision
Monitor Impact
of Solution andCompare against Goal
Make Summative
EvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
Applied to Coaching TIPS
Identify
Solution and Create
Implementation
Plan with Contextual Fit
Collect and Use
Data
Many side conversations during the brainstorming part of problem solution
phase when discussing new problems because the facilitator or other team members are not redirecting discussions to tasks at hand.
Facilitator will redirect off-topic
conversations within 1 minute of when they begin 75% of the time by next months’ meeting.
Coaching assistance to produce accuracy, fluency, and
generalizability of skills at redirecting off-topic
conversations and keeping meeting on track
Was coaching implemented with
fidelity?
Is the Facilitator redirecting off-topic
conversations within 1 minute of them
beginning?
What next?
Observe TIPS
Meeting
Fidelity data
Outcome data: Time
between start of off-topic talk and
redirect to agenda items
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 10
Something to help you.Now look at this…Remember this?
After Coaching
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 11
TIPS CoachingLet’s Practice
Observation PracticeVideo Snapshots from a problem solving team implementing TIPS
Locate your TIPS Coaching Problem
Solving Guide Practice handout
https://youtu.be/LzwluIMulj8
Click the link above to view the practice video. Reviewing TIPS Meeting
Minutes
An Option for Providing Feedback A Guide for Reviewing Meeting Minutes
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 12
Feedback – Permanent Product #1 Feedback – Permanent Product #2
Feedback – Permanent Product #3 Feedback – Permanent Product #4
Infusing a TIPS Problem Model into you Existing Problem Solving teams
Assign Roles! Define roles with a back up person identified for the Facilitator,
Minute Taker, and Data Analyst
Determine Meeting Schedule for School Year! When (start and end time) and where! Make sure you have access to internet and LCD! Add to master calendar
Group Agreements for Operating Team Meetings! Agree on group norms
Meeting Logistics – You Will Need:! Use of laptop(s)! Chart paper/white board or other way for posting agenda! An LCD projector for projecting Meeting Minutes and data! Internet access in meeting room
Steps to Infuse TIPS
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 13
Materials and Resources COACH: Coaching Observation Checklist
Booster Skills Sessions Role-Related Activities (with Answer Keys)
What resources are available for solution alignment at your school?
Increase visual prompts and reminders
AllNew staff; subs
Medium
School tokens All New staff; subs
NEW Anti-Bullying lessons Guidance New
counselor by 10/5
TBD
Medium - High
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 14
TIPS Fidelity Checklist (TIPS - FC)
�
2
1
2
2
0 = Not started1 = Partially in place
2 = Full implementation
Critical Features of TIPS IIMeeting Foundations
! Roles are assigned with responsibilities understood
! Solutions developed in meeting CAN be implemented
! A meeting schedule is created and respected (date and times)
! Attendance at meetings
! Agenda is public, reviewed at start of meeting, and shared during meeting
Critical Features of TIPS IIProblem Solving
! TIPS Meeting Minutes (or equivalent) are used
! Previous “old” problems are discussed with status reviewed
! Quantitative data in the right format to answer the right questions are used and projected for all to see
! Problems are defined with precision (what, where, when, who, why)
! All active problems have solutions documented on full action plans
! Problems with solutions defined have goals for success
! Data examining the fidelity of implementation of solutions are gathered and shared with team
! Outcome data examining the impact of solutions are gathered and shared with team
What are your next steps in working with your teams?
How did you do?
Questions?
Team-Initiated Problem Solving (TIPS II) Coaching and Implementation
Horner, R., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, B., Cusumano, D. L., & Preston, A. I. (2015). Team Initiated Problem Solving (TIPS II) Training. Online TIPS2info.blogspot.com 15
Contact Information
University of Oregon
Rob Horner Anne Toddrobh@uoregon.edu awt@uoregon.edu
University of North Carolina at Charlotte
Bob Algozzine Kate Algozzinerfalgozz@uncc.edu kmalgozz@uncc.edu
Dale Cusumano Angela Prestondcusuman@uncc.edu aburns25@uncc.edu
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