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This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and personnel supports, procedures for ensuring strong implementation with fidelity, procedures for student progress monitoring, and guidelines for instructional decision making. Early literacy skill outcomes for students were the primary dependent measures in reading; schoolwide office discipline referral rate was the dependent measure in behavior. Significant improvement was evident in phoneme segmentation and nonsense word fluency in reading and significant decreases were documented in office discipline referrals across treatment and comparison schools. Significantly higher outcomes were also recorded on required statewide end-of-grade assessments in treatment schools. Implications and caveats concerning effective implementation of the model in other settings are provided. The article emphasizes that changing schoolwide reading and behavior risk requires effective intervention, instruction, and support in both areas.

The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation. A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving (TIPS) training program (1 day of team training plus 2 coached meetings). A direct observation data collection protocol-Decision Observation, Recording, and Analysis-was used to index if teams followed "meeting foundations" practices for effective problem solving (e.g., predictable agenda, stable participants, clear roles for facilitator, minute taker, data analyst) and "thorough problem solving" practices for building interventions (e.g., problem definition, use of data, solution development, action planning). Direct observation results indicate that 3 of the 4 teams demonstrated improved meeting foundations and problemsolving skills after TIPS training. The fourth team also performed well, but documented baseline patterns that were either at optimum levels (meeting foundations) or with an increasing trend (problem solving) that prevented demonstration of an intervention effect. 42 Downloaded by [Georgian Court University] at 16:53 04 April 2015 Effect of TIPS Training 43Team members perceived their meetings after TIPS training as resulting in more effective problem solving. Collectively, the results are interpreted as demonstrating a functional relation between TIPS training and improved problem solving practices by school teams. Implications address how to improve team-based consultation and problem solving in schools.Data-based decision making and problem solving are continuous and central activities in schools. Decisions are made not just about individual students and their instruction, but also about the organization of schoolwide educational systems and resources. Nearly every school in the country has teams meeting regularly to make decisions concerning administrative, academic, and social support issues. The assumption is that the involvement of multiple individuals on a team will provide a more inclusive system of problem solving and decision making in which collective experiences, knowledge, skills, language, and vision contribute to improving the core features of schooling and outcomes for children. The ubiquitous and central role of school psychologist as leaders in school-based decision making and on problemsolving teams (cf. a need for improved understanding of how collaborative problem-solving teams operate and how to assist individuals on them to effectively address educational concerns common in U.S. schools.An impressive literature exists with guidance and recommendations about the need for and the process of team-based problem solving (Bransford ). Two messages from this literature are (a) the steps for data-based problem solving remain consistent across time, context, and authors; and (b) there is evidence that current problem-solving practices in schools leave room for improvement.As a field, education is not using be...

Team-based problem solving (i.e., multidisciplinary groups meeting to use data to identify and address school-based concerns) is an integral part of general education, special education, and school psychology (Boudett, City, & Murnane, 2013; Coffey & Horner, 2012; Tilly, 2008). The expectation that teams of teachers, administrators, and related services professionals will meet regularly to use data to identify and solve academic and behavior problems is a foundation of ongoing efforts to meet the needs of and improve outcomes for all students (