There are pre-implementation materials to measure organizational or provider readiness for I Can Problem Solve (ICPS) as listed below:

Pre-implementation ICPS Readiness Checklists are available to measure and determine organizational or provider readiness for the I Can Problem Solve program.

There is formal support available for implementation of I Can Problem Solve (ICPS) as listed below:

Dr. Myrna Shure, in partnership with ICPS Programs at the Center for Schools and Communities in Camp Hill, PA, a group of international trainers provides train-the-trainer workshops, personal coaching in individual classrooms, training of onsite coaches, consultation, and technical assistance as needed. Contact Stephanie Colvin-Roy at sroy@csc.csiu.org or (717) 763-1661 ext. 209.

There are fidelity measures for I Can Problem Solve (ICPS) as listed below:

A fidelity checklist, ICPS Program Planner, (Pre/Post) Implementer Self Questionnaire and (Pre/Post) Childhood Behavior Rating Scale are all available to those attending a train-the-trainer workshop. The checklist consists of evaluating the extent to which a teacher, or adult implementer, teaches the concepts as intended and uses a problem-solving approach when handling problems that come up in real life.

There are implementation guides or manuals for I Can Problem Solve (ICPS) as listed below:

I Can Problem Solve (ICPS) training manuals are available for three age groups from Research Press at http://www.researchpress.com:

• Preschool, Kindergarten and the Primary Grades, and Intermediate Elementary Grades. The training manuals can be ordered from the website, or by email at orders@researchpress.com or by calling 1-800-519-2707. Access to ordering can also be found at http://www.thinkingchild.com (home page) under the photos of the covers of the manuals.
• A Facilitator's Guide is available for educators who participate in the Train-the-Trainer workshops. This includes activities, power points, handouts, a mini-guide for administrators, counselors, school psychologists, nurses and other support personnel.
• There is also an administrator's guide that describes the role of the principal in the implementation of ICPS in his/her school. It also describes roles for the other administrators and a school leadership team consisting of the school psychologist, counselor, nurse, social worker, or any other student-support personnel.

Research has not been conducted on how to implement I Can Problem Solve (ICPS).