Thursday, October 4, 2007

School Based Problem Solving

What is School Based Problem Solving?
It is a progression of steps taken by the school to eliminate unnecessary special education evaluations and labels. Some consider it a stalling tactic, in my opinion it's more like quality control. We need to make sure that we are exhausting every option available in the classroom and community to resolve an issue before unnecessarily starting the "paper trail." In some cases, a label of special needs is inevitable. More often than not, interventions can be put into place that exhibit progress to a point that intervention is no longer needed.
The public school board requires that a plan of interventions take place for a minimum of 6 weeks. These interventions have to be documented and show that a reasonable effort has been made by the teacher and related staff to educate a child within the everyday classroom environment. The steps are outlined in 3 tiers.
Tier 1: YOU
I know it is tough, but first look at what you can do better.
  • What can you offer the student who is terminally unorganized and losing homework? Weekly time in class to clean out desk and back pack. You may have to reteach proper transition behavior. Attach a checklist of items needed before and after school.
  • What can you offer the student who can't seem to follow directions? Ask yourself...are you giving too many directions at a time? Are you writing the directions as well as saying them aloud? Are you asking the student to repeat the directions to ensure comprehension?
  • What can you offer the student who can't pay attention? Ask yourself...how long is my lecture time? How long do I expect the students to sit in their chairs without standing up? Do you call on students who don't raise their hands? Use a code word or gesture to remind a student to focus.
Tier 2: HELP!
It has now been 6 weeks, and there is no change in behavior or academic progress. We need to rally as a team and see what everyone in the school can offer. This can involve the special education teacher, an aide, specials teachers, social worker, and/or administrators. The public board of education now wants documentation that more intervention has been sought within the school. At this stage, you would look into...
  • After school tutoring
  • One on one instruction time with an aide or special education teacher
  • Supplementary homework
  • Outside resources like a commercial or private tutoring program
Don't forget that we need to be communicating to parents throughout this process. Use this homework survey to find out what parents think about homework.

Tier 3: EVALUATION NEEDED
At this stage, we have documentation of everything we've tried in the classroom and beyond but a problem persists that will just not go away. At this point, all concerned parties should agree that an evaluation for services beyond the regular classroom should be considered. The parent may request an evaluation in writing, and the public school team combined with those involved in the SBPS team will convene to discuss appropriate options.

At no time during school based problem solving should modifications be made to the grading system, or curriculum content modified without prior administrative approval.

9 comments:

Anonymous said...

This is a really good idea. Thanks for spending the time to set everything up.

-SMR

Lindsey said...

I think the information is very useful and helped me to identify some things that I should be loooking for, for example organizational skills and attentiveness. But, should I just focus on the students who are struggling academically? I have a student whose grade is good, but could be much better, I think, with additionaly help. Should the same suggestions/procedures be followed?

Anonymous said...

The thing I found most relevant was the fact that questions are asked of the teachers before they are asked of the students. For example, if I examine how long I talk before giving students time to move around and then adjust, I might work out some issues for every single student, and especially those with special needs.

Anonymous said...

Emily, The sections on students who dont follow directions and pay attention are very helpful. I will be able to ask myslef those questions, in hopes of helping the students.

Anonymous said...

I found the information to be helpful. It has inspired me to become even more creative with how I deal with students who come to my office. Once I receive feedback from teachers pin-pointing the situation, I can begin to implement different strategies to help students who have challenges paying attention, following directions, and being unorganized. Doing this I believe will help reduce negative behavior and begin to increase positive behavior for students and ultimately help increase learning. Thanks for the info.

Marci said...

These are great concrete suggestions to help aid in problem-solving. It is so important that we reflect on the way we teach when we encounter a problem as well analyzing the behavior of the student. Adding more activities that get students moving and differentiation are crucial steps to working with all students.

Anonymous said...

Organizational skills are a major issue for many of my students this year. I find myself asking "What more can I do?" on a daily basis. Any further ideas/suggestions in this area are welcome. Thanks!

Anonymous said...

I found this information very helpful. As I continue to work with my students everyday I am realizing that the more I pay more attention to the students that struggle, I want to use more strategies that you have mention. This is a great way for teachers to see what works in the classroom and what does not work. This is great I will definitley use these resources.

Anonymous said...

Take 3...Stop, pause and reflect, not only in teaching, but in dealing with students. ...Honestly, when frustration sets in the response is to blame the child. However, self-reflection is a vital tool for any teacher...the questions of..."What can you offer the student who can't pay attention...how long is my lecture time?...How long do I expect the students to sit in their chairs without standing up? Do you call on students who don't raise their hands?..."....are all great self-assessments that open the door to delving further in your teaching style/technique...very pragmatic.

T



------peace-----

A list of approved rewards for students.

1. Lunch with the teacher in the cafeteria.
2. A telephone call home to say what a great student you are.
3. Complete only half an assignment. (student must get pre-approval)
4. Choose any class job for the week.
5. One day pass to help a kindergarten class with recess. (must be pre-approved with K)
6. Front office helper for 20 minutes.
7. Choose a book for the teacher to read to the class.
8. No homework coupon.
9. Extra 5 point coupon to be used on homework.
10. Show and tell opportunity
11. First pick of recess activity or equipment.
12. Move your desk for a day.
13. Coupon for extra 5 minutes on a test.
14. Sit with a friend at a separate table at lunch.
15. Write the homework on the board for a week.