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1. Analyze the problem-solving context
In this step, it is important to identify if members will participate in the process, if the problem should be addressed, and if resources are available.
2. Identify the problem
Team members share data, are specific when communicating, and ensure participation from all group members.
3. Generate Solutions
Specific strategies to gather solutions can be used and group rules should be followed.
4. Evaluate potential solutions
In this step, realistic solutions are identified, evidence-based ideas are used, specific solutions are looked further into, and a plan is developed.
5. Select the solution
The solution is selected in this step based on the data collected in the above steps.
6. Implement the solutions
The plan is implemented and is monitored over time.
7. Evaluate Outcomes
Data is used to identify areas of strengths and weaknesses, decisions are made on the continuation or discontinuation of the implemented plan, and the next steps are identified.

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Reactive: A way to solve a problem that requires your attention and for you to react to in a short time frame after the problem has occurred. One example could be responding to a concerned parent after something happened at school with their child. Parent teacher conferences, responding to a directive from an administrator, or dealing with student behavior are also other examples. In many cases, in schools, a lot of group problem solving is reactive.
Proactive: A type of problem solving where you begin to problem solve before the problem actually occurs.  An example of predicting problems before they occur includes being aware of placing certain students near each other or creating a classroom management system. This type of problem solving would always be ideal, but does not always happen in the school setting and other settings.

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Group problem solving is key to successfully interacting with others. Often times, educators problem solve on their own, rather than in groups. When problem solving in a group, there can be a well-defined problem where the problem is understood and addressed. Or, there can be a partially defined problem, where how to reach the goal is not yet agreed upon, but there are some guidelines on how to do so. Lastly, an ill-defined problem is not clear and is difficult to resolve.

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This describes the hope to see a shift to a new general education continuum rather than having two separate groups. NCLB and IDEA members both want to see change, but do not agree on a specific way to do so.
Members of the NCLB group have supported a full inclusion model, where all students participate in the general education setting at all times of the day. IDEA believes strongly in RTI and the three tiers of support. NCLB focuses on problem solving while IDEA emphasizes the role of special education. Neither of these groups agree and do not yet have a solution to solve the problem.

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According to the 2004 reauthorization of IDEA, states may use a process in identifying if students have disabilities and ways to help struggling learners. In many states, Response to Intervention is used. This three tier model provides general interventions, and helps identify if students need more intensive interventions to be successful. In Tier 1, the general education teacher monitors academic progress for all students while using evidence based practices. Students who need more support move to Tier 2, which offers support in small group settings that is evidence based. Based on data collected in Tier 2, the team will identify if the student has made progress and can return to Tier 1, or if more intensive support is needed through special education in Tier 3.