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I like this visual because it takes the two topics and combines them. We have the main idea from the article with All being supported in tier 1, some in tier 2, and few in tier 3. This is the ideal and understanding of NCLB and it is surrounded by the support. Support from leadership team, administration, staff, and data. The idea is that the support is surrounding all tiers. Sometimes it can seem that just the special educator is responsible for the few.

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Defining the problem is a huge aspect when problem-solving. As educators we can define problems throughout data or observation but having our data and observations as a part of the problem-solving process is critical to serving student and addressing the problem properly.

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This flowchart (found online) may not be directly quoted from Chapter 5; however I think that the discussion that was held throughout this chapter can be summarized in the visual. We are walk through the steps of stop and think, options, decide, and act. All these aspects are spoke about in link during chapter 5 however they are seen through the lens of problem-solving as a group.

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I thought that this chart found in Chapter 5 was a great example of problem solving as a group. We know that one of the big part of group collaboration is knowing who is responsible for what. One of the aspects I loved about this chart was that it included the aspect of winning this problem would be reevaluated. I could easily see this being used in a collaboration setting among staff members.

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Figure A and B show an understanding of IDEA and Figure C shows an understanding of NCLB. The difference shows me the importance of inclusion in Figure C. From A to C you can see the change in ideas of the placement of the child. Every situation and every child is different, however as a whole we have move toward inclusion and it has been seen as the more effective model.