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Group Problem as a Professional Responsibility

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Group Problem as a Professional Responsibility

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Group problem solving is perhaps the most fundamental component of successful interactions (e.g., Sio and Ormerod, 2015). As educators we are constantly problem solving. We group problem solve when we create a student's individual education plan. We collaborate together on student interventions. We have to be reactive and proactive during problem solving. Some problems have to be dealt with in a very quick time frame, so we must focus on that specific problem that is needing to be resolved. We we also have to be proactive with problem solving, such as working together to make a school wide system of positive behavioral supports. Cultural diversity can also impact problem solving. All team members have their own beliefs, this can have a positive impact by having a better understanding of the problem and can lead to a better solution. Cultural diversity can also make group problem solving complex.
To me his image depicts the different ways we are part of the whole group and how each of can bring a different perspective to the group.

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1. Identify the problem. Chapter 5, Friend & Cook (2017), states that problem identification is the most crucial step in problem solving.The problem must be started clearly, and all participants involved must share a common goal.

2. Generate solutions. Brainstorm by listening to ideas generated by other participants, create brainwrites by writing and exchanging ideas, and the nominal group technique generates potential solutions by combining brainstorming and brainwrites into a small group setting.

3. Evaluate possible solutions. List and examine each possible solution.

4. Select a solution. The decision should be made carefully. Is the solution intrusive, is it feasible?

5. Implement the solution. Review and refine the details of the plan, determine the criteria for success.

6. Evaluate the outcome. Determine whether the goal has been reached, and are those involved satisfied with the impact of the solution.

I think the image below shows a good representation of how all the parts must work together for the group to be successful.

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What is the "Blurring of Special Education"?

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What is the "Blurring of Special Education"?

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Fuchs, Fuchs, & Stecker (2010), state at the building level, blurring means that special educators should abandon resource rooms and self-contained classes and take up residence in regular classrooms to co-teach with general educators.   The article discusses reasons for the change from the view of two groups. Both groups support change, but have different reasons for it. One group is in support of the No Child Left Behind (NCLB)  and the other group supports the Individuals With Disabilities Education Act (IDEA).
I choose this image because I it shows a good representation of the definition of the "blurring of Special Education." Educators and students are all together not separated.

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MTSS is not just about achieving academic success, there is an entire "umbrella" of programs and resources we as educators can use to meet the unique needs student.  The aspects of behavior, social emotional needs and academics need to be present In order to meet all the needs  Each support and level of intensity is based off of individual needs of each student.MTSS offers the flexibility of choosing  supports that will best help our student be successful.
I choose this video representation for MTSS because it does a great job of showing the Tier system working.

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Academic Success for All Students: A Multi-Tiered Approach

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Response to Intervention (RTI): Two Perspectives: IDEA & NCLB 

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Response to Intervention (RTI): Two Perspectives: IDEA & NCLB 

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RTI is a special type of technical group problem solving, so not all of the steps in group problem solving will apply to RTI.   It involves working in a group but  has a specific set of solutions.
The IDEA perspective of RTI begins with the classroom teacher screening all students at the start of the school year to identify a subset who are potentially at risk for academic failure. These students’ academic performance will be monitored 5 to 8 weeks as the teacher implements evidence-based instruction. This is Tier 1 of the RTI model. “Nonresponsive” children move to Tier 2, which offers tutoring in small groups, with the instruction being designed promote the learning of new skills and is time sensitive. Students who are successful in Tier 2 will return to general education, those who do not will move on to Tier 3 for a more individualized intervention.
The NCLB-group views, that with the “right” general education in place, an additional benefit of meaningful standards for all will be the disappearance of high-incidence disabilities.
I thought this image is a good representation of NCLB and IDEA and how they can work together.