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This visual represents the necessary beginning of effective problem solving.  The first step in interpersonal problem solving involves identification of the problem.  "In interpersonal problem solving, you should state the problem clearly enough so that the discrepancy between the current situation and the desired situation is apparent."(Friend and Cook, 2013, p. 118).  The collaborators must also agree on what the problem is in order to solve it correctly.  The collaborators must also agree on what is causing the discrepancy.  Disagreement in the identification phase can greatly decrease coming to a solution.

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Putting the Problem Solving Pieces Together

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Putting the Problem Solving Pieces Together

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The art of problem solving is something that has to be done with great care. Depending on the severity of the problem, the steps can be more or less formal. As a knowledgeable professional, be the one that guides the process along. Bare in mind that cultural diversities impact co-collaborators thought process about the problem at hand.

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Problem solving can be reactive or proactive. Reactive problem solving happens after the problem has occurred. Proactive problem solving involves anticipating problems that will happen and getting ahead of them. By using the problem solving steps, professionals can avoid negative situations. "In fact, one benefit of following specific steps in problem solving is that less time may eventually be required for resolving reactive problems, so more proactive problem solving is possible." (Friend and Cook, 2013, p. 111)

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The graphic below represents the IDEA model of special education delivery. It should be noted that this particular delivery model was first introduced in 1970. IDEA starts with regular education setting being the least restrictive environment and moving to homebound or hospital environment being the most restrictive. This is the standard continuum that most of us in special education have become accustomed to. The NCLB does not show separation such as this. Rather, it shows Tier 1 having differentiated instruction. Tier 2 having team problem solving and Tier 3 having expert consultation.

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Response to Intervention (RtI) is defined in different ways depending on which eyes it's viewed from.  The IDEA view uses Tiers, where all students are exposed to instruction.  If a student is unable to make academic or behavioral progress, they are moved into Tier 2 for more intensive academic instruction.  If still unable to make academic progress, they move into Tier 3 for specialized education services.  The NCLB view of RtI is that with exposure to the standards, all students will perform. By modifying the way general education standards are delivered, more to suit the learning style of the child, intervention is provided in that method. The NCLB thought is "include a greater number of general education tiers at which assessment and instruction focus on skills, not cognitive processes." (Fuchs, Fuchs and Stecker, 2010, p. 305)