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IDEA- The IDEA group believes that effective intervention leads to more meaningful identification by accelerating the progress of many low achievers. Classroom start by screening students at the beginning of the year to find those who might be at risk. Students who are non-responsive to tier 1 instruction move to tier 2 which offers interventions in small group settings. Students who respond go back to tier 1 in the general education classroom. Students who do not respond to tier 2 interventions will then be evaluated for eligibility for tier 3.
NCLB - The NCLB group view believes that with the "right" general education in place and following meaningful standards, disabilities will disappear. NCLB emphasizes early intervention and unifying general education and special education. Instruction in the RTI process under NCLB is more standardized than individualized.

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Group problem solving is the operational basis for elementary grade-level teams. Group problem solving can include many people or it can become quite specific and include only two people. As educators, we spend many days solving problems when it comes to deciding on best-fit interventions, techniques, instruction and materials to use in our classrooms or with students. In order to successfully collaborate, educators need to be aware of the problem-solving process and how to follow it effectively. Without it, successful interactions will not occur.

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After clarifying the type and urgency of the problem your group has been given, the group will need to follow the problem-solving process. In organic experiences, problem solving does not necessarily always happen in a neat or simple fashion as Friend & Cook suggest. Although, if your group is aware of the steps and follow the process with some flexibility to your situation, it will bring you success.

Identify the problem: Describe the problem precisely, use concrete and specific language

Generate solutions: Work with your group to stimulate the creation of the max number of potential solutions by brainstorming, brainwriting, or using the nominal group technique.

Evaluate solutions: Review the positives and negatives of each solution possibility and the steps need to implement the each solution.

Select solution: Pick a solution based on factors like intrusiveness, feasibility, and preference

Implement solution: Refine detailed plans, criteria and scheduling. Then carry out the solution chosen.

Evaluate the outcome: Determine if the goal has been reached through the implementation. From there, decide new courses of action in order to continue the implementation or to tweak the solution in order to become more successful.

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As a professional educator, you will have to address these three types of problems throughout our career. The problems that occur during our job fall under three different interactions. Being able to classify a problem helps provide and visualization of what solutions and time will be spent trying to solve it.

Well-defined problem: Least complex; this problem is fairly easy to identify and understand.

Partially-defined problem: Somewhat complex; the goal is clear and some guidelines exist for addressing it. The specific means for reading it are varied and it might have multiple solutions.

Ill-defined problem: Most complex; this problem does not have clear parameters nor is it easily resolved.

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When it comes to the steps of completing the problem-solving process, the urgency of the problem becomes an important factor with how things are handled.

Reactive problem solving: This is when you are faced with responding to a crisis that requires attention and action in a brief time frame.

Group problem solving in schools will deal mostly with reactive types.

Example: Communicating with a parent after an incident occurred at recess

Proactive problem solving: This is when you are focusing your attention on an anticipated situation. Therefore you are developing plans before a crisis happens.

Example: A principal and teacher working together to create effective teacher schedules in order for all services to be provided and delivered