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I choose this photo because chapter five in our text book is about the problem solving process. "Interpersonal problem solving is perhaps the most fundamental component of successful interactions." (Friend & Cook, 2017) In the education profession, no matter your job, most of our day is spent solving problems.

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In chapter five of our textbook it talks about the two types of solving processes that we use.

Reactive Problem Solving- this is when you respond to the a crisis or dilemma that requires attention and action right now. This is mostly what we are going to deal with in the education setting.

Proactive Problem Solving- "an anticipated situation focuses your attention and triggers the problem solving process before a crises occurs." (Friend & Cook, 2017)  These are usually addressed by administration.

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Our text listed 7 steps to solve a problem. What I liked about these steps that it works for both types of problems.

1.) Analyze the problem solving context.
2.) Identity the problem.
3.) Generate Solutions.
4.) Evaluate Potential solicitations
5.) Select the solutions
6.) implement the sociations
7.) evaluate outcomes

After reading this chapter, I would like to implement this process with my students. I have been looking for a way for them to work on solving their own problems in the classroom without aggression.

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Both the MTSS and the RTI models of behavior support relay on the tiers of behavior. There are three tiers of behavior that make the models so successful.
Tier 1: This is an intervention that you use with your whole class. These should be evidence based and best practices.  These strategies will most likely work for the majority of your students (80%).
Tier 2:  Tier 2 should use pre-planned interventions that can be used on students that are not being sufficiently successful or adequately challenged with Tier 1 interventions alone.
Tier 3: This tier becomes much more individualized as the student’s teachers, counselor, and parents systematically determine the issues that need to be addressed for the student. While this is only roughly 5% of your students, these behaviors are serious or severe and special education services should be considered.

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I choose this photo because in our reading this week the words "data-based instruction' really stuck with me. I guess I didn't realize how important data was with the intervention process. But you should be placing in tiers based on data. Data drives instruction.