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Once you and your colleagues have determined there is a problem that needs addressed you will work collaboratively through problem solving steps to solve the problem at hand. The steps are as follows.
1. First determine and analyze the factors to insure that the problem needs addressed.
2. Identify the problem
3. Generate solutions
4. Evaluate potential solutions
5. Select a solution
6. Implement the solution
7. Evaluate the outcomes

This process used effectively will help the group work together and allow many different perspectives to solving it. These are almost the same steps in writing a Behavior Intervention Plan.

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A Special Type of Problem Solving
Response to Intervention(RTI) uses technical problem solving.  Technical problem solving is collecting data and using that data to problem solve.  For example if a student is not making gains problem solving must occur so this child is making gains.  This is a step by step process.

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Reactive Problem Solving is responding to a crisis or event that requires action to be taken right away.

Proactive Problem Solving is anticipating a situation and planning ahead before a crisis occurs.

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The No Child Left Behind approach to RTI is standard driven in the general education classroom. The belief is that with the right general education is in place with meaningful standards that special education would disappear. Everyone is tested on state assessments on their grade level not instructional level. Early intervention and progress monitoring are both used

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Uses a protocol for RTI. Starts by classroom teacher screen all students to identify students that are at risk. Progress monitoring is put in place for 5-8 weeks with evidence based instruction. This is part of a three tiered module this being Tier I. For students not making gains they move to Tier II. Where the student will receive instruction in a small group with an adult using a standard treatment protocol. This tier is designed to promote the new skills and staff will need to be trained on the instruction given. This needs to be time sensitive and done for a specific number of days with adequate time for 5-8 weeks. Progress Monitoring data is collected to see if they are responsive and ready to return to the general education classroom. If not they move to tier three where they receive the most intensive interventions and possibly be referred to be tested for special education.

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Response to Intervention (RTI) is a framework that many schools use to help students who are struggling with academics. There are three three levels of intervention in RTI.

Most students can make progress in the first level, which uses high-quality instruction to help kids catch up. Students who need more intensive help can get it in the second and third levels of RTI.

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Response to Intervention: A Tiered Approach to Instructing All Students

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M4: Discussion on Weekly Readings and Big Ideas

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M4: Discussion on Weekly Readings and Big Ideas