Willow Primary School

PROBLEM SOLVING MODEL

Building Level PLAN

Vision: A systematic process where children’s needs are identified through assessment and are supported by individual and small group interventions. Progress is monitored through data collection and analysis.

Outcomes:

• Interventions are systematic and documented
• Paperwork is limited
• There is a merging of District regular education and special education resources, including Title
• Parent has an understanding of the child’s ability and realistic academic expectations
• Interventions are provided within the school environment
• Services are noncategorical
• Psychologists and Social Workers and other related special education staff have more direct contact with students and provide services within the classroom
• Interventions are developed as a part of a teaming process
• Solutions will be developed for a student in a timely manner
• A plan will be developed and implemented for all students who need assistance in the classroom

Referral Procedure:

• The classroom teacher has a concern
• The concern is discussed between the parent and classroom teacher at a minimum of three times (These parent contacts MUST be documented.)
• If child has still not made adequate progress, the classroom teacher will ask the principal for an ARC referral form
• That referral form is returned to principal who in then gives it to the At Risk Instructor
• A case manager is assigned
• The case manager and teacher conduct an interview
• The case manager then conducts an interview with the student
• At this point, the Willow School CORE and Supplemental Literacy System flowchart will come into effect

*The previous steps listed will need to be revisited by the ASPIRE team in order to ensure the most efficient use of resources.*

Building Priorities

Willow Primary School has established the following priorities for support staff:

The principal will establish a date for the initial Problem Solving within ten school days in response to a Problem Solving Referral.

 Logistics for Team Meetings

Team meetings will be held on Wednesdays after school from 3:20-4:30 p.m. All referral teachers will need to attend.

Target Population

The pilot program will be implemented in grade kindergarten through third grade for the 2006-2007 school year.

Building Resources

• All building teachers
• Teacher Assistants
• Principal
• Speech Pathologist
• Occupational and Physical Therapists
• Students
• Title I Teachers
• Special Teachers – Music, Library, Gym
• Computers
• Special Education Teachers
• Parents and Family
• Volunteers
• ESL teacher

Parent Involvement

Parents will be contacted on a regular basis throughout the Problem Solving Process by the child’s classroom teacher. Contact may be by phone or through active participation at meetings. Contact with parents will be positive and stress the desire to assist the child to be successful in school.

Evaluation

Data Collection

The following data will be collected to assist in evaluating the effectiveness of the Problem Solving Process:

• The number of Problem Solving Referrals
• The number of Problem Solving Referrals which result in a case study evaluation
• The number of case studies which result in eligibility for special education services
• Individual performance data to measure improvement in school performance (i.e. grades, pre/post test info)
• Parent involvement and parent attendance
• Timeline information (i.e. How much does each component require, general timelines)
• Social Work caseloads
• Identify reasons for referral

A survey will also be developed that will measure satisfaction of the process for the following groups:

• Parents
• Teachers
• Support Staff
• Administrators

A meeting will be scheduled to review the evaluation and discuss the effectiveness of the Problem Solving Process.

Training/Staff Development

The following in-service activities are needed to implement and develop the Problem Solving Process.

• Introduce the Problem Solving Model. Include information regarding reasons for change, the vision, expected outcomes, research data, and statistics from existing programs.
• Develop a Building Plan.
• Provide training in regard to the core traits of the Problem Solving Model. Include information regarding the use of a problem solving agenda, skill development in problem identification, consensus building, curriculum based assessment, data collection, and the development of interventions.
• Model the Problem Solving Process.
• Provide a sharing time. Peers cold share how the process has worked including both successes and failures. Share information between districts.

Affirmation Statement

The Problem Solving Teams will remain student focused at all times. Participants in the Problem Solving Process will be solution focused and approach the teaming process by participating actively in a positive, open, and honest manner. Concerns will be shared, discussed, and resolved through consensus. Interventions will be implemented with integrity.