The Problem Solving, Teaming, and Consultation Processes Component
The Problem Solving, Teaming, and Consultation Processes Component . . .
focuses on the consistent use, across a school, of a data-based, functional assessment, problem-solving approach that is applied when developing and implementing (a) effective, differentiated classroom instruction and classroom management procedures; (b) strategic academic or behavioral interventions for students who are not responding to effective instructional processes in the general education classroom; and (c) intensive interventions for students who demonstrate persistent or significant levels of non-responsiveness, including students with disabilities.
Emphasizing a Problem-Solving, Consultation, Intervention service delivery approach, this component also depends on the use of evidence- or research-based academic interventions that are linked to functional assessment, problem-solving results. And, it highlights consultation processes and services as the vehicle whereby consultants work with classroom teachers and at-risk, underachieving, and/or non-responsive students in both the functional assessment and intervention implementation processes.
This Problem-Solving, Consultation, Intervention approach is fully consistent with the new Individuals with Disabilities Education Act (IDEA) regulations, especially as related to its "Early Intervention Services" and "Response-to-Intervention" provisions. It also directly contrasts with past "wait-to-fail" and "refer-test-place" approaches, and it is has demonstrated its ability to speed effective interventions to students earlier and more successfully such that more students are more successful in the general education classroom and curriculum.
Finally, the ability of school staff to collaborate as an effective team is essential to all of this. Successful problem solving and intervention processes involve teams that work collectively for the school's "greater good," and professionals who work, as colleagues and consultants, to share knowledge, skill, expertise, and experience for the benefit of all students.
Project ACHIEVE Outcomes for this Component:
Effective Classroom Instruction and Behavioral Management Procedures in Every Classroom
Differentiated Instruction along with Curricular Modifications, Academic Remediations, and Classroom Accommodations when needed
School-wide Training in Effective Consultation Processes, Team Functioning, and Data-based Problem-Solving
School-wide Training in Strategic and Intensive Academic, Instructional, and Behavioral Strategies and Interventions
A Definition of "Response-to-Intervention"
Response-to-Intervention" (RtI) involves ongoing evaluations of the degree that students (a) master academic material in response to effective instruction and (b) demonstrate appropriate, prosocial behavior in response to effective classroom management.When students are not progressing or “responding,” academically or behaviorally, to effective instructional conditions, RtI includes a functional assessment/problem-solving process to determine the reason(s) for the lack of success, and the implementation of strategic through intensive interventions to help those students progress and be successful.
Effective Early Intervention Services (EIS) for Students with Mild Academic or Behavioral Concerns
Effective Strategic Interventions for Students with More Persistent or Resistent Academic or Behavioral Concerns
Effective and Well-Coordinated Intensive, Wrap-Around, or Continuum-of-Care Interventions for Students with Serious or Non-responsive Academic or Behavioral Concerns
