School-Wide Application of Problem Solving
Although problem solving at Heartland has traditionally been applied using an individual student referral process, many schools are now using problem solving through systematic analysis of school-wide data with interventions matched to student needs. These schools are changing to school-wide application of problem solving because better assessment measures have been developed to use at a system level, and because it is more efficient and beneficial to provide resources and support to groups of students with similar needs rather than individually. There are two ways that problem solving may be implemented to address the needs of groups of students. First, as part of a school-wide system of data-based decision making and second, by considering group needs when using the problem solving process to address individual referrals.
1) Problem Solving in a School-Wide Effort. Some schools and centers conduct regular screening assessments periodically to determine which students may be in need of intervention. When data are collected on all the students multiple times per year, these screening data can be used to determine which students need further assessment or problem solving. This approach of considering all student data to determine which students need intervention is a "school-wide" application of problem solving, Figure 3. In a school-wide approach, student needs are identified within the ranges of benchmark, strategic, or intensive needs. (Vaughn & Briggs 2003).
Figure 3: Distribution of Student Population by Level of Educational Need
Benchmark Students meeting expected level of performance given the core instructional program need no further assessment or intervention. These students are considered to be established in the skill area at the level expected. Approximately 80-85% of students would be expected to meet benchmark levels of performance without interventions. (Sugai and Horner 1999, Simmons, Kame'enui, Good, 2002).
Strategic Students not meeting expectations and need some type of adaptation or modification of the core instructional program. These students are considered to be emerging in the skill area being assessed. Approximately 15-20% of the students in a school may need strategic interventions to meet expectations. (Sugai and Horner 1999, Simmons, Kame'enui, Good, 2002).
Intensive Students who are not meeting expectations and need highly differentiated instruction. These students are considered to be deficit in the skill area being assessed. Approximately 5%- 10% of the students in a school would be expected to need intensive interventions. (Sugai and Horner 1999, Simmons, Kame'enui, Good, 2002).
2) Problem Solving for an Individual Student with Consideration of Group Needs. Some centers have not yet begun the process of school-wide screenings on a periodic basis, but still consider the need for group interventions before developing an individual intervention for the student. Teachers and parents use a variety of formal and informal methods of screening children and youth to determine which students may be in need of intervention or further assessment. No matter how this screening is conducted, a referral of an individual student for problem solving may be made. When this referral is made, the problem solving team compares that student's performance to other students at his/her grade or age level. If other students are identified with similar needs, a group intervention or changes to the general education curriculum are considered. An individual intervention is developed if that student has unique characteristics that would indicate that a highly individualized intervention is needed.
The Evolution of Problem Solving
The application of problem solving on a school-wide basis began in Heartland with support for early literacy. (Simmons, Kame'enui, and Good, 2002; Simmons, Kuydendal, King, Cornchione, Kame'enui, 2000) Using school-wide data, students in need of problem solving are identified. The level of problem solving denotes the intensity and rigor of the intervention and the resources needed to address the student concern. The students at Level I are typically students at a benchmark level of performance. Students at Level II are students at a strategic or emerging level of performance. Students at Level III are students with intensive needs. Students at Level IV are those with intensive needs for whom it has been determined that special education services are required. These students are in need of intensive intervention over a long-term basis. A major difference in implementation of problem solving on a school-wide basis rather than individual is that there is not a dependence on teacher referral to initiate problem solving. Instead, data are used to determine which students need further problem solving, which students can be grouped for intervention with other students of similar need, and which students require immediate intensive intervention that may be more individualized in nature. In all cases, a data-based decision making process is used to make decisions regarding the student's instructional needs and the resources that will be required to meet those needs.
The Figure 4 illustrates the intersection of problem solving with the school-wide model. This evolution of problem solving from an individual focus has been enhanced through partnerships and support from the research community. The use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), made possible with support from Roland Good and his colleagues, provides teachers with assessments that can be administered frequently and that provide critical information regarding student response to instruction and the need for intervention. The school-wide system of support developed by Ed Kameenui and Deb Simmons along with the many tools and resources provided from Institute for the Development of Educational Achievement (IDEA), provide the framework for teachers to evaluate curriculum and instruction and plan changes to all levels of instruction. Other researchers and authors provide support for continued exploration and evolution of problem solving.
Figure 4: Heartland Problem Solving Approach with the School-side Application
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