Components of Effective Problem Solving Teams

 

 

Consistent membership composed of classroom teachers (one from each grade level), special educator(s), related arts teacher, guidance counselor, administrator(s), mathematics resource teacher, reading specialist.

 

• Team members have specified roles during meetings such as facilitator, note taker, timekeeper, etc.
• Meetings are regularly scheduled.
• Agendas are prepared and available to team members in advance.
• All team members participate fully, feel valued and are responsible for results.
• The request for assistance process is simple, teacher friendly and respects timelines.
• The focus of intervention is on student's strengths and needs.
• There is a systematic, data-driven framework for problem solving that includes relevant background information for the student, problem identification, baseline data collection, intervention development, and monitioring/evaluation.
• Effective communications exist among team members, staff, parents, students and community.
• Evaluation components assess implementation of interventions, progress of students and team effectiveness.
• There is ongoing training for team members, school staff and new team members.
• There is an appreciation of the time commitment needed for effective problem solving, including collaboration, request for assistance process and interventions.

 

Adapted from Howard County Public Schools and the University of Maryland Instructional Consultation Laboratory