Collaborative Problem Solving Process Stages

Contracting

This stage allows for the clarification of roles and responsibilites. During this stage, agreement to collaborate is obtained from the teacher who is requesting assistance for a student. At the completion of this stage, team members and the teacher requesting assistance understand the steps of the problem solving process and agree to work collaboratively to develop and implement student interventions.

Problem Identification

During this stage, student strengths and concerns are discussed. The teacher requesting assistance identifies one concern to focus on (critical concern), and baseline data related to the critical concern is collected. Once the student's current performance in the targeted area (critical concern) has been assessed, the student's expected performance can be determined and a specific, measurable goal is set.

Intervention Design

Teachers work collaboratively to generate possible intervention actions that are logically linked to the critical concern and baseline data. The teacher requesting assistance determines which evidence-based instructional strategies (Tier I or Tier II) will be implemented during the intervention period, when and how often the intervention will occur and how intervention effectiveness will be monitored.

Intervention Implementation and Evaluation

During this stage, the intervention is implemented with fidelity and slight modifications are made as needed. Through regular data collection and analysis, the teachers determine the degree to which the student is progressing toward the establish goal. A typical implementation cycle is four to six weeks in length.

Closure

If the goal is met, the case is closed. If the goal is not met, the teachers request a case review with other staff in order to determine next steps for the student.