CASE STUDY IN USING THE TEN-STEP PROBLEM SOLVING PROCESSWhen imp.docx
1. CASE STUDY IN USING THE TEN-STEP PROBLEM
SOLVING PROCESS
When implemented, a ten-step scenario for problem solving
might go something like this:
A first-year special education consulting teacher asks to meet
with the veteran classroom teacher about their student with
hearing impairment. Implementation of instructional strategies
and curricular adaptations to address the student’s IEP goals
have been going well. However, the special education teacher
believes more could be done in the school environment to help
this student fit in socially, emotionally, and physically. In a
brief exchange during shared hall supervision with the
classroom teacher, she senses that he has some concerns as
well, and she suggests a meeting before contacting the parents
to see if adjustments to the IEP are warranted.
From: __________________________________ to
__________________________________
(consultant) (consultee/s)
Date: _____________________ Re:
______________________________________________
I am eager to follow through on the plan which we developed on
the date above, and also to assist
in other ways that may have occurred to you since then.
How do you feel things have progressed since that time? Please
be forthright.
_____________________________________________________
________________________
_____________________________________________________
________________________
What else may I do to help?
_____________________________________________________
________________________
_____________________________________________________
________________________
3. benefit the student. During the interaction, she listens and
waits appropriately. She uses verbal forms such as “we” and
“How can I assist you in planning for this student’s needs?” She
asks the teacher about his concerns and listens reflectively until
the teacher concludes his comments. She describes a few of
what she considers the most powerful items on her idea
suggestion list. They review the student’s IEP and then
brainstorm, based on their concerns and suggestions as a launch
pad. This is where the novice teacher feels she can shine. Next,
they generate a description of modifications that focuses on the
areas of student need and outlines what would be each teacher’s
responsibilities. Both contribute their personal expertise on how
these modifications can be integrated into general curriculum
and other parts of the student’s school day. This includes more
thoughtful placement in the music room, in assemblies, at
lunch, and in playground games. The two teachers work out the
details of the plan, which surprisingly does not take all that
much time to accomplish, and they include an early conference
with parents for going over the plan. They want to be sure all
facets are in compliance with their student’s
IEP and that they have family support. They make a note to
solicit additional ideas from input by the parents. They also
plan the means by which they will engage support from other
personnel including the music teacher, physical education
teacher, bus driver, cafeteria personnel, and school nurse. As
they wrap up, the novice teacher confesses to the classroom
teacher that this has been one of her first consultations, and she
is grateful to him for his part in making it a success. She will be
even more comfortable now in the role and enthused about
working with other teachers. Her collaborating teacher thanks
her for her innovative ideas and says he is sure that more good
consultation and collaboration experiences are in her future.
This meeting carries the joint consultation through Steps 1–8 of
the problem-solving process. Steps 9 and 10 for following
up/following through and repeating the consultation process are
yet to come. But both co-educators leave the meeting on this
5. CHAPTER 5 STRATEGIES FOR COLLABORATIVE SCHOOL
CONSULTATION 133
6. What were options for possible actions?
7. What plan was formulated?
8. What went well in this scenario and did anything not go well,
and why?
9. What should happen in follow through and follow up
processes?
10. Are further interactions or actions called for?
This is a good time to consider sample phrases of
communication that can be helpful in implementing each phase
of the ten-step problem-solving process. Copies of these might
also go into the consultant’s plan book for quick reference
6. during consultations. More communication phrases for a variety
of interactional situations will appear in Chapter 7.
What to Say during a Collaborative Consultation
A consulting teacher does not want to parrot points from an
outline as though reading instructions for assembling a bicycle.
But practicing verbal responses for problem-solving steps will
enable the teacher to become more natural and automatic when
the need arises. Each number for the phrase sets below
corresponds to a numbered step of the ten-step consultation
process outlined above. Of course, it is unlikely that all of the
comments suggested here would be needed or would fit for any
one conference.
1. When planning the consultation (Comments in this step are
made to oneself.) (What styles of communication and
interaction can I expect with these consultees?) (Have I had
previous consultations with them and if so, how did they go?)
(Do I have any perceptions at this point about client needs? If
so, can I keep them under wraps while soliciting responses from
others?) (What kinds of information might help with this
situation?)
2. When initiating the consultation (In this step and the rest of
the steps, say to the consultee—)
You’re saying that . . .
The need seems to be . . .
May we work together along these lines . . . ?
So the situation is . . .
I am wondering if that . . .
What can we do in regard to your request/situation . . . ?
3. When collecting information
Tell me about that . . .
Uh-huh . . .
What do you see as the effects of . . . ?
I’d like to rephrase my question.
Let’s see now, your views/perceptions about this are . . .
Tell me more about the background of . . .
Would you give an example of that?
9. shall it be?
The actions in this situation would be different, because . . .
We’ve discussed all of the alternatives carefully, so now should
we choose?
We need to break down the plan into steps. What should come
first? Next?
When is the best time to start with the first step?
8. When evaluating progress
Have we got a solid plan?
One way to measure progress toward the goals would be . . .
Some positive things have been happening . . .
How can we build upon these gains?
Now we can decide where to go from here . . .
In what ways did our getting together help?
I can see [the student] progress every day . . .
You’re accomplishing so much with . . .
How could I help you and your students in more and better
ways?
9. When following through and following up
How do you feel about the way things are going?
We had set a time to get back together. Is that time still okay, or
should we make it sooner?
I’m interested in the progress you have observed.
I’m following up on that material/action I promised.
I just stopped by to . . .
I wondered how things have been going for you . . .
How are things in your corner of the world these days?
I’m glad you’ve hung in there with this situation.
You’ve accomplished a lot that may not be apparent when
you’re with it every day.
You know, progress like this makes teachers look very good!
10. If repeating the consultation
Should we have another go at discussing . . . ?
Perhaps we overlooked some information that would help . . .
We got so much accomplished last time. How about getting
together again to . . . ?
11. worked well for many consultants
Situation B: It is the first week of school. A high school student
new to the area has Tourette’s syndrome, and even though he
has medication that keeps the syndrome under control, he has
asked if he may speak briefly to his classmates during class to
explain his condition “just in case.” He believes that few in the
public know very much about Tourette’s syndrome, and one of
his chosen causes is to spread awareness. Who should meet
about this, and what should their agenda be?
Situation C: A ninth-grade student is considered lazy by former
teachers, has failed several courses, and cannot grasp math
concepts. He has difficulty locating information but can read
and understand most material at his grade level. He is never
prepared for class, seldom has pencil and paper, and loses his
assignments. Yet he is pleasant and seemingly eager to please,
and he will try things in a one-to-one situation. His classroom
teachers say he will not pass, and you all have decided it is
imperative to meet about this. How will you, the learning
disabilities consulting teacher, address the situation?
Situation D: You are attending an IEP meeting on behalf of a
third-grade student who is emotionally disturbed and classified
as developmentally delayed. You believe she should be placed
in a general classroom with supportive counseling service and
reevaluated in a year. The other staff participants feel she
should have been in special education placement with inclusion
only into music, art, and physical education. The mother is
confused about the lack of agreement among school personnel.
How will you address the concerns of all in this situation,
particularly the mother?
Situation E: A sixth-grade student’s mother is known as a
perfectionist. Her son did not receive all A’s on the last report
card, and she has requested a conference with you as the
classroom teacher, the principal, and the school psychologist.
How will you approach this?
Situation F: A first-year kindergarten teacher has learned that
one of her students will be a child with cerebral palsy. Although
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Abstract
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Introduction
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tab key). The introduction should be short (2-3 sentences).
Brand loyalty interview: the brand and its competition
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exact words… be sure to indent the first line of the paragraph.
Analysis of interview: brand equity and brand positioning
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Conclusion
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16. Electronic sources include aggregated databases, online
journals, Web sites or Web pages, newsgroups, Web- or e-mail-
based discussion groups, and Web- or e-mail-based newsletters.
Online periodical:
Author, A. A., Author, B. B., & Author, C. C. (2000). Title of
article. Title of Periodical, xx,
xxxxx. Retrieved month day, year, from source.
EXAMPLE:
Reinartz, Werner, Thomas, Jacquelyn S., Kumar, V. (2005).
Balancing acquisition and
retention resources to maximize customer profitability.
Journal of Marketing, v69, Issue 1.
Retrieved 6/13/2005, from Business Source Premier.
Print Resource:
http://owl.english.purdue.edu/owl/resource/560/06/
Electronic Resources:
http://owl.english.purdue.edu/owl/resource/560/10/