Solution Focused Approach to Solution Focused Approach to

the Implementation of RtI and the Implementation of RtI and

PBSPBS

Bill Brown MSW, RtI &PBS Coordinator

Faith Bowman MA, NBCT

Agenda Agenda

•• Overview of the RtI and PBS Problem Solving Overview of the RtI and PBS Problem Solving

ProcessProcess

•• Traditional Problem Solving ProcessTraditional Problem Solving Process

•• Strength Based Approach to Problem SolvingStrength Based Approach to Problem Solving

•• Solution Focused Problem SolvingSolution Focused Problem Solving

•• Group Dynamics Group Dynamics

•• Application of the Solution Focused Approach Application of the Solution Focused Approach

The Problem Solving ProcessThe Problem Solving Process

Within RtI and PBS

Problem SolvingProblem Solving

““Problem solving starts with an awareness that an Problem solving starts with an awareness that an

answer probably exists and that by proper answer probably exists and that by proper

manipulation of the elements of thought a manipulation of the elements of thought a

solution can be found.solution can be found.”” (Coons, 1988, p.273)(Coons, 1988, p.273)

Problem Solving Problem Solving

•• Shift from linear (cause and effect) Shift from linear (cause and effect)

•• Circular causality which places individual, group Circular causality which places individual, group

or system behavior within a network of feedback or system behavior within a network of feedback

loops loops (Worden, 2003). (Worden, 2003).

•• Each personEach person’’s behavior affects others and their s behavior affects others and their

behavior affects the individual making linear behavior affects the individual making linear

causality arbitrary. causality arbitrary.

Team Problem Solving ProcessTeam Problem Solving Process

•• Define the problem based Define the problem based

on data (10% of time on data (10% of time

spent)spent)

•• Set goalsSet goals

•• Brainstorm and decide on Brainstorm and decide on

interventions, creating a interventions, creating a

planplan

•• Implement planImplement plan

•• Collect dataCollect data

•• Evaluate dataEvaluate data

Set goals

Select Intervention

Evaluate

Implement plan

Collect Data

Different from the Child

Study process

Problem Solving process for team

decision making in all areas

Traditional Problem Solving Traditional Problem Solving

ProcessProcess

Example of a Traditional Problem Example of a Traditional Problem

Solving Model Solving Model

•• Step 1 PerceptionStep 1 Perception

–– Find out how people feel: Bring to the surface any Find out how people feel: Bring to the surface any emotions that need to be addressed concerning the emotions that need to be addressed concerning the problem problem

•• Step 2 DefinitionStep 2 Definition

–– Find out what the real problem is: Problem definition Find out what the real problem is: Problem definition and establishing the boundaries and limitations. and establishing the boundaries and limitations.

•• Step 3 AnalysisStep 3 Analysis

–– Find out why the problem exists (discover the cause), Find out why the problem exists (discover the cause), what keeps the situation from getting worsewhat keeps the situation from getting worse

(Garmston, 2002)(Garmston, 2002)

Example of a Traditional Problem Example of a Traditional Problem

Solving Model Solving Model

•• Step 4 Alternatives GeneratedStep 4 Alternatives Generated

–– Brainstorm possible solutions: What have others done Brainstorm possible solutions: What have others done

to solve this problemto solve this problem

•• Step 5 EvaluationStep 5 Evaluation

–– Criteria for solution selection, focusing on strengths Criteria for solution selection, focusing on strengths

and weaknessesand weaknesses

•• Step 6 Decision MakingStep 6 Decision Making

–– Find the final solution and take action Find the final solution and take action (Garmston, 2002)(Garmston, 2002)

Strength Based Approach to Strength Based Approach to

Problem SolvingProblem Solving

Strength Perspective Strength Perspective

The problem definition is the process of figuring The problem definition is the process of figuring

out constructive ways to meet, use, or transcend out constructive ways to meet, use, or transcend

the problem with the goal being the mobilization the problem with the goal being the mobilization

of resources to move beyond the problem. of resources to move beyond the problem. (Saleebey, 2002)(Saleebey, 2002)

Strength Based ApproachStrength Based Approach

Key Strategies Key Strategies

Putting Problems in Their PlacePutting Problems in Their Place

•• 1. Recognize problems only in their proper 1. Recognize problems only in their proper contextcontext

•• 2. Pay less attention to problems2. Pay less attention to problems

•• 3. Find simple ways to talk about problems 3. Find simple ways to talk about problems

(Saleebey, 2002)(Saleebey, 2002)

Strength Based ApproachStrength Based Approach

ContextContext

Defining problems as obstacles to the attainment Defining problems as obstacles to the attainment

of goals shifts the perspective from permanence of goals shifts the perspective from permanence

to situational to situational -- or context specific. or context specific.

(Saleebey, 2002)(Saleebey, 2002)

Strength Based ApproachStrength Based Approach

Paying Less AttentionPaying Less Attention

If we base plans of actions on further exploration If we base plans of actions on further exploration

and refinement of the problem: and refinement of the problem:

•• Energy and resources will be lost Energy and resources will be lost

•• Lead to confusion and hopelessness. Lead to confusion and hopelessness.

We need to figure out how to move beyond the We need to figure out how to move beyond the

problem.problem.(Saleebey, 2002)(Saleebey, 2002)

Strength Based ApproachStrength Based Approach

Getting beyond the negativity of the problem: Getting beyond the negativity of the problem:

•• Mobilize individual, family, and community Mobilize individual, family, and community

resources resources

•• Focus on strengths.Focus on strengths.(Saleebey, 2002)(Saleebey, 2002)

Strength Based ApproachStrength Based Approach

Find simple ways to talk about problems Find simple ways to talk about problems

•• Makes problems less mysterious and Makes problems less mysterious and

unmanageableunmanageable

•• The use of simpler, more common words is less The use of simpler, more common words is less

likely to take us down the path of problemlikely to take us down the path of problem(Saleebey, 2002)(Saleebey, 2002)

Making the shift from being Making the shift from being

problem focused to solution problem focused to solution

focusedfocused

Starts with the question: What is the cause of the problem?Starts with the question: What is the cause of the problem?

•• Assumptions: Assumptions:

•• There is a definite problem with a specific cause that can be foThere is a definite problem with a specific cause that can be found und

and described and there is a relationship between the cause and and described and there is a relationship between the cause and

being able to solve the problem. If we know what is wrong we canbeing able to solve the problem. If we know what is wrong we can fix fix

it. it.

(Walter, 1992)(Walter, 1992)

Traditional Problem Solving Traditional Problem Solving

What maintains the problemWhat maintains the problem

•• Assumptions: that a problem is being maintained Assumptions: that a problem is being maintained

rather than caused. Assumes there is a problem rather than caused. Assumes there is a problem

with a relationship to a maintained function. with a relationship to a maintained function. (Walter, (Walter,

1992)1992)

Change the question toChange the question to……

Problems have a systems-maintaining function within certain

organizational context (Walter 1992)

The question changed to: how do we construct The question changed to: how do we construct

solutions? solutions?

Solution FocusedSolution Focused

Assumptions :

•There are solutions

•There is more than one solution

•Solutions are constructible

•That we can construct solutions

•This process can be articulated and modeled. (Walter, 1992)

Reflects fundamental notions about change, about Reflects fundamental notions about change, about

interactions and about reaching goals. interactions and about reaching goals.

Solution FocusedSolution Focused

We have moved from:

• Cause to maintenance to solutions

•From the past to present to future

Move away from traditional linear notions of causality to relativistic and

constructivist view (Walter, 1992)

“Problem information is no longer necessary and, in fact, can

be limiting in many cases” (Walter, 1992)

How to Use the Solution How to Use the Solution

Focused ApproachFocused Approach

Solution FocusedSolution Focused

Constructing SolutionsConstructing Solutions

Step 1: Define what is

wanted or needed, not what

the problem is.

Step 2: Look for what is

working and do more of it

Step 3: Do something

different (Walter, 1992)

Identification of the problem pattern in the form of Identification of the problem pattern in the form of

solutions attempted. solutions attempted. (Walter, 1992)(Walter, 1992)

Task the group to make observations:

•Describe what should continue to happen,

(shifting thought process to present and future)

•Provides for better details (getting rid of vague

ideas and descriptions) (Walter, 1992)

““The result of this task divorced the connection in The result of this task divorced the connection in

our thinking between the problem and solution. our thinking between the problem and solution.

We realized that only solutions or goal talk was We realized that only solutions or goal talk was

necessary, that solutions construction was necessary, that solutions construction was

independent of problem processindependent of problem process””(Walter, 1992) (Walter, 1992)

ExerciseExercise

Identify your own working assumptions, write down Identify your own working assumptions, write down three questions that you think are the most three questions that you think are the most

important or commonly used in the Problem Solving important or commonly used in the Problem Solving Team process. Team process.

Goal Setting from the Perspective Goal Setting from the Perspective

of Solution Focusedof Solution Focused

PST application

Well Defined Goals Well Defined Goals

•• Goals are stated in a Goals are stated in a positive form positive form stating what will happen stating what will happen or be done. It has to be something not the absence of or be done. It has to be something not the absence of something, replace a negative with instead. something, replace a negative with instead.

•• In In Process FormProcess Form, a movie not a still picture. Use verbs with , a movie not a still picture. Use verbs with ING ending not nouns. This is the how.ING ending not nouns. This is the how.

•• In the here and nowIn the here and now, start immediately. What are you going , start immediately. What are you going to start doing differently now?to start doing differently now?

•• As specific as possible, As specific as possible, concrete behavior.concrete behavior.

•• Within the groupWithin the group’’s area of controls area of control, what they can start and , what they can start and maintain by themselves, the goal cannot be contingent on maintain by themselves, the goal cannot be contingent on something else.something else.

•• The studentThe student’’s language. s language.

(Walter, 1992)(Walter, 1992)

(Walter, 1992)

ExerciseExercise

Pick a difficulty or goal that you are currently Pick a difficulty or goal that you are currently working on and take it through the checklist with working on and take it through the checklist with

your group. your group.

(Walter, 1992)(Walter, 1992)

Pathways of Constructing SolutionsPathways of Constructing Solutions

Move or change wishes or complaints into goals. Move or change wishes or complaints into goals.

Validation followed by goal oriented question.Validation followed by goal oriented question.

Conversation FramesConversation Frames

•• Goal Frames Goal Frames

•• Exceptions Frames Exceptions Frames

•• Hypothetical Frame Hypothetical Frame

(Walter, 1992)(Walter, 1992)

Conversation FramesConversation Frames

•• The goal frame is used to determine the task to The goal frame is used to determine the task to

be completed. be completed.

•• Exception frame is used to determine a time Exception frame is used to determine a time

when the goal or solution may be happening when the goal or solution may be happening

already, when the problem does not happen.already, when the problem does not happen.

•• The hypothetical frame is used to promote The hypothetical frame is used to promote

brainstorming to pretend that the problem is brainstorming to pretend that the problem is

solved. solved. (Walter, 1992)(Walter, 1992)

(Walter, 1992)

ExerciseExercise

Review your goals and discuss with a partner. Review your goals and discuss with a partner.

Is your goal a wish or a complaint or a goal Is your goal a wish or a complaint or a goal

statement? statement?

Positive FeedbackPositive FeedbackPositive support and encouragement can go a long Positive support and encouragement can go a long

waysways

Change can often create confusion or fears.Change can often create confusion or fears.

•• Cheerleading: encouragement for positive things, mainly Cheerleading: encouragement for positive things, mainly

change of any kind no mater how small. Embed change of any kind no mater how small. Embed

responsibility and responsibility and ““in controlin control”” assumptions in cheerleading. assumptions in cheerleading.

•• Compliments: Create a positive climate, highlight the Compliments: Create a positive climate, highlight the

positive, alleviating fears of judgment, alleviating fears positive, alleviating fears of judgment, alleviating fears

about change, normalizing events and feelings, framing about change, normalizing events and feelings, framing

responsibility for change as belonging to the group, responsibility for change as belonging to the group,

supporting each personsupporting each person’’s view. s view. (Walter, 1992) (Walter, 1992)

•• Have frequent team celebrations and seek opportunities to Have frequent team celebrations and seek opportunities to

recognize members' contributions to team success.recognize members' contributions to team success.

•• Find ways to make team members feel competent Find ways to make team members feel competent (Lewis, (Lewis,

2001)2001)

Scan

page 139

(Walter, 1992)

ExerciseExercise

Give three compliments to your teammates. Give three compliments to your teammates.

Group DynamicsGroup Dynamics

Group Dynamics and Supervision Group Dynamics and Supervision

•• Clarify in advance any constraints, boundarie,s Clarify in advance any constraints, boundarie,s or criteria that exist (such as budget constraints, or criteria that exist (such as budget constraints, federal and state regulations, political issues federal and state regulations, political issues etc.) etc.) (Lewis, 2001)(Lewis, 2001)

•• Inform team members of the performance Inform team members of the performance expectations and expected outcomes expectations and expected outcomes (Lewis, 2001)(Lewis, 2001)

•• Clarify the purpose and process of the meeting, Clarify the purpose and process of the meeting, expected goals or outcomes expected goals or outcomes (Lewis, 2001)(Lewis, 2001)

Task and ProcessTask and Process

Both need to be attended to Both need to be attended to

•• Task; Leader role: to assess Task; Leader role: to assess clarity, see connections clarity, see connections between ideas, consider their between ideas, consider their merit, determine what merit, determine what information is missing, making information is missing, making decisions/plan s that lead to decisions/plan s that lead to agreement. agreement.

•• Process what happens to and Process what happens to and between group members between group members during group work, morale, during group work, morale, feelings tone, atmosphere, feelings tone, atmosphere, influence, participation, influence, participation, leadership, struggle, conflict, leadership, struggle, conflict, competition, cooperationcompetition, cooperation

•• Leader role is to facilitate Leader role is to facilitate interactions between interactions between members in a way that members in a way that strengthen membersstrengthen members’’ bonds bonds and commitment to the group. and commitment to the group.

(Hardcastle, 1997)))

The developmental process is a core The developmental process is a core

component in group effectivenesscomponent in group effectiveness

•• Team synergy is created through a closed group Team synergy is created through a closed group process. Open groups continually disrupt the group process. Open groups continually disrupt the group development process adjusting stage development. development process adjusting stage development.

•• Focus on process is particularly central. Process Focus on process is particularly central. Process trains individuals to explore the context and trains individuals to explore the context and consequences of their actions as well as the content consequences of their actions as well as the content and apparent motivation. and apparent motivation.

•• Process sets the stage for learning in the here and Process sets the stage for learning in the here and now, and creates functional anxiety and vigilance all now, and creates functional anxiety and vigilance all of which promote learning. of which promote learning.

(Shapiro 1998)(Shapiro 1998)

(Hardcastel, 1997)

Group ProcessesGroup Processes

Phase 1: Preparation Phase 1: Preparation

•• Team member selectionTeam member selection

•• Choose carefully who is to be involved in the Choose carefully who is to be involved in the

problem solving process. Too few or too many problem solving process. Too few or too many

participants can create problems. (Who will be participants can create problems. (Who will be

affected by the problem?) affected by the problem?) (Lewis, 2001)(Lewis, 2001)

Johnson and Johnson offer several Johnson and Johnson offer several

suggestions for forming teams:suggestions for forming teams:

•• Keep the size of teams small. . . .Keep the size of teams small. . . .

•• Select team members on the basis of their (a) Select team members on the basis of their (a) expertise and skills and (b) potential for expertise and skills and (b) potential for developing new expertise and skills, not on the developing new expertise and skills, not on the basis of their position or personality. . . .basis of their position or personality. . . .

•• Bring together the resources the team will need Bring together the resources the team will need to function, such as space, materials, to function, such as space, materials, information, timelines, support personnel, and so information, timelines, support personnel, and so forth. forth.

(Lewis, 2001)(Lewis, 2001)

Group ProcessGroup Process

Phase 2: TransitionPhase 2: Transition

•• Prepare team members for task completion Prepare team members for task completion

•• Team members are encouraged to build trust Team members are encouraged to build trust

and confidence in themselves and the other and confidence in themselves and the other

group members, develop group cohesion, learn group members, develop group cohesion, learn

group norms and reduce anxieties. group norms and reduce anxieties.

•• Teaching group members the language, focus, Teaching group members the language, focus,

ethics, and process of the group. ethics, and process of the group. (Shapiro 1998)(Shapiro 1998)

Group ProcessGroup Process

Phase 2: TransitionPhase 2: Transition

•• Members experience anxiety, defensiveness, Members experience anxiety, defensiveness, resistiveness, struggle for control, interresistiveness, struggle for control, inter--member member conflicts, conflicts with or challenges to the leader conflicts, conflicts with or challenges to the leader and, various patterns of problem solving.and, various patterns of problem solving.

•• Two leadership discoveries by the group, the Two leadership discoveries by the group, the leaderleader’’s abilities and what is beyond the leaders abilities and what is beyond the leader’’s s abilities outlining the limits of what the group can abilities outlining the limits of what the group can accomplish. accomplish.

•• Leaders constantly focus on the here and now, Leaders constantly focus on the here and now, group processes and feelings. group processes and feelings.

(Shapiro 1998)(Shapiro 1998)

Group ProcessesGroup Processes

Phase 3 ProductivityPhase 3 Productivity

•• Present the team with its mission, structure. . . .Present the team with its mission, structure. . . .

•• Have frequent and regular meetings that provide opportunities foHave frequent and regular meetings that provide opportunities for r team members to interact faceteam members to interact face--toto--face and promote each other's face and promote each other's success. . . .success. . . .

•• Pay particular attention to first meetings. . . . Pay particular attention to first meetings. . . .

•• Establish clear rules of conduct. . . .Establish clear rules of conduct. . . .

•• Ensure accountability by directly measuring the progress of the Ensure accountability by directly measuring the progress of the team team in achieving its goals and plot it on a quality chart. . . .in achieving its goals and plot it on a quality chart. . . .

•• Show progress. . . .Show progress. . . .

•• Expose the team to new facts and information that helps them Expose the team to new facts and information that helps them redefine and enrich its understanding of its mission, purpose, aredefine and enrich its understanding of its mission, purpose, and nd goals. . . goals. . .

•• Provide training to enhance both task work and teamwork skills. Provide training to enhance both task work and teamwork skills. . . .. . .

•• Have frequent team celebrations and seek opportunities to Have frequent team celebrations and seek opportunities to recognize members' contributions to team success. . . .recognize members' contributions to team success. . . .

•• Ensure frequent teamEnsure frequent team--processing sessions. processing sessions.

(Lewis, p313(Lewis, p313--314)314)

Group DynamicsGroup Dynamics

Group Dynamics and Supervision Group Dynamics and Supervision

•• Define issues as major and minor. Minor problems can Define issues as major and minor. Minor problems can be solved with smaller groups of people, but larger be solved with smaller groups of people, but larger groups are needed for the major concerns. groups are needed for the major concerns.

•• Members need the knowledge and skills necessary to Members need the knowledge and skills necessary to understand and contribute.understand and contribute.

•• Members need to be rewarded for their contributions. Members need to be rewarded for their contributions.

•• Members need to have the ability to make decisions Members need to have the ability to make decisions which impact work performance and process.which impact work performance and process.

•• Find ways to make team members feel competent.Find ways to make team members feel competent.(Lewis, 2001)(Lewis, 2001)

Implementation of Solution Implementation of Solution

Focused ProcessFocused Process

One Schools Process

Helen Hunt ElementaryHelen Hunt Elementary’’ss

Data MeetingsData Meetings

Individual teacher consultation: Individual teacher consultation:

Request by the teacher to help prepare Request by the teacher to help prepare

for the grade level data meeting in the for the grade level data meeting in the

form of selecting interventions and data form of selecting interventions and data

collection methods. collection methods.

Consultation can be the in the form of: Consultation can be the in the form of:

FaceFace--toto--Face meeting Face meeting

Electronic meeting Electronic meeting

Hunt RtI Data Meeting ChecklistHunt RtI Data Meeting Checklist

Student Name:__________________ Date __________Student Name:__________________ Date __________

Reading ____ Writing ____ Reading ____ Writing ____ Math____ BehMath____ Behavior____avior____

Growing Advanced: Yes No Growing Advanced: Yes No Overcoming Challenges: Yes NoOvercoming Challenges: Yes No

Assistance needed with intervention development: Yes NAssistance needed with intervention development: Yes Noo

Assistance needed with data collection methods: Yes Assistance needed with data collection methods: Yes NoNo

Review of data needed for student to have a PST (Problem SolvingReview of data needed for student to have a PST (Problem Solving Team) meeting scheduled: Yes NoTeam) meeting scheduled: Yes No

Current Service Groups:Current Service Groups:

SPED ___ GT ___ Growing Advanced ___ ELL ___ RTA ___ 504 ___RTI SPED ___ GT ___ Growing Advanced ___ ELL ___ RTA ___ 504 ___RTI ___ ___

Social Skills ___ Success Maker ___Social Skills ___ Success Maker ___

Brief description of the concern: Brief description of the concern:

__________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________

Describe Intervention 1 to include the curriculum used (durationDescribe Intervention 1 to include the curriculum used (duration/intensity/frequency):/intensity/frequency):

__________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________

Which measure in AimsWeb are you using to measure student progreWhich measure in AimsWeb are you using to measure student progress? ss?

ORF___ RTF___ WUF___ LNF___ PSF___ NWF___ INF___ CBM_ORF___ RTF___ WUF___ LNF___ PSF___ NWF___ INF___ CBM___ MCAP___ NA___ __ MCAP___ NA___

Has the intervention line been put into AimsWeb on the appropriaHas the intervention line been put into AimsWeb on the appropriate measure? Yes Note measure? Yes No

Does this intervention have at least 4 data points? Yes NDoes this intervention have at least 4 data points? Yes Noo

Does the trend line indicate that the student is not making progDoes the trend line indicate that the student is not making progress? Yes No ress? Yes No

Other data being used to measure student progress: Other data being used to measure student progress:

__________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________

Helen Hunt ElementaryHelen Hunt Elementary’’ss

Data MeetingsData Meetings

•• Grade level teams meet with an Grade level teams meet with an administrator, Behavioral and Academic administrator, Behavioral and Academic consultant 2x a month as part of their grade consultant 2x a month as part of their grade level team meetings. level team meetings.

•• Discussion of classroom/grade level data Discussion of classroom/grade level data including student specific data.including student specific data.

•• Mentor / Coaching on interventions and Mentor / Coaching on interventions and data collection. data collection.

•• First meeting will focus on struggling First meeting will focus on struggling students.students.

•• Second meeting will focus on growing GT Second meeting will focus on growing GT students.students.

Data Meetings Data Meetings

•• What teams need to bring to the meeting:What teams need to bring to the meeting:

–– AimsWeb data AimsWeb data (Current progress monitoring data (Current progress monitoring data with intervention lines)with intervention lines) will be displayed and viewed will be displayed and viewed during these meetings as needed.during these meetings as needed.

–– Weekly assessmentsWeekly assessments

–– Behavioral ObservationsBehavioral Observations

–– USTARS Harrison ScaleUSTARS Harrison Scale

–– Intervention records and dataIntervention records and data

Solution Focused Team (SFT)Solution Focused Team (SFT)

•• Referral processReferral process

–– Referrals are made through your data Referrals are made through your data

meetings. meetings.

–– Data and interventions are documented Data and interventions are documented

during data meetings. during data meetings.

–– Referrals can be made for all academic Referrals can be made for all academic

concerns, behavioral and attendance issues.concerns, behavioral and attendance issues.

–– Supporting data is needed to progress Supporting data is needed to progress

through the system, 4 data points minimum through the system, 4 data points minimum

for each academic intervention and 15 for for each academic intervention and 15 for

behavior interventions. behavior interventions.

SFTSFT

•• Meeting preparationMeeting preparation

–– Teacher to invite the studentTeacher to invite the student’’s parents/guardian to s parents/guardian to

the meeting. (You can request a home visit {form} if the meeting. (You can request a home visit {form} if

your attempts to contact the family fails) your attempts to contact the family fails)

–– Letter sent home by the PST inviting the parents to Letter sent home by the PST inviting the parents to

the problem solving meetingthe problem solving meeting

–– Bring in your classroom data in the form of a chart Bring in your classroom data in the form of a chart

(data collected by the LRT does not need to be (data collected by the LRT does not need to be

brought by the teacher)brought by the teacher)

–– Aimsweb data needs to be entered Aimsweb data needs to be entered one week one week

prior prior to the scheduled meeting and will be to the scheduled meeting and will be

displayed during the meeting. Data Reports will be displayed during the meeting. Data Reports will be

displayed electronically during the meeting. displayed electronically during the meeting.

–– If your Aimsweb data is not up to date then the If your Aimsweb data is not up to date then the

scheduled meeting scheduled meeting will be rescheduled will be rescheduled for a later for a later

date. date.

SFTSFT

•• Meeting processMeeting process

–– Outlook will be used to schedule students for Outlook will be used to schedule students for PST PST

–– Goal is to spend 15 minutes per problem. Goal is to spend 15 minutes per problem. (Student might have more than one (Student might have more than one identified problem.) identified problem.)

–– The SFT meeting focus is on selecting and The SFT meeting focus is on selecting and scheduling Tier 2 and 3 interventions and scheduling Tier 2 and 3 interventions and data collection methods, a small amount of data collection methods, a small amount of time to be spent on problem definition.time to be spent on problem definition.

References References

Coon, D., (1988), Essentials of Psychology Exploration and AppliCoon, D., (1988), Essentials of Psychology Exploration and Application, cation,

Fourth Edition, West Publishing Company, 50 W. Kellogg BoulevardFourth Edition, West Publishing Company, 50 W. Kellogg Boulevard

P.O. Box 64526 St. Paul, MN 55164P.O. Box 64526 St. Paul, MN 55164--10031003

Garmston, R., Wellman B., (2002) The Adaptive School developing Garmston, R., Wellman B., (2002) The Adaptive School developing

collaborative groups, 4collaborative groups, 4thth edition, Revised Printing, Four Hats edition, Revised Printing, Four Hats

Seminars, El Dorado Hills, California Seminars, El Dorado Hills, California

Hardcastle, D. A., Wenocur, S., & Powers P. R., (1997) Hardcastle, D. A., Wenocur, S., & Powers P. R., (1997) Community Community

Practice Theories and skills for Social WorkersPractice Theories and skills for Social Workers, New York, Oxford , New York, Oxford

University PressUniversity Press

Lewis, J. A., Lewis, M. D., Packard, T. & Souflee Jr, F., (2001)Lewis, J. A., Lewis, M. D., Packard, T. & Souflee Jr, F., (2001)

Management of Human Services Programs,Management of Human Services Programs, 33rdrd Edition Edition

2001Brooks/Cole2001Brooks/Cole

Saleebey, D. (2002) The Strengths Perspective in Social Saleebey, D. (2002) The Strengths Perspective in Social Work Work

Practice, 3Practice, 3rdrd Edition, Allyn and Bacon A Pearson education Edition, Allyn and Bacon A Pearson education

company 75 arlington st Room 300, Boston, MA 02116company 75 arlington st Room 300, Boston, MA 02116

References References

Shapiro J.E., Peltz L.S., Shapiro S.B., (1998), Brief Shapiro J.E., Peltz L.S., Shapiro S.B., (1998), Brief

Group Treatment Practical training for therapsit and Group Treatment Practical training for therapsit and

counselors, Brooks and Cole Publishing Company counselors, Brooks and Cole Publishing Company

511 Forest Lodge Road Pacific Grove, CA 93950511 Forest Lodge Road Pacific Grove, CA 93950

Walter J.L., Peller J.E., (1992) Becoming SolutionWalter J.L., Peller J.E., (1992) Becoming Solution--

Focused in Brief Therapy, Brunner/Mazel 47 Focused in Brief Therapy, Brunner/Mazel 47

Runway Road, Suite G, Levittown, PA 19057Runway Road, Suite G, Levittown, PA 19057--47004700

Worden, M. (2003). Worden, M. (2003). Family Therapy Bascis.Family Therapy Bascis. Pacific Pacific

Grove, CA: Brooks/ColeGrove, CA: Brooks/Cole--Thomos Learning.Thomos Learning.

•• Bill Brown, MSWBill Brown, MSW

–– brownwh@d11.orgbrownwh@d11.org

–– drumerbill@q.comdrumerbill@q.com

–– 719719--328328--2900 Work2900 Work

•• Faith Bowman, MA, NBCTFaith Bowman, MA, NBCT

–– fbowman@regis.edufbowman@regis.edu

–– bowmafb@d11.orgbowmafb@d11.org

–– 719719--328328--2900 Work2900 Work

Contact Information Contact Information