Journal 5

case_study_page_135-136.docx

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?

_____________________________________________________________________________

(List here any times, descriptions, etc., that would help me respond specifically to your needs. )

_________ Information __________________________________________

_________ Resources __________________________________________

_________ Meet again __________________________________________

_________ Classroom visit __________________________________________

_________ Conference with: __________________________________________

Thank you so much! I enjoy working with you to serve our students and schools.

FIGURE 5.5 Memo to Follow Through

ISBN 1-269-72898-9

Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition, by Peggy Dettmer, Ann Knackendoffel, and Linda P. Thurston.

132 PART II CONTENT FOR WORKING TOGETHER AS CO-EDUCATORS

She prepares for their meeting with an agenda and a summary of ideas and examples for adaptations. She asks to meet in the classroom on the teacher’s “turf.” As a novice teacher, she wants to use her most polished collaborative consultation skills with this veteran teacher. She knows that as an intuitive thinker her preferred problem-solving style includes a tendency to gloss over facts and move too hastily (eagerly) to looking at ideas for solutions. This is something she has been working on and it will serve her well today because she has observed that this classroom teacher has an opposite style of stating problem, issues, and factual data in succinct detail. She believes that these differences in style can work to their advantage, and 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 day feeling very good about their collaborative effort. As evidenced by the final exchange between the two, the event was a special boost to the first-year teacher’s confidence. Review as a case study the scenario described above. Then using the ten-step problem solving process, ask:

1. What are the facts in this situation?

2. Who initiated the collaborative effort?

3. What additional information would be helpful?

4. What was the problem and how was it identified?

5. What other realities and concerns became evident?

ISBN 1-269-72898-9

Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition, by Peggy Dettmer, Ann Knackendoffel, and Linda P. Thurston.

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 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?

Sounds tough . . .

To summarize our basic information then, . . .

ISBN 1-269-72898-9

Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition, by Peggy Dettmer, Ann Knackendoffel, and Linda P. Thurston.

134 PART II CONTENT FOR WORKING TOGETHER AS CO-EDUCATORS

4. When isolating the problem

The major factors we have brought out seem to be . . .

Are we asking the right questions?

Could you be more specific?

What do you perceive is the greatest need for . . . ?

What circumstances have you noted that may apply?

Are there other parts to the need that we have not considered?

So to summarize our perceptions at this point . . .

Are we in agreement that the major part of this issue is . . . ?

5. When identifying the concerns and stating the realities

You say the major concern is . . .

How do you feel about this?

Let me see if I understood that.

But I also hear your concern about . . .

You’d like this situation changed so that . . .

How does this affect your day/load/responsibility . . . ?

You are concerned about other students in your room . . .

What are some ways to get at . . . ?

You’re feeling . . . because of . . .

This problem seems formidable. Perhaps we can isolate part of it . . .

Would you say that . . . ?

Perhaps we can’t be sure about that . . .

The major factors we have brought out seem to be . . .

If you could change one thing, what would you change first?

6. When generating possibilities

How does this affect the students/the schedule/the family . . . ?

Do we have a good handle on the nature of this situation?

We need to define what we want to happen . . .

How would you like things to be?

What has been tried so far?

What happened then?

Is this the best way to get it done? The only way?

How could we do this more easily?

Could we try something new such as . . . ?

Could you add to what has been said?

What limitations fall upon things we might suggest?

Let’s try to develop some ideas to meet the need . . .

Your idea of. . . also makes me think of . . .

7. When formulating a plan

Let’s list the goals and ideas we have come up with . . .

So, in trying . . . you’ll be changing your approach of . . .

To implement these ideas, we would have to . . .

What I heard you say was . . . and is that what you meant?

ISBN 1-269-72898-9

Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition, by Peggy Dettmer, Ann Knackendoffel, and Linda P. Thurston.

CHAPTER 5 STRATEGIES FOR COLLABORATIVE SCHOOL CONSULTATION 135

We have considered every possibility brought forth, so which 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 . . . ?

That’s a great progress report. Would another plan session produce even more of these very positive results?

ACTION 5.2

Using the 10-Step Consulting Process

Select one or more of the following situations and, with a volunteering collaborator, simulate

a school consultation experience, using the ten-step process and “What to Say” phrases that seem appropriate:

Situation A: A middle-school student is vision impaired. Her IEP includes having the teacher modify her paper/pencil tests. What are the ramifications of this for the classroom teacher’s preparations, grading issues, and district-wide testing?

ISBN 1-269-72898-9

Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition, by Peggy Dettmer, Ann Knackendoffel, and Linda P. Thurston.

136 PART II CONTENT FOR WORKING TOGETHER AS CO-EDUCATORS

What to Consider if Group Problem Solving Is Not Successful

There is no universal agreement on what makes group problem solving effective, and there is little research to guide consultants as to what should be said and done in collaborative consultation. However, the ten steps outlined above have 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 the child’s history to date has included continuous evaluation, home teaching, group socialization experiences, special examinations, and therapy sessions as well as family counseling for three years, the teacher is nervous about her responsibilities with this child. As the speech pathologist, how will you build her confidence in caring for the kindergartner’s language needs, and her skill in helping the child to develop her potential?

Situation G: The special education director and middle school building administrator have been asked by a group of general education teachers and special education teachers to meet with them. The director and the principal sense that this group was chosen informally by the entire teaching staff to be their spoke persons. They know that these teachers and their colleagues are caring and conscientious educators. The representative group wants to discuss the grave concerns they have about including all students with special needs in the high-stakes standardized tests to be given in a few weeks. When they voice their concerns, request information on how best to prepare the students for these tests, and ask what is to be done with the results of the tests, how might the special education director and building administrator react and respond?

ISBN 1-269-72898-9

Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition, by Peggy Dettmer, Ann Knackendoffel, and Linda P. Thurston.