Problem-Solving Facilitation Clause Samples
Problem-Solving Facilitation. The problem-‐solving facilitation domain includes what others have identified as relational, interpersonal, or communication skills. Successful coaching requires effective interpersonal and communication skills, time management skills, organizational and adaptive skills, and team process skills. Additionally, problem-‐solving facilitation skills encompass empirically supported school-‐based consultation skills such as the use of active and attentive listening, summarizing, questioning, paraphrasing, delivering, integrating, and empathizing. Further, coaching for MTSS requires knowledge of empirically validated consultation models and skills to effectively facilitate problem-‐solving activities at the individual, small group, and systems level within the educational organization. A number of problem-‐solving models exist in the literature and in educational practice such as the Continuous Improvement Model (CIM), Lesson Study, IDEAL (▇▇▇▇▇▇▇▇▇ & ▇▇▇▇▇, 1984), Applied Behavior Analysis (ABA; ▇▇▇▇, ▇▇▇▇, & ▇▇▇▇▇▇, 1968), and Team Initiated Problem Solving (TIPS; ▇▇▇▇▇▇, ▇▇▇▇, Algozzine, ▇▇▇▇▇▇, & ▇▇▇▇▇▇▇▇▇). No matter the specific approach utilized, most problem-‐solving models incorporate similar critical questions to guide educator thinking and decision making.
1. Is there a problem and what is it?
2. Why is the problem happening?
3. What can be done about the problem?
4. Did the planned solution work? The figure below reflects the continuous, recursive nature of a four-‐step problem-‐solving process. A systems coaching model within an MTSS framework requires fluency in the four-‐step problem-‐solving model as illustrated above to address individual student-‐level problems (▇▇▇▇▇▇ & ▇▇▇▇▇▇, 2008; Tilly, 2008). Additionally, systems coaching requires fluency in the eight-‐step small group planning and problem solving process (▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, & ▇▇▇▇▇, 2008) to address systems-‐level or organizational problems.