ProblemDSolving Facilitation Clause Samples

ProblemDSolving Facilitation. The problemEsolving 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, problemEsolving facilitation skills encompass empirically supported schoolEbased 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 problemEsolving activities at the individual, small group, and systems level within the educational organization. A number of problemEsolving 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 problemEsolving 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 fourEstep problemEsolving process. A systems coaching model within an MTSS framework requires fluency in the fourEstep problemEsolving model as illustrated above to address individual studentElevel problems (▇▇▇▇▇▇ & ▇▇▇▇▇▇, 2008; Tilly, 2008). Additionally, systems coaching requires fluency in the eightEstep small group planning and problem solving process (▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, & ▇▇▇▇▇, 2008) to address systemsElevel or organizational problems.