Problem Solving/I-Aspire at
Pioneer Elementary
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Pioneer Elementary School is excited to begin the 2007-2008 school year! During the 2005-2006 school year Pioneer staff began implementing a Problem-Solving approach known as FLEX. The Problem-Solving approach has been present in the field of education since the late 1970’s in states such as Minnesota and Iowa. Recent legislation and an increased focus on the “science” of education has drawn much attention and favor for this approach and its implementation has begun in many other states.
To further advance our efforts, Pioneer Elementary School is honored to have been chosen as a demonstration site and recipient of an I-ASPIRE grant!! I-ASPIRE (Alliance for School-based Problem-solving and Intervention Resources in Education) is an Illinois State Board of Education initiative designed to increase the capacity of school districts to provide early intervening services, aligned with the general education curriculum, to at-risk students and students with disabilities. This system consists of four regional Illinois ASPIRE Centers established by the Illinois State Board of Education and each is responsible for activities to support the following project objectives:
1. Deliver standardized
research-based professional development in Problem-Solving, including
Response to Intervention (RTI); scientifically-based reading instruction;
and standards-aligned instruction and assessment through:
a) A
coaching model to targeted demonstration districts in each region.
b) Large scale trainings throughout each region
c) Ongoing technical assistance to schools
2. Increase the participation of parents in decision making
3. Incorporate the professional development content into Institution of Higher Education (IHE) general and special education pre-service and graduate curricula.
4. Evaluate the effectiveness of project activities.
The flexible service delivery model is a problem-solving approach that is intended to consider and provide for the needs of ALL children within the public schools. The focus is on a collaborative, flexible use of both financial and human services to meet the many and diverse needs of children, whether or not students are eligible for special education. In the model, special education services are only one part of an overall design of a flexible delivery of services and options available for all students in need. Each school determines the type, nature, range, and intensity of services, based on building needs. A flexible service delivery model is based on the intent of providing students, with learning and behavior needs, more flexible and responsive services. Early intervention in the typical learning environment is emphasized. This system blends general and special education staff’s expertise, services, and resources. There is an intent to assess the student’s strengths and weaknesses based on their academic performance or behavior in the classroom. Interventions are intended to be delivered in the classroom and are based on reliable and measurable information. The student’s progress is directly and frequently monitored. This system is intended to de-emphasize categories and labels while encouraging creativity and problem-solving.
Formal FLEX meetings began last year and will continue through the duration of the ’07-’08 school year and beyond. The problem solving approach most often commences at the grade-level meetings. When a teacher has concerns about a student, and they feel they have made many individual attempts to address the problem, without success, they may refer that student to the grade-level team. At this time the teacher will be contacting you, the parent, to discuss the concerns with you. The grade-level team is composed of the other teachers at that particular grade level. These other teachers will help the referring teacher come up with strategies to attempt. Subsequent meetings will be held to determine if the strategies were successful or not and whether they need to be changed. The teacher will inform the parents as to the results of these meetings. If several attempts have failed to solve the problem, a referral may be made to the FLEX team. The FLEX team is composed of one teacher from different grade levels, a special education teacher, the referring teacher, you the parent, and the FLEX Facilitator. The intent of this team is to further use the expertise and knowledge in the building to help address the student’s problem. Scientifically research-based interventions may be attempted and goals may be set in order to solve the problem.
You, the parent, are an important member of the team. Your insight into your child’s learning and development is valuable information. You may be asked to participate in telephone conversations and team meetings and may be asked to help with: understanding the problem, determining why the problem occurs, planning or implementing a plan, and monitoring, assessing, and evaluating the plan’s effectiveness.
The Pioneer staff is excited and committed to doing what’s best for kids, and the FLEX model represents an opportunity for educators to streamline their processes and make best use of all of their resources so as to meet the unique needs of ALL students. During the 2007-2008 school year Dawn Morse and Scott Piotrowski will serve as the FLEX Facilitators. Should you have any questions or concerns please feel free to contact either of them or Donna Hayley.