Perspectives on the use of the Problem-Solving Model from the viewpoint of a school psychologist, administrator, and teacher from a large midwest urban school district

摘要

The Minneapolis Public School System has been implementing an intervention-based approach to special education placement. This Problem-Solving Model (PSM) was designed to de-emphasize the role of norm-referenced tests and to provide early instructional interventions. The basic outline of the PSM is to define the problem, determine the best interventions to address this problem, implement interventions and monitor their effectiveness, and repeat the cycle as needed. In this article, we present a case study of a student moving through this process. We also discuss how movement toward a data-based decision-making process impacts the roles of school psychologists, administrators, and special education teachers. Common questions regarding the model are addressed, and tips for effective implementation of a problem-solving model are outlined. (c) 2006 Wiley Periodicals, Inc.