Problem Solving Model
Special Education
Facts and Fallacies

Introduction to Problem Solving and Flexible Delivery

In the summer of 1996 the Northwest Suburban Special Education Organization (NSSEO) and the Mount Prospect School District #57 School Board approved the use of a Flexible Service Delivery Model. In School District #57 the intent was to develop and implement a method of helping students who learn differently and who experience difficulty. Some of the most important aspects of this endeavor was to use assistive methods which included early intervention, use of a data based problem solving process and creative utilization of building resources.

The 1996-97 school year was used to review past practices and consider the ideas and beliefs related to using a different service model.
During the 1997-98 school year, approximately 20-30 staff members actively engaged in various types of training related to the Flexible Service Delivery Model. The staff realized the overall implementation of such a different way of helping students represented a 5-7 year learning and change process.
The 1998-99 school year included considerably more staff training, as well as the first stages of organized implementation. Often the assistance being delivered to students was on a case-by-case basis. The staff members who were the most familiar with the Flexible Service Delivery System began working with a wider variety of other school staff and used the problem solving process to help many more students.

In the 1999-00 school year, the district developed and implemented very specific staff training. Many school staff were actively engaged in the delivery of early intervention and flexible services. However, many staff still had very little information and experience regarding these methods. This reflected the initial decision to have each school building develop at a pace that was best for them.

The feedback from many parents and teachers indicates that the Flexible Service Delivery Model, using a well developed problem solving process, can be very beneficial. We recognize the need to continue learning and improving our ways to help students. The Flexible Service Delivery Model represents a positive move forward to help more students more quickly.

In order to consider and then use a Flexible Service Delivery System, one must be:

• able to think differently
• open to new ideas
• willing to take reasonable risks
• a "team player"

What is a FLEXIBLE SERVICE DELIVERY SYSTEM?

 
It is the belief, and therefore method, of providing prompt services to all students who learn differently using all the available school resources.
 

What is PROBLEM SOLVING?

It is the systematic process of :

• Identifying the concern
• Defining the problem
• Analyzing the problem
• Developing interventions
• Monitoring and evaluating interventions

Flexible Service Delivery Beliefs:

• All children can learn
• Educators are responsible to meet student's needs
• Parents have vast knowledge about their children and should be partners as early as possible
• Children should be assisted when concerns arise, before problems grow
• Children's needs should be met in the general education setting and within the general education curriculum
• Teachers and parents deserve the resources necessary to meet the educational needs of children
• The best educational strategy is the one that works
• The effectiveness of any educational strategy must be evaluated frequently
• Assistance is designed to improve learning
• Accurate information about student's progress should be communicated regularly
• Solutions and strategies can best be identified and implemented when educators, parents, and others work collaboratively
  

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