I.D.E.A.L. - Indiana Designs Equitable Access for Learning

Author Spot Light:

Maury Miller, Indiana State University

General Education Intervention Teams: Using Creative Problem Solving

Module ID# 20
Type: training
Revised: 07/2007

Module Description - Instructional Outcomes - Instructional Events
Instructional Evaluation - Discussion List

This module introduces a process which effectively facilitates teacher instructional support teams. These teams are known in Indiana as General Education Intervention Teams. In other settings they may be called Teacher Assistance Teams, Students Assistance Teams, or, simply, pre-referral teams. The purpose of the team is to help a teacher build an instructional plan for a student who is presenting classroom challenges. If effective, the plan will result in improved learning and performance in the classroom. Another outcome may be that the student in referred for a more complete educational assessment and, potentially, special education placement. Thus, the team is sometimes called a “pre-referral” team. Those who have followed the process explained in this module, however, have found these teams to be valuable for teachers in a variety of situations.

The module first presents a description of the General Education Intervention team and a review of findings describing such a team’s impact. Much of the module presents a Creative Problem Solving process which teams are currently using and finding helpful and effective. Four items are then presented which can be used for assessing knowledge and skills obtained by completing the module. These are tied to Indiana Professional Standards Board standards.

INSTRUCTIONAL PROFICIENCIES:

One may determine that a number of Indiana Professional Standards Board standards are addressed in this module. Particularly assessed in the module are...

IPSB Standards for Teachers of Students with Exceptional Needs

Standard #3 - The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment strategies and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment. The teacher of students with exceptional needs:
	Performance #6: Designs appropriate instruction based on identified strengths and needs of the learner as determined through the result of the assessment process. Performance #8: Identifies the necessary supports for appropriate educational services. Performance #9: Is a perceptive observer of learner’s strengths and needs.
Standard #5 - The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings which foster an enriching, nurturing, and safe climate where diversity and risk taking are valued. The teacher of students with exceptional needs:
	Performance #1: Designs and revises participatory learning environments grounded in research-based best practices and on student performances. Performance #5: Facilitates student growth through a combination of direct support and adaptation of the curriculum. Performance #6: Develops and utilizes innovative and unique strategies to enhance instruction and support ongoing learning. Performance #8: Demonstrates an understanding of how children learn best and creates an environment that provides opportunities for this learning.
Standard #6 - The educator of students with exceptional needs understands the developmental nature of learning and collaboratively implements multiple approaches and strategies to provide a variety of activities and opportunities to facilitate student success. The teacher of students with exceptional needs:
	Performance #1: Adapts and implements strategies and curriculum to meet the unique needs of students. Performance #3: Selects and applies appropriate best practices to meet the instructional needs of individual students. Performance 5: Engages students in activities which encourage positive social interaction and self-motivation, and provides choices in learning.
Standard #8 - The educator of students with exceptional needs understands reflective practices and the importance of ongoing professional development and applies the knowledge gained to promote both student growth and professional outreach. The teacher of students with exceptional needs:
	Performance #3: Shares knowledge of alternative learning strategies to optimize learning for all students. Performance #5: Demonstrates effective problem-solving techniques.
Standard #9 - The educator of students with exceptional needs is aware of the need to collaborate with families, school colleagues, and the larger community to support students’ learning and well-being and actively cultivates these partnerships. The teacher of students with exceptional needs:
	Performance #1: Facilitates groups in the problem-solving process. Performance #2: Communicates effectively in verbal, nonverbal, and written modes. Performance #3: Uses skills in conflict resolution, problem solving, and social interaction to enhance collaboration.

INSTRUCTIONAL OUTCOMES:

After completing this module, one will be able to:

List current Indiana Article 7 requirements regarding General Education Intervention Team (G.E.I.) procedure.

List background information on Creative problem Solving-Buffalo.
Discuss recent research on General Education Intervention/Student Assistance (SAT)/Teacher Assistance (TAT) Teams.
Generate sample problem statements for a case study.
Develop an action plan for a case study.
Describe an environment that is conducive to effective meetings.

INSTRUCTIONAL EVENTS:

What is a General Education Intervention (G.E.I.) Team?

Pre-referral. That is, a team meets to discuss and help the classroom teacher plan for a particular student prior to any referral for evaluation which might lead to special education.

Students who are discussed with a General Education Intervention Team are those who…

*Are not meeting the academic expectations of the classroom.
*Are not meeting the social and behavior expectations of the classroom..

More information is available about students.

Who’s involved? A team of colleagues and professionals from the teacher’s own school- Not outside consultants, specialists with very narrow specialties, people with arcane vocabularies, or people from outside the school, i.e. people who don’t understand the classroom.

Instead, the team can be made of classroom teachers from the school, other school professionals (e.g. special educators, counselors), administrators if the school chooses, or parents if the school chooses. That is, people from the school.

More information is available about team members.

What do they do?

Help the teacher create a plan for this student in this classroom

Team members…Problem solve. Create. Explore. Listen. Sympathize. Share things they’ve tried. Create new ideas. Plan for this student in this classroom.

Sounds OK. Why would they do that?

There is a legal basis in the state (Note: This is not a federal law requirement)
Others’ experience nation wide, documented through research and observation

More information on legal and research basis is available.

This is an intriguing idea. How can I learn what others are finding out about this?

See the research reviewed here. Find other articles in your own journals
Talk to people you know at other schools. See what they are doing
Check with resources at the university or education center
Check most professional texts

View samples of the way special education textbooks describe what some refer to as a “pre-referra” team.

OK! I'm ready to begin teaming with a General Education Team. But...what's the process?
How do I go about this?

That's where CPS for GEl comes in.

To find out more about the problem solving approach with General Education Intervention Teams, click on Creative Problem Solving- Buffalo^TM or CPS -B. There, you can also find out more about CPS - Buffalo.

View a list of Additional References.

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