Collaborative Problem Solving Effectively Implemented, But Not Sustained: A Case for Aligning the Sun, The Moon, And the Stars (Report‪)‬

The concept of teams of teachers and other school professionals working together to address student concerns was introduced over 30 years ago. Since then, various names have been used to describe these teams such as (a) mainstream assistance (D. Fuchs, Fuchs, Bahr, Fernstrom, & Stecker, 1990); (b) instructional consultation (Rosenfield & Gravois, 1996); (c) instructional support (Kovaleski, Gickling, Morrow, & Swank, 1999); and (d) prereferral intervention (Graden, Casey, & Christenson, 1985). Although there are differences among these models (e.g., team composition, meeting structure, and the process of implementing interventions), all share a common, preventive goal of "eliminating inappropriate referrals, while increasing the legitimacy of those that are initiated and reducing future student problems by strengthening the teacher's capacity to intervene effectively with a greater range of children" (D. Fuchs, Mock, Morgan, & Young, 2003, p. 160). In this article the generic term collaborative problem solving (CPS) describes these models and practices because it de-emphasizes the common, though inaccurate, assumption that prereferral intervention is part of an inevitable path toward special education (Bahr & Kovaleski, 2006). The use of CPS has shown to have many benefits. These include (a) a decrease in the number of students who are screened, tested, and found eligible to receive special education services (Burns & Symington, 2002; McDougal, Clonan, & Martens, 2000; McNamara & Hollinger, 2003); (b) a reduction in disproportionality (Gravois & Rosenfield, 2006; Marston, Muyskens, Lau, & Canter, 2003); and (c) academic and behavioral improvements among referred students (D. Fuchs, Fuchs, Harris, & Roberts, 1996; Kovaleski et al., 1999; Telzrow, McNamara, & Hollinger, 2000). Benefits to teachers include enhanced professional support and collaboration (Bahr, Whitten, Dieker, Kocarek, & Manson, 1999; Ormsbee & Haring, 2000; Welch, Brownell, & Sheridan, 1999) as well as an expanded repertoire of skills related to instructional strategies, behavior management, and assessment (Batsche & Knoff, 1995; Ingalls & Hammond, 1996).