Problem Solving Team Meeting-May 14, 2014

The Problem Solving Team meeting was very productive and everyone in attendance was
committed to finding solutions for Daniel that would make the time he spends at school more
enjoyable and rewarding.
The facilitator presented some background information on Daniel that increased
awareness and empathy for his situation. Daniel came to our school in grade 2 midway through
the year from another district. He arrived with a take-charge attitude and when things did not go
his way, he would challenge authority and then take out his frustrations by hitting other children.
His father is being treated for Post-Traumatic Stress Disorder and picks him up every day as
Daniel has also had issues on the bus.
The team decided to concentrate on Daniels aggressive behavior for the next two weeks.
Taking responsibility for his actions is another area of concern but will be dealt with at the next
meeting. He did receive an In-School Suspension in Grade 2 for aggression and this was very
effective as Daniel is strong academically and does not want to be away from the classroom. As
a result, it was decided to re-instate that consequence.
The expectations for the student were clearly outlined as well as who was responsible for
executing each strategy. Daniel is to learn how to respond appropriately to minor incidents
during transitional times. Transitional times would include moving about in the classroom,
walking in line in the hallways and coming in and out of the building during recess or lunch.
Daniel will be given specific instructions through social stories on how to respond when
someone comes into contact with him. He will practice these situational stories with the guidance
counselor and as he progresses, he could practice with a peer helper which will help to build
social skills. Working within the Universal Design for Learning framework, I suggested that
these social stories as well as expectations concerning appropriate behavior on moving about the
building should be presented to the entire class as all students need reminders about school
rules, especially at this time of the year. This would also allow Daniel to stay in the classroom as
he does not like to miss the academics.
The meeting was very productive as everyone involved had a role to play and was held
accountable by a timeline. The team chose one target behavior to correct as to not overwhelm the
student or the teachers.
Daniels need for relatedness (everyone belongs to a team) and competency (everyone
has strengths) was recognized by the implementation of the Lego club. With coaching and
intervention, it is hoped that Daniel will take on a leadership role in this club to showcase his
talents. The team was focused on the solution and everyone was given a chance to contribute. It
was evident that there was a genuine concern for Daniel and a strong commitment to his
emotional well-being at school.