Form for Five-Step

Problem-Solving Process
1. Know the Student

Strengths and Concerns Chart

Name:Gerald
Grade:

Academic concerns: Behavior concerns:

● Struggles with reading fluency and ● Constantly talking with peers

Comprehension
 Poor listening skills
 Poor oral expression skills
 Struggles with spelling and
vocabulary
● Doesn’t pay attention to directions
● It on the computer when he should
be focusing on assignments or
reading his book

Strengths to build on: gets along well with others, has good computer skills

2. Analyze the Root Cause

Coach: Why is Gerald having problems in reading?

Teacher: He doesn’t practice reading and his listening, speaking, and
vocabulary skills are way lower than that of his peers.

Coach: Why are those skills lower than his peers?

Teacher: He doesn’t practice reading and doesn’t finish assignments to help
him learn the skills. He spends all of his time playing on the computer.

Coach: Why doesn’t he like reading?

Teacher: He has a hard time focusing on what he is reading.

Coach: Is it a lack of ability to focus or lack of interest?

Teacher: He’s reading books about things he’s intersted in, but he will only
 read for a couple minutes and then he quits.

Coach: Sounds like we need to help him zoom into what he should be doing.
Help him stay focused on reading instead of getting distracted by his computer
and his peers.
Teacher: I would agree. That might help him read longer and focus on his
assignments.

3. Set a Clear and Measurable Goal

Hypothesis: If we can teach Gerald how to “spotlight on his purpose”, Gerald

will be able to focus longer on what his expectations are.

Time frame and measurement benchmarks: As a result of _6__ weeks of

training, Gerald will be able to focus on reading a book for 20 minutes and
focus on completing his assignments 75% of the time.

4. Decide How to Monitor Growth

__Gerald____’s chart for Monday Tuesday Wednesday Thursday Friday

the week of ______

Minutes read __min __min __min __min __min

Listened for directions __X __X __X __X __X

Completed Assignments Yes/no Yes/no Yes/no Yes/no Yes/no

5. Select an Action Plan

Skills Needed Teaching Strategies Student Suggestions for
Responsibilities Parents

Focus on purpose Use the phrase “By Listen for Help Gerald set
the end of the instructions. goals of chores to
day...” Focus on the finish by certain
Model how to use a prupose of the times. Encourage
timer and chart to activty and what the him to stay focused
record reading. end result should on his goal.
be.
Self monitor using
the chart

Build reading Give positive Use a timer to keep Encourage Gerald

stamina feedback as Gerald track of time spent to read everyday for
increases his time reading. 10 minutes to start.
of focus/reading Read everyday

Reading fluency Model how to use Read everyday. Have Gerald read
reading stratgies in Use reading the paper,
chunking words, stratgies while summaries of his
rereading for reading- chunking favorite TV shows
understanding, and words, rereading for or movies. Have
defining tricky understanding, and him read signs
words. defining tricky while driving and
Assess Gerald with words menus at
one minute fluency restuarants
passages

Reading Model rereading Stop and reread Have Gerald read

comprehension and retelling when I don’t recipes for dinner
strategies for understand. Stop at and retell what the
understanding. the end of directions are
Assess Gerald on paragrapghs and
comprehension retell. Practice with
after reading small partners
passages.