School-Based Problem Solving (SBPS) describes the intervention process that is a required component of the Corey H. Settlement Agreement (1997). This agreement requires that the Chicago Public Schools implement a school-based intervention process. This process (SBPS) must be implemented at each elementary school.
The SBPS process is not a single event, but a process that is built into the educational program in the Chicago Public Schools. Classroom supports include activities that are conducted in the classroom by staff working in the problem-solving delivery system.
- Assess student performance using classroom-based materials
- Establish and deliver the intervention in the classroom
- Translate effective teaching strategies into the regular instruction program
- Consult to guide the "fine tuning" of classroom strategies
- Involve teachers, parents, and key personnel in collaborative decision making
Through the SBPS process, schools are able to provide preventive, intervention services to students to address their academic/behavioral needs. SBPS is built on the belief that every child is capable of learning and that supports should be available to both student and teacher in strengthening specific curriculum areas and directly aligning instructional materials with expected outcomes. This is a process that is based upon the elements of effective problem solving. It utilizes curriculum-based assessment, behavior observation, functional analysis of behavior and student progress monitoring as tools in the process.